The Journal Of Chiropractic Education[JOURNAL]
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200 papers
A pilot study to determine the consistency of peak forces during cervical spine manipulation utilizing mannequins.
Duquette SA, Starmer DJ, Plener JB … +1 more , BSc DAG
J Chiropr Educ · 2021 Mar · PMID 32930333 · Full text
OBJECTIVE: Cervical spine manipulation is a complex motor skill used to treat musculoskeletal ailments such as neck pain. There is evidence demonstrating the effectiveness of objective feedback and mannequins for the tea...
OBJECTIVE: Cervical spine manipulation is a complex motor skill used to treat musculoskeletal ailments such as neck pain. There is evidence demonstrating the effectiveness of objective feedback and mannequins for the teaching of spinal manipulation (SM) in the thoracic and lumbar spine. This paper examines the effectiveness of an educational intervention combining both mannequins and force-sensing technology for teaching cervical SM. METHODS: Fourth-year chiropractic interns were separated into 2 groups: an intervention group and a group trained with the standard curriculum. The intervention included a 60-minute educational session focused on targeting 100 N total peak force cervical manipulations on mannequins, with objective feedback through force-sensing table technology. Pre- and post-CMs were recorded on both a mannequin and a paired student partner, with an attempt to have a target total peak force of 100 N. RESULTS: Ninety students were recruited. The invention group (n = 46) scored significantly better at the outcome compared to the control group (n = 44) when manipulating the mannequin (p = .003). These improvements did not carry over when manipulating a paired human partner (p = .067). CONCLUSION: Following a 1-hour cervical SM educational intervention utilizing thrusting on mannequins and force-sensing table technology, students demonstrated improved peak force control for SM delivered on the mannequin. However, this improvement was not carried over to SM delivered on human subjects.
Grit and chiropractic students' academic performance: a cross-sectional study.
Pulkkinen EA, de la Ossa PP
J Chiropr Educ · 2021 Mar · PMID 32930332 · Full text
OBJECTIVE: Previous investigations have studied the relationship between grit and academic performance, and it has been reported that grittier students perform better academically. The objectives of this study are to mea...
OBJECTIVE: Previous investigations have studied the relationship between grit and academic performance, and it has been reported that grittier students perform better academically. The objectives of this study are to measure chiropractic students' grittiness and to explore the correlation between grit and academic performance. METHODS: We distributed the Short Grit Scale (Grit-S) questionnaire to chiropractic students in electronic form. We included questions about their previous grade point average and the number of times they had retaken examinations. We scored the overall Grit-S scale and the Consistency of Interest and Perseverance of Effort subscales. A 2-tailed t test and 1-way analysis of variance were used to determine differences between groups. RESULTS: The response rate was 87% (n = 110). The mean grit score (3.44 ± 0.60) was similar to the general population and slightly lower than other healthcare professionals. The students who had a grade point average between <80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average <60% but less than 70%. Similarly, students who had no examination retakes had higher grit scores compared to those who took 4 or more exam retakes. We observed these differences in the overall and subscales scores. No other group showed any difference. CONCLUSION: The results of this research showed that the grittier students performed better academically than the less gritty students. Grit scores can potentially be used to identify the students at risk of failing or dropping out. The role and potential application of grit in chiropractic education, student support, and admission procedures should be further evaluated.
Use of videos to teach basic science concepts in a doctor of chiropractic training program.
Shaw KM, Rabatsky A
J Chiropr Educ · 2021 Oct · PMID 32930329 · Full text
OBJECTIVE: This study examined the effectiveness of teaching biochemical concepts by video in a doctor of chiropractic training program. METHODS: Students in a biochemistry class were taught the Krebs cycle through a vid...
OBJECTIVE: This study examined the effectiveness of teaching biochemical concepts by video in a doctor of chiropractic training program. METHODS: Students in a biochemistry class were taught the Krebs cycle through a video exercise and glycolysis in a traditional lecture format. They received a review of both concepts and were tested. Test performance was examined. Students answered a questionnaire following the exercise. RESULTS: There were no significant differences in test performance on the topic learned by the video exercise. However, students felt that both lecture and review were more effective learning tools than video. CONCLUSION: Despite the results of other authors, our students preferred traditional didactic lecture with review rather than video. With no difference in test scores observed, the role of videos in our basic science course remains unclear, perhaps only used as an occasional supplement. These results were not expected, given the often-preferred use of technology by current learners.
Mechanical properties of a thoracic spine mannequin with variable stiffness control.
Owens EF, Hosek RS, Russell BS
J Chiropr Educ · 2021 Mar · PMID 32930327 · Full text
OBJECTIVE: To test the posterior-to-anterior stiffness (PAS) of a new thoracic spine training simulator under different conditions of "fixation." METHODS: We constructed a thoracic spine model using plastic bones and rib...
OBJECTIVE: To test the posterior-to-anterior stiffness (PAS) of a new thoracic spine training simulator under different conditions of "fixation." METHODS: We constructed a thoracic spine model using plastic bones and ribs mounted in a wooden box, with skin and soft tissue simulated by layers of silicone and foam. The spine segment could be stiffened with tension applied to cords running through the vertebrae and ribs. We tested PAS at 2 tension levels using a custom-built device to apply repetitive loads at the T6 spinous process (SP) and over adjacent soft tissue (TP) while measuring load and displacement. Stiffness was the slope of the force-displacement curve from 55 to 75 N. RESULTS: Stiffness in the unconstrained (zero tension) condition over the SP averaged 11.98 N/mm and 6.72 N/mm over the TP. With tension applied, SP stiffness increased to 14.56 N/mm, and TP decreased to 6.15 N/mm. CONCLUSION: Thoracic model compliance was similar to that reported for humans. The tension control system increased stiffness by 21.3% only over the SP. Stiffness over the TP was dominated by the lower stiffness of the thicker foam layer and did not change. The mannequin with these properties may be suitable for use in manual training of adjusting or PAS testing skills.
Peer review during the time of COVID-19.
Green BN
J Chiropr Educ · 2020 Oct · PMID 32930326 · Full text
The COVID-19 pandemic has introduced changes to all areas of education. Educators have been required to rise to the occasion and manage the crisis in an inordinately short period of time. Despite this, peer reviewers of...
The COVID-19 pandemic has introduced changes to all areas of education. Educators have been required to rise to the occasion and manage the crisis in an inordinately short period of time. Despite this, peer reviewers of the journal have graciously continued to review papers. This editorial acknowledges the editorial board and peer reviewers and their service to the journal during a tumultuous time.
A survey of chiropractic students' perceived business preparedness at graduation.
Sikorski DM, Wanlass PW, Kizhakkeveettil A … +1 more , Tobias GS
J Chiropr Educ · 2021 Mar · PMID 32926107 · Full text
OBJECTIVE: The objective of this study was to assess chiropractic college graduates' business experience, education, and need for further education at the time of graduation. METHODS: We conducted an anonymous survey of...
OBJECTIVE: The objective of this study was to assess chiropractic college graduates' business experience, education, and need for further education at the time of graduation. METHODS: We conducted an anonymous survey of graduating chiropractic students in 2015 and 2016 regarding their prior business experience, business courses taken before and during chiropractic education, business abilities and needs, and practice plans. RESULTS: Eighty-one responded out of 114 surveyed (71% response rate). Less than half had taken college-level business courses or had business experience prior to entering chiropractic college. Almost 90% of respondents took 1 or more of 3 elective courses in business skills during their chiropractic education. Sixty-eight percent planned to work as an associate doctor and to be in private practice after 5 years. The respondents indicated that they were more prepared in the business abilities of ethics/risk management/jurisprudence, employee management, strategic planning, and marketing/advertising, and least prepared in business operations, accounting, and billing/reimbursement. In the areas of economics, finance, business taxes, and starting a practice, the respondents indicated a need for further education or experience. It was statistically significant (p < .001) that students who had prior business experience and/or college business education were more confident in operating a health care practice. CONCLUSION: Chiropractic business education provides students with some of the practice management skills essential for operating a health care practice. Students with prior business experience and/or education reported more confidence in their ability to run a chiropractic practice immediately after graduation.
Chiropractic and osteopathic students' perceptions of readiness for transition to practice: The educational value of university clinic vs community and private clinics.
Haworth NG, Horstmanshof L, Moore KM
J Chiropr Educ · 2021 Mar · PMID 32543901 · Full text
OBJECTIVE: The objective was to determine final-year students' self-perceptions of readiness for transition to practice, professional identity, and experiences of interprofessional clinical practice. Findings will inform...
OBJECTIVE: The objective was to determine final-year students' self-perceptions of readiness for transition to practice, professional identity, and experiences of interprofessional clinical practice. Findings will inform the clinical education curriculum. METHODS: We used repeated measures individual case studies with a self-selecting sample from the total final-year student population at 2 chiropractic and 2 osteopathic programs offered by Australian universities. Cases were not compared. Amalgamated data are presented. RESULTS: There were interviews with students in 2 chiropractic programs (n = 15) and 2 osteopathic programs (n = 13). Perceptions indicate that clinical education in university health clinics prepares them for transition to practice through scaffolded supervision of their consultations with reasonably healthy patients. Students perceived that other clinics (community clinics or private practices) prepared their readiness for transition to practice substantially better. Community clinics and private practices allowed students to consult people from diverse socioeconomic and cultural backgrounds and treat complex health care issues, and the model of supervision allows students a degree of autonomy. Students lacked a clear understanding of the behaviors that demonstrate their professionalism. Interprofessional learning activities were ad hoc and opportunistic. CONCLUSION: University health clinics, private practices, and community clinics prepare students for transition to practice in different ways. Most students feel prepared. There is a clear indication that a focused discussion related to the development of students' understanding of competencies related to professionalism and another related to interprofessional clinical education in curriculum are needed.
Stress and burnout in chiropractic students of European chiropractic colleges.
Rank MP, de la Ossa PP
J Chiropr Educ · 2021 Mar · PMID 32543900 · Full text
OBJECTIVE: High levels of stress and burnout are known to negatively impact academic success, quality of life, and well-being of students. The purpose of this study was to investigate the degrees of stress and burnout le...
OBJECTIVE: High levels of stress and burnout are known to negatively impact academic success, quality of life, and well-being of students. The purpose of this study was to investigate the degrees of stress and burnout levels of students from several European chiropractic colleges. METHODS: Stress and burnout were assessed using the Perceived Stress Scale (PSS-10) and the Maslach Burnout Inventory-Student Survey (MBI-SS). Surveys were delivered electronically in November 2017 to chiropractic students from 4 different chiropractic colleges. Data were analyzed using t test and 1-way ANOVA to determine differences between demographic data. Scores in perceived stress and burnout subscales were compared to the general, chiropractic, and medical student populations. RESULTS: Both the MBI-SS and PSS had similar response rates (30%-34%) and demonstrated statistically significant differences between institutions, with C-3 demonstrating the highest levels of exhaustion (p < .001) and the highest levels of perceived stress (p = .012). MBI-SS results show that in the general chiropractic student population, 26.4% presented high emotional exhaustion, 18.2% high cynicism, and 43.8% low academic efficacy. Meanwhile, the PSS score indicated "moderate" levels of stress. CONCLUSIONS: European chiropractic students experience higher levels of perceived stress than the general population and they may suffer levels of burnout similar to those of medical students. These results suggest that colleges should monitor stress and burnout levels in their students. This may help to establish student support systems in order to improve students' quality of life and academic performance, as well as help new graduates transition to their professional lives.
Aromatherapy for test anxiety in chiropractic students.
Wells BM, Nightingale LM, Derby DC … +2 more , Salsbury SA, Lawrence D
J Chiropr Educ · 2021 Mar · PMID 32543886 · Full text
OBJECTIVE: Up to 85% of college students experience test anxiety, which may contribute to decreased academic performance. The purpose of this study was to assess the feasibility of recruiting chiropractic students for a...
OBJECTIVE: Up to 85% of college students experience test anxiety, which may contribute to decreased academic performance. The purpose of this study was to assess the feasibility of recruiting chiropractic students for a randomized trial involving aromatherapy for anxiety reduction. METHODS: This study enrolled chiropractic students who were randomly assigned to separate rooms during a biochemistry test. Waterless diffusers dispersed a lemon and rosemary blend of essential oils in the experimental room and water in the control room. Students completed pretest surveys rating current and general anxiety. Posttest surveys included rating current anxiety. Analysis of covariance (ANCOVA) was preformed to determine within- and between-group differences for current anxiety. Feasibility was the primary aim, and the statistical significance of anxiety test scores between rooms was the secondary aim. RESULTS: Sixty-four students were included in the study. The feasibility of research methods was noted for adherence to the study protocol (informed consent, randomization, and survey distribution and completion) and resource allocation. Design improvements are required in recruitment methods, follow-up surveys, and intervention blinding. ANCOVA for between-group comparisons showed no statistically significant difference between groups' pre- and posttest anxiety scores (p = .22). Two reported side effects, eye and sinus irritation, could not be attributed to treatment group. Most students were willing to use aromatherapy for test anxiety in the future. CONCLUSION: We demonstrated feasibility in conducting a randomized study to measure the influence of aromatherapy on test anxiety in chiropractic students. A powered, randomized study is needed to determine if aromatherapy may be effective in reducing test anxiety.
An overview of the medical specialties most relevant to chiropractic practice and education.
Austin-McClellan LE, Lisi AJ
J Chiropr Educ · 2021 Mar · PMID 32471312 · Full text
OBJECTIVE: The purpose of this article is to present an overview of the key medical and surgical specialties most likely relevant to chiropractic practice in the United States. Understanding the similarities and differen...
OBJECTIVE: The purpose of this article is to present an overview of the key medical and surgical specialties most likely relevant to chiropractic practice in the United States. Understanding the similarities and differences in the training and typical practices of these medical providers may enhance a chiropractor's likelihood to collaborate and increase participation in team-based care. METHODS: This was a descriptive analysis to develop preliminary content on US medical physician specialties. Selection was informed by the authors' clinical experience with medical collaboration, along with results of previously published work on medical specialties most commonly reported to be involved in referral patterns with US chiropractors. Data from the Accreditation Council for Graduate Medical Education and individual specialty boards were synthesized through an iterative process, and supplemented by qualitative input from subject matter experts. Data were entered into tabular format for review and analysis. RESULTS: We propose that the medical and surgical specialties most relevant to typical US chiropractic practice are internal medicine, family medicine, emergency medicine, physical medicine and rehabilitation, neurology, pain medicine, rheumatology, radiology, orthopedic surgery, and neurological surgery. There is overlap in scope of conditions and diagnostic and therapeutic tools utilized by various medical specialties. CONCLUSION: This work describes 8 medical and 2 surgical specialties proposed to be most relevant to general chiropractic practice in the United States. The results may have relevance to interprofessional education and collaboration.
Educator's Learning Alignment Instrument (ELAI).
Vining RD, Millard T
J Chiropr Educ · 2021 Mar · PMID 32348152 · Full text
OBJECTIVE: To report the development and initial testing of a questionnaire designed to assess the concept of learning alignment within chiropractic college courses. METHODS: A 36-item questionnaire, Educator's Learning...
OBJECTIVE: To report the development and initial testing of a questionnaire designed to assess the concept of learning alignment within chiropractic college courses. METHODS: A 36-item questionnaire, Educator's Learning Alignment Instrument (ELAI), was created to evaluate how learning goals, course activities, and assessments align within a college course. Questionnaire development was informed by learning theories and tested using a 2-phased electronic survey mechanism among a chiropractic college faculty. Phase 1 included completing the ELAI for a currently implemented course. Phase 2 included questions about confidential reports generated from ELAI data. RESULTS: Thirty-one of 46 (67%) respondents completed an ELAI. Twelve (38%) participated in phase 2. Twenty-one (68%) courses demonstrated consistent learning focus across goals, activities, and assessments. Aggregate data from early, middle, and late chiropractic program courses revealed progressive shifts toward higher-level learning. Eighty-seven percent of courses contained 1 or more individual learning areas with potentially misaligned goals, activities, or assessment. Ninety-seven percent of respondents completed ELAI questions within 20 minutes. Most (87%) phase 2 respondents noted the report accurately reflected the course. Sixty-seven percent of phase 2 respondents agreed that confidential reports provided useful information to inform course design. CONCLUSION: The ELAI is a nonburdensome instrument that can facilitate faculty reflection on how aligned learning concepts are applied in a course and provide novel data to assess general learning focus within college courses and within programs. Results indicate ELAI questions can be revised to improve clarity. Additional research comparing ELAI responses from experts, peer educators, and students is recommended.
Active learning strategies, such as analogical models, aid in student learning of spinal anatomy and biomechanics.
Rix J
J Chiropr Educ · 2021 Mar · PMID 32339000 · Full text
OBJECTIVE: This study aimed to examine the effect of active learning strategies using analogical models versus didactic lectures on student learning of spinal anatomy and biomechanics. METHODS: Students enrolled into yea...
OBJECTIVE: This study aimed to examine the effect of active learning strategies using analogical models versus didactic lectures on student learning of spinal anatomy and biomechanics. METHODS: Students enrolled into year 1 of a chiropractic program in 2014 and 2015 were eligible to participate. The 2014 cohort received didactic lectures. Active learning approaches using analogical models were incorporated into the 2015 cohort. Both groups received an identical written assessment at the end of the 3rd lecture. Between-group differences in age and written assessment percentages were analyzed using independent t tests. RESULTS: Fifty-nine students from the 2014 cohort and 62 students from the 2015 cohort took part. There were no significant differences in age or gender between the cohorts. The differences in the mean of the written assessment percentages between the didactic group and the analogical models group were significant (p = .00), with a mean difference of 22.6% (95% CI, 17.4-27.9). The didactic group mean percentage was 37.9% (SD 15.8) and was within a fail percentage bracket. The analogical models group mean percentage was 60.6% (SD 13.1) and within a pass percentage bracket. CONCLUSION: The analogical models group performed significantly better than the didactic lecture group, particularly with regard to content delivered using literal or surface analogies.
Influence of cooking skills and nutritional training on dietary choices of incoming chiropractic students.
Colton KK, Nightingale LM
J Chiropr Educ · 2020 Oct · PMID 32338999 · Full text
OBJECTIVE: We aimed to identify chiropractic students' cooking skills, perceptions of healthy eating, and influence of prior nutrition training on dietary intake. METHODS: Two cohorts of incoming graduate students were s...
OBJECTIVE: We aimed to identify chiropractic students' cooking skills, perceptions of healthy eating, and influence of prior nutrition training on dietary intake. METHODS: Two cohorts of incoming graduate students were surveyed to assess nutritional training prior to matriculation, perceptions of healthy eating behaviors, cooking skills, current dietary intake, and barriers to healthy eating. Using independent t tests, correlations, and descriptive statistics, data from the cohorts were assessed. RESULTS: The response rate was 88.7% (n = 178). Nutritional training significantly increased perception of nutritional knowledge and confidence in giving nutrition advice. Completion of at least 1 college nutrition course was associated with nearly double students' weekly fatty fish intake. Males were more likely to eat animal protein, and females preferred desserts. Modeling a healthy diet for future patients was rated as being important, yet most students consumed diets consistent with the typical American diet. The leading barriers to healthy eating included lack of time and money. CONCLUSION: Similar to students in other healthcare professions, incoming chiropractic students wish to model healthy behaviors but fail to apply their knowledge and attitudes to their own dietary intakes due to common barriers.
Platform and poster presentation abstracts.
J Chiropr Educ · 2020 Mar · PMID 32119569 · Full text
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Revised methodology for the examinations of the National Board of Chiropractic Examiners: .
Wiles MR, Little CS, Mrozek JP
J Chiropr Educ · 2020 Mar · PMID 32013543 · Full text
For over 50 years, the National Board of Chiropractic Examiners (NBCE) has administered pre-licensure examinations to chiropractic students and graduates. During this time, the testing process has been continually refine...
For over 50 years, the National Board of Chiropractic Examiners (NBCE) has administered pre-licensure examinations to chiropractic students and graduates. During this time, the testing process has been continually refined and improved, consistent with the evolving science and practices of standardized testing. NBCE test results are provided to chiropractic program leaders who use these data to improve their curricula as part of their own ongoing efforts to refine and improve the academic programs. Finally, the Council on Chiropractic Education (CCE) requires accredited chiropractic programs to report their NBCE scores to ensure that benchmarks set by the CCE are met. With this symbiotic relationship between the NBCE, CCE, and chiropractic programs (as well as state licensing authorities), it is very important that these groups collaborate and communicate with transparency and diplomacy. In particular, the chiropractic program leaders-and their students as the end users-are vitally interested in monitoring changes at the NBCE and CCE levels that may impact their programs. Recent changes in testing methodology for the NBCE examinations need to be understood and monitored to ensure that they result in their intended outcome, which is greater validity of the testing process. This commentary reflects the views and concerns of 3 chiropractic educational leaders and is intended to facilitate further discussion among chiropractic program leaders toward strengthening the aforementioned symbiotic relationship.
An international stakeholder survey of the role of chiropractic qualifying examinations: .
Green BN, Johnson CD, Brown R … +4 more , Korporaal C, Lawson D, Russell E, Fujikawa R
J Chiropr Educ · 2020 Mar · PMID 31928424 · Full text
OBJECTIVE: Many countries require examinations as a gateway to chiropractic licensure; however, the relevance of these exams to the profession has not been explored. The purposes of this study were to analyze perceptions...
OBJECTIVE: Many countries require examinations as a gateway to chiropractic licensure; however, the relevance of these exams to the profession has not been explored. The purposes of this study were to analyze perceptions of international stakeholders about chiropractic qualifying examinations (CQEs), observe if their beliefs were in alignment with those that society expects of professions, and suggest how this information may be used when making future decisions about CQEs. METHODS: We designed an electronic survey that included open-ended questions related to CQEs. In August 2019, the survey was distributed to 234 international stakeholders representing academic institutions, qualifying boards, students, practitioners, association officers, and others. Written comments were extracted, and concepts were categorized and collapsed into 4 categories (benefits, myths, concerns, solutions). Qualitative analysis was used to identify themes. RESULTS: The response rate was 56.4% representing 43 countries and yielding 775 comments. Perceived benefits included that CQEs certify a minimum standard of knowledge and competency and are part of the professionalization of chiropractic. Myths included that CQEs are able to screen for future quality of care or ethical practices. Concerns included a lack of standardization between jurisdictions and uncertainty about the cost/value of CQEs and what they measure. Solutions included suggestions to standardize exams across jurisdictions and focus on competencies. CONCLUSION: International stakeholders identified concepts about CQEs that may facilitate or hinder collaboration and efforts toward portability. Stakeholder beliefs were aligned with those expected of learned professions. This qualitative analysis identified 9 major themes that may be used when making future decisions about CQEs.
Chiropractic qualifying examinations: .
Green BN
J Chiropr Educ · 2020 Mar · PMID 31913691 · Full text
Qualifying examinations are important in defining healthcare occupations as professions. Although the chiropractic profession has a long history of developing and improving its qualifying examinations, this information h...
Qualifying examinations are important in defining healthcare occupations as professions. Although the chiropractic profession has a long history of developing and improving its qualifying examinations, this information has not been well documented in the peer-reviewed literature and publicly available documents. The public expects to see evidence that a professional group uses best practices when examining candidates for licensure to ensure safe and effective care. However, the void in our literature makes it difficult to find evidence of an ongoing commitment to improve the quality and best practices of our board examinations. Therefore, this issue is dedicated to papers that explain the preparation and administration of qualifying exams and how these data inform program evaluation. This theme issue reveals that chiropractic educators are engaged in ongoing quality enhancement of the tests that signify to society that licensure candidates have been appropriately examined on the specialized knowledge and skills necessary to serve as doctors of chiropractic. These articles show that chiropractic strives to uphold its commitment as a professional body and is worthy of receiving the trust that the public has bestowed upon us.
The transition to digital presentation of the diagnostic imaging domain of the Part IV examination of the National Board of Chiropractic Examiners.
Himelfarb I, Seron MA, Hyland JK … +5 more , Gow AR, Tang NE, Dukes M, Smith M, Fisher M
J Chiropr Educ · 2020 Mar · PMID 31913690 · Full text
OBJECTIVE: This article introduces changes made to the diagnostic imaging (DIM) domain of the Part IV of the National Board of Chiropractic Examiners examination and evaluates the effects of these changes in terms of ite...
OBJECTIVE: This article introduces changes made to the diagnostic imaging (DIM) domain of the Part IV of the National Board of Chiropractic Examiners examination and evaluates the effects of these changes in terms of item functioning and examinee performance. METHODS: To evaluate item function, classical test theory and item response theory (IRT) methods were employed. Classical statistics were used for the assessment of item difficulty and the relation to the total test score. Item difficulties along with item discrimination were calculated using IRT. We also studied the decision accuracy of the redesigned DIM domain. RESULTS: The diagnostic item analysis revealed similarity in item function across test forms and across administrations. The IRT models found a reasonable fit to the data. The averages of the IRT parameters were similar across test forms and across administrations. The classification of test takers into ability (theta) categories was consistent across groups (both norming and all examinees), across all test forms, and across administrations. CONCLUSION: This research signifies a first step in the evaluation of the transition to digital DIM high-stakes assessments. We hope that this study will spur further research into evaluations of the ability to interpret radiographic images. In addition, we hope that the results prove to be useful for chiropractic faculty, chiropractic students, and the users of Part IV scores.
Current state and future directions of the National Board of Chiropractic Examiners.
Ouzts NE, Himelfarb I, Shotts BL … +1 more , Gow AR
J Chiropr Educ · 2020 Mar · PMID 31910036 · Full text
The objective of this paper is to describe changes made to chiropractic national board examinations in the United States, including methodologies in test scoring, and to discuss future directions in test development and...
The objective of this paper is to describe changes made to chiropractic national board examinations in the United States, including methodologies in test scoring, and to discuss future directions in test development and administration being considered by the National Board of Chiropractic Examiners (NBCE). Additionally, this paper serves as an introduction to the articles written by the NBCE staff and published in this issue of the journal. Statistical perspective on the properties of a test are presented, and reasons for the NBCE moving to item response theory for test scoring are described. NBCE consideration of on-demand testing and changes implemented in the Part IV practical examination are also discussed.
Scarlet letters: The association of alternative admissions track plan status with key programmatic outcomes in a chiropractic training program.
Derby DC, Percuoco RE, Everetts A
J Chiropr Educ · 2020 Mar · PMID 31895590 · Full text
OBJECTIVE: In 2012, the Council on Chiropractic Education (CCE) enacted new admission standards with related provisions under a new Policy 7, the Alternative Admissions Track Plan (AATP). The current study examined the r...
OBJECTIVE: In 2012, the Council on Chiropractic Education (CCE) enacted new admission standards with related provisions under a new Policy 7, the Alternative Admissions Track Plan (AATP). The current study examined the relationships between typically admitted students and their AATP counterparts on three student success outcome measures: Graduation at the 150th percentile time frame, National Board of Chiropractic Examiners (NBCE) Part I pass rates, and completion of all four NBCE examinations within 6-months after graduation. METHODS: The authors used three random samples ( = 1050) drawn from a relational database, containing program outcome variables and student characteristics. Assessment of the outcome measures occurred using Pearson χ test of independence and the Φ coefficient effect size measure. RESULTS: Significant relationships with small effect sizes and weak associations were found between AATP status and graduation at the 150th percentile ( < .01, Φ = .118) and NBCE Part I pass rates ( < .01, Φ = .114). No significant association between AATP status and NBCE Completion rates 6-months after graduation ( = .144, Φ = .045) was found. CONCLUSION: The weak associations between variables indicate that AATP status did not meaningfully relate to the outcome variables. There likely are other subtle characteristics and attributes that influence successful completion of key programmatic outcomes. The weak associations found in the current study suggest that when governed under the same academic policies with equal access to support resources, there does not appear to be a meaningful association between the programmatic success of AATP and non-AATP students on key outcomes.
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