A Brief Review of Chiropractic Educational Programs and Recommendations for Celebrating Education on Chiropractic Day.

Objective: The purpose of this article is to provide an overview of the growth of chiropractic education globally and a chronological list of current training programs. Another purpose is to provide exemplars of enduring programs and offer suggestions for how chiropractic practitioners may celebrate education on Chiropractic Day, which is September 18. Discussion: Chiropractic education has transformed considerably over the past 125 years, and there are now 52 programs globally. We consider the 5 longest-existing chiropractic programs and propose hypotheses for what may have contributed to their durability. In addition, we offer ideas and opportunities for how chiropractic practitioners may focus on chiropractic education when celebrating the founding of the profession. Conclusion: Since its inception, chiropractic education has expanded around the world and continues to develop. Recognized accreditation agencies and testing organizations are ensuring that standards of education are established and maintained internationally. With innovation, international collaboration, and a commitment to continuous professional development, the future of chiropractic education is bright. We urge chiropractic practitioners from all over the world to celebrate these accomplishments on Chiropractic Day.

The impact of a newly implemented PBL curriculum on the National Board of Chiropractic Examiners Part I Examinations at the National University of Health Sciences.

BACKGROUND: Performance differences between students of traditional lecture-based curricula and students of problem-based learning (PBL) curricula on standardized National Board Examinations have been studied. PURPOSE: To assess the impact and effectiveness of a change from a traditional lecture-based curriculum to a PBL curriculum. METHODS: Student performance in a traditional lecture-based curriculum (entering class of 1997) was compared to student performance in a PBL curriculum (entering class of 1998) on the standardized National Board of Chiropractic Examiners Part I Examination. RESULTS: There was a difference between the two curricula, with the PBL curriculum students outperforming the traditional lecture-based curriculum students on each individual part (d =.36-.95) of the National Board Examination and overall (d =.96). CONCLUSION: A comparison of student performance on a standardized National Board Examination has proved a useful tool at quantifying the impact of a newly implemented PBL curriculum.