Journal of Chiropractic Education

ABSTRACT Objective The purpose of this review was to identify assessment instruments and their measurement properties for assessing evidence-based practice (EBP) knowledge, skills, attitudes, and behavior among students of manual therapy education programs. Methods 7 electronic databases were systematically searched from inception to May 19, 2023. (MEDLINE, EMBASE, CINAHL, ERIC, EBSCO Discovery, LISA, Google Scholar.) Search terms were subject headings specific to each database (MeSH in MEDLINE) and relevant to evidence-based practice, assessment tools/instruments, and manual therapy healthcare professions. Eligible studies included students of manual therapy education programs (chiropractic, physiotherapy, occupational therapy, osteopathy) and provided evidence supporting instrument measurement properties (reliability, validity). Titles and abstracts were screened by 2 reviewers. Data on each instrument and its properties were extracted and tabulated by 2 reviewers. Instruments were compared using the Classification Rubric for EBP Assessment Tools in Education (CREATE) framework including the 5 steps in the EBP model. Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist were followed. Results 5 studies were identified, (3 physiotherapy, 2 chiropractic) Two studies used a physiotherapy-focused modification of the Fresno test. One study presented the Knowledge of Research Evidence Competencies instrument. Two studies presented original instruments. Instruments focused on the knowledge domain and did not assess all 5 EBP model steps. Conclusion The current literature does not address all 5 steps of the EBP model. The identified instruments have the potential to ensure chiropractic institutions are graduating chiropractors who are highly skilled in evidence-based practice.

Lara deGraauw

Jocelyn Cox

Jaclyn Kissel

Kent Murnaghan

Sheilah Hogg-Johnson

Measuring evidence-based practice knowledge, skills, attitudes, and behavior in students of manual therapy education programs: A scoping review of instruments and their measurement properties

测量手法治疗教育项目学生循证实践知识、技能、态度和行为：测量工具及其测量特性的范围综述

ABSTRACT Objective To examine chiropractic students’ attitudes regarding knowledge of pain neuroscience, chronic pain, and patient-centered care before and after educational interventions. Secondarily, this study aimed to compare measures of these skills between cohorts at different timepoints throughout training programs. Methods Using stratified randomization, 281 Year 3 chiropractic students at 2 institutions were allocated into 1 of 3 educational interventions and served as active-control comparison groups: pain neuroscience education, chronic pain education, or patient-centered care. Participants completed validated surveys regarding their experience with the education interventions immediately pre- and post-lecture and 12 weeks after completion. For further comparison, surveys were also completed by 160 Year 1 students and 118 Year 2 students at 1 of the institutions. Independent sample t tests and 1-way analysis of variance were used for data analysis. Results All Year 3 lecture groups showed immediate improvements (pain neuroscience education: 3.99 + 3.09/100, p = .18 [95% CI: 10.10 to −1.77]; chronic pain education: 0.42 + 0.74/7, p = .02 [95% CI: 0.72 to 0.07]; patient-centered care: 0.25 + 0.12/6, p = .05 [95% CI: 0.12–0.51]), but these were not sustained at the 12-week follow-up (pain neuroscience education: −6.25 + 4.36/100, p = .15 [95% CI: 14.93 to −2.42]; chronic pain education: 0.33 + 0.16/7, p = .19 [95% CI, 0.66 to 0.01]; patient-centered care: 0.13 + 0.13/6, p = .30 [95% CI: 0.41 to −0.13]). Compared to active controls, only the patient-centered care group showed an immediate statistically significant difference. Conclusions While this study found that immediate improvement in targeted competencies is possible with focused interventions, they were not sustained long term.

Kristin L Miller

Patrick Boylan

Casey R Mullen

Macy L Randolph

Norman W Kettner

Katherine A Pohlman

Evaluation of chiropractic students’ knowledge and attitudes following pain interventions: A randomized educational trial at 2 institutions

脊椎按摩学生在接受疼痛干预后的知识与态度评估：两所院校的随机教育试验

The purpose of this study was to determine the knowledge and attitudes toward COVID-19 and perceived behavioral modification of South African chiropractic students returning to clinical training during the COVID-19 pandemic.An online survey was administered to students registered for clinical training in South African chiropractic programs. The survey consisted of questions related to knowledge and attitudes toward COVID-19 and perceptions on behavioral modification in the form of personal protective equipment (PPE) use to prevent transmission.Out of 129 participants, there was a 69% response rate (n = 89), with a mean age of 25 (±2.39) years and 75% were females. They had an acceptable level of knowledge (67.9%). There was a favorable perception score about COVID-19 (98.8%) but a poor perception of the role of PPE. They expressed concern about returning to clinical training (62.9%) but were prepared to return to serve their patients during the pandemic (72%).Chiropractic students within South Africa demonstrated good attitudes, knowledge, and perception toward the measures required to return safely to the clinical environment during the COVID-19 pandemic. There was a level of stress associated with potential infection by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), mostly for onward transmission to family members.

Laura M. O'Connor

Christopher Yelverton

Knowledge, attitudes and perceived behavioral modification of chiropractic students returning to clinical training in South Africa amid the COVID-19 pandemic

知识、态度及在COVID-19疫情期间返回南非临床培训的脊骨神经医学学生感知的行为改变

The global COVID-19 pandemic required the teaching of basic science instructional laboratories be done in a remote, online format termed emergency remote teaching (ERT). The aims of this study were to: (1) share strategies for ERT of basic science instructional laboratories and (2) assess student perceptions of the experience of virtual demonstrations that were recorded from the first-person perspective of the professor.Laboratories for courses in gross anatomy, neuroanatomy, and clinical microbiology were adapted to ERT by creating videos that allowed the students to view the laboratory activities through the eyes and hands of the faculty. A unique 5-question survey instrument was created to collect students' perceptions of gross anatomy, neuroanatomy, and clinical microbiology virtual lab experiences. Percentage of responses were calculated for 4 close-ended questions. Qualitative content analysis was conducted on the single open-ended question. Two additional close-ended questions were used for assessing perception of gross anatomy labs only.Videos of gross anatomy, neuroanatomy, and clinical microbiology laboratory activities mimicked the student experience through the camera lens as labs were performed by faculty members engaged in either dissection, viewing structures or doing experiments, respectively. In all 3 basic science courses, over 70% of students strongly agreed or agreed that the videos created a sense of being in the laboratory.Use of video technology allowed faculty to mimic the student experience of being in basic science laboratories, and, importantly, allowed the student to virtually participate in the learning experience.

Kara D. Burnham

Christine A. Major

William H. Borman

First-person video experiences as a vicarious, virtual alternative to in-person basic science labs

第一人称视频体验作为亲临基础科学实验室的替代虚拟选择

We developed a Research Readiness Survey (RRS) to identify students' information literacy needs prior to instruction by a team of faculty members and librarians in our doctor of chiropractic program clinical research literacy courses. In addition to describing students' responses to our RRS, we explored associations between (1) students' overall performance on the RRS and their prior earned degrees and (2) their self-reported ability and performance on questions pertaining to evaluating information quality (standard 3 of the Association of College and Research Libraries [ACRL] Information Literacy Competency Standards for Higher Education).The RRS is composed of 50 questions, of which 22 pertain to information literacy knowledge assessment per ACRL standards. We calculated means and standard deviations for summary scores on 4 ACRL standards and for a total RRS score. We used analysis of variance to assess whether standard 3 scores differed by students' self-reported ability to judge health information quality and whether there was an association between total RRS scores and students' previously earned degrees.In 2017-2018, 245 students (70% of matriculates) completed the RRS. Students performed best on standard 3 (average score 67%) and worst on standard 2, the ability to access information (average score = 59%). Students who reported an average ability to judge information quality had higher standard 3 scores than students who reported poor ability (p = .003). Students with bachelor's degrees had higher total RRS scores than students with associate's degrees (p = .004).Matriculating students had the most difficulty with accessing information, supporting the need to include librarians on the teaching team.

Krista L. Ward

Barbara L. Delli Gatti

Annette Osenga

Donna H. Odierna

Monica Smith

Information literacy of matriculating chiropractic students assessed via research readiness survey

入学脊椎按摩学生信息素养通过研究准备度调查评估

Higher stress levels may be associated with decreased academic success and physical and psychological well-being in chiropractic students. This study aimed to determine the perceived stress and burnout of chiropractic students at the University of Johannesburg during the COVID-19 pandemic.

Tayla Wagner

Perceived stress and burnout syndrome in chiropractic students at a South African university during the COVID-19 pandemic: A cross-sectional study

南非某大学脊椎推拿学生感知压力与倦怠综合征在COVID-19疫情期间的横断面研究

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.

Fatima Ismail

Corrie Myburgh

Charlene Downing

Andrew Makkink

Interprofessional education among musculoskeletal healthcare professions: A scoping review

肌肉骨骼健康护理专业间的跨专业教育：一项范围综述

ABSTRACT Objective To compare unproctored and proctored online exams among chiropractic students. Methods Pre-existing data of 234 students across 4 consecutive endocrinology classes were analyzed for this study. The course was comprised of 3 lectures (50 minutes per lecture) each week. Student performance was evaluated by midterm exam and summative exam (S1). The students from 3 classes were asked to take a voluntary second summative exam (S2) approximately 7 months after the S1. Since this study was partially conducted during the COVID pandemic, some classes took the midterm and the S1 proctored in the classroom while others took them unproctored from a remote location. Results The mean midterm exam (p &amp;lt; .001) and S1 scores (p = .01) for the unproctored group (93.6 ± 7.0 and 88.8 ± 8.2) were significantly higher than the proctored group (88.1 ± 8.2 and 83.9 ± 11.2). The mean time taken by students was much greater for the unproctored exams than for the proctored exams (midterm: 40.7 ± 10.2 versus 16.7 ± 7.0, p &amp;lt; .001; S1: 47.0 ± 8.7 versus 21.5 ± 9.0, p &amp;lt; .001). By contrast, the mean unproctored S2 scores were lower than the proctored group (60.2 ± 14.7 versus 88.1 ± 8.2, p &amp;lt; .001). A linear regression test showed that the final exam was a statistically significant predictor of the recall exam (p &amp;lt; .01, R2 = 28.3%). Conclusion The findings suggest that student performance is significantly altered by test format.

Niu Zhang

James Larose

Megan Franklin

Effect of unproctored versus proctored examinations on student performance and long-term retention of knowledge

无监考与监考考试对学生表现及长期知识保留的影响

Abbreviation	J. Chiropr. Educ.
Journal Impact	0.63
Quartiles(Global)	EDUCATION, SCIENTIFIC DISCIPLINES(Q4)

ISSN	1042-5055, 2374-250X
h-index	12

Publication Information	Publisher: Allen Press Inc.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2017，Proportion of original research papers: 100.00%，Self Citation Rate:28.60%， Gold OA Rate: 98.70%

Journal of Chiropractic Education

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Measuring evidence-based practice knowledge, skills, attitudes, and behavior in students of manual therapy education programs: A scoping review of instruments and their measurement properties

Evaluation of chiropractic students’ knowledge and attitudes following pain interventions: A randomized educational trial at 2 institutions

Knowledge, attitudes and perceived behavioral modification of chiropractic students returning to clinical training in South Africa amid the COVID-19 pandemic

First-person video experiences as a vicarious, virtual alternative to in-person basic science labs

Information literacy of matriculating chiropractic students assessed via research readiness survey

Measuring evidence-based practice knowledge, skills, attitudes, and behavior in students of manual therapy education programs: A scoping review of instruments and their measurement properties

Evaluation of chiropractic students’ knowledge and attitudes following pain interventions: A randomized educational trial at 2 institutions

Perceived stress and burnout syndrome in chiropractic students at a South African university during the COVID-19 pandemic: A cross-sectional study

Interprofessional education among musculoskeletal healthcare professions: A scoping review

Effect of unproctored versus proctored examinations on student performance and long-term retention of knowledge