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PROGRAMME SPECIFICATION FORM
i
INDEX
Qualifications ........................................................................................................................................... 1
Programme type, length, pattern of attendance and mode of attendance ........................................... 1
Main purpose and distinctive features of the programme .................................................................... 1
BCC vision, mission, aims and objectives ................................................................................................ 2
General learning outcomes for the programme of study ....................................................................... 3
Subjects, credits and levels (year 2016 - 2017) ....................................................................................... 6
Assessment ............................................................................................................................................. 7
Matrices ................................................................................................................................................... 9
Teaching ...................................................................................................................................... 9
Assessment ................................................................................................................................. 10
General skills assessed at coursework ........................................................................................ 11
Mapping of general learning outcomes for the programme of study ........................................ 12
1
PROGRAMME SPECIFICATION FORM
QUALIFICATIONS
Título Superior en Quiropráctica and Master en Quiropráctica
PROGRAMME TYPE, LENGTH, PATTERN OF ATTENDANCE AND MODE OF ATTENDANCE
Modular
Five years
Full-time
On-campus
MAIN PURPOSE AND DISTINCTIVE FEATURES OF THE PROGRAMME
The BCC ascribes to a vision that sees human beings and society developing sustainably through the cultivation and enrichment of the human body, mind and spirit. We believe that educating chiropractors has an integral role in bringing that vision to fruition. The BCC delivers a programme of study that leads to the graduation of compassionate, competent, bilingual chiropractors, committed to the pursuit of personal development and excellence, and capable of integrating the philosophy, science and art of chiropractic in providing high quality, cost–effective chiropractic care. We aim to provide students with the educational opportunity to gain the knowledge, skills, and attitudes needed to become safe and competent primary contact health care providers who can practice either independently or in a collaborative health care setting.
With students from Spain, Italy, France, Germany, the U.S and many other parts of the globe, the BCC provides a multicultural environment that broadens educationally the student experience and has the potential to enrich the esteem of chiropractic. To this end, being the world´s first bilingual college of chiropractic, using both Spanish and English as official languages, the college is marked out as an international institution that can prepare students to take up positions within today’s global marketplace. With the assistance of educational experts, the BCC has developed a curriculum that is unique in that it strives to marry the discipline of chiropractic, a bilingual environment and advanced teaching, learning, and assessment strategies.
Traditionally, chiropractic was based upon three fundamental pillars: philosophy, science and art. In keeping with chiropractic principles, our curriculum combines these elements with a deep reflection on the body’s inborn ability to optimise health. The BCC ascribes to a functionality-based model for health care, as opposed to a disease-based model. Combining the scientific knowledge and methodologies in the early parts of the course with early clinical contact with patients, we aim to lead our students through to evidence-informed practice and practical-analytical thinking that should enhance lifelong learning, enable students to gain independent learning strategies, and discover leadership and team-building skills. The BCC has developed a series of graduate competency statements that provide a framework for enhancing programme development and focus staff and students’ attention on the core attributes needed for successful chiropractic clinical practice.
The BCC has an institutional arrangement that is uniquely ‘hybrid’ in that it has independent status, and thereby ability to direct its own affairs, while collaborating both academically and through shared estates with one of the highest ranked university in Spain, the Universitat Pompeu Fabra.
The student community at the BCC is diverse and dynamic; the students participate actively in the development of the college and pursue a variety of self-directed areas of interest in parallel with the core curriculum. This has lead to the incorporation of a variety of structures (for example, peer-teaching and peer-learning) to enhance student engagement such that it provides a rich resource for creating learning
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materials for the mutual support that highlights that teaching and learning are collaborative activities between staff and students.
BCC VISION, MISSION, AIMS AND OBJECTIVES
Vision
We, at the BCC, ascribe to a vision that sees human beings and society developing sustainably through the cultivation and enrichment of the human body, mind and spirit. We believe that educating chiropractors has an integral role to play in bringing that vision to fruition.
Mission
Our mission is for the BCC to deliver a programme of study that leads to the graduation of compassionate, bilingual chiropractors committed to the pursuit of personal development and excellence, and capable of integrating the philosophy, science and art of chiropractic in providing high quality cost-effective chiropractic care.
Aims and Objectives
The Aims and Objectives of the Programme of Study:
- Provide chiropractic students with the educational opportunity to gain the attitudes, knowledge, skills needed to become safe and competent primary contact health care providers capable of practicing either independently or in a collaborative setting.
- Support chiropractic students in their development of life-long learning skills in order to enhance their personal approach to chiropractic.
- Enable students to acquire an understanding and practice of the scientific method, other methods of investigation and evidence-based practice, including critical and analytical thinking skills.
- Enhance the students’ ability to understand what and how they are learning, to help the learner review, plan and take responsibility for their own learning, and prepare students to be able to discern the best conditions for their learning by obtaining reflective practice skills.
- Provide the educational opportunities to obtain the knowledge and understanding of the principles and information related to the basic sciences which are fundamental to the practice of chiropractic and ensure the integration of theory with clinical practice.
- Provide chiropractic students first with the opportunity to observe and interact with experienced chiropractic professionals, and then to provide care to patients whilst under close supervision by well-trained professionals.
- Support students linguistically so that they become proficient in the BCC’s two official languages before graduating.
- Develop a programme of study in chiropractic that is accredited and maintains compliance with the standards identified by the ECCE.
- Obtain national and international recognition through academic excellence, the provision of excellent educational facilities, the quality of the graduates, and the research and scholarly activities of all those associated with the BCC.
3
GENERAL LEARNING OUTCOMES FOR THE PROGRAMME OF STUDY
The BCC has developed a Graduate Competencies Document that builds upon the graduate/exit learning outcomes listed below and that will provide a framework for the continuing evaluation and development of the scheme to secure measurable sets of knowledge, skills, problem-solving abilities and attitudes in controlled representations of professional practice when performing at maximum levels of ability.
Knowledge and understanding:
To graduate in chiropractic at the BCC the student will have demonstrated:
Knowledge of the normal structure (both macro- and micro-) and function of the human body at a level of detail appropriate for competent practice in chiropractic;
Knowledge of radiographic procedures, normal radiographic anatomy, radiology and special imaging for chiropractors;
Appreciation of how perturbations in the structure, function and composition of the human body relate to the development of pathology and functional impairment;
Knowledge and understanding of neuromusculoskeletal complaints, pain syndromes and associated conditions, including the psychological and social aspects;
Appreciation of the principles underpinning the scientific method in order to develop the evidence-base for chiropractic practice;
Understanding of overall procedures to plan, conduct, analyse and achieve clinical trials and their data;
Appreciation of ethical principles, codes of professional conduct, and medico-legal responsibilities;
Ability to communicate effectively in both English and Spanish with patients of varying cultural, gender and ethnic backgrounds;
Integrate knowledge of clinical skills in the planning of patient care and management in a primary contact setting;
Cognitive skills:
To graduate in chiropractic at the BCC the student will have demonstrated ability to:
Search for, and use, information from a variety of sources relating to healthcare in general and chiropractic in particular;
Analyze and synthesise health-related information from multiple sources.
Interpret scientific evidence critically;
Utilise critical thinking and literature finding skills when producing a care plan.
Apply theoretical knowledge to practical work requirements;
Analyse identified flags and apply the appropriate recommendations for self-care;
Apply critical appraisal and clinical problem solving skills in the management of patient care;
Reflect critically on patient care, clinic related tasks, and learning activities as a means by which to improve care and foster skills for lifelong learning;
Assess junior interns on clinic related skills and performance;
Integrate the theory, science and philosophy of chiropractic in everyday practice.
Clinical specific skills:
To graduate in chiropractic at the BCC the student will have demonstrated ability to:
Perform a thorough and clinically appropriate history on a patient;
Take a case history from a patient suffering disease of the nervous system;
Interpret advanced diagnostic tests;
Assess and interpret the case history findings to guide the clinical examination;
Evaluate the general health status of patients through the use of appropriate methods;
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Provide a clinical examination including but not limited to: inspection, palpation, range of motion, orthopedic and neurological examination of the cervical, thoracic and lumbar spine the temporomandibular joint, gait and the lower and upper extremities;
Provide a comprehensive examination of special populations including pediatrics, geriatrics, adults and pregnant women with emphasis on assessment of their health status and its implications for the individual and society in general;
Provide and demonstrate the skills required to arrive at and articulate an accurate clinical impression, and conduct a comprehensive orthopedic and neurological examination and develop management strategies for those conditions encountered;
Construct and prioritise a list of clinical hypothesis;
Analyse the result of the examinations performed and justify the actions taken: chiropractic care and/or referral;
Provide appropriate patient management within a primary care setting;
Evaluate and interpret abnormal spine structure and function by observation, palpation (static and motion), percussion, neurological and orthopedic testing and where necessary via advanced imaging.
Perform HVLA (high-velocity, low-amplitude), HVLA table assisted and low force adjustive procedures for the cervical, thoracic, lumbar spine, pelvis and extremities.
Evaluate and interpret abnormal extremity biomechanics by observation, palpation (static and motion), percussion, neurological and orthopedic testing and where necessary via advanced imaging.
Write and critically appraise patient care plans related to primary care settings.
Provide a comprehensive understanding of the necessary levels of professional ethics, and clinical behavior;
Apply the relevant clinical, scientific and discipline specific terminology;
Record a history and maintain accurate and legible SOAP notes in accordance with medico-legal requirements.
Practical / professional skills:
To graduate in chiropractic at the BCC the student will have demonstrated ability to:
Examine patients to a competent level;
Assess the general health status of patients through the use of appropriate methods and summarise the findings;
Develop, monitor, re-assess, and where necessary, modify patient care plans;
Ensure continuity of care and careful patient information transfer with members of the care team;
Communicate clearly with patients, families, other healthcare professionals and the general public concerning the nature and benefits of chiropractic care;
Effectively collaborate with patients, staff, other students and health care providers when formulating a care plan;
Communicate, report and present information in both English and Spanish;
Execute patient and clinical management tasks common in clinical practice;
Manage and maintain patient records to a high standard;
Develop and execute a clinical audit;
Conduct oneself and behave in a manner that does not bring the chiropractic profession into disrepute;
Choose and apply the appropriate clinical, scientific, and discipline specific terminology when preparing written record.
Choose and apply the appropriate patient reported outcome measures (PROM’s) for establishing baseline data and monitoring care progression.
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Attitudes:
To graduate in chiropractic at the BCC the student will have demonstrated:
Professional responsibilities related to patient care, including respect for the patient’s values and attitudes (patient-centered care);
Lifelong learning skills and respect for keeping abreast of new developments in the field along with the pursuit of learning leading to the generation of new knowledge;
Recognition of the limits of their knowledge and abilities so that they can appreciate when to refer patients;
Team work and working in the wider context of healthcare;
Choose and apply clinical skills ethically and in accordance with best practices related to different clinical scenarios.
General / transferable skills:
To graduate in chiropractic at the BCC the student will have demonstrated the ability to:
Effectively apply learning to working methods;
Prioritise tasks and manage time effectively;
Communicate effectively in Spanish and English;
Reflect on, and evaluate, one’s own skills and behavior;
Adapt to new situations and have the abilities needed for lifelong learning;
Develop interactive skills (leadership, active listening, sharing and cooperation) with peers when working in small group settings;
Appreciate intercultural differences;
Use standard office applications professionally;
Prepare and deliver scientific and professional presentations;
Carry out independent research.
Skills mapping has been accomplished by means of the skills matrix that is attached at the end of the document.
6
SUBJECTS, CREDITS AND LEVELS (YEAR 2016 - 2017)
Year 1 (60 ECTS) Level
Human Structure and Function I (10) F
Molecules of Life (5) F
Human Structure and Function II (10) F
Neurology I (5) F
Clinical Biomechanics and Chiropractic Technique I (10) F
Chiropractic in Society I (5) F
Introduction to the Study of Human Tissues (10) F
Personal Development, Research and Reflective Practice I (5) I
Year 2 (60 ECTS)
Clinical Biomechanics and Chiropractic Technique II (10) I
Clinical Skills I (10) I
Chiropractic in Society II (5) I
Neurology II (15) I
Radiography Physics and Normal Anatomy (5) I
Pathophysiology (10) I
Personal Development, Research and Reflective Practice II (5) I
Year 3 (60 ECTS)
Neurology III (5) I
Nutrition and Toxicology (5) I
Advanced Chiropractic Technique I (10) I/H
Clinical Skills II (15) I
Radiology and Special Imaging (10) I
Microbiology and Public Health (5) I
Chiropractic in Society III (5) I
Clinical Practicum I (5) I
Year 4 (60 ECTS)
Advanced Chiropractic Technique II (10) H
Clinical Approaches to Unique Populations (5) H
Clinical Integration I (10) H
Chiropractic in Society IV (5) H
Clinical Practicum II (30) H
Year 5 (60 ECTS)
Research project (20) M
Clinic Integration II (5) M
Chiropractic in Society V (5) M
Clinical Practicum III (30) M
The module catalogue provides details concerning each module descriptor.
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ASSESSMENT
Main features of the programme’s overall assessment scheme
The BCC’s chiropractic scheme is modular and consequently each module is assessed independently by means of a combination of end of module examination and in-course assessments. Pass marks for the modules are set at 50%. The college is developing ‘standard setting’ procedures to ensure transparency, reliability and consistency of assessment. Resit opportunities are provided at the discretion of the Examination Board.
As a general rule, and assuming that there are no mitigating circumstances that are deemed to be of good cause, students must satisfy a minimum number of credits for each year’s provision of examinations in order to be allowed resit opportunities. For example, in year 1, students need to pass at least 20 ECTS in order to be provided with resit opportunities. Should a student not be provided with resit opportunities, or should the student fail a significant number of resit examinations, the Examination Board may recommend that the student repeats the year or be asked to leave the programme. In some circumstances, assuming that a failed module is not a precursor for subsequent modules, a student may be allowed to progress to the next year carrying a limited number of failed credits. These failed components must be satisfactorily completed before further progression into the course is permitted.
Given that there is a significant point in the BCC course where students move from core scientific and chiropractic knowledge and skills to more advanced knowledge and skills that directly affect patient care (i.e between years 3 and 4), the college requires students to pass an OSCE Entrance test incorporated within the Clinical Practicum 1 module which covers the breadth of studies.
Details concerning the variety of examinations and coursework, both summative and formative, are provided in the BCC Assessment Matrix. The variation in assessment procedures used, provides not only an opportunity for students to display their academic/practical abilities according to their different learning styles, but also covers a variety of assessment of skills that permit the college to assess student competence.
The programme is structured so that there is a clear progression both in terms of level and course content. F-level (Foundation Level) modules are taught early in the course and primarily cover core material that requires the students to demonstrate knowledge and understanding through objective testing such as EMQs and short answer questions. I- level (Intermediate Level) requires students to show more analytical skills commensurate with a higher level of knowledge and understanding both in the teaching and learning, so that more discursive assessments are undertaken (for example, essay questions). For H- and M- Levels (Higher and Master Levels) the students must show more independent learning skills, higher level analytical and critical skills with secondary reading beyond that made available within the teaching. Examinations also progress from one level to the next. Following Bloom’s taxonomy, exam questions have to include verbs corresponding to the level (i.e. in F-level the teacher may ask the students to “describe”, in I-level to “compare”, in H-level to “analyze” and in M-level to “defend” or to “evaluate”).
In order to satisfy the aim of encouraging students to contribute towards the generation of knowledge, and to facilitate higher level learning through research, students at M-level undertake a research project module, which is worth 20 ECTS.
Written and oral examinations are not normatively referenced but, where there is a discursive element to the assessment, criterion-reference judgments are enforced (see Assessment Handbook for the criteria employed).
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Methods of assessment
Assessment methods are linked to learning outcomes for each individual module and assessment details for each module are provided both within the Module Descriptor Catalogue and the Assessment Handbook.
Learning, Teaching and Assessment Strategy
The BCC has an aspiration to be amongst the best colleges of chiropractic worldwide in developing competent, independent, critically reflective graduates based upon the development of innovative teaching and learning strategies that are aligned with appropriate assessment methodologies and research experience.
Graduates from the BCC should have knowledge and understanding, skills and attitudes commensurate with those defined by the ECCE. It is envisaged that these characteristics will be enhanced by providing abilities for lifelong learning. This will be enabled by critical, analytical and research perspectives and an ability to develop from competency to mastery in their clinical profession.
The learning expectations should be progressive throughout the five years of the course. It is expected that, in the early stages of the course, students will be predominantly focused on material provided by their teachers, but that this should change as the student progresses through the programme of study to a focus that is more student-directed in order for them to demonstrate independent learning and a responsible attitude to their professionalism. As a consequence, it is expected that students will become more engaged in the classroom, contributing to discussion, leading in some aspects of seminar activities, developing learning resources, and following areas of expertise that are of individualistic interest (including research).
As a consequence of this learning strategy the college has a progressive teaching strategy (based upon existing foundation, intermediate, and higher and master level descriptors in the modules) that acknowledges the need for students to become less teacher dependent and that encourages teachers to move from a pure knowledge and understanding base to a critical and analytical perspective. This applies to all modules regardless of the subject material or the degree of clinical involvement. It follows that assessment methodologies will need to progressively change in order to ensure that the learning and teaching strategies are in place and adhered to by both staff and students.
Benchmark Statements
At present, there are no benchmark statements for chiropractic at the undergraduate level in Spain. However, standards for the first qualification in chiropractic are available through the ECCE.
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MATRICES
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
Aca
de
mic
leve
l
Teaching M
OL
HSF
1
HSF
2
IHT
NEU
1
SOC
1
TEC
1
DEV
1
TEC
2
SKL1
SOC
2
NEU
2
DEV
2
PP
H
RN
A
MP
H
NTO
AC
T1
SKL2
RSI
SOC
3
PR
A1
NEU
3
INT1
SOC
4
PR
A2
RES
INT2
SOC
5
PR
A3
CH
F00
1
CH
F00
2
CH
F00
3
CH
F00
4
CH
F00
5
CH
F00
6
CH
F00
7
CH
F00
8
CH
I00
1
CH
I00
2
CH
I00
3
CH
I00
4
CH
I00
7
CH
I00
6
CH
I00
8
CH
I00
5
CH
I01
0
CH
I01
1
CH
I01
2
CH
I01
3
CH
I01
4
CH
I01
5
CH
I01
6
CH
H0
03
CH
H0
04
CH
H0
05
CH
M0
02
CH
M0
03
CH
M0
04
CH
M0
05
FOU
ND
ATI
ON
Lectures X X X X X X X X X X X X X X X X X X X X X X X X X X X X
Seminars X X X X X X X X X X X X X X X X X X X X X X X X X X X X
Practicals (demonstration)
X X X X X X X
Clinical demonstrations without patients
X X X X X X X X X
Handouts X X X X X X X X X X X X X X X X
Screen casts X X X X X X
Catch-up or remedial classes
X X X X X
INTE
RM
EDIA
TE
Practicals (student activity)
X X X X X X X X X X X X X X X X X X X
Clinical demonstrations with patients
X X X X X
One-to-one tuition X
Group work X X X X X X X X X X X X X X X X X X X X
Self-directed learning X X X X X X X X X X X X X X X X X X X X X X X X
VLE use X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X
Teaching with models
X X X X X X X
Poster presentations as teaching method
X
Teaching and learning through exam reviews (prospective)
X X X X X X X X X X
Teaching and learning through exam reviews (retrospective)
X X X X X X X X X X X X X
HIG
HER
Group tutorials X
Library exercises X X
Peer teaching X X X X X X X
Peer learning (Shadow module)
X
Discussion groups X X X X X X X X X X X X
PBL X X X X X X X X X
Use of case studies relating to clinic
X X X X X X X X X X X X X
Use of journal articles within class
X X X X X X X X X X X X X X X
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
10
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
Aca
de
mic
leve
l
Assessment
MO
L
HSF
1
HSF
2
IHT
NEU
1
SOC
1
TEC
1
DEV
1
TEC
2
SKL1
SOC
2
NEU
2
DEV
2
PP
H
RN
A
MP
H
NTO
AC
T1
SKL2
RSI
SOC
3
PR
A1
NEU
3
AC
T2
UN
P
INT1
SOC
4
PR
A2
RES
INT2
SOC
5
PR
A3
CH
F00
1
CH
F00
2
CH
F00
3
CH
F00
4
CH
F00
5
CH
F00
6
CH
F00
7
CH
F00
8
CH
I00
1
CH
I00
2
CH
I00
3
CH
I00
4
CH
I00
7
CH
I00
6
CH
I00
8
CH
I00
5
CH
I01
0
CH
I01
1
CH
I01
2
CH
I01
3
CH
I01
4
CH
I01
5
CH
I01
6
CH
H0
01
CH
I09
CH
H0
03
CH
H0
04
CH
H0
05
CH
M0
02
CH
M0
03
CH
M0
04
CH
M0
05
F EMQs x x x x x x x
MCQs x
Oral tests X x x x
I Short answer questions x x x x x x X x x x x x x x x x X x x x x x x x
Practicals x x x x x x x x x
Clinical manipulation x x x x x x x
Clinical (not manipulation) x x x x X x x x x
H Essays X x x x x x X x x x
OSCE x x x x x
Problem-solving (case studies) x x x x x x x x
Scientific writing x
Analysis of articles x
F
EMQs
MCQs x
Oral tests x x x x x
Group work x x x x x x x x
Poster presentations x x
I
Short answer questions x x x
Practicals x x x
Clinical manipulation x x
Clinical (not manipulation) x x
Peer assessments x x
Portfolio x x x x x x
H
Essay x x x x x x x x x x x x x x x x
OSCE x
Problem-solving (case studies) x x x x x x x
Scientific writing X X X X X x X X X x x
Analysis of articles x x x
F
EMQs x x x x
MCQs x x x x
Oral tests x x x
Group work x x x x x x x x x x x
Poster presentations x
I
Short answer questions x x x x x x x x x X X x x x x X x X x X x x
Practicals x x x x
Clinical manipulation x x x x X x x x x x
Clinical (not manipulation) x x x X x x x x
Peer assessments x x x x x x
Portfolio X x x x x x x x
H
Essay x x x x X
OSCE x x x x x
Problem-solving (case studies) x x x x x x x x x
Scientific writing
Analysis of articles x x x x x x x
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
11
YEAR 1 YEAR 2 YEAR 3 Y 4 YEAR 5
General skills assessed at coursework
MO
L
HSF
1
HSF
2
IHT
NEU
1
SOC
1
DEV
1
SOC
2
NEU
2
DEV
2
PP
H
RN
A
MP
H
NTO
RSI
SOC
3
PR
A1
SOC
4
PR
A2
RES
SOC
5
PR
A3
CH
F00
1
CH
F00
2
CH
F00
3
CH
F00
4
CH
F00
5
CH
F00
6
CH
F00
8
CH
I00
3
CH
I00
4
CH
I00
7
CH
I00
6
CH
I00
8
CH
I00
5
CH
I01
0
CH
I01
3
CH
I01
4
CH
I01
5
CH
H0
04
CH
H0
05
CH
M0
02
CH
M0
04
CH
M0
05
Relevant basic scientific calculations X x
Relevant statistics x
Word processing X X X X X X X x x X X x X
Using spreadsheets X X X x
Using statistical packages x
Using database packages x
Using internet/VLE X X X X X X X X x x X X X X
Using email X X
Using other specific software x
Using recommended books X X X X X X X X
Using recommended journal papers X X X X x x X X X x X X
Finding and using relevant books X X X X X X x x X X X x X
Finding and using relevant journal papers X X X X X X x x X X X x X X
Working independently X X X X X x x X X X X X x X X
Working as part of a group X X X X X X X X X X X X X
Ability to identify core material X X X X X x x X x
Comprehension skills X X X X X X X X X x x X X X x X
Application skills X X X X X X X X X X X
Analytical skills X X X X x x X X x X X
Synthesis skills X X X X X X X X x x X X X X x X X
Evaluation skills X X X X X X x X X
Written communication skills: Essay X X X X X X X x x X X X X
Written communication skills: Report X X X X x
Written communication skills: Journal paper X
Written communication skills: for the general public X X X X X X
Written communication skills: abstracts & summaries X X X X X x x x
Oral communication skills X X X X x X
Poster communication skills X X
Project design X
Data collection X x
Data analysis X X x
Data interpretation X X X X X X x X
Independent reading skills X X X X X X X X x x X X X x X X
Scientific research based Information X X X X X x x X X X x
Philosophical/Ethical core information X X X X x X
Philosophical/Ethical advanced information X X x X
Philosophical/Ethical research based Information x
Interactive teaching - student and staff driven x x X X
Independent learning - student driven x X x x X X X x X
Group learning X X X X X X X X x
Reflective practice X x X x x X X X X X X
Developing observational skills X X X X X X x X
Developing manual skills
Study methodologies X X X X x X
Task prioritisation X X X X X X x X X
Time management skills X X X X X X X x X
Communication in Spanish X X x x X
Communication in English X X x x x
Opportunities for reflexion on strengths and weaknesses x
YEAR 1 YEAR 2 YEAR 3 Y 4 YEAR 5
12
Mapping of general learning outcomes for the programme of study
Knowledge and understanding:
MO
L
HSF
1
HSF
2
IHT
NEU
1
SOC
1
TEC
1
DEV
1
TEC
2
SKL1
SOC
2
NEU
2
DEV
2
PP
H
RN
A
MP
H
NTO
AC
T1
SKL2
RSI
SOC
3
PR
A1
NEU
3
AC
T2
UN
P
INT1
SOC
4
PR
A2
RES
INT2
SOC
5
PR
A3
CH
F00
1
CH
F00
2
CH
F00
3
CH
F00
4
CH
F00
5
CH
F00
6
CH
F00
7
CH
F00
8
CH
I00
1
CH
I00
2
CH
I00
3
CH
I00
4
CH
I00
7
CH
I00
6
CH
I00
8
CH
I00
5
CH
I01
0
CH
I01
1
CH
I01
2
CH
I01
3
CH
I01
4
CH
I01
5
CH
I01
6
CH
H0
01
CH
I09
CH
H0
03
CH
H0
04
CH
H0
05
CH
M0
02
CH
M0
03
CH
M0
04
CH
M0
05
1. Knowledge of the normal structure (both macro- and micro-) and function of the human body at a level of detail appropriate for competent practice in chiropractic;
x x x x x X X x x X x X x
2. Knowledge of radiographic procedures, normal radiographic anatomy, radiology and special imaging for chiropractors;
x x X X X X x X
3. Appreciation of how perturbations in the structure, function and composition of the human body relate to the development of pathology and functional impairment;
x x x x x X X x x x x x X X x X
4. Knowledge and understanding of neuromusculoskeletal complaints, pain syndromes and associated conditions, including the psychological and social aspects;
x X x x x x X X X X x X X X
5. Appreciation of the principles underpinning the scientific method in order to develop the evidence-base for chiropractic practice;
x x X X x X X x X X x x X X X x
6. Understanding of overall procedures to plan, conduct, analyse and achieve clinical trials and their data; X X X x
7. Appreciation of ethical principles, codes of professional conduct, and medico-legal responsibilities; x X X X x x X X X x 8. Ability to communicate effectively in both English and Spanish with patients of varying cultural, gender and ethnic backgrounds;
X X x x x X x
9. Integrate knowledge of clinical skills in the planning of patient care and management in a primary contact setting. x X X x x X x X X x
13
Cognitive skills:
MO
L
HSF
1
HSF
2
IHT
NEU
1
SOC
1
TEC
1
DEV
1
TEC
2
SKL1
SOC
2
NEU
2
DEV
2
PP
H
RN
A
MP
H
NTO
AC
T1
SKL2
RSI
SOC
3
PR
A1
NEU
3
AC
T2
UN
P
INT1
SOC
4
PR
A2
RES
INT2
SOC
5
PR
A3
CH
F00
1
CH
F00
2
CH
F00
3
CH
F00
4
CH
F00
5
CH
F00
6
CH
F00
7
CH
F00
8
CH
I00
1
CH
I00
2
CH
I00
3
CH
I00
4
CH
I00
7
CH
I00
6
CH
I00
8
CH
I00
5
CH
I01
0
CH
I01
1
CH
I01
2
CH
I01
3
CH
I01
4
CH
I01
5
CH
I01
6
CH
H0
01
CH
I09
CH
H0
03
CH
H0
04
CH
H0
05
CH
M0
02
CH
M0
03
CH
M0
04
CH
M0
05
1. Search for, and use, information from a variety of sources relating to healthcare in general and chiropractic in particular;
x x x x x x x x x x X X X x x X X X x
2. Analyse and synthesise health related information from multiple sources; x x x x x X x x X X x
3. Interpret scientific evidence critically; x x X x X x X X 4. Utilise critical thinking and literature finding skills when producing a care plan; X x X X x X X x 5. Apply theoretical knowledge to practical work requirements; X x X x X X x X X x 6. Analyse identified flags and apply the appropriate recommendations for self-care; x X x x x x 7. Apply critical appraisal and clinical problem solving skills in the management of patient care; x X x X x x x 8. Reflect critically on patient care, clinic related tasks, and learning activities as a means by which to improve care and foster skills for lifelong learning;
X X x x X x
9. Assess junior interns on clinic related skills and performance; x X X x x 10. Integrate the theory, science and philosophy of chiropractic in everyday practice. x X X x x X x X x x x X X x
14
Clinical specific skills:
MO
L
HSF
1
HSF
2
IHT
NEU
1
SOC
1
TEC
1
DEV
1
TEC
2
SKL1
SOC
2
NEU
2
DEV
2
PP
H
RN
A
MP
H
NTO
AC
T1
SKL2
RSI
SOC
3
PR
A1
NEU
3
AC
T2
UN
P
INT1
SOC
4
PR
A2
RES
INT2
SOC
5
PR
A3
CH
F00
1
CH
F00
2
CH
F00
3
CH
F00
4
CH
F00
5
CH
F00
6
CH
F00
7
CH
F00
8
CH
I00
1
CH
I00
2
CH
I00
3
CH
I00
4
CH
I00
7
CH
I00
6
CH
I00
8
CH
I00
5
CH
I01
0
CH
I01
1
CH
I01
2
CH
I01
3
CH
I01
4
CH
I01
5
CH
I01
6
CH
H0
01
CH
I09
CH
H0
03
CH
H0
04
CH
H0
05
CH
M0
02
CH
M0
03
CH
M0
04
CH
M0
05
1. Perform a thorough and clinically appropriate history on a practice member; X x X x X X x X x 2. Take a case history from a patient suffering disease of the nervous system; x X X X x X x
3. Interpret advanced diagnostic tests; x X X X X x X X x 4. Assess and interpret the case history findings to guide the clinical examination; X X x X x X x 5. Evaluate the general health status of patients through the use of appropriate methods; x x x X X x X X x X x 6. Provide a competent of clinical examination including but not limited to: inspection, palpation, level range of motion, orthopaedic and neurological examination of the cervical, thoracic and lumbar spine the temporomandibular joint gait and the lower and upper extremities;
X X x X X x X X X x X x
7. Provide a comprehensive examination of special populations including paediatrics, geriatrics, adults and pregnant women with emphasis on assessment of their health status and its implications on the individual and society in general;
x x X x
8. Provide and demonstrate the skills required to develop an accurate clinical impression, and to conduct a comprehensive orthopaedic and neurological examination and management strategies for such conditions encountered;
x X X X x X x
9. Construct and prioritise a list of clinical hypothesis; x x x X X X x x X X x 10. Analyse the result of the examinations and justify the actions taken: chiropractic care and/or referral; X X x X X x X x 11. Provide high quality patient management within a primary care setting; x x 12. Interpret spinal biomechanics by observation, palpation (static and motion), percussion, neurological and orthopaedic examination and advanced imaging where appropriate.
X X X X X x X x x x
13. Perform HVLA (high-velocity, low-amplitude), HVLA table assisted and low force adjustive procedures for the cervical, thoracic, lumbar spine and pelvis.
X X x X x x x
14. Evaluate and interpret extremity biomechanics by observation, palpation (static and motion), percussion, neurological and orthopaedic examination, advanced imaging where appropriate and perform adjustive procedures for the extremities.
x x X x x
15. Write and critically appraise patient care plans related to primary care settings. x X X x X X X
16. Provide a comprehensive understanding of the necessary levels of professional ethics, and clinical behaviour; 17. Apply the relevant clinical, scientific and discipline specific terminology; x x x X X x X X x X X X 18. Record a history and maintain accurate and legible SOAP notes in accordance with medico-legal requirements.
x x X
15
Practical / professional skills:
MO
L
HSF
1
HSF
2
IHT
NEU
1
SOC
1
TEC
1
DEV
1
TEC
2
SKL1
SOC
2
NEU
2
DEV
2
PP
H
RN
A
MP
H
NTO
AC
T1
SKL2
RSI
SOC
3
PR
A1
NEU
3
AC
T2
UN
P
INT1
SOC
4
PR
A2
RES
INT2
SOC
5
PR
A3
CH
F00
1
CH
F00
2
CH
F00
3
CH
F00
4
CH
F00
5
CH
F00
6
CH
F00
7
CH
F00
8
CH
I00
1
CH
I00
2
CH
I00
3
CH
I00
4
CH
I00
7
CH
I00
6
CH
I00
8
CH
I00
5
CH
I01
0
CH
I01
1
CH
I01
2
CH
I01
3
CH
I01
4
CH
I01
5
CH
I01
6
CH
H0
01
CH
I09
CH
H0
03
CH
H0
04
CH
H0
05
CH
M0
02
CH
M0
03
CH
M0
04
CH
M0
05
1. Examine patients to a competent level; x x X x X x X x X x
2. Assess the general health status of patients through the use of appropriate methods and summarise the findings; x X x X X x X x
3. Develop, monitor, re-assess, and where necessary, modify patient care plans; x x x 4. Ensure continuity of care and careful patient information transfer with members of the care team; x x x x 5. Communicate clearly with patients, families, healthcare professionals and the general public concerning the nature and benefits of chiropractic care;
X X x X x
6. Effectively collaborate with patients, staff other students and health care providers when formulating a care plan;
X x X x x x x x
7. Communicate, report and present information in both English and Spanish; X X x X x X X x X X x 8. Execute patient and clinic management tasks common in clinical practice; x x x 9. Manage and maintain patient records to a high standard; x x
10. Develop and execute a clinical audit; x x
11. Conduct oneself and behave in a manner that does not bring the chiropractic profession into disrepute; x X X x X x X x X x x X x
12. Choose and apply the appropriate clinical, scientific, and discipline specific terminology when preparing written record.
x X x X x X x x x X x x
16
Attitudes:
MO
L
HSF
1
HSF
2
IHT
NEU
1
SOC
1
TEC
1
DEV
1
TEC
2
SKL1
SOC
2
NEU
2
DEV
2
PP
H
RN
A
MP
H
NTO
AC
T1
SKL2
RSI
SOC
3
PR
A1
NEU
3
AC
T2
UN
P
INT1
SOC
4
PR
A2
RES
INT2
SOC
5
PR
A3
CH
F00
1
CH
F00
2
CH
F00
3
CH
F00
4
CH
F00
5
CH
F00
6
CH
F00
7
CH
F00
8
CH
I00
1
CH
I00
2
CH
I00
3
CH
I00
4
CH
I00
7
CH
I00
6
CH
I00
8
CH
I00
5
CH
I01
0
CH
I01
1
CH
I01
2
CH
I01
3
CH
I01
4
CH
I01
5
CH
I01
6
CH
H0
01
CH
I09
CH
H0
03
CH
H0
04
CH
H0
05
CH
M0
02
CH
M0
03
CH
M0
04
CH
M0
05
1. Professional responsibilities related to patient care, including respect for the patient’s values and attitudes (patient-centred care);
X X x x X x x x X x
2. Lifelong learning skills and respect for the pursuit of learning leading to the generation of new knowledge; x x x x x X x X x X X x
3. Recognition of the limits of their knowledge and abilities so that they can appreciate when to refer patients; X x X x X x x x
4. Team work and working in the wider context of healthcare; x x x x x X x X x x x X X X x x X X x x 5. Choose and apply clinical skills ethically and in accordance with best practices as they relate to different clinical scenarios.
X x X X x X X x
General / transferable skills:
MO
L
HSF
1
HSF
2
IHT
NEU
1
SOC
1
TEC
1
DEV
1
TEC
2
SKL1
SOC
2
NEU
2
DEV
2
PP
H
RN
A
MP
H
NTO
AC
T1
SKL2
RSI
SOC
3
PR
A1
NEU
3
AC
T2
UN
P
INT1
SOC
4
PR
A2
RES
INT2
SOC
5
PR
A3
CH
F001
CH
F002
CH
F003
CH
F004
CH
F005
CH
F006
CH
F007
CH
F008
CH
I00
1
CH
I00
2
CH
I00
3
CH
I00
4
CH
I00
7
CH
I00
6
CH
I00
8
CH
I00
5
CH
I01
0
CH
I01
1
CH
I01
2
CH
I01
3
CH
I01
4
CH
I01
5
CH
I01
6
CH
H00
1
CH
I09
CH
H00
3
CH
H00
4
CH
H00
5
CH
M00
2
CH
M00
3
CH
M00
4
CH
M00
5
1. Effectively apply learning to working methods; x X x X x x X x 2. Prioritise tasks and manage time effectively; x x x x x X x X x x x x
3. Communicate effectively in Spanish and English; X X x X x x X X x X X X x x X X x 4. Reflect on, and evaluate, one’s own skills and behaviour; X X X x x X X X x 5. Adapt to new situations and have the ability for lifelong learning; X x X x x X x X x 6. Develop interactive skills (leadership, active listening, sharing and cooperation) with peers when working in small group settings;
x x x X x X x x X X X X
7. Appreciate intercultural differences; x X x X x x x x x X x
8. Use standard office applications professionally; x x x x x x x x X 9. Prepare and deliver scientific and professional presentations; x x x x x x X x x X x x x x x x X
10. Carry out independent research. x x x x x x x x X x X x