Journal of Chiropractic Education最新文献

This conference was convened by the World Federation of Chiropractic from October 14 to 17, 2026, in Utrecht, the Netherlands. The 2026 program focused on lifelong learning in chiropractic education. These proceedings include the education research abstracts.

Objective: This study aimed to explore chiropractic students' perceptions of their learning experiences during the 2023 World Congress of Chiropractic Students African Regional Event. The focus was on identifying benefits related to spontaneous learning, assessing the impact of social and equivalence redundancy, and uncovering opportunities for interdisciplinary collaboration and professional development.

Methods: This was a thematic qualitative, exploratory descriptive design. Chiropractic students who attended the event participated in semistructured interviews; data saturation was achieved after 12 interviews. Data were transcribed verbatim and analyzed using Tesch's 8-step coding method. Trustworthiness was ensured through Guba's 4 criteria: credibility, transferability, dependability, and confirmability.

Results: Seven major themes emerged namely. interdisciplinary collaboration and integration, networking and knowledge exchange with fellow professionals, skill enhancement techniques and diverse practice methods, internship portfolio requirements, career pathways awareness, practical clinical application in real-world settings, and areas for enhancement and progress. Students reported gaining valuable spontaneous knowledge, including exposure to techniques not covered in their formal curriculum. However, instances of social and equivalence redundancy limited the novelty of some learning experiences. Additional concerns included limited student participation, insufficient marketing, and financial barriers to attendance.

Conclusion: The conference provided experiential learning through exposure to diverse professional perspectives and practices. Comments from interviewees suggest that future student conferences should be strategically structured to address content redundancy, enhance marketing and student access, and incorporate broader interdisciplinary participation. Such improvements may better support chiropractic students' academic and professional development.

Objective: The objective of this study was to characterize chiropractic students, assess their sense of coherence (SOC) and QOL and determine what items of QOL measures were associated with the subdomains of SOC.

Methods: In this cross-sectional study, we surveyed students on their sociodemographic information, student characteristics, and intended practice characteristics. In addition, we measured their SOC using the SOC-29 and QOL using the PROMIS-29 and PROMIS Global Health instruments. Elastic net regression identified items from the PROMIS-29 and PROMIS Global Health surveys that were associated with the subdomains (ie, comprehensibility, manageability, and meaning) of SOC.

Results: With a response rate of 32.2%, 113 students composed our study population. The mean (SD) SOC-29 score was 148.5 (21.09) with global physical and mental health T-scores of 52.3 (7.24) and 51.0 (8.96), respectively. The mean (SD) T-scores for the QOL domains as measured by the PROMIS-29 were physical function = 54.7 (5.21), anxiety = 54.7 (8.94), depression = 49.0 (8.38), fatigue = 50.0 (9.88), sleep disturbance = 48.4 (8.20), ability to participate in social roles and activities = 54.9 (8.28), pain interference = 47.3 (7.85), and pain intensity = 1.6 (1.74). Items associated with the mental health domains had the strongest association with comprehensibility. Items in physical health and social health were most strongly associated with manageability and meaningfulness, respectively.

Conclusion: The SOC and QOL of chiropractic students were assessed at 1 institution. Items from the PROMIS-29 and PROMIS Global Health strongly associated with SOC and its subdomains were identified.

Objective: This study aimed to identify factors associated with student satisfaction in a South African chiropractic program and to determine how these factors related to overall student satisfaction. Comparisons between the year of study and overall satisfaction were also investigated.

Methods: A cross-sectional, quantitative study design was adopted. Data were collected via an online survey distributed to chiropractic students in undergraduate and postgraduate programs (n = 242). The adapted questionnaire rated satisfaction factors on a 5-point Likert scale (1 = completely dissatisfied to 5 = completely satisfied). Data analysis included frequency counts, descriptive statistics, exploratory factor analysis, and reliability analyses, along with normality and comparison analyses. Regression analysis determined the relationship between overall satisfaction and the identified factors.

Results: A 50.83% response rate was achieved (n = 123). The exploratory factor analysis yielded 3 key factors: course, teaching and evaluation, and clinical training, as well as career guidance. Respondents expressed satisfaction with the course delivery and clinical training (median = 4.00) but were neutral regarding career guidance (median = 3.00). Course, Teaching and Evaluation Methods (P = .77), Clinical Training (P = .59), and Career Exploration After Graduation (P = .49) were statistically significant with General Satisfaction. All factors were positively associated with overall satisfaction, which was satisfactory (median = 4.00).

Conclusions: Overall, students' satisfaction with the chiropractic program was high across the course, teaching and evaluation methods, and clinical training. Improvements are required in the career guidance domain, and student satisfaction declined between the academic years.

Objective: This study explored chiropractic students' self-reported understanding and attitudes regarding motivational interviewing (MI), and examined the relationship between students' patient-centered communication (PCC)-related attitudes and beliefs and intent to use MI.

Methods: An explanatory sequential mixed methods study was conducted with full-time chiropractic students enrolled across 7 North American doctor of chiropractic degree programs. Eligible students completed an online survey; descriptive statistics and logistic regression were used to examine the relationship between PCC-related attitudes and beliefs and intent to use MI. Following the survey, students were invited to participate in virtual interviews; qualitative data were analyzed using thematic analysis.

Results: Of the 426 survey respondents (7% response rate), most reported completing PCC-related coursework (75.85%). While 69.73% reported understanding MI principles, only 13.51% felt proficient in its use. Over half (53.25%) intended to use MI, yet many endorsed beliefs misaligned with MI principles. The mean PCC-related attitudes and beliefs score was 143.39 (SD 18.42). Higher PCC-related attitudes and beliefs was significantly associated with greater odds of intent to use MI (odds ratio 1.03 [1.01-1.04], P < .001). Qualitative data responses reflected positivity toward MI, inconsistent exposure and training in MI, and student viewpoints that may be inconsistent with the spirit of MI.

Conclusion: This study contributes toward the understanding of North American chiropractic students' understanding of MI and its relationship with PCC-related attitudes and beliefs. Further research is needed to investigate how MI is introduced, taught, and longitudinally supported within chiropractic education programs.

Objective: The primary objective of this study was to explore chiropractic students' predisposition to patient-centered communication (PCC), focusing on empathy and cultural humility.

Methods: A survey-based study was conducted across 7 doctor of chiropractic programs in North America. Eligible students were invited to participate in an electronic survey assessing empathy (the revised Kiersma-Chen Empathy Scale) and cultural humility (the Foronda Cultural Humility Scale). Linear regression was used to examine the relationship between (1) doctor of chiropractic program enrollment and empathy and cultural humility and (2) PCC-related coursework completion and empathy and cultural humility.

Results: A total of 426 responses to the electronic survey were collected (7% response rate). Most participants were enrolled in preclinical coursework (61%) and had completed PCC-related coursework (76%). Empathy was lower among clinical students though not statistically significant (β = -1.20; confidence interval, -2.93 to 0.52; p = .169). No significant associations were found between enrollment status or PCC coursework and either empathy or cultural humility.

Conclusion: No significant associations were found between PCC-related coursework or enrollment status and empathy or cultural humility. This study highlights an underexplored area within chiropractic education and calls for comprehensive research to characterize the integration of PCC within chiropractic curricula and clinical training.

Objective: Peer mentoring is increasingly valued in healthcare education for developing professional and clinical competencies. In the chiropractic program at our university, Force-Sensing Table Technology (FSTT®) was first integrated to enhance manual therapy training. After this, the CHIRO-Force Peer-Assisted Learning (PAL) program was launched as a collaborative learning process to further train students in practical skills related to chiropractic manual therapies. This paper introduces the program and reports findings from its first year.

Methods: The CHIRO-Force program was structured and evaluated using the PAL learning framework. After pilot funding approval, 2 fourth-year students were selected as mentors. Then, they and 2 faculty members completed intensive training from the developers of the FSTT® technology. Mentors then designed session protocols and organized a booking system. Mentees were invited to complete a short questionnaire after each session and a comprehensive one at the end of the pilot year. The program launched in September 2023 and the pilot year ended in April 2024.

Results: Mentors created 5 distinct session protocols and each dedicated about 5 hours weekly to mentoring. From September to April, more than 100 sessions were provided, involving over 100 students. Group mentoring was also integrated into clinical internships. Feedback was highly positive, with 97% of sessions rated as "highly appreciated".

Conclusion: The CHIRO-Force PAL program shows promise in supporting students' practice of spinal manipulative therapy outside class. Future steps include assessing its impact on clinical competency and self-efficacy.

Objective: To explore and describe master's chiropractic students' self-perceived preparedness in diagnosing and managing headache disorders.

Methods: A qualitative, exploratory, descriptive design was used. Thirteen master's chiropractic students participated in semistructured interviews guided by an interview protocol. Interviews were thematically analyzed using Tesch's 8-step approach.

Results: Participants reported and expressed limited preparedness and low initial confidence in diagnosing and managing headache disorders. Educational and environmental challenges were identified as key roles in this result whilst clinical exposure positively influenced students' perceptions of their preparedness.

Conclusion: The exploration of students' self-perceived preparedness in diagnosing and managing headache disorders identified multiple contributing factors. Educational and environmental challenges were associated with feelings of limited preparedness. However, increased clinical exposure enhanced both confidence and perceived competence.

Objective: Health regulators in the United Kingdom fulfill their statutory duty to maintain high standards of education and training of health professionals by setting standards for education. Ensuring standards are contemporary and fit for purpose is fundamental to this function. This research aimed to evaluate whether the Education Standards (ES) of the General Chiropractic Council (2017) remained fit for purpose in 2021 or whether revisions were needed to meet current and future competency requirements for chiropractic graduates.

Methods: An exploratory, qualitative methodology was followed. The ES were comparatively mapped to relevant standards, authoritative practice, and quality assurance frameworks from other health care and higher education regulators, professional and chartered bodies. Areas of difference from other standards and frameworks were identified and substantive differences described.

Results: Twenty-two global and national frameworks and standards were mapped. Health care disciplines included physiotherapy, medicine, and osteopathy. Subjects included musculoskeletal capabilities, rehabilitation, safety curricula, person-centered approaches, dementia training, research competencies, and education. Twenty substantive areas not captured in the ES or requiring strengthening were identified. These included person-centered approaches, safety and quality, rehabilitation, prevention and health promotion, psychologically informed approaches, interprofessional practice, collaborative care, integration of evidence into practice, digital readiness, and reflective practice. Substantive areas linked to program delivery included protecting the interests of patients in an education setting, clinical learning (including interprofessional), and the culture of research and evidence.

Conclusion: Although broadly fit for purpose, mapping indicated the ES were falling out of step with the evolving wider health care community, supporting recommendations for high level revisions.

The Chiropractic Educators Research Forum (CERF) convened a conference on December 6, 2025. During the meeting, presenters and panelists took an in-depth look at concepts and research related to educators and chiropractic programs engaging stakeholders.