Journal of Chiropractic Education最新文献

Objective: To determine the perceptions and experiences of chiropractic students on the implementation of evidence-based practice (EBP) during their clinical practicum at a teaching clinic in KwaZulu-Natal, South Africa.

Methods: A qualitative, exploratory, and descriptive design was utilized, interviewing 14 clinically active chiropractic master's students. Semi-structured interviews were conducted to obtain data, which were stored electronically and transcribed verbatim. Transcripts were then coded and analyzed into relevant themes and subthemes and thereafter interpreted.

Results: Four main themes were identified: (1) the perceptions and necessity regarding the roles of EBP, (2) undergraduate education and its role in the implementation of EBP, (3) the importance of clinical experience in the implementation of EBP, (4) implementation of EBP.

Conclusion: Students held positive perceptions regarding EBP and believed training at the institution provided a solid foundation. However, there is much to be done in the current chiropractic curriculum to increase the efficiency of the implementation of EBP given that a lack of training in multiple aspects was identified and the challenges faced could be forestalled by implementing the suggested measures of improvement.

Objective: To evaluate changes in chiropractic students' spinal manipulation force-time parameters from the beginning to end of an academic term and compare pre-post differences by students' level of self-reported training outside of required class time.

Methods: Students were recruited using campus-wide flyers and club announcements. Participants performed 12 mannequin adjustments and total peak force, impulse peak force, and time to peak force were measured using force sensing table technology. Changes in pre and post data were assessed with paired t-test and signed-rank tests. The rank-sum test was used to test the association between out of class practice time and changes in adjustment parameters. Alpha was set at p ≤ .001.

Results: Twenty students agreed to participate and pre-post data were collected for 17 students. Average time to peak force decreased and impulse peak and total peak forces increased over the academic term. Statistically significant changes were observed for cervical adjustment time to peak (mean decrease of 38 ms, SD = 59 ms) and thoracic adjustment total peak force (mean increase of 86 N, SD 113 N). No statistically significant differences were observed between students based on practice time.

Conclusion: Using force sensing table technology in this doctor of chiropractic program, student changes in adjusting force-time parameters were documented. Future research, with a larger sample size, is needed to evaluate student characteristics associated with changes in student adjustment parameters.

Objective: The study aimed to explore the experiences and perceptions of newly graduated chiropractors in the musculoskeletal management of pregnant women from our university in KwaZulu-Natal, South Africa.

Methods: A qualitative, explorative, descriptive research design was used. A purposive sample of 12 newly graduated chiropractors participated in semistructured interviews. The data were electronically stored, transcribed verbatim, and analyzed using thematic analysis.

Results: The participants expressed a lack of self-perceived confidence and knowledge, particularly regarding patients in their 3rd trimester. However, many graduates demonstrated an interest in treating pregnant patients and sought guidance from more experienced chiropractors. There was a notable desire for post-qualification enhancement with participants expressing the use of external resources, such as webinars and consultations, to refine their management strategies for pregnant women. Challenges with patient positioning, contraindications for spinal manipulation, and the need to develop trimester-specific treatment plans were key obstacles noted. New graduates emphasized the need for more comprehensive training on pregnancy-related issues within the chiropractic program. Overall, these findings highlight the need for enhanced educational chiropractic frameworks to better prepare chiropractors for the complexities of managing pregnant patients effectively.

Conclusion: Newly graduated chiropractors from our program felt underprepared due to limited practical training and exposure. Participants expressed a desire for enhanced practical experiences and specialized courses, emphasizing the need for curriculum improvements that bridge the gap between theoretical knowledge and practical application. The findings can assist in the development of a chiropractic program that better prepare graduates for managing pregnant patients.

The Chiropractic Educators Research Forum (CERF) convened a conference on December 7, 2024. During the meeting, presenters and panelists took an in-depth look at concepts and research related to what educators and chiropractic programs are doing for collaboration.

Objective: The purpose of this study was to assess chiropractic students' opinions of their digital literacy proficiencies.

Methods: A cross-sectional, quantitative, and exploratory study was conducted with 1st to 4th year bachelor of health sciences and 1st to 2nd year master of health sciences chiropractic students (n = 244) at the University of Johannesburg using an anonymous, self-administered online Likert-style questionnaire. The 41-item survey collected demographic data and students' self-perceptions on 4 aspects of digital literacy skills, namely, information literacy (IL), information communications technology literacy (ICTL), information and communications technology utilization (ICTU), and media literacy (ML). Data were analyzed according to the 4 constructs.

Results: The response rate was 57.78% (n = 141). The majority of students were 18-24 years of age and female and the highest year cohort was from 1st year master of health sciences chiropractic students. Students reported high levels of agreement within IL (M = 4.220; SD = .472), and ML (M = 4.271; SD = .507) constructs and lower levels of agreement within ICTL (M = 3.808; SD = .568) and ICTU (M = 3.762; SD = .562) constructs. Age and sex were not statistically significant; academic year was significant for IL only (p = .040). All 4 constructs exhibited acceptable internal consistency (IL: 0.862; ICTL: 0.830; ICTU: 0.840; ML: 0.844).

Conclusion: Gaps were highlighted in the perception of ICTL and ICTU skills in all chiropractic students and trends emphasizing differences between basic and higher order levels of digital literacy skills between junior and senior years of study, respectively. There is a need to bridge the gap in skills at department, faculty, and university levels.

Objective: To investigate the prevalence of burnout among chiropractic students in Malaysia, using the Maslach Burnout Inventory-General Survey for Students (MBI-GS[S]).

Methods: A quantitative cross-sectional study was conducted at IMU University with 219 chiropractic students from semester 1 through semester 8. The MBI-GS(S) was utilized to assess burnout across 3 subscales: Exhaustion, Cynicism, and Professional Efficacy. Data were analyzed using descriptive statistics, Kruskal-Wallis tests, and χ2 tests. Standardized residual analysis was performed as a posthoc step to identify which specific year(s) contributed to any significant χ2 results.

Results: Of the 219 participants, 2.28% were classified as having a burnout profile under the 2016 method, while 10.04% met the burnout profile under the 2018 method. A χ2 test revealed no association between year of study and burnout using the 2016 method. In contrast, the 2018 method indicated a significant association (p = .004), driven primarily by a higher-than-expected frequency of burnout in Year 1 and a lower-than-expected frequency in Year 2.

Conclusion: Burnout is present among chiropractic students in Malaysia, with estimates differing by classification method. The 2018 method not only yielded a higher overall prevalence but also highlighted an association with year of study. These findings underscore the importance of choosing appropriate classification criteria and emphasize targeted interventions for students most at risk, particularly in their first year.

Objective: To describe clinic stakeholder suggestions for improvements in patient safety in chiropractic teaching clinical settings.

Methods: We conducted a mixed-methods, cross-sectional survey to extend SafetyNET, a research project into patient safety culture in chiropractic. Our sample (n = 864) included clinic students, faculty, and staff from chiropractic programs from 4 different countries. We launched the Survey to Support Quality Improvement via REDCap, with respondents completing site-specific surveys in 6-week increments between May 2019 and November 2021. Open-ended questions elicited written suggestions to improve patient safety in 4 domains: education, clinical setting, communication, and leadership. Cross-institutional research teams conducted qualitative content analysis to identify relevant themes.

Results: Respondents (n = 460; 53.2%, of which 47.2% were female) included 386 students, 45 faculty, and 29 staff. We analyzed 166 to 225 unique responses consisting of short phrases to full paragraphs per question. Our analysis inspired an interactive Safety Compass Model of Patient Safety Culture in Chiropractic Teaching Clinics, which includes 8 themes. Accountability and Transparency were essential values for individuals and organizations. Safety Education on safety-related topics was counterbalanced by Safety Reporting structures and procedures. Educators teach Clinical Standards of patient safety, while communication patterns circulate Risk Mitigation processes. Clinic settings establish Patient-Centered environments, while leadership sustains the overall framework through Administrative Oversight.

Conclusion: Students, faculty, and staff stakeholders identified myriad opportunities to improve patient safety culture in chiropractic teaching clinics. Chiropractic teaching programs are encouraged to use the Safety Compass Model to identify and address areas for improvement in their own institutions.

Objective: To examine peer-reviewed literature involving undergraduate interprofessional education (IPE) focusing on musculoskeletal (MSK) healthcare professions.

Methods: Methodological searches were conducted on electronic databases PubMed, Scopus, ERIC, and ProQuest. No date restrictions were applied. English sources (qualitative and quantitative methodological studies, conference papers and proceedings, systematic reviews, grey literature, unpublished materials, theses, and dissertations) were included. A researcher, independent reviewer, and research librarian completed the search and data extraction from June to October 2023. Disagreements were resolved by discussion. ATLAS.ti was used to analyze data by generating codes linked to the text. Findings were reported in a narrative format and by using tables.

Results: Initially, 2894 articles were retrieved and screened for relevance. After rigorous screening procedures, 18 articles from various countries were deemed eligible for inclusion. The included studies were conducted within the date range of 2010 to 2024. The included studies employed mixed methods (n = 9), quantitative (n = 5), and qualitative (n = 4) approaches. Combined medical and physiotherapy student cohorts were prominently featured in 67% (n = 12) of the reviewed studies. All 18 studies incorporated the implementation and/or evaluation of an IPE intervention. Thematic analysis revealed 5 overarching themes, encompassing the benefits, barriers, interventions, strategies, evaluation, and general findings related to IPE.

Conclusion: The reviewed literature emphasizes a significant gap in IPE initiatives concerning various MSK health providers, including chiropractors, podiatrists, biokineticists, and osteopaths. This paucity accentuates the need for further exploration and evaluation of IPE within MSK-specific contexts, crucial for addressing and mitigating the escalating global burden of MSK diseases.

Objective: To evaluate the possible association between student final exam scores and student-reported measures of study time, sleep duration, perception of course difficulty, and grade satisfaction.

Methods: A 4-item questionnaire was administered to 354 3rd-quarter students during finals week. Students were asked to report their study time, sleep duration the night prior to the exam, and perception of course difficulty as well as grade satisfaction using a 5-point Likert scale response prior to taking the exam. The relationship between exam scores from the immunology and endocrinology courses and those 4 items were analyzed.

Results: We found the grade satisfaction and total scores before the final exam and sleep duration had a positive relationship with final exam scores (immunology: r = .29, r = .56, and r = .22, p < .01; endocrinology: r = .41, r = .42, and r = .26, p < .01). In contrast, a negative relationship between the perceptions of course difficulty and the final exam score was found (immunology: p < .01, r = -.15; endocrinology: p < .01, r = -.32). Surprisingly, study time did have a significant correlation with final exam scores (p > .05).

Conclusion: Adequate sleep the night prior to an examination was positively associated with the exam scores. Study time for the final exam did not correlate with final exam scores. There may be a need for schools to consider the potential impact student sleep habits have on academic performance and to distribute this information to students.