Home | Index to Chiropractic Literature

Article Detail	Return to Search Results

Article ID	#26696
Title	The development and evaluation of an online educational tool for the evidence-based management of neck pain by chiropractic teaching faculty
URL	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7958658/
Journal	J Chiropr Educ. 2021 Mar;35(1):95-105
Author(s)	Verville L Côté P Grondin D Mior S Kay R
Subject(s)	Affiliation / Canadian Memorial Chiropractic College (CMCC) Affiliation / Centre for Disability Prevention and Rehabilitation (CDPR), Ontario Tech University and Canadian Memorial Chiropractic College (CMCC) Affiliation / Ontario Tech University. Faculty of Education Affiliation / Ontario Tech University. Faculty of Health Sciences Affiliation(G) / Canada / Ontario / Oshawa Affiliation(G) / Canada / Ontario / Toronto Computer-Assisted Instruction / instrumentation Education, Chiropractic Education, Distance Educational Measurement / methods Evidence-Based Practice / education Neck Pain / therapy Open Access Document Practice Guidelines as Topic
Peer Review	Yes
Publication Type	Article
Abstract/Notes	Objective:To develop an online, interactive educational tool to deliver an evidence-based clinical practice guideline to faculty members at a Canadian chiropractic college. Second, to evaluate the learning, design, and engagement constructs of the tool in a sample of chiropractic faculty members. Methods:Using an integrated knowledge translation methodology and the Knowledge to Action Framework, we developed an evidence-based online learning tool. The context of the tool focused on a clinical practice guideline on the management of neck pain. We evaluated the learning, design, and engagement constructs in a sample of faculty members and residents using the Learning Object Evaluation Scale for Students. Participants were also asked to provide suggestions for improvement of the tool. Results:Sixteen participants completed the evaluation. Most (68.8%) participants were chiropractors, 75% were male and 56% were between the ages of 25 and 44 years. At least 75% of participants agreed that the learning, design, and engagement constructs of the learning tool were adequate. The open-ended suggestions unveiled 3 pedagogical themes, relating to multimedia, thinking skills, and learner control, within the tool that could benefit from further development. These themes informed recommendations to improve the tool. Conclusion:Our online, interactive, module-based learning tool has sound pedagogical properties. Further research is needed to determine if its use is associated with a change in knowledge. Author keywords: Pedagogy, Clinical Practice Guideline, Chiropractic, Online Learning Author affiliations: LV, PC, SM: Centre for Disability Prevention and Rehabilitation, Ontario Tech University, Oshawa, Ontario, Canada; PC:Faculty of Health Sciences, Ontario Tech University, Oshawa, Ontario, Canada; DG, SM: Canadian Memorial Chiropractic College; RK: Faculty of Education, Ontario Tech University, Oshawa, Ontario, Canada Corresponding author: LV—leslie.verville@ontariotechu.ca This abstract is reproduced with the permission of the publisher. Click on the above link for free full text. Online access only. Publisher Record \| PubMed Record \| PDF