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Table 2 Summary table of recommendations for CCEs

From: A perspective on Chiropractic Councils on Education accreditation standards and processes from the inside: a narrative description of expert opinion, part 1: Themes

  Recommendation Justification
1 Internationally uniform definitions of basic terms such as chiropractic, diagnosis, and scope of practice are required. Uniform and high quality methods of assessment for student learning-outcomes, and site inspection reports can be created to create standardised assessment of CPs across CCEs. Common standards would ensure and safeguard patient safety and care and be good for global workforce standardisation.
2 Use acquired definition and scope of practice for the creation of reliable and valid measures for assessing student learning. Uniform assessment of CPs can allow for more accurate baseline measures from which quality improvements can be monitored.
3 Funding sources be identified for CCEs. This would allow CCEs to conduct their own quality improvements such as staff training and employ highly qualified people without a conflict of interest
4 CCE executives should ideally be full-time. Part-time practice and part-time organisational involvement leads to poorer executive performance levels.
5 CCEs composition should include non-chiropractors with managerial and organisational strategy skills. This would provide CCEs with skill sets to manage the varied professional interest groups, establish standardised training for members and site inspections, develop strategies to increase CP compliance, and have a greater potential for promoting interdisciplinary.
6 CCEs should consider specialised further education for their executive members relevant to their roles. As above.
7 Facilitate research that explores an outcomes-based and prescriptive approach to the competency levels of graduating chiropractic students.
For example, the number of classroom hours, the number of patient treatments.
This will develop, inform and improve regulatory standards.
8 Actively regulate and remove Vitalism and ‘subluxation’ from CP curricula unless it is taught in a historical context. Align chiropractic education with contemporary evidence-based approaches to health profession education.
9 Engage with other health disciplines education accreditation bodies. Gain expertise and research for quality improvement of accreditation standards and processes
10 Adoption of a patient-centred approach to accreditation standards and processes Align with contemporary mainstream healthcare.
11 Adopt an evidence-based approach to accreditation standards and processes Align with contemporary mainstream healthcare.
12 A review of the chiropractic curriculum to remove or streamline outdated courses. For example radiography, histology, and embryology. To better align chiropractic education with twenty-first Century healthcare.