Rationale: It is incumbent on institutions to revise the effectiveness of their programs constantly. Macquarie University, Sydney, Australia, launched the new Learning and Teaching Strategic Framework white paper in 2015, which requires a ‘‘review and reaccreditation cycle, encouraging ongoing reflection.’’ Research results further prompt reform. Results from a 2015 questionnaire to past graduates (ethics reference number 5201401167) indicated a self-rating of preparedness for clinical work at 67.3 6 19.4 (scale from 0–100), with a high rating for a need for communication skills (97.3%), research skills (94.6%), practice management skills (94.6%) and knowledge of ethics, law and jurisprudence (89.2%). Innovation: Given the need to equip emerging chiropractors with a background in clinical sciences, clinical research, and professional practice, these were allocated as the three major streams of learning and teaching. All units in the 3-year Bachelor of Chiropractic and 2-year Master of Chiropractic programs were aligned to these streams. The program was reassessed for building the streams, resulting in major and ongoing adjustments to the curriculum. Potential Impact: The intent of changes aligns with the Macquarie University Strategic Framework, as stated by Vice Chancellor and Professor Bruce Dowton, "foster skills that apply beyond the classroom and into the workplace. Cross-disciplinary learning will give students not only expertise in their field, but also a new perspective on its place in the world. Internships, work experience and entrepreneurial guidance will help apply their skills and understanding to real problems, and encourage them to grow."
|Number of pages||1|
|Journal||2016 World Federation of Chiropractic/Association of Chiropractic Colleges Education Conference proceedings|
|Publication status||Published - 2016|
|Event||World Federation of Chiropractic/Association of Chiropractic Colleges Education Conference (2016) - Montreal, Quebec, Canada|
Duration: 19 Oct 2016 → 22 Oct 2016