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Journal of Chiropractic Education

Niu Zhang, Charles N R Henderson
OBJECTIVE: Three hypotheses were tested in a chiropractic education program: (1) Collaborative topic-specific exams during a course would enhance student performance on a noncollaborative final exam administered at the end-of-term, compared to students given traditional (noncollaborative) topic-specific exams during the course. (2) Requiring reasons for answer changes during collaborative topical exams would further enhance final-exam performance. (3) There would be a differential question-type effect on the cumulative final exam, with greater improvement in comprehension question scores compared to simple recall question scores...
February 3, 2017: Journal of Chiropractic Education
Andrée-Anne Marchand, Laura Mendoza, Claude Dugas, Martin Descarreaux, Isabelle Pagé
OBJECTIVE: To evaluate the effects of practice variability on chiropractic students' capacity to deliver spinal manipulations (SMs) of a targeted peak force. METHODS: Forty students participated in an experimental session including either a variable or a constant practice protocol of 45 SMs. SMs were delivered on a computer-connected device that recorded force-time profiles. Ten SMs with a target peak force of 350-N were performed before practice, immediately following practice, and 2 days later...
January 25, 2017: Journal of Chiropractic Education
Angela J Todd, Matthew T Carroll, David G Russell, Eleanor K L Mitchell
OBJECTIVE: To compare chiropractic students' perceptions of preparedness for practice before and after a clinical placement in Rarotonga and to report demographics from these experiences. METHODS: The students completed deidentified pre- and postplacement surveys assessing pediatric practice preparedness. Students tallied the patient numbers, age, and chiropractic techniques used per visit for each day of clinic placement. On completion of the program, participating students (27/34, or 79% of the student cohort) did a postplacement survey on their perception of practice preparedness...
December 14, 2016: Journal of Chiropractic Education
Barclay W Bakkum, Cynthia Chapman
OBJECTIVE: We investigated the self-reported barriers to publication for authors of abstracts presented at the most recent chiropractic scientific meetings for which publication rates are known, that is the 2006 to 2008 Association of Chiropractic Colleges Educational Conference and Research Agenda Conference (ACC/RAC) meetings. METHODS: A 4-question electronic survey was sent via email to 1 of the listed authors for each abstract not published as a full paper within 4 years of the 2006 to 2008 ACC/RAC meetings...
December 14, 2016: Journal of Chiropractic Education
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No abstract text is available yet for this article.
October 2016: Journal of Chiropractic Education
Bart N Green, Claire D Johnson
No abstract text is available yet for this article.
October 2016: Journal of Chiropractic Education
(no author information available yet)
No abstract text is available yet for this article.
October 2016: Journal of Chiropractic Education
(no author information available yet)
In October 2016, the World Federation of Chiropractic and Association of Chiropractic Colleges Education Conference was held in Montreal, Canada. This summary provides the titles of 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 30, issue 2 (October 2016) of the Journal of Chiropractic Education.
October 2016: Journal of Chiropractic Education
(no author information available yet)
No abstract text is available yet for this article.
October 2016: Journal of Chiropractic Education
Bart N Green
This editorial discusses the indexing systems that include the Journal of Chiropractic Education, reflects on the increased international participation in chiropractic education scholarly meetings and peer review, and acknowledges the editorial board and peer reviewers for the journal.
October 2016: Journal of Chiropractic Education
Dominic A Giuliano, Marion McGregor, Loretta Howard, Rebecca Taylor, Rachel Statz, Madolyn Linka, Christina Bagnell
OBJECTIVE: This study examined changes in anxiety associated with different modes of student orientation to a manikin-based simulation lab. It was purposed that the addition of an online orientation prior to the actual lab would save time for more learning content during the session. METHODS: Anxiety scores were gathered from groups of interns, using a visual analog scale. Some students experienced a 30-minute in-person orientation while others completed an online module...
October 2016: Journal of Chiropractic Education
William Sherrier, Teresa Brennan, Ali Rabatsky
OBJECTIVE: The purpose of this study was to measure chiropractic student attitudes toward team-based learning (TBL) to determine if they are similar to those of medical students and to help clarify existing evidence regarding student perceptions of TBL. METHOD: Two consecutive cohorts of chiropractic students enrolled in a course that used weekly TBL activities completed an adaptation of the value of teams survey at the end of the term. Chi square analysis was used to assess for differences in scores between the beginning and end of the term...
October 2016: Journal of Chiropractic Education
Dawn E Dane, Andrew B Dane, Edward R Crowther
OBJECTIVE: This study explored how chiropractic interns applied evidenced-based concepts, the sources of evidence they used, and how useful they perceived these sources to be in clinical decision making. METHODS: A questionnaire containing 13 items in a Likert 5-point scale was administered to 28 chiropractic interns to gather information on the evidence types they commonly accessed and their perceived usefulness of these sources in clinical decision making. The interns were in the 8th semester of the training program...
October 2016: Journal of Chiropractic Education
Stephen Grand, Kenice Morehouse-Grand, Shane Carter
OBJECTIVE: This pilot study explored the attitudes, beliefs, and intentions of a group of chiropractic interns concerning health promotion, wellness, and preventive services before and after a series of brief educational interventions. METHODS: Interns completed a survey before (n = 37) and after (n = 22) the interventions. The survey included 12 Likert scale questions about attitudes and intentions toward wellness and health promotion models. The interventions consisted of classroom lectures, clinical training, and online information pertaining to health promotion and wellness...
October 2016: Journal of Chiropractic Education
Brynne E Stainsby, Michelle C S Clarke, Jade R Egonia
OBJECTIVE: The purpose of this study was to evaluate the effectiveness of different reported methods used to teach spinal manipulative therapy to chiropractic students. METHODS: For this best-evidence literature synthesis, 5 electronic databases were searched from 1900 to 2015. Eligible studies were critically appraised using the criteria of the Scottish Intercollegiate Guidelines Network. Scientifically admissible studies were synthesized following best-evidence synthesis principles...
October 2016: Journal of Chiropractic Education
Anupama Kizhakkeveettil, Andrew M Vosko, Marissa Brash, Michael A Philips
OBJECTIVE: High levels of stress and fatigue are associated with decreased academic success, well-being, and quality of life. The objective of this research was to quantify levels of perceived stress and fatigue among chiropractic students to identify sources of and student coping mechanisms for perceived stress and fatigue and to identify the relationship between students' perceived stress and fatigue. METHODS: A survey comprised of the Perceived Stress Scale, the Undergraduate Sources of Stress Survey, and the Piper Fatigue Scale was administered to chiropractic students in their 2nd, 5th, and 8th trimesters of doctoral study...
August 23, 2016: Journal of Chiropractic Education
Stanley I Innes
OBJECTIVE: The aim of this study was to explore the relationship between chiropractic students' coping styles and levels of resilience with their physical injuries, perceived levels of stress, and well-being. METHODS: A questionnaire was distributed to the entire student body of the chiropractic program at Murdoch University, and gathered demographic variables and responses to the Connor-Davidson Resilience Scale, Perceived Levels of Stress Scale, Everyday Feelings Questionnaire, and Coping Inventory for Stressful Situations...
July 26, 2016: Journal of Chiropractic Education
James C Boysen, Stacie A Salsbury, Dustin Derby, Dana J Lawrence
OBJECTIVE: One objective of chiropractic education is to cultivate clinical confidence in novice practitioners. The purpose of this qualitative study was to describe how participation in a short-term international service learning experience changed perceptions of clinical confidence in senior chiropractic students. METHODS: Seventeen senior chiropractic students participated in 4 moderated focus group sessions within 4 months after a clinical educational opportunity held in international settings...
June 3, 2016: Journal of Chiropractic Education
Kevin A Rose, Jesika Babajanian
OBJECTIVE: The objective structured practical examination (OSPE) is a case-based assessment that can be used to assess the clinical reasoning ability of students. The reliability of using an OSPE for this purpose has not been reported in the literature. The objective of this study was to determine the interrater reliability of the OSPE in measuring the clinical reasoning ability of chiropractic students. METHODS: Two examiners tested each student simultaneously when enough were available as a check for interrater reliability...
April 26, 2016: Journal of Chiropractic Education
Amilliah W Kenya, John F Hart, Charles K Vuyiya
OBJECTIVE: This study compared National Board of Chiropractic Examiners part I test scores between students who did and did not serve as tutors on the subject matter. METHODS: Students who had a prior grade point average of 3.45 or above on a 4.0 scale just before taking part I of the board exams were eligible to participate. A 2-sample t-test was used to ascertain the difference in the mean scores on part I between the tutor group (n = 28) and nontutor (n = 29) group...
March 21, 2016: Journal of Chiropractic Education
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