ABSTRACT

Objective

To examine peer-reviewed literature involving undergraduate interprofessional education (IPE) focusing on musculoskeletal (MSK) healthcare professions.

Methods

Methodological searches were conducted on electronic databases PubMed, Scopus, ERIC, and ProQuest. No date restrictions were applied. English sources (qualitative and quantitative methodological studies, conference papers and proceedings, systematic reviews, grey literature, unpublished materials, theses, and dissertations) were included. A researcher, independent reviewer, and research librarian completed the search and data extraction from June to October 2023. Disagreements were resolved by discussion. ATLAS.ti was used to analyze data by generating codes linked to the text. Findings were reported in a narrative format and by using tables.

Results

Initially, 2894 articles were retrieved and screened for relevance. After rigorous screening procedures, 18 articles from various countries were deemed eligible for inclusion. The included studies were conducted within the date range of 2010 to 2024. The included studies employed mixed methods (n = 9), quantitative (n = 5), and qualitative (n = 4) approaches. Combined medical and physiotherapy student cohorts were prominently featured in 67% (n = 12) of the reviewed studies. All 18 studies incorporated the implementation and/or evaluation of an IPE intervention. Thematic analysis revealed 5 overarching themes, encompassing the benefits, barriers, interventions, strategies, evaluation, and general findings related to IPE.

Conclusion

The reviewed literature emphasizes a significant gap in IPE initiatives concerning various MSK health providers, including chiropractors, podiatrists, biokineticists, and osteopaths. This paucity accentuates the need for further exploration and evaluation of IPE within MSK-specific contexts, crucial for addressing and mitigating the escalating global burden of MSK diseases.

ABSTRACT

Objective

Although the force-time characteristics of spinal manipulative therapy (SMT) have been extensively studied, evidence on the maturation of SMT delivered to the cervicothoracic junction is scarce. The aim of this study is to compare the force-time characteristics of a cervicothoracic SMT technique between experienced chiropractors and chiropractic interns. 

Methods

Participants performed a total of 18 posterior-to-anterior cervicothoracic SMT on a human-shaped manikin, fixed to an instrumented treatment table. Participants were instructed to execute the technique, contacting either the right or the left side of the manikin, at 3 different levels of force: low, typical, and high. Three-level analysis of variance was used to assess the effect of group (experienced chiropractors or interns), force level, and contact side on force-time characteristics. Variability of these characteristics among participants was also evaluated.

Results

No statistically significant differences were observed in any of the force-time characteristics between chiropractic interns (n = 15) and experienced chiropractors (n = 10), nor on the contact side used to perform the SMT (p > .05). Significant effects on force level were noted for all force-time characteristics (p < .05), except for impulse duration (p > .05). The interns displayed more variability than experienced chiropractors for the force at thrust initiation only (p = .02). 

Conclusion

This study shows that both chiropractic interns and experienced clinicians deliver SMT to the cervicothoracic junction with similar force-time characteristics. However, final-year students exhibited greater variability in controlling their force just before initiating the thrust, indicating that some aspects of their motor skill may still be developing.

Objective

To investigate the prevalence of burnout among chiropractic students in Malaysia, using the Maslach Burnout Inventory-General Survey for Students (MBI-GS[S]).

Methods

A quantitative cross-sectional study was conducted at IMU University with 219 chiropractic students from semester 1 through semester 8. The MBI-GS(S) was utilized to assess burnout across 3 subscales: Exhaustion, Cynicism, and Professional Efficacy. Data were analyzed using descriptive statistics, Kruskal-Wallis tests, and χ² tests. Standardized residual analysis was performed as a posthoc step to identify which specific year(s) contributed to any significant χ² results.

Results

Of the 219 participants, 2.28% were classified as having a burnout profile under the 2016 method, while 10.04% met the burnout profile under the 2018 method. A χ² test revealed no association between year of study and burnout using the 2016 method. In contrast, the 2018 method indicated a significant association (p = .004), driven primarily by a higher-than-expected frequency of burnout in Year 1 and a lower-than-expected frequency in Year 2.

Conclusion

Burnout is present among chiropractic students in Malaysia, with estimates differing by classification method. The 2018 method not only yielded a higher overall prevalence but also highlighted an association with year of study. These findings underscore the importance of choosing appropriate classification criteria and emphasize targeted interventions for students most at risk, particularly in their first year.

As a group of colleagues at Parker University, we formed a book club with the primary goal of fostering enhanced learning experiences in our classes. We chose Small Teaching Online authored by Darby Flowers and James Lang. This book offers practical insights into small but impactful changes that can be implemented in online learning environments to benefit students significantly.

Each chapter commenced with an introduction to its concept, followed by a concise overview of the current theories and academic research related to the topic. Finally, it delved into highly specific strategies for effectively integrating these concepts into your

Small Teaching Online

Carissa ManriquePhD,

Abdellatif AlsharifPhD,

Kelly BrownMS,

Cynthia CalongneDCS,

Terence CockerhamMA, and

Themba NgwenyaDCS