Editorial Type: COMMENTARY
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Online Publication Date: 01 Oct 2010

Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum

BS
Article Category: Research Article
Page Range: 194 – 197
DOI: 10.7899/1042-5055-24.2.194
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Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration.

Copyright: © 2010 Association of Chiropractic Colleges 2010

Contributor Notes

About the Author

Kevin Ward is a student in the DC/MS program at Logan College of Chiropractic.

Address correspondence to Kevin Ward, c/o Logan College of Chiropractic, 1851 Schoettler Road, Chesterfield, MO 63017-5529 (e-mail: kevinp.ward@logan.edu).
Received: 17 Nov 2009
Accepted: 24 Apr 2010
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