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Journal of Chiropractic Education

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March 4, 2019: Journal of Chiropractic Education
(no author information available yet)
No abstract text is available yet for this article.
March 4, 2019: Journal of Chiropractic Education
Niu Zhang, Charles N R Henderson
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...
March 4, 2019: Journal of Chiropractic Education
Navine G Haworth, Linda K Jones
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...
February 20, 2019: Journal of Chiropractic Education
Jean Theroux, Norman Stomski, Vicki Cope, Sheila Mortimer-Jones, Laura Maurice
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 ( n = 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...
February 5, 2019: Journal of Chiropractic Education
Adam Sergent, Christopher B Roecker, Greg Cofano
OBJECTIVE: To evaluate whether an educational worksheet would influence the accuracy of simulated evaluation and management (E/M) coding among students in a doctor of chiropractic program. METHODS: An educational worksheet was developed as well as a test and survey involving simulated patient scenarios. Two groups were analyzed in this project. All members of the intervention group received the educational worksheet and were able to use it while completing their E/M coding test and survey; the control group completed their E/M coding test and survey without the educational worksheet...
January 7, 2019: Journal of Chiropractic Education
Robert M Rowell, M Ram Gudavalli, Steven Silverman
OBJECTIVE: We compared traditional training alone and with the addition of force feedback training for learning flexion-distraction chiropractic technique. METHODS: Participants were randomly allocated to two groups (traditional or traditional plus force feedback training). Students' forces were measured before training and after force feedback training. Students rated the helpfulness of the training and the comfort of the force transducer. RESULTS: Thirty-one students were enrolled...
December 27, 2018: Journal of Chiropractic Education
Elina Pulkkinen, Pablo Pérez de la Ossa
OBJECTIVE: The purpose of this pilot study was to explore chiropractic graduates' perceived preparedness for practice in the 7 key competencies of the Canadian Medical Education Directives for Specialists. METHODS: An anonymous 5-point Likert scale electronic questionnaire was distributed to graduates from the 2014-2016 cohorts of 9 European chiropractic colleges accredited by the European Council of Chiropractic Education. For each group under 1 competency role, the mean overall score was calculated...
November 26, 2018: Journal of Chiropractic Education
Lyndon G Amorin-Woods, Barrett E Losco, Matthew J Leach
OBJECTIVE: To explore the influence of nonmetropolitan clinical immersion placements (CIPs) on undergraduate chiropractic student experience, professional attributes, and practice destination. METHODS: Students enrolled in an Australian undergraduate chiropractic program were invited to complete a service experience questionnaire and an open-ended reflective feedback form following a nonmetropolitan CIP (Part A). Online searches were performed to gather data on graduate practice location (Part B)...
November 16, 2018: Journal of Chiropractic Education
Fiona D Jarrett-Thelwell, Jeanmarie R Burke, Jean-Nicolas Poirier, Kristina Petrocco-Napuli
OBJECTIVE: The purpose of the study was to compare student performance and student satisfaction ratings for an introductory extremities radiology course taught using 2 different educational methods. METHODS: One group of students was taught using a traditional face-to-face instruction method, and the other group received an integrative blended-learning approach. A multivariate analysis of scores on lecture and laboratory examinations was performed to detect differences in student performance between the 2 methods...
November 16, 2018: Journal of Chiropractic Education
Mégane Pasquier, Florian Barbier-Cazorla, Yannick Audo, Martin Descarreaux, Arnaud Lardon
OBJECTIVE: The purpose of this study was to investigate gender differences and expertise effects on biomechanical parameters as well as force accuracy and variability for students learning spinal manipulation. METHODS: A total of 137 fourth- and fifth-year students were recruited for the study. Biomechanical parameters (preload, time to peak force, peak force, rate of force), as well as accuracy and variability of thoracic spine manipulation performance, were evaluated during 5 consecutive trials using a force-sensing table and a target force of 450 N...
November 8, 2018: Journal of Chiropractic Education
(no author information available yet)
No abstract text is available yet for this article.
October 2018: Journal of Chiropractic Education
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In October 2018, the World Federation of Chiropractic and Association of Chiropractic Colleges Education Conference was held in London, England. This summary provides the titles of the presentations from the contributed presentations. The full set of abstracts for this meeting are published online at as an exclusively electronic publication that is part of volume 32, issue 2 (October 2018) of the Journal of Chiropractic Education.
October 2018: Journal of Chiropractic Education
Bart N Green
Acknowledgments to the peer reviewers for the journal and those who have participated in contributing scholarly works pertaining to chiropractic education are presented in this editorial.
October 2018: Journal of Chiropractic Education
Dean D'cruz, Matthew Clark, Alice Cade, Tanja Glucina, Katie Pritchard, Marina Fox
OBJECTIVE: To describe the chief complaints of people older than 65 years who seek chiropractic care at a chiropractic teaching clinic and assess the case mix available at the clinic. METHODS: One hundred patient files were included in this study. Patient files were included if the patient was older than 65 years when he or she initiated care at the teaching clinic. Data on age, sex, and chief complaints were recorded. RESULTS: Of the patients included in this study, 55% were female...
October 2018: Journal of Chiropractic Education
Suzanne D Lady, Leslie A K Takaki
OBJECTIVE: An important goal of chiropractic educational institutions is to ensure that all graduates reach an acceptable level of clinical competency and thus institutions are equipped to offer traceable remediation when skills fall below certain benchmarks. METHODS: Working with key individuals in the faculty, administration, and assessment department, a process of remediation was created and materials were produced that could be used by faculty and assessment staff to focus on a student's lack of knowledge, technique, or documentation in specific clinical skill areas...
October 2018: Journal of Chiropractic Education
Matthew F Funk
OBJECTIVE: Previous research has discussed various challenges to introducing an electronic health record (EHR) to first-time health professional students. Chiropractic interns face similar challenges. Interns' perceptions about learning and using an EHR were assessed. METHODS: An anonymous electronic survey was sent to interns of our outpatient chiropractic clinic requesting their relative agreement or disagreement to statements in nine domains. Since perceptions of EHR have been shown to change with increased time spent using an EHR, the survey also sought to compare more experienced users (8th semester) to novices (7th semester)...
October 2018: Journal of Chiropractic Education
Stephanie G B Sullivan, Kathryn T Hoiriis, Lucia Paolucci
OBJECTIVE: We describe a change in teaching method from extended face-to-face instruction to a blended classroom environment in a research methods course and compare student scores following a change in assessment from mid-term examination to weekly quizzes. METHODS: The course traditionally had been taught using a weekly 2-hour lecture for each academic term. A change in teaching methods was designed to include 20 minutes of lecture followed by 30 minutes of topic-specific in-class group discussions...
October 2018: Journal of Chiropractic Education
Kara D Burnham, James Mascenik
OBJECTIVE: Student satisfaction and student performance are of primary concern when classroom pedagogy is changed. We determine the equivalence of two teaching methodologies in a clinical microbiology course using test scores as the measure of student performance. METHODS: The two teaching methodologies examined were a traditional lecture-based method face-to-face (F2F) method and an inverted classroom method (ICM). Student perceptions of the ICM method were measured using a course survey in which students were asked to compare their experiences in the ICM class with experiences in a traditional F2F class...
October 2018: Journal of Chiropractic Education
Salman Afsharpour, Abigail Gonsalves, Ronald Hosek, Eric Partin
OBJECTIVE: To compare student performance following a change in laboratory teaching methodology from cadavers to models to virtual dissection table in a musculoskeletal gross anatomy course in a doctor of chiropractic program. METHODS: Three marking periods of laboratory and lecture examination scores from 3 consecutive academic calendar years were evaluated and compared using simple analysis as well as analysis of variance and post hoc t tests. The 1st cohort of students ( n = 352) utilized cadavers...
October 2018: Journal of Chiropractic Education
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