Anatomical Sciences in Chiropractic Education: A Survey of Chiropractic Programs in Australia

Human anatomy knowledge is a core requirement for all health care clinicians. There is a paucity of information relating to anatomy content and delivery in Australian chiropractic programs. The aim of this study was to describe anatomy teaching in Australian chiropractic programs, utilizing a survey which was distributed to all four programs, requesting information on: anatomy program structure, delivery methods, assessment, teaching resources, and academic staff profile at their institution. The survey was undertaken in 2016 and documented practices in that academic year. All four institutions responded. There was a reported difference in the teaching hours, content, delivery and assessment of anatomy utilized in Australian chiropractic programs. Anatomy was compulsory at all four institutions with the mean total of 214 (SD ± 100.2) teaching hours. Teaching was undertaken by permanent ongoing (30%) and sessional academic staff, and student to teacher ratio varied from 15:1 to 12:1. A variety of teaching resources were utilized, including human tissue access, either as prosected cadavers or plastinated body parts. The results of this survey confirm that anatomy has an established place in chiropractic education programs in Australia and while curricular variations exist, all programs had similar course design, delivery, and assessment methods. This study confirmed the provision of a strong foundation in topographical anatomy and neuroanatomy, while other anatomical sciences, such as histology and embryology were not consistently delivered. Formalization of a core anatomy curriculum together with competency standards is needed to assist program evaluation and development, and for accreditation purposes.     

Critical Decisions Affecting the Development of Western Governors University

Interviews conducted with individuals involved in the early development and current operation of the Western Governors University allowed identification of 12 themes concerning early, formative decisions and decision-making processes. These themes were subsequently grouped into 5 categories: (1) politics, (2) organizational models, (3) changing mission, (4) multiple missions, and (5) experiencing innovation. Several factors, including the need to obtain financial support and to operate independently as a degree-granting institution, were influential in the decision to focus on competency-based curricula rather than providing a repository for distance learning courses offered by institutions in the West. Dr. Katrina Meyer is an Associate Professor of Higher and Adult Education at The University of Memphis. Her Ph.D. is from the University of Washington, and her research interests include online learning and virtual universities.     

AGE DIFFERENCES IN EFFICIENCY OF READING COMPREHENSION FROM PRINTED VERSUS COMPUTER‐DISPLAYED TEXT

Computer technology has become a tremendous aid in examining the aging process as it relates to reading by allowing researchers to measure and control processing time. But is the computer a passive player in the study of reading and aging? Are we overlooking interactions between computers and participants using them? This study compared two types of computer presentation (investigator‐paced and self‐paced by the reader) to reading from the printed page. Older adults were most efficient in their reading comprehension when reading from the printed page, while young adults were most efficient from computer‐paced text. Although reading is a highly practiced skill for both young and old adults, the computer method of presentation is much less familiar to old adults. An overestimation of age differences with misleading findings may occur if computers are routinely used to study age differences in reading comprehension.     

Disseminating the Positively Aging® Teaching Materials: Results of a Controlled Trial

ABSTRACT

This study tested the effectiveness of 2 dissemination methods for the Positively Aging® teaching materials. In San Antonio, Texas, 4 middle schools participated in a 3-year controlled trial of dissemination via distance electronic support alone (control) compared to distance electronic support plus in-school support from study staff (intervention). Web site and classroom utilization of lessons were tracked. The results demonstrated that in-school staff support was necessary to disseminate these materials. Potential dissemination barriers included competition for instructional time with other curricula, teacher variability in teacher computer use, teacher and student turnover, and the effects of mandatory testing on the educational process.     

Factor structure of child behavior scale scores in peruvian preschoolers

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc.