Research in Chiropractic Education: An Update

Chiropractic Journal of Australia, 2009

Objective: To report outcomes of the discussion-based components of the inaugural Summit on Chiropractic Education held in Melbourne Australia in July 2009. Design: A narrative reporting statements of relative consensus that form the basis for the future development of statements of best practice. Setting: A two day meeting on the RMIT University campus held under the auspices of the Australasian College of Chiropractors of the Chiropractors Association of Australia (National). Participants: The academic leadership of the eight Asian Pacific chiropractic institutions, leading educators other than chiropractors, industry leaders and practising members of the discipline of chiropractic. Results: The nature of the methodology allowed the development of themes that will facilitate future discussion in four areas of the chiropractic curriculum: assessing students in the clinical setting; engaging students in learning research and scholarship; the teaching of clinical skills and chiroprac...

Journal of Chiropractic Education, 2011

was chosen because the organizers wanted a venue in Europe and because this European university has a chiropractic educational program and had outstanding facilities to house delegates and the conference. CLINICAL TRAINING IN CHIROPRACTIC EDUCATION: MEETING THE DEMANDS OF A NEW ERA Are graduates well prepared for independent clinical practice? Are they prepared for the evolving health care world, characterized by collaboration, integration, evidence-informed best practices, patient safety, accountability, and a variety of practice environments and career choices? Do they know how to manage lifelong learning and apply scholarship to practice? How should chiropractic educators and organizations address these challenges? 1 The subject matter of the conference was undergraduate and postgraduate chiropractic clinical training, including faculty and clinician scholarship, and

Chiropractic & osteopathy, 2005

The chiropractic educational system in North America is currently in a state of flux. The attempted conversion of some chiropractic schools into "universities" and the want of university affiliation for chiropractic schools suggests that we are searching for a better alternative to the present system. In the early 20th century, the Flexner Report helped transform modern medical education into a discipline that relies on scientific and clinical knowledge. Some have wondered if it is time for a Flexner-type report regarding the education of doctors of chiropractic. This article outlines the current challenges within the chiropractic educational system and proposes positive changes for that system.

Journal of Chiropractic Humanities, 2022

The purpose of this article is to provide an overview of the growth of chiropractic education globally and a chronological list of current training programs. Another purpose is to provide exemplars of enduring programs and offer suggestions for how chiropractic practitioners may celebrate education on Chiropractic Day, which is September 18. Discussion Chiropractic education has transformed considerably over the past 125 years, and there are now 52 programs globally. We consider the 5 longest-existing chiropractic programs and propose hypotheses for what may have contributed to their durability. In addition, we offer ideas and opportunities for how chiropractic practitioners may focus on chiropractic education when celebrating the founding of the profession. Conclusion Since its inception, chiropractic education has expanded around the world and continues to develop. Recognized accreditation agencies and testing organizations are ensuring that standards of education are established and maintained internationally. With innovation, international collaboration, and a commitment to continuous professional development, the future of chiropractic education is bright. We urge chiropractic practitioners from all over the world to celebrate these accomplishments on Chiropractic Day.

JBI Evidence Synthesis, 2025

This scoping review aimed to map the volume (number of studies) and nature (topics and designs) of chiropractic education research and scholarly publications on chiropractic learners and programs worldwide.

J Chiropr Educ, 2008

Objective: To describe a formal process designed to determine the nature and extent of change that may enhance the depth of student learning in the pre-professional, clinical chiropractic environment. Methods: Project teams in the Royal Melbourne Institute of Technology (RMIT) School of Health Sciences and the Division of Chiropractic explored questions of clinical assessment in several health care disciplines of the School and the issue of implementing change in a manner that would be embraced by the clinicians who supervise student-learning in the clinical environment. The teams applied to RMIT for grant funding within the Learning and Teaching Investment Fund to support two proposed studies. Results: Both research proposals were fully funded and are in process. Discussion: The genesis of this work is the discovery that the predominant management plan in the chiropractic teaching clinics is based on diagnostic reductionism. It is felt this is counter-productive to the holistic dimensions of chiropractic practice taught in the classroom and non-supportive of chiropractic's paradigm shift towards wellness. A need is seen to improve processes around student assessment in the contemporary work-integrated learning that is a prime element of learning within the clinical disciplines of the School of Health Sciences, including chiropractic. Conclusion: Any improvements in the manner of clinical assessment within the chiropractic discipline will need to be accompanied by improvement in the training and development of the clinicians responsible for managing the provision of quality patient care by Registered Chiropractic Students. (J Chiropr Educ 2008;22(2):152-160)

Chiropractic & Manual Therapies, 2015

Background: The literature pertaining to chiropractic students' opinions with respect to the desired future status of the chiropractic physician is limited and is an appropriate topic worthy of study. A previous pilot study was performed at a single chiropractic college. This current study is an expansion of this pilot project to collect data from chiropractic students enrolled in colleges throughout North America. Objective: The purpose of this study is to investigate North American chiropractic students' opinions concerning professional identity, role and future. Methods: A 23-item cross-sectional electronic questionnaire was developed. A total of 7,455 chiropractic students from 12 North American English-speaking chiropractic colleges were invited to complete the survey. Survey items encompassed demographics, evidence-based practice, chiropractic identity and setting, and scope of practice. Data were collected and descriptive statistical analysis was performed.

Journal of Chiropractic Humanities, 2006

Objectives: To discuss the imbalance of classroom and experiential education in chiropractic education and to uncover ways to enhance chiropractic education through increasing empirical learning. Discussion: Experiential learning completes the task begun in the classroom. However, most chiropractic colleges have allowed the didactic portion of their curriculum to outpace the clinical/empirical portion of a student's education. This has the potential to leave students with plenty of factual knowledge, but with limited experience in the practical application of this knowledge. Conclusion: Clearly a more diverse clinical experience is needed, as well as more interactive learning processes to round out a chiropractor's education. This can be accomplished by expanding the chiropractic clinical experience to include rotations in multidisciplinary healthcare facilities. Maximizing the exposure of chiropractic students to patients of varying backgrounds, ages, and states of health will broaden and deepen the chiropractor's application of knowledge.

Chiropractic & osteopathy, 2006

The chiropractic profession has long considered itself to be a preventive science. Recently the Council on Chiropractic Education (CCE) has defined a set of standards that must be implemented at all US chiropractic colleges as of January of 2007. These are specific to wellness measures and health promoting efforts that should be performed by chiropractors. This will mandate traditional health promotion and prevention methods be taught to students at accredited colleges and to practicing chiropractors. To present the idea of performing traditional health promotion and wellness-concepts in chiropractic practice as a call to action for clinicians and generate discussion on the topic. This manuscript discusses relevant topics of health promotion and prevention for chiropractors and other practicing clinicians that should be made priorities with patients in order to enhance both patient health and community and population health. All practicing chiropractors, as well as other clinicians ...

Journal of Chiropractic Education, 2020

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 i...