Education Sessions

ACA Faculty Symposium

Education Sessions


Educational Scholarship and the Evolving Environment of Chiropractic Education 

Presented by Dr. Michael Wiles

This presentation may be a refresher for some educators, and a primer or tutorial for others.  It begins with a short discussion of the meaning of “curriculum” and proceeds to discuss assessment, teaching and learning, and educational scholarship within the context of an evolving environment.  The presentation concludes with a four-quadrant “conceptual lens” model for faculty development, emphasizing the community of practice, or “the academy.” 

Upon completion of this session attendees should be able to: 

  • Examine the vital role of the teacher in the educational process. 
  • Examine the intersection of assessment, teaching and learning, and scholarship in the context of an evolving field of chiropractic medical education. 
  • Examine and interpret the didactic triangle and the impact of context. 
  • Distinguish between the scholarly approach to education and educational scholarship. 
  • Recognize the importance of “community of practice” for medical educators. 


Utility of Orthopedic Test Item Clusters in Chiropractic Program Curricula: Putative Pros and Potential Pitfalls 

Presented by Dr. Gregory Priest

Teaching students to perform orthopedic testing concepts and procedures is an integral part of their clinical training.  Guiding students in the development of cognitive tools to facilitate their ability to synthesize didactic information taught in the classroom with the clinical presentation of the patient in front of them to provide quality patient care presents an educational challenge.  This is particularly important with students that are relatively early in their clinical experience. Orthopedic test item clusters, appropriately utilized, can help bridge the gap from the didactic to the clinical, but there are potential pitfalls that should be considered when orthopedic test item clusters are included in chiropractic educational program curricula. This session will explore some of the benefits and potential pitfalls of teaching orthopedic test item clusters to students. This will include emphasis on judicious teaching and application of orthopedic test item clusters while remaining cognizant of the potential pitfalls and how to avoid them in our pedagogy. 

Upon completion of this session attendees should be able to: 

  • Describe the putative purpose for the development of orthopedic test item clusters. 
  • Describe various research metrics and methodologies used in the development of orthopedic test item clusters. 
  • Describe the benefits of appropriate utilization of orthopedic test item clusters in chiropractic clinical training. 
  • Describe the potential pitfalls of injudicious application of orthopedic test item clusters in chiropractic clinical training. 
  • Describe ways to effectively communicate the benefits and pitfalls to students in our instructional approach, so that students will ultimately be more likely to exercise good clinical judgement in the application of orthopedic test item clusters in the care and management of their patients. 


Stop the Bleed for DCs & Other Public Health Opportunities

Presented by Dr. Karen Konarski-Hart

There are a number of existing programs relating to public health issues that are available to DCPs and their faculty and students. Stop the Bleed is a "train the trainer" public health program with certification at its completion.  Participation in this educational session will:

  • Allow participants to both learn the skill and how to teach it to their DCP students.
  •  Help DCPs meet CCE Meta-Competency 3.
  •  Expand opportunities for interprofessional dialogue.
  •  Demonstrate the scope and skills of doctors of chiropractic.
  •  Involve the DC in community public health.
  •  Offer the potential for DCP research.

Upon completion of this session attendees should be able to: 

  • Identify potential situations where life-threatening bleeding may occur.
  • Recognize a life-threatening bleed.
  • Execute the appropriate bleeding control technique for the body region involved.
  •  Train other healthcare providers, students and the public in the skills.


The Multi-Station Teaching Format in a Chiropractic Adjusting Lab

Presented by Dr. James Ebbets

The use of a multi-station teaching format utilizes the classic “divide and conquer” method to break the teaching period of a chiropractic technique lab into manageable wholes. The application of the multi-station teaching format allows the teacher a creative use of time with a teaching format consisting of periodic shifts of content, focus and skills addressed. These shifts can be designed to independently, sequentially or simultaneously address the desired knowledge, skills, attitudes, competencies or behaviors deemed necessary for the transformation from student to chiropractic physician.

This presentation will explore the application of Maslow’s “manageable wholes” combined with thought from other educational icons (Thorndike, Piaget, Richards, Tolstoy) that can be used to structure class time to produce a dynamic learning experience. Specifically, this presentation will explore how the repeated use of an increasingly familiar skeletal class outline facilitates learning. The versatility of this format allows for the constant reinforcement of one’s overarching teaching goals. Session content will include sub-skill discussions along with fundamental concepts that build to a class summary case study presented with the HIPRONEL taxonomy format. While the intent of this presentation is for the modeling of a clinical chiropractic technique class, this teaching method, with slight modifications, could be an effective presentation model for a scientific lab, anatomy lab or a sit-down lecture.

Upon completion of this session attendees should be able to: 

  • Summarize the highlighted contributions of iconic educational theorists in teaching methodology.
  • Devise a skeletal outline that organizes and presents a lesson plan in a repeating, recognizable manner that challenges and promotes skill acquisition.
  • Sequentially employ elements of Maslow’s whole-phase, whole-learning method throughout a classroom session.
  • Articulate the nuances, flexibility and effectiveness of a consistently repeating skeletal presentation structure.
  • Foster an “I can do this” attitude among learners through a programmed effort of success by approximation within the skeletal teaching structure.


Utilization of research and data to support evidence based care pathways in integrated, multi-disciplinary provider organizations

Presented by Dr. John Ventura

Learn to utilize research and data to support evidence-based care pathways in integrated, multidisciplinary provider organizations. Conservative spine pathways lead to better patient access and outcomes, limit unnecessary surgeries, imaging and procedures, and reduce the overall cost of care.