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Abstract #147585

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Gary Globe, DC, MBA, PhD, Provost and Academic Dean, Cleveland Chiropractic College Los Angeles, 590 N. Vermont Ave., Los Angeles, CA 90004, Denise Globe, DC, MS, PhD, Global Health Economics, AMGEN, 23130 Park Marco Polo, Calabasas, CA 91302, 805-447-9334, dglobe@sbcglobal.net, James W. Brantingham, DC, PhD, Department of Research, Cleveland Chiropractic College Los Angeles, 590 N. Vermont Ave., Los Angeles, CA 90004, Stephan N. Mayer, DC, Department of Diagnostic Sciences, Cleveland Chiropractic College Los Angeles, 590 N. Vermont Ave., Los Angeles, CA 90004, Cheryl Hawk, DC, PhD, CHES, Department of Research, Cleveland Chiropractic College Kansas City, 6401 Rockhill Road, Kansas City, MO 64131, and Lisa Terre, PhD, Department of Psychology, University of Missouri - Kansas City, 4825 Troost Building Suite 215, Kansas City, MO 64110.

In 2002, a multidisciplinary task force distributed “A Model Course for Public Health Education in Chiropractic Colleges” to all U.S. chiropractic colleges. This updated didactic curriculum emphasized relevant health promotion and clinical preventive services (CPS) articulated by Healthy People 2010 and recommended by the U.S. Preventive Services Task Force for health care providers (including chiropractors).

In 2005, Globe et al published the outcomes of a pre and post curriculum introduction of this model course which revealed no clinically meaningful impact on intern behavior in terms of increasing CPS recommendations on nine key clinical preventive health targets. These disappointing results led to a program re-design based on broader empirically-supported strategies, beyond the model course didactics alone, demonstrated to optimize evidence-based CPS among health care providers.

As one of several reports from the broader project, this presentation focuses on key considerations in the complex process of conceptualizing, designing, and implementing an enhanced evidence-based educational program aimed at inculcating preventive best practices early in the chiropractic training process over and above that provided by simple didactics alone. In addition to reviewing the program development process and surveying the evidence-based methods selected (e.g., academic detailing, guideline compliance prompts, examination form prompts and reminders), detailed consideration will be given to specifics of the program development process likely to be of interest to other institutions (e.g., issues around group and system dynamics that complicated the development of a college-wide consensus on the selection of goals and outcomes, socializing faculty and interns to revised procedures, etc.).

Learning Objectives:

• 1. Increase knowledge of empirically supported strategies for optimizing evidence based CPS among health providers
• 2. Learn how to tailor existing empirically supported CPS strategies to chiropractors-in-training
• 3. Discuss methods for selecting optimal strategies and implementing CPS training tailored to different institutional settings
• 4. Explore potential barriers to change at the system, faculty, and student levels as well as strategies for addressing potential obstacles.

Keywords: Preventive Medicine, Education

Presenting author's disclosure statement:

Any relevant financial relationships? No
Any institutionally-contracted trials related to this submission?

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

• Slides (pdf) or Handout