scholarly journals Revised methodology for the examinations of the National Board of Chiropractic Examiners: Impact on institutions, faculty, and students

2020 ◽  
Vol 34 (1) ◽  
pp. 68-70 ◽  
Author(s):  
Michael R. Wiles ◽  
Craig S. Little ◽  
John P. Mrozek
Keyword(s):  
Standardized Testing ◽  
Educational Leaders ◽  
Academic Programs ◽  
Symbiotic Relationship ◽  
Test Results ◽  
National Board ◽  
Program Leaders ◽  
Licensure Examinations ◽  
Chiropractic Education ◽  
Chiropractic Students

For over 50 years, the National Board of Chiropractic Examiners (NBCE) has administered pre-licensure examinations to chiropractic students and graduates. During this time, the testing process has been continually refined and improved, consistent with the evolving science and practices of standardized testing. NBCE test results are provided to chiropractic program leaders who use these data to improve their curricula as part of their own ongoing efforts to refine and improve the academic programs. Finally, the Council on Chiropractic Education (CCE) requires accredited chiropractic programs to report their NBCE scores to ensure that benchmarks set by the CCE are met. With this symbiotic relationship between the NBCE, CCE, and chiropractic programs (as well as state licensing authorities), it is very important that these groups collaborate and communicate with transparency and diplomacy. In particular, the chiropractic program leaders—and their students as the end users—are vitally interested in monitoring changes at the NBCE and CCE levels that may impact their programs. Recent changes in testing methodology for the NBCE examinations need to be understood and monitored to ensure that they result in their intended outcome, which is greater validity of the testing process. This commentary reflects the views and concerns of 3 chiropractic educational leaders and is intended to facilitate further discussion among chiropractic program leaders toward strengthening the aforementioned symbiotic relationship.

scholarly journals The transition to digital presentation of the diagnostic imaging domain of the Part IV examination of the National Board of Chiropractic Examiners

2020 ◽  
Vol 34 (1) ◽  
pp. 52-67 ◽  
Author(s):  
Igor Himelfarb ◽  
Margaret A. Seron ◽  
John K. Hyland ◽  
Andrew R. Gow ◽  
Nai-En Tang ◽  
...  
Keyword(s):  
Diagnostic Imaging ◽  
Item Difficulty ◽  
Item Analysis ◽  
Classical Test Theory ◽  
Test Theory ◽  
High Stakes ◽  
Radiographic Images ◽  
National Board ◽  
Classical Statistics ◽  
Chiropractic Students

Objective: This article introduces changes made to the diagnostic imaging (DIM) domain of the Part IV of the National Board of Chiropractic Examiners examination and evaluates the effects of these changes in terms of item functioning and examinee performance. Methods: To evaluate item function, classical test theory and item response theory (IRT) methods were employed. Classical statistics were used for the assessment of item difficulty and the relation to the total test score. Item difficulties along with item discrimination were calculated using IRT. We also studied the decision accuracy of the redesigned DIM domain. Results: The diagnostic item analysis revealed similarity in item function across test forms and across administrations. The IRT models found a reasonable fit to the data. The averages of the IRT parameters were similar across test forms and across administrations. The classification of test takers into ability (theta) categories was consistent across groups (both norming and all examinees), across all test forms, and across administrations. Conclusion: This research signifies a first step in the evaluation of the transition to digital DIM high-stakes assessments. We hope that this study will spur further research into evaluations of the ability to interpret radiographic images. In addition, we hope that the results prove to be useful for chiropractic faculty, chiropractic students, and the users of Part IV scores.

scholarly journals Grit and chiropractic students' academic performance: a cross-sectional study

2020 ◽  
Author(s):  
Elina A. Pulkkinen ◽  
Pablo Perez de la Ossa
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Cross Sectional Study ◽  
Dropping Out ◽  
Education Student ◽  
Students At Risk ◽  
Cross Sectional ◽  
Grade Point ◽  
Chiropractic Education ◽  
Chiropractic Students

Objective Previous investigations have studied the relationship between grit and academic performance, and it has been reported that grittier students perform better academically. The objectives of this study are to measure chiropractic students' grittiness and to explore the correlation between grit and academic performance. Methods We distributed the Short Grit Scale (Grit-S) questionnaire to chiropractic students in electronic form. We included questions about their previous grade point average and the number of times they had retaken examinations. We scored the overall Grit-S scale and the Consistency of Interest and Perseverance of Effort subscales. A 2-tailed t test and 1-way analysis of variance were used to determine differences between groups. Results The response rate was 87% (n = 110). The mean grit score (3.44 ± 0.60) was similar to the general population and slightly lower than other healthcare professionals. The students who had a grade point average between <80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average <60% but less than 70%. Similarly, students who had no examination retakes had higher grit scores compared to those who took 4 or more exam retakes. We observed these differences in the overall and subscales scores. No other group showed any difference. Conclusion The results of this research showed that the grittier students performed better academically than the less gritty students. Grit scores can potentially be used to identify the students at risk of failing or dropping out. The role and potential application of grit in chiropractic education, student support, and admission procedures should be further evaluated.

What pandemic-related test waiver requests suggest about states’ testing priorities

2021 ◽  
Vol 103 (3) ◽  
pp. 48-53
Author(s):  
Paul Bruno ◽  
Dan Goldhaber
Keyword(s):  
Standardized Testing ◽  
Educational Outcomes ◽  
The United States ◽  
Department Of Education ◽  
Political Support ◽  
United States Department ◽  
Test Results ◽  
Policy Makers ◽  
State Test ◽  
Related Test

The COVID-19 pandemic heightened tensions around standardized testing policy and prompted the United States Department of Education to allow states to request waivers from federal standardized testing requirements. Paul Bruno and Dan Goldhaber describe the waivers that states requested and received, what they suggest about how state test results might be used for different purposes and by different people, and what uses of testing seem to be most salient to policy makers. They conclude with recommendations for policy makers about how to design testing policy that can both improve educational outcomes and maintain robust political support, objectives achieved at best imperfectly by existing testing policy.

Research Becomes You: Cultivating EdD Students’ Identities as Educational Leaders and Researchers and a “Learning by Doing” Meta-Study

2016 ◽  
Vol 12 (3) ◽  
pp. 273-301 ◽  
Author(s):  
Ray R. Buss ◽  
Andrea Avery
Keyword(s):  
Qualitative Data ◽  
Possible Selves ◽  
Leadership Skills ◽  
Educational Leaders ◽  
Learning By Doing ◽  
First Year ◽  
Research Skills ◽  
First Year Students ◽  
Education Doctorate ◽  
Program Leaders

We examined how end-of-first-year students in a Carnegie Project on the Education Doctorate (CPED)-affiliated EdD program were developing professional identities as educational leaders and researchers. Quantitative and qualitative data revealed substantial development of leadership skills, but even greater growth in perceptions of research skills. Qualitative data indicated students “tried out” leadership and research skills in their workplaces. These provisional efforts were consistent with the notion of possible selves or provisional selves in which individuals try on identities. Implications for program leaders and students are also discussed. In addition, we reported on a-study-within-a-study: We examined our efforts in learning/teaching research skills as the study was conducted.

scholarly journals Scarlet letters: The association of alternative admissions track plan status with key programmatic outcomes in a chiropractic training program

2020 ◽  
Vol 34 (1) ◽  
pp. 8-14 ◽  
Author(s):  
Dustin C. Derby ◽  
Robert E. Percuoco ◽  
Amy Everetts
Keyword(s):  
Outcome Measures ◽  
Time Frame ◽  
Pass Rates ◽  
National Board ◽  
Significant Relationships ◽  
Program Outcome ◽  
Chiropractic Education ◽  
Random Samples ◽  
Size Measure ◽  
Alternative Admissions

Objective: In 2012, the Council on Chiropractic Education (CCE) enacted new admission standards with related provisions under a new Policy 7, the Alternative Admissions Track Plan (AATP). The current study examined the relationships between typically admitted students and their AATP counterparts on three student success outcome measures: Graduation at the 150th percentile time frame, National Board of Chiropractic Examiners (NBCE) Part I pass rates, and completion of all four NBCE examinations within 6-months after graduation. Methods: The authors used three random samples (n = 1050) drawn from a relational database, containing program outcome variables and student characteristics. Assessment of the outcome measures occurred using Pearson χ2 test of independence and the Φ coefficient effect size measure. Results: Significant relationships with small effect sizes and weak associations were found between AATP status and graduation at the 150th percentile (p < .01, Φ = .118) and NBCE Part I pass rates (p < .01, Φ = .114). No significant association between AATP status and NBCE Completion rates 6-months after graduation (p = .144, Φ = .045) was found. Conclusion: The weak associations between variables indicate that AATP status did not meaningfully relate to the outcome variables. There likely are other subtle characteristics and attributes that influence successful completion of key programmatic outcomes. The weak associations found in the current study suggest that when governed under the same academic policies with equal access to support resources, there does not appear to be a meaningful association between the programmatic success of AATP and non-AATP students on key outcomes.

scholarly journals Legal Concerns with Academic Engagement Programs in Developing Countries

2015 ◽  
Vol 10 (2) ◽  
pp. 18-28
Author(s):  
Molly Eckman ◽  
Ellie Kriner ◽  
Khanjan Mehta ◽  
Kevin Prucino ◽  
Meng Lian ◽  
...  
Keyword(s):  
Developing Countries ◽  
Community Service ◽  
Academic Engagement ◽  
New Products ◽  
Academic Programs ◽  
Higher Learning ◽  
Program Leaders ◽  
Institutions Of Higher Learning ◽  
Different Types ◽  
Travel Abroad

Universities and other institutions of higher learning have seen an increase in the number of academic programs that involve engagement with external communities, especially in the developing world. These programs may include travel abroad, community service, or the design and commercialization of new products. Despite this growth, many faculty and program leaders remain unaware of the legal concerns and challenges that might arise on these types of activities. This article informs faculty on the legal nuances relevant to different types of academic engagement programs. Representative examples of each type of program are used to illustrate legal concerns that may arise, and compromise academic engagement programs.

scholarly journals Training the Evidence-Based Practitioner: University of Western States Document on Standards and Competencies

2011 ◽  
Vol 25 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Ronald P. LeFebvre ◽  
David H. Peterson ◽  
Mitchell Haas ◽  
Richard G. Gillette ◽  
Charles W. Novak ◽  
...  
Keyword(s):  
Clinical Education ◽  
Group Process ◽  
Learning Objectives ◽  
Nominal Group ◽  
Evidence Based ◽  
Journal Articles ◽  
Important Goal ◽  
Education Standards ◽  
Chiropractic Education ◽  
Chiropractic Students

An important goal of chiropractic clinical education should be to teach specific evidence-based practice (EBP) skills to chiropractic students, interns, and doctors. Using a nominal group process, the authors produced a document similar to the Council of Chiropractic Education standards for clinical competencies that can be used to drive an EBP curriculum. Standard texts and journal articles were consulted to create the standards for this program and each standard and corresponding learning objective was discussed in detail and was then graded by the committee in terms of importance and the level of competency that should be attained. Six standards and 31 learning objectives were generated with the learning objectives being further divided into lists of specific competencies. It is the hope of these authors that by sharing this document it can serve as a comprehensive and detailed seed document for other institutions.

scholarly journals The effect of the flexible modular schedule on student academic achievement, student behavior, and student development

2019 ◽  
Author(s):  
◽  
Robert J. Jr. Kroll
Keyword(s):  
Standardized Testing ◽  
Student Development ◽  
Student Behavior ◽  
Educational Leaders ◽  
Developmental Needs ◽  
Student Suspension ◽  
Depth Analysis ◽  
School Day ◽  
The Impact

The purpose of this case study was to examine the effect the flexible modular schedule had on student achievement, student behavior, and student development. This study contained three questions that evaluated the effect flexible modular scheduling had upon academic [standardized testing analysis] and student behavior [student suspension analysis] as well as the developmental impact [faculty interviews] the schedule had on students within a particular school. A mixed methods approach was used to conduct a case study that allowed an in-depth analysis of both the qualitative and quantitative data. Quantitative findings of significance provide answers to the research questions as well as qualitative themes such as inconsistent stakeholder buy-in, student access: opportunities and challenges, and developmental outcomes, which offer insight into the impact the flexible modular schedule has had on student development. This study sought to examine the necessity for educational leaders to consider the developmental needs of students ahead of the allocation of time when structuring the school day. Recommendations for practice are presented to both the school district and high school employing the flexible modular schedule.

scholarly journals Is there any benefit to adding students to the European council on chiropractic education evaluation teams and general council? An audit of stakeholders

2019 ◽  
Vol 27 (1) ◽  
Author(s):  
Cynthia Peterson ◽  
Joyce Miller ◽  
B. Kim Humphreys ◽  
Ken Vall
Keyword(s):  
Time Frame ◽  
European Council ◽  
General Council ◽  
Unique Contribution ◽  
Written Responses ◽  
Chiropractic Education ◽  
Time Period ◽  
Short Time ◽  
Chiropractic Students ◽  
Level Of Agreement

Abstract Background The European Council on Chiropractic Education (ECCE) is currently the only chiropractic specific accrediting body in the world to include students as equal members on Council and accreditation evaluation teams. Therefore, the purpose of this study is to evaluate feedback from four ECCE stakeholder groups regarding the effectiveness of chiropractic students on ECCE General Council and evaluation teams. Methods This was a mixed-methods audit using questionnaires including closed statements requesting level of agreement and open-ended statements requesting written responses. The proportion of responses falling into the five categorical options for level of agreement was calculated for each questionnaire using descriptive statistics. The analysis of the two statements per questionnaire requiring written responses used a modified ‘thematic analysis’ approach. Three researchers independently identified themes from the written responses. They then met to agree the final themes for each statement. Results The response rates for the four questionnaires ranged from 87 to 100%. Feedback regarding ‘Student members on General Council’ was the least positive with 65% neutral or negative regarding ‘students being prepared for meetings’. Feedback from stakeholders regarding use of students on evaluation teams was universally positive, ranging from 82.4–100% Strongly Agreeing or Agreeing with each closed statement. Themes were identified for each open statement. The unique contribution students make to evaluation teams was most common. General Council feedback identified ‘lack of student preparation’ and ‘the short time period of student membership’ as important themes. Conclusions This study demonstrates the unique and positive contributions chiropractic students make to accreditation evaluation teams. The results were less positive concerning students on ECCE General Council due to the lack of specific training for their roles and the short time-frame of their membership. Therefore, the ECCE has created training workshops and expanded the time period for students on Council in order to address these issues.

scholarly journals Chiropractic conservatism among chiropractic students in Denmark: prevalence and consequences

2020 ◽  
Vol 28 (1) ◽  
Author(s):  
Casper Glissmann Nim ◽  
Henrik Hein Lauridsen ◽  
Søren O’Neill ◽  
Guillaume Goncalves ◽  
Rikke K. Jensen ◽  
...  
Keyword(s):  
Clinical Decision Making ◽  
Clinical Decision ◽  
Educational Institutions ◽  
Close Collaboration ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Chiropractic Education ◽  
The University ◽  
Chiropractic Students ◽  
Academic Year

Abstract Background The chiropractic profession is split between those practicing evidence-based and those whose practice is honed by vitalism. The latter has been coined ‘chiropractic conservatism’. In Denmark, the chiropractic education program is university-based in close collaboration with a medical faculty. We wanted to investigate if such conservative attitudes were present in this environment. Our objectives were to i) determine the level of chiropractic conservatism, ii) investigate if this was linked to academic year of study, iii) determine the level of clinical appropriateness, and iv) to investigate if this was affected by the level of conservatism among students in a chiropractic program, where the students are taught alongside medical students at the University of Southern Denmark (SDU). Methods A cross-sectional survey of 146 (response-rate 76%) 3rd to 5th year pre-graduate students and 1st year postgraduate clinical interns from the chiropractic degree course at the University of Southern Denmark was conducted during autumn of 2019. The students’ levels of conservatism were dichotomized into appropriate/inappropriate, summed up, and used in a linear regression model to determine the association with academic year of study. Thereafter, the conservatism score was categorized into four groups (from low -1- to high -4-). Conservatism groups were cross-tabulated with the ability to answer appropriately on nine cases concerning i) contra-indications, ii) non-indications, and iii) indications for spinal manipulation and analyzed using logistic regression. Results Generally, the Danish chiropractic students had low conservatism scores, decreasing with increasing academic year of study. Seventy percent of the students were placed in the two lowest conservative groups. The level of conservatism (categories 1–3) was moderately (but not statistically significantly) associated with an inability to recognize non-indications to treatment. Three outliers (category 4), however, revealed a highly inappropriate handling of the clinical cases. Conclusions Chiropractic students enrolled at a university-based course closely integrated with a medical teaching environment are not immune to chiropractic conservatism. However, the course appears to attenuate it and limit its effect on clinical decision-making compared to other educational institutions.

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