Current trends and standards in anatomy education in chiropractic programs in Australia

Anatomy requirements in current accreditation guidelines for allied health professions training are not comprehensive, possibly due to the lack of evidence-based research available. For health professionals to work effectively in an inter-professional relationship there needs to be evidence of acceptable education standards and the need for a standardisation of a minimum level of competency across the different health disciplines, including anatomy. Research on trends in anatomy education including teaching modalities within chiropractic programs is therefore required in order to inform a framework for standard guidelines and recommendations to assist in future refining, improving and accrediting these programs. This thesis aims to improve knowledge of the current trends and standards in anatomy education in Australian chiropractic programs. Chapter 1 provided a synopsis of the history of the chiropractic profession from its beginnings and its history in Australia. The chapter particularly focussed on the status of chiropractic in the Australian healthcare system and its involvement in the care of musculoskeletal disorders. This chapter highlighted the extensive research undertaken on anatomy in medical programs in comparison to the paucity of information on anatomy teaching in Australian chiropractic programs. Chapter 2 highlighted the strategic priority of anatomy in chiropractic programs in Australia and provided a description of the course structure, delivery methods, assessment methods, teaching resources, and anatomy academic staff profile in each of the four Australian chiropractic programs. Chapter 3 confirmed Australian chiropractors’ perceptions on the relevance and adequacy of anatomy training for clinical practice and analysed their opinion on the usefulness of the teaching resources utilized during their preprofessional training. Chapter 4 evaluated the level of knowledge of musculoskeletal anatomy in practicing chiropractors and compared this level of knowledge against that of a cohort of chiropractic students, as a measure of assessment of anatomy knowledge retention in the transition from university to clinical practice. Chapter 5 evaluated musculoskeletal items that were considered essential for inclusion in a chiropractic teaching program, as rated by anatomy and chiropractic academics to ensure adequate preparation for safe practice and to promote alignment with the standards of anatomy education delivered into the clinical professions. Conclusions, including limitations of this research are provided in Chapter 6 along with future directions

A united statement of the global chiropractic research community against the pseudoscientific claim that chiropractic care boosts immunity.

BACKGROUND: In the midst of the coronavirus pandemic, the International Chiropractors Association (ICA) posted reports claiming that chiropractic care can impact the immune system. These claims clash with recommendations from the World Health Organization and World Federation of Chiropractic. We discuss the scientific validity of the claims made in these ICA reports. MAIN BODY: We reviewed the two reports posted by the ICA on their website on March 20 and March 28, 2020. We explored the method used to develop the claim that chiropractic adjustments impact the immune system and discuss the scientific merit of that claim. We provide a response to the ICA reports and explain why this claim lacks scientific credibility and is dangerous to the public. More than 150 researchers from 11 countries reviewed and endorsed our response. CONCLUSION: In their reports, the ICA provided no valid clinical scientific evidence that chiropractic care can impact the immune system. We call on regulatory authorities and professional leaders to take robust political and regulatory action against those claiming that chiropractic adjustments have a clinical impact on the immune system

Launching a new chiropractic program at Macquarie University, Sydney, Australia

Rationale: It is incumbent on institutions to revise the effectiveness of their programs constantly. Macquarie University, Sydney, Australia, launched the new Learning and Teaching Strategic Framework white paper in 2015, which requires a ‘‘review and reaccreditation cycle, encouraging ongoing reflection.’’ Research results further prompt reform. Results from a 2015 questionnaire to past graduates (ethics reference number 5201401167) indicated a self-rating of preparedness for clinical work at 67.3 6 19.4 (scale from 0–100), with a high rating for a need for communication skills (97.3%), research skills (94.6%), practice management skills (94.6%) and knowledge of ethics, law and jurisprudence (89.2%). Innovation: Given the need to equip emerging chiropractors with a background in clinical sciences, clinical research, and professional practice, these were allocated as the three major streams of learning and teaching. All units in the 3-year Bachelor of Chiropractic and 2-year Master of Chiropractic programs were aligned to these streams. The program was reassessed for building the streams, resulting in major and ongoing adjustments to the curriculum. Potential Impact: The intent of changes aligns with the Macquarie University Strategic Framework, as stated by Vice Chancellor and Professor Bruce Dowton, "foster skills that apply beyond the classroom and into the workplace. Cross-disciplinary learning will give students not only expertise in their field, but also a new perspective on its place in the world. Internships, work experience and entrepreneurial guidance will help apply their skills and understanding to real problems, and encourage them to grow."1 page(s

El Papel de la educación de la anatomía en la facilitación de la colaboración multidisciplinaria en el tratamiento de las afecciones musculoesqueléticas – un ejemplo de Australia

Emerging changes to the healthcare system are promoting the adoption of an integrative medicine and a more patient-centred approach to healthcare. A multidisciplinary approach to the management of musculoskeletal conditions has a potential to ease the pressure off the emergency public health care system. Interprofessional collaboration in health care is paramount for this synergism to occur. It is crucial that treatment options be consistent and transparent across different health professions in order for optimum patient centred care. Using the Australian educational and health setting as an example, it is argued in this paper that anatomy education could play an important role in facilitating this consistency and transparency. The first decisive step in this process would be to review the alignment of anatomy syllabi across the academic programs of different health professions. The review and comparison of anatomy content taught across the different health professional curricula should expedite the acceptance of one profession by another. This alignment of anatomy teaching would aid interprofessional relations and ultimately collaboration, beginning from education of students through to professional practice and encompassing accreditation guidelines.5 page(s

Commentary : a report on the Chiropractic Education Colloquium

Background: This paper reports the proceedings of the 2014 chiropractic educational colloquium hosted by Macquarie University. Representatives from Australasian chiropractic educational institutions and major stakeholder groups in Australian chiropractic education came together to reflect on the collective professional effort. Objective: The aim of the colloquium was to: (1) report historical aspects of chiropractic legislation and education in Australia, (2) inform relevant stakeholders of current best practice in chiropractic education, and (3) advise academic leaders on models of best practice in education. Discussion: Presentations were provided by leading honorary life members, academics, regulators and industry advisors active in the Australian chiropractic profession. Two clear themes emerged: (1) that chiropractic educationalists play an important role in developing competencies of chiropractors and; chiropractic academics have an important responsibility to further the chiropractic profession’s research capacity to ensure chiropractic has a place in Australian universities. Conclusion: The colloquium provided an opportunity for Australian chiropractors to reflect on their progress in education to date and also identify the future direction of chiropractic education. Research activity remains a formative part of academic capacity building which leads to educational excellence.6 page(s

Examining the present, preparing for the future : a report on the symposium on anatomy education in chiropractic programs, held at Macquarie University on 20 July 2012

This paper reports on the proceedings of the Anatomy Education in Chiropractic Programs Symposium, held at Macquarie University on 20 July 2012. At the symposium, the first of its kind, representatives from four Australian and New Zealand chiropractic schools presented and discussed their respective institutions' anatomy programs. All schools, it would appear, have very strong and well-conceived anatomy programs. Several research papers on anatomy education were also presented. In a panel discussion which concluded this symposium, it was highlighted that there was a need for better collaboration between schools and for the development of a community of practice. Ways of achieving this were discussed.2 page(s

The Impact of space on students' perceptions of the value and quality of their learning experience : a case study of the Collaborative Learning Forum

Universities in Australia and worldwide, are building a new generation of learning and teaching spaces which are designed to encourage and support active and collaborative modes of learning and teaching. However, there is little evidence to show that students will recognise the contribution these spaces make to their learning. Temple (2008) argued that spaces may become more salient to students once they are satisfied with the quality of learning and teaching that occurs within them. In the present study, ten teachers worked collaboratively to develop and implement active and collaborative approaches to learning and teaching in their respective units. These approaches drew upon the affordances of one of these new generation spaces at Macquarie University, namely, the Collaborative Learning Forum. Evidence from a student evaluation survey (n=279) confirms Temple’s (2008) proposition and also suggests ways to encourage students to adopt a deeper approach to learning and to increase their satisfaction with the value and quality of their learning experience.11 page(s