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1.
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Creation of an internationally acceptable set of equivalent accreditation standards and processes
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For greater public confidence, graduate chiropractic homogeneity and workforce portability.
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2.
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An EB approach be adopted for accreditation standards and processes.
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Facilitate the integration into mainstream health care.
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3.
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Standardized inspection team member selection, training and format for reporting.
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Improve the quality of CP assessment and quality improvement processes for improved educative processes.
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4.
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Broaden the scope for site inspection team composition e.g., students, academic colleagues
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Gain broader insights into the issues facing CPs and their possible solutions.
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5.
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Facilitate research to explore the optimal mix between an outcomes-based and prescriptive (hybrid) approach to the competency levels of graduating chiropractic students.
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This will develop, inform and improve accreditation standards.
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6.
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Make site inspection team reports public.
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This is the broader societal expectation and will align chiropractic with the mainstream standards of transparency.
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7.
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Move toward minimum faculty qualifications of a PhD.
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This would improve the educational standing of CPs and enhance research capability and quality.
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8.
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CCEs standards may include expectations for courses in adult learning & pedagogy for chiropractic faculty.
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This would address reservations that having a PhD does not make one a “good” teacher.
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9.
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CCEs standards could encourage the CPs to hire faculty with advanced degrees in education.
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To scaffold the teaching quality of CPs to improve student learning outcomes
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10.
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Provide student hospital placements
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Improve graduate student quality and interdisciplinarity skills.
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11.
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Develop a core standard for clinical competency that ensures a meaningful student clinical training experience
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Graduates are better prepared to engage in safe and effective practice.
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12.
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Investigate innovative dimensions of student clinical decision making such as personality type.
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Improve graduating students’ clinical decision-making skills.
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13.
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Address unorthodox (vitalism and ‘subluxation’) practice patterns in CCE accreditation standards.
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Align chiropractic education with contemporary EB approaches to health profession education.
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14.
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The development of a core standard for literacy in critical thinking
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This would result in an increased ability to consume research evidence and translate this into practice for improved patient outcomes.
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