The Journal Of Chiropractic Education[JOURNAL]
Sun
200 papers
Self-perceived evidence-based practice competencies: a survey of faculty and students at a chiropractic institution.
Odhwani AS, Sarkar PK, Giggleman GF … +2 more , Holmes MM, Pohlman KA
J Chiropr Educ · 2021 Mar · PMID 31725326 · Full text
OBJECTIVE: To assess the self-perceived importance, skills, and utilization of evidence-based practice (EBP) among faculty and students at a chiropractic institution without a structured EBP program. The survey also eval...
OBJECTIVE: To assess the self-perceived importance, skills, and utilization of evidence-based practice (EBP) among faculty and students at a chiropractic institution without a structured EBP program. The survey also evaluated EBP satisfaction among students and EBP implementation barriers/facilitators among the faculty. METHODS: In this cross-sectional study, a set of organized questionnaires to assess the importance of EBP and self-perceived skills, utilization, barriers, and facilitators for faculty members, and student satisfaction was administered to the students and faculty of a chiropractic institution in February-March 2016. Descriptive statistics were used to evaluate responses. RESULTS: A total of 417 (60.1%) students and 27 (60.0%) faculty members completed the survey. Faculty members' and students' EBP importance values were similar (8.4 and 8.3 out of 10, respectively), but faculty members self-reported their EBP skills (7.3/10) at a higher level than the student self-reported skill level (6.1/10). For utilization, students reported a higher utilization of EBP than that reported by the responding faculty members. Perceived student satisfaction on the quality and content of research-related experiences decreased from the first year to the third (final) year. CONCLUSION: This study found variance in the self-perceived EBP skills, utilization, barriers, and facilitators and that these skills are lagging at our doctor of chiropractic program, which does not have a structured EBP program. Faculty members and students identified the importance for EBP. Similar observations have been found at other chiropractic institutions prior to their implementation of a systematic EBP program. Those developing an EBP curriculum might use these findings to better design, implement, and assess a structured program.
Designing a 21st century chiropractic educational program: A time for reflection, a time for action.
Wiles MR
J Chiropr Educ · 2020 Oct · PMID 31675263 · Full text
The first new doctor of chiropractic program in the United States since 2003 started in 2016 and offered an opportunity to incorporate medical educational innovations and design principles from the experience of those in...
The first new doctor of chiropractic program in the United States since 2003 started in 2016 and offered an opportunity to incorporate medical educational innovations and design principles from the experience of those involved in starting new health care programs. Thus, while the goal of the new program was to create a curriculum focused on evidence-based health care practices, it was also possible to use best evidence in the design of the new curriculum. Many innovative and evidence-based curricular elements were incorporated in the new program, including early and sustained clinical experience, case-based clinical education, and integration of basic and clinical sciences.
The influence of online review videos on gross anatomy course performance among doctor of chiropractic students.
Zipay NM, Roecker CB, Derby DC … +1 more , Nightingale LM
J Chiropr Educ · 2020 Oct · PMID 31449426 · Full text
OBJECTIVE: Technology-enhanced learning is on the rise within healthcare education. This pilot study evaluated the relationship between the use of online review videos and students' performance and satisfaction in gross...
OBJECTIVE: Technology-enhanced learning is on the rise within healthcare education. This pilot study evaluated the relationship between the use of online review videos and students' performance and satisfaction in gross anatomy. METHODS: For this quasi-experimental study, we developed a series of online gross anatomy review videos, and surveyed students enrolled in a doctor of chiropractic program regarding use of the videos and their attitudes towards using the videos. Ordinal regression was used to evaluate the relationship between students' video use and course performance and the Mann-Whitney U test was used to determine whether there was a difference in course performance between students who did and did not report using the review videos. RESULTS: We received 143 responses to our survey, resulting in a 73.3% response rate. Most students (71%) had engaged with the online review videos. No significant differences in course performance were detected between students who did and did not report using the videos. Many students (82%) reported the review videos as being "helpful" and 73% perceived them as "an enjoyable way to study." CONCLUSION: While chiropractic students perceived a series of online gross anatomy review videos as being an enjoyable and helpful way to study, engagement with this form of technology-enhanced learning did not have an impact on their overall gross anatomy course performance.
A comparison of the academic outcome of chiropractic students on full-time and full-time equivalent chiropractic education routes.
Hunnisett AGW, Cunliffe C
J Chiropr Educ · 2020 Oct · PMID 31393748 · Full text
OBJECTIVE: To compare the academic equivalence of full-time (FT) and full-time equivalent (FTE) delivery routes for chiropractic training and to assess nontraditional education delivery as a viable method for training ch...
OBJECTIVE: To compare the academic equivalence of full-time (FT) and full-time equivalent (FTE) delivery routes for chiropractic training and to assess nontraditional education delivery as a viable method for training chiropractors. METHODS: A retrospective analysis of student summative assessment data was undertaken on a total of 196 FT and FTE students studying for the master's in chiropractic degree at a UK chiropractic college between 2009 and graduating by 2017. The analysis consisted of within-group comparison and between-group comparisons using the Kruskal-Wallis test and the Mann-Whitney U test. RESULTS: The demographics of the 2 student groups varied in terms of gender and age distribution. The analysis of summative data indicated no differences between the 2 routes of delivery. There was also no difference in the distribution of final degree classification outcome between the 2 routes. CONCLUSIONS: While it is possible that demographic differences influence the outcomes in each training route, this preliminary study indicates that, based only on analysis of overall achievement, there is no difference in either FT or FTE programs in training chiropractors, allowing them to register with the UK regulatory body. It suggests that a nontraditional mode of delivery is an achievable route to qualification as a chiropractor, enabling a greater number of students to consider chiropractic as a career choice while managing other life commitments.
Variables associated with successful performance on the National Board of Chiropractic Examiners Part IV examination.
Himelfarb I, Shotts BL, Hyland JK … +1 more , Gow AR
J Chiropr Educ · 2020 Mar · PMID 31322907 · Full text
OBJECTIVE: The objectives of this study were to (1) identify factors predictive of performance on the National Board of Chiropractic Examiners Part IV exam and (2) investigate correlations between the scores obtained in...
OBJECTIVE: The objectives of this study were to (1) identify factors predictive of performance on the National Board of Chiropractic Examiners Part IV exam and (2) investigate correlations between the scores obtained in the Part I, Part II, Physiotherapy, and Part III exams and the Part IV examination. METHODS: A random sample of 1341 records was drawn from National Board of Chiropractic Examiners data to investigate the relationships between the scores obtained on the National Board of Chiropractic Examiners exams. A hierarchical multiple regression analysis related the performance on Part IV to examinee's gender, Part IV repeater status, and scores obtained on the Part I, Part II, Physiotherapy, and Part III exams. RESULTS: The analyses revealed statistical relations among all National Board of Chiropractic Examiners exams. The correlations between Part IV and Part I ranged from = .31 to = .4; between Part IV and Part II from = .34 to = .45. The correlation between Part IV and Physiotherapy was = .44; between Part IV and Part III was = .46. The strongest predictors of the Part IV score were found to be examinees' scores in Diagnostic Imaging, = .19, < .001; Chiropractic Practice, = .17, < .001; Physiotherapy, = .15, < .001; and the Part III exam = .19, < .001. CONCLUSIONS: Performance on the National Board of Chiropractic Examiners Part IV examination is related to the performance in all other National Board of Chiropractic Examiners exams.
Score production and quantitative methods used by the National Board of Chiropractic Examiners for postexam analyses.
Himelfarb I, Shotts BL, Tang NE … +1 more , Smith M
J Chiropr Educ · 2020 Mar · PMID 31283364 · Full text
OBJECTIVE: The National Board of Chiropractic Examiners (NBCE) uses a robust system for data analysis. The aim of this work is to introduce the reader to the process of score production and the quantitative methods used...
OBJECTIVE: The National Board of Chiropractic Examiners (NBCE) uses a robust system for data analysis. The aim of this work is to introduce the reader to the process of score production and the quantitative methods used by the psychometrician and data analysts of the NBCE. METHODS: The NBCE employs data validation, diagnostic analyses, and item response theory-based modeling of responses to estimate test takers' abilities and item-related parameters. For this article, the authors generated 1303 synthetic item responses to 20 multiple-choice items with 4 response options to each item. These data were used to illustrate and explain the processes of data validation, diagnostic item analysis, and item calibration based on item response theory. RESULTS: The diagnostic item analysis is presented for items 1 and 5 of the data set. The 3-parameter logistic item response theory model was used for calibration. Numerical and graphical results are presented and discussed. CONCLUSION: Demands for data-driven decision making and evidence-based effectiveness create a need for objective measures to be used in educational program reviews and evaluations. Standardized test scores are often included in that array of objective measures. With this article, we offer transparency of score production used for NBCE testing.
Comparison of first-year grade point average and national board scores between alternative admission track students in a chiropractic program who took or did not take preadmission science courses.
Manrique CJ, Giggleman G
J Chiropr Educ · 2020 Mar · PMID 31219319 · Full text
OBJECTIVE: We compared first-year cumulative grade point average and a composite score on part I of the National Board of Chiropractic Examiners (NBCE) exam for first-year alternative admission track program (AATP) stude...
OBJECTIVE: We compared first-year cumulative grade point average and a composite score on part I of the National Board of Chiropractic Examiners (NBCE) exam for first-year alternative admission track program (AATP) students who did and did not take three specific undergraduate courses: general chemistry, organic chemistry, and anatomy and physiology. METHODS: All AATP students in 2015 ( = 50) were evaluated for the course history of general chemistry and anatomy and physiology compared to their first-year cumulative grade point average and NBCE part 1 scores using independent -tests. RESULTS: Students in the AATP who took general chemistry tended to score higher overall on the NBCE exams ( = .038, = .229). Organic chemistry and anatomy and physiology had no statistical effect on improving board scores. First-year cumulative grade point average seemed to be unaffected by any of the undergraduate courses evaluated. CONCLUSION: There was a statistically significant difference in composite NBCE part 1 score between AATP students who had and had not taken general chemistry 1 before admission. There were no differences in first-year GPA between AATP students who had and had not taken undergraduate chemistry and A&P courses.
A primer on standardized testing: .
Himelfarb I
J Chiropr Educ · 2019 Oct · PMID 31169998 · Full text
OBJECTIVE: This article presents health science educators and researchers with an overview of standardized testing in educational measurement. The history, theoretical frameworks of classical test theory, item response t...
OBJECTIVE: This article presents health science educators and researchers with an overview of standardized testing in educational measurement. The history, theoretical frameworks of classical test theory, item response theory (IRT), and the most common IRT models used in modern testing are presented. METHODS: A narrative overview of the history, theoretical concepts, test theory, and IRT is provided to familiarize the reader with these concepts of modern testing. Examples of data analyses using different models are shown using 2 simulated data sets. One set consisted of a sample of 2000 item responses to 40 multiple-choice, dichotomously scored items. This set was used to fit 1-parameter logistic (PL) model, 2PL, and 3PL IRT models. Another data set was a sample of 1500 item responses to 10 polytomously scored items. The second data set was used to fit a graded response model. RESULTS: Model-based item parameter estimates for 1PL, 2PL, 3PL, and graded response are presented, evaluated, and explained. CONCLUSION: This study provides health science educators and education researchers with an introduction to educational measurement. The history of standardized testing, the frameworks of classical test theory and IRT, and the logic of scaling and equating are presented. This introductory article will aid readers in understanding these concepts.
Admissions criteria as predictors of first-term success at a chiropractic institution.
Long AN, Chen PD
J Chiropr Educ · 2020 Oct · PMID 31062989 · Full text
OBJECTIVE: To determine the relationship between admissions criteria and grade point average (GPA) at the conclusion of the first-term of study at a chiropractic institution. METHODS: Secondary data analysis was used on...
OBJECTIVE: To determine the relationship between admissions criteria and grade point average (GPA) at the conclusion of the first-term of study at a chiropractic institution. METHODS: Secondary data analysis was used on the Fall 2017 entering cohort of doctor of chiropractic students. Independent samples t-tests and ordinary least squares linear regression were used to explain the extent to which incoming undergraduate GPA, undergraduate chemistry grade, undergraduate anatomy and physiology grade, and age, respectfully, influenced the end-of-trimester GPA. RESULTS: Linear regression found each of the four independent variables (undergraduate GPA, undergraduate chemistry grade, undergraduate anatomy and physiology grade, and age) to be significant influencers of end-of-trimester-1 GPA with undergraduate GPA being the most statistically significant predictor (p < .001).The difference in mean end-of-trimester GPAs for male and female students was not statistically significant. There also was no difference in mean end-of-trimester GPAs by race/ethnicity. CONCLUSION: Current admissions requirements may need to emphasize incoming undergraduate GPA and target student support for older students. This study should be repeated for increased sample size, be performed at other chiropractic institutions, and consider additional cohorts to strengthen results.
Establishing a residency program for a chiropractic specialty in a public hospital system: Experiences from Denmark.
O'Neill SFD, Konner MB, Fejer R … +1 more , Vesterager SV
J Chiropr Educ · 2020 Oct · PMID 31039054 · Full text
OBJECTIVE: We describe the experiences and lessons learned from establishing a 5-year postgraduate hospital-based residency program for chiropractors in Denmark. The program was established with the aim of qualifying tho...
OBJECTIVE: We describe the experiences and lessons learned from establishing a 5-year postgraduate hospital-based residency program for chiropractors in Denmark. The program was established with the aim of qualifying those chiropractors to undertake common and several specialized functions in relation to musculoskeletal disorders, at the highest professional level, within the particular conditions of a hospital setting. METHODS: We provide an overall description of this unique program, examples of specific educational goals, and the process used to develop the program. RESULTS: Three pilot programs were conducted between 2009 and 2016. The internship program and educational goals were revised extensively during this period. Between revisions and semistructured interviews with key medical officers following the pilot program, the program was well received and considered appropriate for further qualifying chiropractors for specialized, hospital-based practice. CONCLUSION: The structure and content of the program will likely require further improvements in years to come, but currently forms the basis of the first regular 5-year, postgraduate in-hospital residency program for chiropractors in Denmark and perhaps elsewhere.
Facilitators and barriers to education for chiropractic students with visual impairment.
Joshi A, Ray SL
J Chiropr Educ · 2020 Oct · PMID 31021671 · Full text
OBJECTIVE: The purpose of this study was to document the academic experiences of students with visual impairment in a doctor of chiropractic program. METHODS: Ten participants were recruited, including 3 students who are...
OBJECTIVE: The purpose of this study was to document the academic experiences of students with visual impairment in a doctor of chiropractic program. METHODS: Ten participants were recruited, including 3 students who are "legally blind," 2 student notetakers, 3 faculty members who taught students with visual impairment, and 2 staff members from the Disability Services Office. For this qualitative study, the students were recruited through the Disability Services Office. The participants were audiotaped during approximately 1-hour interviews conducted in a semistructured manner within a private setting (a quiet office) on the campus during office hours. Thematic analysis was conducted using a deductive method for codes and an inductive method for themes. RESULTS: We identified facilitators and barriers to the education of students with visual impairment. Notable facilitators were planning for accessible educational materials, accessibility of workable space, and support systems, such as notetakers and close interaction with faculty. Notable barriers were attitudes of students with visual impairment toward their education, lack of personnel training, and lack of disability awareness in the campus community. CONCLUSION: Meticulous planning of resources and communication are key to enriching academic experiences of students with visual impairment.
The European Council on Chiropractic Education identification of critical standards to accredit chiropractic programs: a qualitative study and thematic analysis.
Peterson CK, BSc MB, Med C … +1 more , Dc KV
J Chiropr Educ · 2019 Oct · PMID 31021663 · Full text
OBJECTIVE: The objectives for this project were to: (1) identify and agree upon "critical standards" that must be "fully" or "substantially compliant" for a maximum 8-year reaccreditation, (2) compare recent compliance f...
OBJECTIVE: The objectives for this project were to: (1) identify and agree upon "critical standards" that must be "fully" or "substantially compliant" for a maximum 8-year reaccreditation, (2) compare recent compliance for each critical standard for all accredited programs, and (3) identify which standards have lower compliance levels compared to others. METHODS: This qualitative study uses thematic analysis. The 37 European Council on Chiropractic Education (ECCE) standards were assessed by the Quality Assurance Committee (QAC) to identify "critical standards" requiring "fully" or "substantially compliant" ratings for the maximum 8-year accreditation time period. These were approved by the entire ECCE. A table identifying specific criteria for each compliance level then was created. The most recent evaluation reports for all accredited programs were reviewed to record compliance levels for each critical standard and identify the number falling below the status of "substantially compliant". Specific standards with the highest proportion falling below "substantially compliant" also were identified. RESULTS: Eighteen of 37 standards were deemed critical. Two of 10 accredited programs had 0 "critical standards" below "substantially compliant" and two programs had three below this level. The most common standard to fall below "substantially compliant" was "faculty recruitment" with three programs (30%) at "partially compliant." CONCLUSION: Identification and approval of "critical standards" requiring at least substantial compliance and the compliance criteria table facilitate implementation of the flexible 8-year reaccreditation period, providing the flexibility needed to work collaboratively with national accrediting agencies. "Faculty recruitment" standard had the highest percentage of programs rated as "partially" compliant.
The influence of online video learning aids on preparing postgraduate chiropractic students for an objective structured clinical examination.
Fong KK, Gilder S, Jenkins R … +2 more , Graham PL, Brown BT
J Chiropr Educ · 2020 Oct · PMID 31021653 · Full text
OBJECTIVE: To investigate the influence of providing online procedural videos to postgraduate chiropractic students preparing for an objective structured clinical examination (OSCE). METHODS: Eighty-three postgraduate ch...
OBJECTIVE: To investigate the influence of providing online procedural videos to postgraduate chiropractic students preparing for an objective structured clinical examination (OSCE). METHODS: Eighty-three postgraduate chiropractic students enrolled in a diagnostic unit during 2017 received supplemental video resources prior to their final OSCE. Ninety students enrolled in the 2016 offering of the unit acted as the control group. Two-sample t tests were used to compare OSCE results between groups and paired t tests were used for within-group comparisons. Regression analysis was used to examine the association of age, undergraduate grade point average, and gender with the final OSCE scores. Students were also surveyed regarding their perceptions of the video resources using a purpose-built questionnaire. RESULTS: A paired t test comparing initial and final OSCE scores found a small but significant increase in scores for the 2017 (mean change 3.6 points; p = .001) but not the 2016 (mean change -1.1 scores; p = .09) cohort. The 2017 cohort had significantly more change than the 2016 cohort (mean difference 4.7 points; p < .001). Analysis of responses to the questionnaire highlighted overall positive feedback for the procedural videos. CONCLUSION: Online procedural videos as learning resources had a small but positive effect on OSCE performance for a group of postgraduate chiropractic students. Students perceived the resource as being helpful for OSCE preparation.
High-velocity, low-amplitude spinal manipulation training of prescribed forces and thrust duration: A pilot study.
Shannon ZK, Vining RD, Gudavalli MR … +1 more , Boesch RJ
J Chiropr Educ · 2020 Oct · PMID 30951380 · Full text
OBJECTIVE: High-velocity, low-amplitude spinal manipulation (HVLA-SM) may generate different therapeutic effects depending on force and duration characteristics. Variability among clinicians suggests training to target s...
OBJECTIVE: High-velocity, low-amplitude spinal manipulation (HVLA-SM) may generate different therapeutic effects depending on force and duration characteristics. Variability among clinicians suggests training to target specific thrust duration and force levels is necessary to standardize dosing. This pilot study assessed an HVLA-SM training program using prescribed force and thrust characteristics. METHODS: Over 4 weeks, chiropractors and students at a chiropractic college delivered thoracic region HVLA-SM to a prone mannequin in six training sessions, each 30 minutes in duration. Force plates embedded in a treatment table were used to measure force over time. Training goals were 350 and 550 Newtons (N) for peak force and ≤150 ms for thrust duration. Verbal and visual feedback was provided after each training thrust. Assessments included 10 consecutive thrusts for each force target without feedback. Mixed-model regression was used to analyze assessments measured before, immediately following, and 1, 4, and 8 weeks after training. RESULTS: Error from peak force target, expressed as adjusted mean constant error (standard deviation), went from 107 N (127) at baseline, to 0.2 N (41) immediately after training, and 32 N (53) 8 weeks after training for the 350 N target, and 63 N (148), -6 N (58), and 9 N (87) for the 550 N target. Student median values met thrust duration target, but doctors' were >150 ms immediately after training. CONCLUSION: After participation in an HVLA-SM training program, participants more accurately delivered two prescribed peak forces, but accuracy decreased 1 week afterwards. Future HVLA-SM training research should include follow-up of 1 week or more to assess skill retention.
Effects of an 8-week physical exercise program on spinal manipulation biomechanical parameters in a group of 1st-year chiropractic students.
Lardon A, Pasquier M, Audo Y … +2 more , Barbier-Cazorla F, Descarreaux M
J Chiropr Educ · 2019 Oct · PMID 30951379 · Full text
OBJECTIVE: To determine the effects of a physical exercise program on spinal manipulation (SM) performance in 1st-year chiropractic students. METHODS: One hundred and thirteen students from 2 chiropractic schools were as...
OBJECTIVE: To determine the effects of a physical exercise program on spinal manipulation (SM) performance in 1st-year chiropractic students. METHODS: One hundred and thirteen students from 2 chiropractic schools were assigned to 1 of 2 groups: exercise group (EG) for campus A students or control group (CG) (no training) for campus B students. All participated in 2 1-hour experimental training sessions that were added to the usual technique curriculum. At the beginning and at the end of each session, SM thrust duration and preload force release were recorded as dependent variables in 5 trials performed on a force-sensing table for a total of 10 recorded trials per session. The session consisted of several drills during which augmented feedback was provided to students to improve their skills. The EG performed physical exercises (push-ups, core stabilization, and speeder board exercises) 3 times per week for an 8-week period between the 2 training sessions. RESULTS: The mean thrust duration increased between the 2 sessions [+0.8 ms (±15.6)]. No difference between groups was found using a test for independent samples ( = .94). The mean preload force release decreased between the 2 sessions (-6.1 N [±17.1]). Differences between groups were found using a test for independent samples ( = .03); the results showed a reduction of preload force release in the participants in the EG group compared to those in the CG group (-8.1 N [±16.9] vs -0.3 N [±16.5]). CONCLUSION: A physical exercise program seems to be beneficial in the SM learning process; chiropractic students should therefore be encouraged to do home physical exercises to develop their physical capabilities and improve SM delivery.
Development of a student grading rubric and testing for interrater agreement in a doctor of chiropractic competency program.
Ward K, Kinney K, Patania R … +3 more , Savage L, Motley J, Smith M
J Chiropr Educ · 2019 Oct · PMID 30916993 · Full text
OBJECTIVE: Clinical competency is integral to the doctor of chiropractic program and is dictated by the Council of Chiropractic Education accreditation standards. These meta-competencies, achieved through open-ended task...
OBJECTIVE: Clinical competency is integral to the doctor of chiropractic program and is dictated by the Council of Chiropractic Education accreditation standards. These meta-competencies, achieved through open-ended tasks, can be challenging for interrater agreement among multiple graders. We developed and tested interrater agreement of a newly created analytic rubric for a clinical case-based education program. METHODS: Clinical educators and research staff collaborated on rubric development and testing over four phases. Phase 1 tailored existing institutional rubrics to the new clinical case-based program using a 4-level scale of proficiency. Phase 2 tested the performance of the pilot rubric using 16 senior intern assessments graded by four instructors using pre-established grading keys. Phases 3 and 4 refined and retested rubric versions 1 and 2 on 16 and 14 assessments, respectively. RESULTS: Exact, adjacent, and pass/fail agreements between six pairs of graders were reported. The pilot rubric achieved 46% average exact, 80% average adjacent, and 63% pass/fail agreements. Rubric version 1 yielded 49% average exact, 86% average adjacent, and 70% pass/fail agreements. Rubric version 2 yielded 60% average exact, 93% average adjacent, and 81% pass/fail agreements. CONCLUSION: Our results are similar to those of other rubric interrater reliability studies. Interrater reliability improved with later versions of the rubric likely attributable to rater learning and rubric improvement. Future studies should focus on concurrent validity and comparison of student performance with grade point average and national board scores.
ACC Research Agenda Conference 2019: Peer Reviewer Acknowledgments and Abstracts of Proceedings.
Lawrence DJ
J Chiropr Educ · 2019 Mar · PMID 30830797 · Full text
Abstract loading — click title to view on PubMed.
Predicting stress and test anxiety among 1st-year chiropractic students.
Zhang N, Henderson CNR
J Chiropr Educ · 2019 Oct · PMID 30830795 · Full text
OBJECTIVE: We evaluated perceived stress in 1st-year chiropractic students and the relationship between perceived stress and test anxiety. Moreover, we sought student-identified stressors that complicate chiropractic edu...
OBJECTIVE: We evaluated perceived stress in 1st-year chiropractic students and the relationship between perceived stress and test anxiety. Moreover, we sought student-identified stressors that complicate chiropractic education. METHODS: We tested 3 hypotheses in a longitudinal descriptive study: (1) student-perceived stress would increase over 6 months of chiropractic training, (2) depression level and grade-point average (GPA) at matriculation would predict student-perceived stress 6 months into the program, and (3) perceived stress would correlate with cognitive and emotional test anxiety levels. Assessments used were prematriculation GPA, perceived chiropractic college stress (PCCS), the Center for Epidemiologic Studies Depression Scale, and the Test Anxiety Inventory. RESULTS: Four hundred and seven students participated during 2014 and 2015. PCCS increased 18% after 6 months ( = 6.32, < .001, = .33). Prematriculation GPA was not a significant predictor of PCCS at 6 months, = .082. By contrast, the Center for Epidemiologic Studies Depression Scale at the beginning of the chiropractic training program was a significant predictor < .001, multiple 7.1%. PCCS correlated with test anxiety worry and emotionality ( = .37, < .001 and = .35, < .001, respectively). The top 4 stressors identified by students were (by priority) finances, time for a life outside school, personal competence/endurance, and curriculum/environment. CONCLUSION: Our findings are consistent with perceived stress increases during medical school. Surprisingly, prematriculation GPA, a widely used academic performance predictor, was a poor predictor of PCCS, while depression level at matriculation was a moderate predictor. PCCS correlated with test anxiety worry and emotionality, known academic performance impediments.
Student and new graduate perception of hospital versus institutional clinic for clinical educational experience.
Haworth NG, Jones LK
J Chiropr Educ · 2019 Oct · PMID 30785767 · Full text
OBJECTIVE: To explore final-year students and new graduates from 2 North American chiropractic colleges regarding perceptions of the clinical educational experience in a hospital vs the institutional clinical setting. ME...
OBJECTIVE: To explore final-year students and new graduates from 2 North American chiropractic colleges regarding perceptions of the clinical educational experience in a hospital vs the institutional clinical setting. METHODS: A qualitative exploratory descriptive design was used for this research. Students and new graduates were invited to participate from a United States and Canadian chiropractic college. Semistructured interviews were conducted with 49 students and 14 new graduates lasting 60 minutes. Content analysis of the transcribed interviews was undertaken. RESULTS: The data identified that there were advantages and disadvantages to having clinical education in both settings. For instance, the hospital setting had a more varied patient case mix (making it more complex and challenging for their clinical skills development), the pace was faster, and there was more evidence-based practice. This compared to the college clinics, which tended to be slower paced and had less variation, students were required to build a patient base, and patient demographics resembled that expected in private practice. Each environment was considered a unique clinical learning experience. CONCLUSION: Access and opportunity in both clinical environments is considered optimal in regards to providing a broad and varied student clinical experience. Exclusivity to one may not provide the best preparation for the professional context. As most graduate opportunities are private practice, the institutional clinical environment will provide a sufficient clinical teaching and learning environment to support the professional needs. A combination of these environments is considered ideal for the graduate.
A cross-sectional study of the association between anxiety and temporomandibular disorder in Australian chiropractic students.
Theroux J, Stomski N, Cope V … +2 more , Mortimer-Jones S, Maurice L
J Chiropr Educ · 2019 Oct · PMID 30721091 · Full text
OBJECTIVE: This study examined the association between anxiety and temporomandibular disorder (TMD) in Australian chiropractic students, particularly its effect on quality of life. METHODS: Chiropractic students ( = 185)...
OBJECTIVE: This study examined the association between anxiety and temporomandibular disorder (TMD) in Australian chiropractic students, particularly its effect on quality of life. METHODS: Chiropractic students ( = 185) completed online surveys, including the Oral Health Impact Profile for TMDs (OHIP-TMD) and the Patient-Reported Outcomes Measurement Information System (PROMIS) questionnaire. The OHIP-TMD psychometric properties were assessed using principal component analysis. Linear regression models were used to examine demographic predictors for anxiety and TMD. A general linear model assessed the association between anxiety and the psychosocial and function scales identified through analysis of the OHIP-TMD questionnaire. RESULTS: The mean value for the OHIP-TMD and PROMIS was 1.3 (SD = 0.7) and 9.5 (SD = 4.1), respectively. Women reported significantly lower quality of life (QoL) related to TMD symptoms ( = 0.006) and that QoL related to TMD symptoms increased significantly as students progressed through the course ( = .025). Lower levels of anxiety were significantly associated with male gender ( = .000), employment ( = .008), higher program levels ( = .003), and having children ( = .005). General linear model analysis revealed that increased anxiety was significantly associated with higher levels of oral physical function impairment ( = .003) and elevated psychosocial distress ( = .0001). CONCLUSION: Anxiety was significantly associated with psychosocial distress and oral physical function impairment in university chiropractic students. In addition to impacting on oral health-related QoL, anxiety also affects students' engagement with learning and academic performance. It would therefore be beneficial to implement strategies that mitigate students' anxiety levels.
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