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. |