Designing a 21st century chiropractic educational program: <i>A time for reflection, a time for action</i>

Wiles, Michael R.

doi:10.7899/jce-18-31

Cited by 3 publications

(2 citation statements)

References 17 publications

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“… 3 , 4 , 5 A limited format of clinical education has been criticized for lack of breadth and depth. 6 As a solution, clinical immersion placements (CIPs) provide practical hands-on experiences aimed at developing communication and interpersonal skills within the community. 7 Clinical immersion placements have the potential to provide chiropractic students with a diverse patient caseload underpinned by a caring environment.…”

Section: Introductionmentioning

confidence: 99%

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Implementing An External Student Placement Strategy Into an Undergraduate Chiropractic Curriculum in the United Kingdom: An Education Descriptive Report

Chesterton

Deane

Moore

2023

Journal of Chiropractic Humanities

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Section: Introductionmentioning

confidence: 99%

“…This formal placement strategy introduced students early in their education to a sustained clinical caseload, which was entrenched throughout the entirety of the curriculum. 6 …”

Section: Introductionmentioning

confidence: 99%

Implementing An External Student Placement Strategy Into an Undergraduate Chiropractic Curriculum in the United Kingdom: An Education Descriptive Report

Chesterton

Deane

Moore

2023

Journal of Chiropractic Humanities

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Extension for community Healthcare Outcomes (ECHO) chronic pain & opioid stewardship in northwestern Ontario: A thematic analysis of patient cases

Poulin

Shergill

Grebowicz

et al. 2022

Canadian Journal of Pain

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Background Chronic pain (CP) is a debilitating disease that reduces quality of life, decreases productivity, and has become a primary cause of health care resource consumption. Despite this, many Canadian family physicians have received little formal education in managing CP, making it one of the most challenging areas of practice in primary care. Project Extension for Community Healthcare Outcomes Chronic Pain & Opioid Stewardship St. Joseph’s Care Group (Project ECHO-SJCG) is an evidence-based educational program connecting community-based health care providers (HCPs) with an interprofessional team by videoconference to learn about management of CP in rural, remote, and underserved areas. Aims To explore key learning points from cases presented at Project ECHO-SJCG, identify and analyze themes and improve future sessions of continuing professional development for HCPs. Methods We completed a thematic analysis of forty cases and key learning points using the constant comparison method. We also summarized descriptive statistics for patient and provider characteristics. Results Forty cases were presented by 31 HCPs, who received suggestions focused on assessment and diagnosis, pharmacological and non-pharmacological pain symptom management, interventional management, attention to biopsychosocial factors, and appropriate referral to other HCPs. Conclusion Project ECHO-SJCG cases allow HCPs to gain a broad knowledge base to evaluate and manage CP in their practice. Identified themes highlight common gaps in HCPs’ knowledge and will guide future sessions.

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Development of Preliminary Integrated Health Care Clinical Competencies for United States Doctor of Chiropractic Programs: A Modified Delphi Consensus Process

Daniels,

Cupler,

Napuli

et al. 2024

Global Advances in Integrative Medicine and Health

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Background There has been rapid growth of chiropractors pursuing career opportunities in both public and private hospitals and other integrated care settings. Chiropractors that prosper in integrated care settings deliver patient-centered care, focus on the institutional mission, understand and adhere to organizational rules, and are proficient in navigating complex systems. The Council on Chiropractic Education Accreditation Standards do not outline specific meta-competencies for integrated care clinical training. Objective The purpose of this study was to develop preliminary integrated health care competencies for DC programs to guide the advancement of clinical chiropractic education. Methods A systematic literature search was performed. Articles were screened for eligibility and extracted in duplicate. Domains and seed statements were generated from this literature, piloted at a conference workshop, and evaluated via a modified Delphi consensus process. Of 42 invited, 36 chiropractors participated as panelists. Public comment period yielded 20 comments, none resulting in substantive changes to the competencies. Results Of 1718 citations, 23 articles met eligibility criteria. After 2 modified Delphi rounds, consensus was reached on all competency statements. A total of 78 competency statements were agreed upon, which encompassed 4 domains and 11 subdomains. The 4 domains were: 1) Collaboration, (2) Clinical Excellence, (3) Communication, and (4) Systems Administration. Conclusion We identified 78 preliminary competencies appropriate for preparing DC students and early career chiropractors for clinical practice in integrated healthcare settings. Educational programs may consider these competencies for curricular design and reform to strengthen DC program graduates for integrated practice, advanced training, and employment.

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Designing a 21st century chiropractic educational program: A time for reflection, a time for action

Cited by 3 publications

References 17 publications

Implementing An External Student Placement Strategy Into an Undergraduate Chiropractic Curriculum in the United Kingdom: An Education Descriptive Report

Implementing An External Student Placement Strategy Into an Undergraduate Chiropractic Curriculum in the United Kingdom: An Education Descriptive Report

Extension for community Healthcare Outcomes (ECHO) chronic pain & opioid stewardship in northwestern Ontario: A thematic analysis of patient cases

Development of Preliminary Integrated Health Care Clinical Competencies for United States Doctor of Chiropractic Programs: A Modified Delphi Consensus Process

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