The philosophy of chiropractic: an action research model of curriculum review

Abstract

The philosophy ofchiropractic has always been regarded as an integral and indispensable component of the curriculum at chiropractic colleges. This study describes a review process in which instruments were designed to survey students andfaculty to obtain information concerning curricular aspects ofphilosophy at the Canadian Memorial Chiropractic College. Approximately one halfofthe student body (N = 292) and sixty percent ofthefull-time andpart-timefaculty members (N = 66) responded to the surveys. The students who were surveyed indicated that philosophy was a very important part oftheir chiropractic education and theyfelt that their needs in this regard were not being met by the present program. Further, they perceived mostfaculty as being unappreciative of philosophy. The resultsfrom thefaculty survey were at odds with the students' perceptions and indicated that thefaculty members werefavourably disposed towards philosophy andfelt that it should be an integral part of the students' educational experience. The information gainedfrom these surveys was subsequently used as a catalyst to stimulate discussion in a series ofstudent! facultyfocus groups on philosophy. These discussions helped to clarify some curricular philosophical issues and resulted in specific modifications to the philosophy program in the areas ofcontent, format, faculty, and evaluation methods. (JCCA 1999; 43(3)