Volume 30: Issue 2

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.

Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course.

Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data.

Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348).

Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures.

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. One-way analysis of variance and the Kruskal-Wallis test were used for analysis.

Results: Mean anxiety scores were not statistically different (χ² = 2.51, p = .29) between the group that received a 30-minute in-person orientation and the online group. At the end of the entire introductory phase, there was a significant difference between year cohorts (F = 9.61, p < .001), indicating overall higher anxiety for one of the years receiving in-person orientation. However, when looking at the remaining in-person orientation year vs the online module year, there was no significant difference seen (p = .56).

Conclusions: Successful transition, resulting in substantial gain to learning time, was observed by changing an in-person orientation to an online format. Anxiety levels were noted to fluctuate significantly from year to year regardless of orientation method.

PLATFORM PRESENTATIONS

The treatment of neck pain-associated disorders and whiplash-associated disorders: a clinical practice guideline

André Bussières, Greg Stewart, Fadi Al Zoubi, Philip Decina, Martin Descarreaux, Jill Hayden, Brenda Hendrickson, Cesar Hincapié, Isabelle Pagé, Steven Passmore, John Srbely, Maja Stupar, Joel Weisberg, Joseph Ornelas

Objective: To develop a clinical practice guideline on the management of Neck Pain-Associated Disorders (NAD) and Whiplash-Associated Disorders (WAD). Methods: Pertinent systematic reviews on 6 topic areas (education, multimodal care, exercise, work disability, manual therapy, passive modalities) were assessed using AMSTAR and data extracted from admissible randomized controlled trials. We incorporated risk of

Small Teaching Online

Carissa ManriquePhD,

Abdellatif AlsharifPhD,

Kelly BrownMS,

Cynthia CalongneDCS,

Terence CockerhamMA, and

Themba NgwenyaDCS

Evaluation for citation metrics and peer reviewer acknowledgments

Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension *

Manikin-based simulation: online orientation and student anxiety

The interrater reliability of an objective structured practical examination in measuring the clinical reasoning ability of chiropractic students

Comparison of National Board of Chiropractic Examiners part I examination scores between tutors and tutees at a chiropractic college

Immunology knowledge as one of the basic sciences that forms the foundations to developing sound clinicians

Nurse practitioner and physician assistant students' knowledge, attitudes, and perspectives of chiropractic

Chiropractic student attitudes toward team-based learning

A focus group study of chiropractic students following international service learning experiences

A survey of the perceptions and behaviors of chiropractic interns pertaining to evidence-based principles in clinical decision making

Learning spinal manipulation: *A best-evidence synthesis of teaching methods**

Chiropractic intern attitudes, beliefs, and future practice intentions with regard to health promotion, wellness, and preventive services

2016 World Federation of Chiropractic/Association of Chiropractic Colleges Education Conference proceedings

Table of Contents for proceedings

2016 WFC/ACC EDUCATION CONFERENCE PROCEEDINGS FOR CONTRIBUTED SESSIONS

Conference introduction and peer-review acknowledgments

Table of contents of abstracts

Abstracts of poster presentations/Abstracts of innovations presentations

PLATFORM PRESENTATIONS

The treatment of neck pain-associated disorders and whiplash-associated disorders: a clinical practice guideline

Small Teaching Online

Association between time management practices and perceived stress levels in preclinical chiropractic students

Perceptions of chiropractic students on digital literacy skills at a South African university: A cross-sectional study

Prevalence of burnout among chiropractic students in Malaysia

Use of the Evidence-Based practice Attitude and utilization SurvEy to determine the use of evidence-based practice by chiropractic students

Student and new graduate perception of hospital versus institutional clinic for clinical educational experience

A cross-sectional study of the association between anxiety and temporomandibular disorder in Australian chiropractic students

Effects of an 8-week physical exercise program on spinal manipulation biomechanical parameters in a group of 1st-year chiropractic students *

Development of a student grading rubric and testing for interrater agreement in a doctor of chiropractic competency program

A pilot study of the effect of force feedback training on students learning flexion-distraction chiropractic technique *