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Teaching chiropractic principles through patient centered problems.

Introduction: Large class size (148) and limited resources preclude application of the standard small group problem based learning that has generated both student and faculty satisfaction. An innovative method of teaching chiropractic philosophical foundations was developed and implemented utilizing...

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Published in:Journal of the Canadian Chiropractic Association Vol. 41; no. 1; pp. 27 - 36
Main Author: Gatterman MI
Format: research tables/charts Journal Article
Published: Canadian Chiropractic Association Mar1997
Online Access:View this record in EBSCOhost
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      dt: Mar1997
      vid: 41
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      pub: Canadian Chiropractic Association
      place: Toronto, Ontario
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        atl: Teaching chiropractic principles through patient centered problems.
      aug:
        au: Gatterman MI
        affil: Chiropractic and Clinical Sciences, Western States Chiropractic College, 2900 NE 132nd Ave, Portland OR 97230
      sug:
        subj:
          Teaching Methods
          Education, Chiropractic
          Problem-Based Learning
          Learning Methods
          Outcomes of Education
          Qualitative Studies
          Descriptive Statistics
          Human
      ab: Introduction: Large class size (148) and limited resources preclude application of the standard small group problem based learning that has generated both student and faculty satisfaction. An innovative method of teaching chiropractic philosophical foundations was developed and implemented utilizing cooperative learning, patient centered problem solving, and group presentations. Objectives: The objectives of this study were: 1) to measure the impact of an innovative method of cooperative learning on student satisfaction and class attendance; 2) to incorporate philosophical principles of chiropractic into patient centered problems; and, 3) to promote cooperative and self directed learning. Methods: A class of 148 students was divided into groups of four students. Each group was assigned a patient centered problem based on clinical practice, and three to four questions related to the philosophical or 'first' principles of chiropractic. The students working in the assigned groups prepared a paper addressing the questions in the context of a patient centered practice. Each group gave a thirty minute presentation followed by fifteen minutes of class interaction. Conclusions: Using cooperative student centered learning to teach chiropractic principles through patient centered problem solving generated high levels of student satisfaction and attendance in this large group.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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