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Table 4 Descriptions used by CCEs of the three selected representative domains of “assessment & diagnosis”, “professional jurisprudence and ethics” & “intellectual and professional development”

From: Similarities and differences of graduate entry-level competencies of chiropractic councils on education: a systematic review

Competency dimension :assessment and diagnosis CCE-USA CCE-Aust ECC-Europe CCE-Canada
Background clinical sciences     
Understand the pathophysiology and history of NMSK conditions    X X
Understand the signs and symptoms of NMSK conditions    X X
Understand the prognosis of NMSK conditions    X  
Case history     
Data gathering (CCE USA) X X X X
Data recoding X X X X
Take a comprehensive problem-focused or case-appropriate history X X X X
Psychosocial factors considered in case history taking X X X X
Cultural ethnic issues considered specific to case history taking   X X X
Patient centred/comfort when history taking   X X X
History taking subcomponents specified eg chief complaint, family, past, systems review X   X  
Practitioner behaviours describe during the process   X   X
Physical exam/assessment     
Perform an appropriate general physical exam X X X X
Perform an appropriate case appropriate/NMSK physical exam X X X X
Description of physical exam components     X
Incorporate psychosocial assessment X X X X
Incorporate subluxation/neuro-biomechanical dysfunction X X   X
Reliability of data/tests/ examinations considered   X   X
Patient-centered requirement, comfort, respect + psychosocial factors assessment   X X X
Doctor hygiene and patient safety     X
Explanation of findings to patient   X   X
Radiology – with specific requirements     
Radiological Interpretation   X   X
Radiographic technology   X   X
Laboratory tests     
General statement for requirement of utilization & interpretation competence X X X X
Risk/cost benefit analysis   X X X
Within scope of practice   X X X
Ordered based on previously obtained clinical data   X   X
Explained to patient   X X X
Diagnosis     
Formulate a diagnosis(es) based on information gathered-general statement X X X X
Documentation of diagnosis X X   X
All material considered in the diagnosis X X X X
Use diagnosis for recognition of when condition exceeds capacity/referral   X X X
Explanation of diagnosis to patient   X X X
Within the context of clinical reasoning skills/problem-solving skills X X X X
Competency dimension : professional ethics and jurisprudence CCE-USA CCE-Aust ECC-Europe CCE-Canada
Ethical principles & professional conduct X X X X
Patient – practitioner boundaries: physical, communication (verbal, non-verbal) emotional X X   X
Knowledge of health care law X X   X
Professional conduct with peers X X X X
Professional conduct with patients X X X X
Professional conduct with staff X X   X
Compliance with ethical and legal dimensions X X X  
Patient records and patient billing meets state and federal law X X   X
Ethical business practices   X   X
Professional participation/support   X   X
Explain the importance of research participation   X   X
Competency dimension : intellectual and professional development CCE-USA CCE-Aust ECC-Europe CCE-Canada
Seeking and application of new knowledge X X X X
Ability to adapt to change X X X X
Critical appraise literature and apply it to clinical practice/patient care X X X X
Understanding of research methods and significance in modern health care X X X X
Provide evidence of critical thinking skills X X X X
Reflect on personal and professional learning skills X X X  
Application into patient care X X X X
Demonstration of basic, social and clinical sciences sufficient to promote intellectual development and effective patient care X