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.
|Number of pages||5|
|Journal||Turkish Online Journal of Educational Technology|
|Publication status||Published - 1 Nov 2016|
|Event||International New Horizons in Education Conference (7th : 2016) - Vienna University of Technology, Vienna, Austria|
Duration: 13 Jul 2015 → 15 Jul 2015