Index to Chiropractic Literature
Index to Chiropractic Literature
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ID 22234
  Title Degree of vertical integration between the undergraduate program and clinical internship with respect to cervical and cranial diagnostic and therapeutic procedures taught at the Canadian Memorial Chiropractic College
URL http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3391780/
Journal J Chiropr Educ. 2012 Spring;26(1):51-61
Author(s)
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Peer Review Yes
Publication Type Article
Abstract/Notes

Objective: The purpose of this study was to determine if diagnostic and therapeutic procedures for the cervical and cranial spine taught to students during the undergraduate program at Canadian Memorial Chiropractic
College are required to be used during their internship by their supervising clinicians and, if so, to what extent these procedures are used.

Methods: Course manuals and course syllabi from the Applied Chiropractic and Clinical Diagnosis faculty of the undergraduate chiropractic program for the academic year 2009–2010 were consulted and a list of all diagnostic and therapeutic procedures for the cranial and cervical spine was compiled. This survey asked clinicians to indicate if they themselves used or if they required the students they were supervising to use each procedure listed and, if so, to what extent each procedurewas used.Demographic information of each clinician was also obtained.

Results: In general, most diagnostic procedures of the head and neck were seldom used, with the exception of postural observation and palpation. By contrast, most cervical orthopaedic tests were often used, with the exception of tests for vertigo. Most therapeutic procedures were used frequently with the exception of prone cervical and ‘‘muscle’’ adjustments.

Conclusion: There was a low degree of vertical integration for cranial procedures as compared to a much higher degree of vertical integration for cervical procedures between the undergraduate and clinical internship programs taught. Vertical integration is an important element of curricular planning and these results may be helpful to aid educators to more appropriately allocate classroom instruction.

This abstract is reproduced with the permission of the publisher. Click on the above link for free full text.


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