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2010 Education Conference

Clinical Training in Chiropractic Education: Meeting the Demands of a New Era

October 14-16, 2010, Madrid, Spain

Consensus Statements

  1. Purpose. This meeting was convened to consider whether current clinical training in chiropractic education is meeting the demands of a new era in health care, in which all primary contact health care professionals face ongoing change and increasing challenges.

  2. Competencies for Collaborative Practice. A central demand of this new era which the chiropractic profession must satisfy is demonstration of the clinical and professional competencies to practice in collaboration with other health care professions. This may be best accomplished within mainstream health care systems, to provide a service that is accepted as necessary and valuable by patients and society.

  3. Further Development of Competencies. To meet this demand the profession must further develop its clinical and professional competencies, including competencies in the following domains identified by the European Academy of Chiropractic (1) – expert performance, communication, collaboration, management, community performance, scholarship and professionalism.

  4. Clinical Training Methods. With respect to clinical training, the new era in healthcare provides opportunities for innovation.   Methods of clinical training that were discussed as beneficial include:

    a.  Clinician-based training

    b.  Clinics in a variety of community and hospital-based settings, especially those having collaborative and interprofessional practice.

    c.  A structured postgraduate clinical year prior to independent practice as implemented in Europe and South Africa.

  5. Interprofessional Education. With respect to preparation for practice in collaboration with other health professionals, interprofessional education (IPE) should be an important component of clinical training in all chiropractic programs.  IPE occurs when students from two or more professions learn about, with and from each other.

  6. Lifelong Learning. With respect to the changing knowledge base in health care, there is a need for all practitioners to adopt the habit of lifelong learning.  Chiropractic education must foster the practice of critical reflection.   It should be commenced from the beginning of the program.  The habit should be reinforced in graduate and continuing professional development programs and may be enhanced through the use of portfolios.  
  7. Faculty Development. With respect to faculty development in the area of clinical training, this should occur in a structured program.  An emphasis within such a program should be further developing the practice and teaching of evidence-based healthcare.  This model is patient-centered and prepares graduates for interdisciplinary practice by giving them a common language with other healthcare professionals.

  8. Continuing Professional Development/Continuing Education. With respect to effective continuing professional development (CPD), it should include a reflective process which results in changes to practice that improve patient care. There should be a systematic approach utilizing a variety of different methods and including self-  and external assessments.

See the conference proceedings for detailed information on the above matters and other important areas of clinical training discussed, including assessment and specialty training.

1.  Wangler M. European Academy of Chiropractic GEP Model Curriculum. 2nd Draft Document. 2008, Dec 31;66. Document available at www.ecunion.eu/default.asp?pid=210

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