Developing an evidenced chiropractic curriculum

Stephney Whillier*

*Corresponding author for this work

    Research output: Contribution to journalConference paperpeer-review


    Many Chiropractic programs worldwide are standardised and audited by local accreditation bodies. International bodies such as The Councils on Chiropractic Education International (CCEI), The World Federation of Chiropractors (WFC) and The World Health Organisation (WHO) have a common intent to provide education and practice of the highest quality and service to the community. Tertiary education institutions are internally driven to assess practice and improve the quality of education. But nowhere is the specific content of the chiropractic curriculum standardised. Accreditation bodies provide guidelines of a core chiropractic syllabus and competency standards for the institutions that fall under their jurisdiction. The WHO provides global guidelines for a core syllabus but there is no evidence this guides educational practice. The actual research on what is truly useful both to the students once qualified and to the ongoing development of the profession, is scant. This goes beyond the metrics of student and faculty outcomes, to the core questions of relevance for the profession. The aim of this paper is to discuss the issue of evidenced curriculum content.

    Original languageEnglish
    Pages (from-to)631-635
    Number of pages5
    JournalTurkish Online Journal of Educational Technology
    Issue numberNovemberSpecialIssue
    Publication statusPublished - 1 Nov 2016
    EventInternational New Horizons in Education Conference (7th : 2016) - Vienna University of Technology, Vienna, Austria
    Duration: 13 Jul 201515 Jul 2015


    Dive into the research topics of 'Developing an evidenced chiropractic curriculum'. Together they form a unique fingerprint.

    Cite this