Expanding EBCP and Research Across the Palmer College of Chiropractic

描述(由申请人提供)：2007年，帕尔默脊椎按摩学院获得了NCCAM/NIH颁发的CAM从业者研究教育项目资助合作伙伴奖--“在帕尔默脊椎按摩学院推广循证政策和研究”。在过去的四年里，Palmer的管理人员、教职员工和研究人员通过我们与两所备受推崇的传统机构-爱荷华大学和托马斯·杰斐逊大学的紧密合作，勤奋工作，以一种既有意义又可持续的方式，成功地将研究和循证临床实践(EBCP)的概念融入到Palmer的文化和课程中。目前的应用程序是应PAR-08-095的要求开发的，目的是请求再提供四年的支助，以继续并进一步扩大这项重要工作。Palmer是世界上最大的脊椎按摩培训机构。我们在加利福尼亚州达文波特、加利福尼亚州圣何塞和佛罗里达州奥兰治港设有校区，拥有200多名教职员工，学生总数超过2100人。超过25%的执业脊椎按摩师是Palmer的校友。因此，帕尔默学院处于独特的地位，能够对该机构的教育和文化产生重大影响，并最终对更广泛的脊椎疗法专业产生影响。教师发展仍然是我们提议的项目成功的必要的第一步。提高教师的态度、知识、技能和教学行为是有效的关键 将这些理念传递给学生，是影响帕尔默教育文化的直接方式。成功完成本申请中概述的目标将导致持续的、可持续的教师发展计划，该计划将使教师参与并支持真正的课程改革。将EBCP的概念和实践贯穿整个课程和临床轮换经验，将使毕业生做好准备，将EBCP视为成功的脊椎实践不可或缺的一部分，并最终提高患者的预后。我们将进一步将EBCP和研究内容整合到我们主校区的脊椎疗法博士课程中，并将我们的计划扩展到我们的两个分校：加利福尼亚州圣何塞的西部校区和佛罗里达州奥兰治港的佛罗里达校区。教师发展仍然是我们项目成功的关键第一步。提高教师的态度、知识、技能和教学行为是有效向学生传递这些理念的关键，也是影响帕尔默教育文化的直接途径。我们的教师发展计划将扩大实施我们的EBCP原则培训教师计划，扩大对教师的培训，将EBCP原则和应用纳入课堂教育，启动一项在临床实践和培训中应用和模拟EBCP行为的计划，并在每个校区培养一支EBCP教育干部队伍。我们将通过各种相互关联的策略将EBCP整合到帕尔默学院的课程中：独立的信息素养和EBCP课程，在每学期通过其他课程有效地编织EBCP，补充电子学习机会，通过反思性学习实践，共同课程活动，以及EBCP应用 在临床实习中。我们的研究培训计划将为感兴趣的人提供机制 教职员工和学生参与研究，精通研究和出版。我们的传播计划将传达我们在制定和实施这些EBCP教师发展、课程改革和评估倡议方面的战略和经验。我们还将交流学生和教职员工态度、知识、技能和行为的变化，我们正在通过项目评估衡量这些变化。该项目将导致帕尔默所有三个校区在研究价值和EBCP效用方面的机构文化和行为发生变化。

DESCRIPTION (provided by applicant): In 2007, Palmer College of Chiropractic received the CAM Practitioner Research Education Project Grant Partnership award, "Expanding EBCP and Research Across the Palmer College of Chiropractic" from NCCAM/NIH. Over the past four years, Palmer administrators, faculty and researchers have worked diligently through our strong partnerships with two highly regarded conventional institutions, The University of Iowa and Thomas Jefferson University, to successfully incorporate research and evidence-based clinical practice (EBCP) concepts into the culture and curriculum at Palmer in a manner that is both meaningful and sustainable. The current application was developed in response to PAR-08-095 to request four additional years of support to continue and further expand upon this important work. Palmer is the largest chiropractic training institution in the world. With campuses in Davenport, IA, San Jose, CA, and Port Orange, FL, we have more than 200 faculty, with total student enrollment over 2100. More than 25% of practicing chiropractors are Palmer alumni. Thus, Palmer College is in a unique position to have both a significant impact on the education and culture of the institution, and ultimately, the wider profession of chiropractic. Faculty development remains the essential first step to the success of our proposed program. Enhancing the attitudes, knowledge, skills and teaching behavior of faculty is the key to effective delivery of these concepts to students, and is a direct way of influencing the Palmer educational culture. Successful completion of the aims outlined in this application will result in an ongoing, sustainable faculty development program that engages and supports faculty in real curricular change. Weaving EBCP concepts and practices throughout the curriculum and clinical rotation experience will prepare graduates to consider EBCP as integral to successful chiropractic practice and ultimately enhance patient outcomes. We will further enhance the integration of EBCP and research content into the Doctor of Chiropractic curriculum at our main campus and extend our program to our two branch campuses: the West campus in San Jose, CA and the Florida campus in Port Orange, FL. Faculty development remains the essential first step to the success of our program. Enhancing the attitudes, knowledge, skills and teaching behavior of faculty is the key to effective delivery of these concepts to students, and is a direct way of influencing the Palmer educational culture. Our faculty development initiative will expand implementation of our program to train faculty in EBCP principles, expand training of faculty to incorporate EBCP principles and application into classroom education, initiate a program to apply and model EBCP behavior in clinical practice and training, and develop a cadre of EBCP educators at each campus. We will integrate EBCP into the Palmer College curriculum through a variety of inter-related strategies: stand-alone information literacy and EBCP courses, effectively weaving EBCP through other courses in each term, supplementary e-learning opportunities, practice through reflective learning, co-curricular activities, and EBCP application in the clinical internship. Our research training initiative will provide mechanisms for interested faculty and students to participate in research, gain proficiency in research and publish. Our dissemination plan will communicate our strategies and experiences in developing and implementing these EBCP faculty development, curricular change and assessment initiatives. We will also communicate the changes in student and faculty attitudes, knowledge, skills and behaviors that we are measuring through program evaluation. This program will result in change to both institutional culture and behavior regarding the value of research and the utility of EBCP at all three Palmer campuses.