2014 Education Conference
Chiropractic Education for a Changing Healthcare Environment
Miami, Florida, USA
29 October – 1 November 2014
Patient-centred care, population health, improved clinical outcomes and delivery of value are the principal drivers of a changing healthcare environment. Interprofessional, integrative and evidence-based models, are becoming increasingly common. In consideration of this, the 2014 WFC/ACC Education Conference agrees the following:
Patients are at the heart of what we do
1. The welfare of the patient is paramount. Chiropractic curricula should be responsive to meet changing patient needs and expectations and the requirements of modern healthcare delivery.
2. Effective patient management strategies may be enhanced by chiropractic educational programmes having affiliations with established public and private universities. Such links can develop opportunities for interprofessional education and collaborative practice.
3. To facilitate interprofessional education and effective collaboration between health care teams, chiropractic educational programmes should enable students to adopt language that is clearly understood by all stakeholders.
4. The value of public health and health promotion initiatives should be emphasised. By doing so, chiropractic students may be better equipped to work effectively and collaboratively to deliver improved quality of life outcomes for patients and their communities.
5. Patient reported outcome measures (PROMS) have an important role to play in a changing health care environment. The utilisation of such instruments should be incorporated within chiropractic curricula.
Students should be appropriately prepared for a changing healthcare environment
6. Educational models should focus on preparing students for evidence-based practice within the context of a biopsychosocial model.
7. Chiropractic educational programmes should develop students with appropriate skill sets that enable them to participate in career opportunities other than clinical practice, such as opportunities in academia, research and health policy.
8. To improve the quality of clinical outcomes, chiropractic educational programmes should prepare students with knowledge, skills and behaviours to be flexible and adaptable when caring for diverse patient populations.
9. Chiropractic educational programmes should equip students to understand demographic, technical and financial challenges in an evolving healthcare environment.
Faculty should be supported in the delivery of evidence-based educational programmes
10. Chiropractic educational institutions should support their faculties in the provision of innovative models for the development of knowledge, learning and skills. These should focus on facilitating scholarly activity, interprofessional education and teaching within the context of emerging health care models.
11. Faculty should be familiar with assessing and delivering education suited to the community in which chiropractic may be practised. This will take account of patient demographics, disease profiles and skill sets required to work effectively within a variety of environments and health care teams.
Quality assurance will drive improvements in chiropractic education.
12. Chiropractic educational institutions are encouraged to work consistently and collaboratively with quality assurance and accreditation agencies to improve quality measures and enhance the delivery of curricula to meet the needs of a changing healthcare environment.
13. Examining and licensing bodies should work collaboratively with quality assurance organisations and educational institutions to facilitate integrated, interprofessional healthcare learning models.