Objective: The objective of this study was to explore chiropractic students’ perceptions of the relationship between class attendance and self-reported GPA, with a specific focus on hands-on technique courses at university.
Methods: A survey was distributed using REDCap, an online survey tool, to collect both quantitative and qualitative feedback from trimester 4 chiropractic students at Parker University. The survey was designed to gather insights into student perceptions and experiences regarding the impact of attendance on academic performance.
Results: The findings from the survey revealed insightful data on how the perception of attendance, whether in-person or live synchronous, related to self-reported GPA amongst chiropractic students. The survey results showed that a significant majority (55.2%) of students perceived a strong positive relationship between in-person lab attendance and academic performance. The data also indicated that most students valued lab attendance for their future development as chiropractors, with 54.79% preparing for labs by reviewing materials provided by the course director. Students primarily relied on study guides from peers or self-made resources when absent.
Conclusion: This study highlights that chiropractic students perceive regular in-person attendance in hands-on technique courses as essential for both academic success and professional skill development. The findings suggest that attendance policies in chiropractic education should prioritize flexibility while maintaining the importance of face-to-face learning, particularly in practical, skills-based settings.
Author keywords: Chiropractic Education; Academic Performance; Classroom Attendance; Student Perception; COVID-19; Educational Engagement
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