A perspective on Councils on Chiropractic Education accreditation standards and processes from the inside: a narrative description of expert opinion, part 2: Analyses of particular responses to research findings

Stanley I. Innes; Vicki Cope; Charlotte Leboeuf-Yde; Bruce F. Walker

doi:10.1186/s12998-019-0276-5

Chiropractic & Manual Therapies

Table 1 Summary table of recommendations

From: A perspective on Councils on Chiropractic Education accreditation standards and processes from the inside: a narrative description of expert opinion, part 2: Analyses of particular responses to research findings

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

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