Program Standards for theDoctor of Chiropractic Degree ProgramCanada

The Doctor of Chiropractic Programs in Canada are accredited by the Council on Chiropractic Education
Canada of the Federation of Canadian Chiropractic.
November 2018
1|PageProgram Standards for the Doctor ofChiropractic Degree Program in Canada
November 2018

Introduction to the program standards and the purpose of accreditation in Canada
The purpose of chiropractic professional education is to provide the Doctor of Chiropractic candidate
with a core of knowledge and skills in the basic and clinical sciences and related health topics required
for the Doctor of Chiropractic to perform the professional obligations of a primary contact health care
professional.
The purpose of accreditation is to enact a systematic and integrated process for assuring the quality ofchiropractic education programs in Canada. This systematic process includes an ongoing evaluation toassess compliance with specified standards that in turn determine quality and processes to support
improvement, excellence, and innovation. The process of accreditation results in an educational
program or institution achieving a state of being accredited. The state of meeting or exceeding thesenational standards provides a credential for the chiropractic educational institution, students, regulatorsand the public, offering confirmation that the program has demonstrated a commitment to educational
quality and ongoing quality improvement.
The program standards in this document are used to evaluate Doctor of Chiropractic Program entry-topractice education degree programs in Canada. The program standards include five broad chiropractic
program accreditation standards, namely; Doctor of Chiropractic Program missions and goals,
governance and administration, program content, program delivery, and program evaluation.
Each broad standard outlines specific criteria and, provides examples of the evidence to be used by theCouncil of Chiropractic Education Canada in the process of accreditation. The specific standard criteria
outline the outcomes or expectations to be met by the education program. The examples of evidence
describe ways in which the program can demonstrate that compliance with the standard has beenachieved. The examples of evidence are not meant to be prescriptive or exhaustive. Instead, theprogram standards are intended to be broad enough to support program diversity and autonomy in thedelivery and development of chiropractic educational programs in Canada. These broad program
standards are to support ongoing quality, innovation, and excellence in entry-to-practice education.
Program standards are linked to and support the Entry-to-practice Competency Profile for Chiropractors
in Canada. These program standards provide guidance in informing curriculum content, student
evaluation, and the program supports necessary to deliver quality Doctor of Chiropractic degree
programs at the entry-to-practice level.
The Doctor of Chiropractic Programs which are accredited by the Council of Chiropractic Education
Canada are dedicated to educating students to become chiropractors who have the knowledge, skills,
attitudes and values needed to provide high quality patient care, and that prepare learners to become
independent clinicians that do not require direct supervision.

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The Doctor of Chiropractic Program must demonstrate the breadth, rigour and coherence of theacademic content and identify student learning goals and objectives, including knowledge, skills andintegration, to achieve the curricular objectives. The Doctor of Chiropractic Program must use bestpractices in assessment of learning to measure proficiency in the key competency outcomes, and,produce data that demonstrates competency attainment prior to graduation, and to use this data in
guiding program improvements.

Definitions of key terms used in these program standards are located at the end of this document.

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November 2018

STANDARDS
1. Doctor of Chiropractic Program mission and academic goals:
1.1 Articulate a mission statement and goals that identify the evolving aspirations of the institution
with regard to teaching/learning, research/scholarship and service to the community. The
mission and goals must be developed in consultation with internal stakeholders, approved by
the governing body and made available to all stakeholders.
Examples of evidence:i.
Clear, consistent and well-articulated mission statement and goals;
ii.
Evidence that the mission statement and goals are available to all stakeholders (e.g. website);iii.
Reviews of the mission statement and goals and documentation of the resulting
changes;iv.
Curriculum that is clearly related to the mission and goals;v.
Resources committed to advance the mission and goals;
vi.
Policies that support the mission and goals.
2. Governance and Administration:
2.1 Demonstrate the legal characteristics, governance structure and administrative capacity
necessary to design, develop and deliver the Doctor of Chiropractic program.
Examples of evidence:i.
Legal status appropriate for the institutional objectives;
ii.
An organizational chart clearly indicating the institution’s reporting structure;iii.
Governance and decision-making structures that are clear, effective and consistent with
the institution’s academic purposes;iv.
Co-ordinated business and academic plans detailing the institutional commitment to theacademic quality of program content and delivery.
2.2 Demonstrate transparency, integrity and ethical behaviour as it relates to all aspects of policies,
procedures and interactions with all stakeholders.
Examples of evidence:i.
Public reports, calendars, materials and advertising produced in a thorough, accurate
and truthful manner;ii.
Policies and procedures in place to protect student and consumer interests;iii.
Students are fully informed regarding expectations of the program prior to admission
including technological requirements for all program delivery methods;
iv.
Policies on conflict of interest.

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2.3 Demonstrate engagement of faculty and students in policy development and determination
Examples of evidence:i.
Committee mandates and structure that include membership from faculty and student
body;
ii.
Processes whereby faculty and students may participate in policy development andrevision;iii.
Minutes from meeting demonstrating participation of faculty and students.
2.4 Demonstrate the financial, physical, human, administrative and other resources to sustain theDoctor of Chiropractic program to ensure, at minimum, the opportunity for newly enrolled
students to graduate.
Examples of evidence:i.
Financial management procedures, resources and appropriate planning that provide astable learning environment to ensure that students have the opportunity to complete
the Doctor of Chiropractic program;ii.
Audited financial statements;
iii.
Functional library;iv.
Physical resources, space and equipment in order to accommodate the number ofstudents;v.
Human resource procedures and policies for operations, faculty and administrators.
2.5 Demonstrate a commitment to fair and equitable dispute resolution.
Examples of evidence:i.
Policies and procedures for dealing with disputes.
2.6 Demonstrate an on-going commitment to assessment of resources and quality assurance.
Examples of evidence:i.
Policies and procedures for the periodic review of operational, human resources andadministrative policies and procedures, both short and long term;ii.
Reports and plans on quality assurance initiatives and outcomes;iii.
Engagement of students in quality assurance
2.7 Develop and maintain an ongoing assessment plan that demonstrates how the program
determines that it is meeting its mission and that its students are achieving the entry-to-practicecompetencies of the Doctor of Chiropractic program.
Examples of evidence:i.
Assessment plan;
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November 2018

ii.

Minutes of meetings where results of assessment data are discussed and strategies
implemented to address issues/concerns or enhancements.

3. Program Content:
3.1 Demonstrate that the curriculum is based on an inter-related theoretical and professional
educational framework that is articulated and understood by faculty, clinical educators andstudents.
Examples of evidence:i.
A document that articulates the education theories, the professional approach todelivery of education and the framework that is linked to curriculum goals andobjectives;ii.
A document or evidence that supports faculty, clinician educators and student
knowledge of the framework;iii.
A document that supports the ongoing evolution of the framework in keeping withevidence-based trends to support high quality education and learning strategies.
3.2 Develop an evolving curriculum and educational methods, of sufficient rigour, reflective of new
evidence to facilitate/encourage the acquisition of the entry to practice competencies.
Examples of evidence:i.
Clearly defined curriculum model and educational methods;ii.
Description of the content, duration and sequencing of courses in the curriculum
demonstrating the integration between basic and clinical sciences and how eachcontributes to the entry to practice competencies;iii.
Defined methods of assessment;iv.
Clearly demonstrated relationship between assessment and course learning outcomes;v.
Policies on program review.
3.3 Demonstrate that the program is of sufficient rigour, breadth, and depth to facilitate theacquisition of the entry to practice competencies.
Examples of evidence:i.
Course outlines demonstrate an appropriate balance of theory and practice;ii.
Course learning outcomes are mapped to the entry-to-practice competencies;iii.
Assessments designed to measure the achievement of all course learning outcomes;
iv.
Assessments that provide students with clear and comprehensive understanding of theirachievement to date;v.
Graduates meet or exceed the relevant professional requirements as evidenced by
Canadian Chiropractic Examining Board examination results;vi.
Courses are delivered in a manner that provides exposure to increasingly complex
theory, and the effective application of the theory to the demands of practice;vii.
Time allotments assigned to the program and its components are sufficient to meet thestated learning outcomes and allow for acquisition of graduate competencies;
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viii.

Curriculum reflects current knowledge and evidence in the field.

3.4 Demonstrate that the program facilitates knowledge acquisition related to local provincial legal
requirements and chiropractic standards and controlled acts.
Examples of evidence:i.
Course outlines demonstrate an acknowledgement of varying provincial legislation
related to health care;ii.
Course learning outcomes related to legislative, regulatory and standards, including
controlled acts;iii.
Learning and assessment in an environment such as a clinic, where the regulations aredemonstrated.
4. Program Delivery:
4.1 Maintain an environment in which academic dialogue is encouraged and academic autonomy issupported.
Examples of evidence:i.
Policies, procedures and practices that facilitate academic freedom, honesty andintegrity;ii.
Policies and practices that include the participation of administration, faculty,professionals, and students in the development of the curriculum, academic policies andstandards;iii.
Opportunities for academic dialogue.
4.2 Program content and delivery is inclusive and recognizes diversity.
Examples of evidence:i.
Curriculum reflects recognition of indigenous issues/content, curriculum reflects
spectrum of ages in cases, gender diversity;ii.
Inclusion of culturally diverse content, including gender diversity.
4.3 Demonstrate faculty are engaged in research, scholarship, service and professionaldevelopment.
Examples of evidence:i.
Productivity in scholarly work;ii.
Policies and processes in place to support faculty development;iii.
Resources allocated to support faculty development;iv.
Resources allocated to support faculty in research;v.
Research ethics board.

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4.4 Sustain a process of evidence-based and participatory inquiry to ensure courses and theprogram achieve the articulated learning outcomes and entry to practice competencies.
Examples of evidence:i.
Assessment of delivery methods that includes consideration of their appropriateness,quality and effectiveness;ii.
Available expertise and resources to support the type of delivery including technicalresources;iii.
Systematic feedback from students and evidence that feedback is utilized to affectmeaningful change as needed;
iv.
Provision for ongoing academic advising;v.
Intervention program for students experiencing difficulties;vi.
Success rates on entry to practice exams.
4.5 The chiropractic program must employ sufficient faculty members who are qualified by virtue of
their academic and professional training and experience and/or credentials, to develop, deliverand monitor the courses and curricula, and assess student learning and the effectiveness of theprogram. The employment and determination of the number of full-time and part-time faculty
members must be based on sound pedagogical rationales for the classroom, laboratory, andpatient care settings. The faculty must be engaged in research and scholarship, service,professional development and governance activities.
Examples of evidence:i.
Policies defining the academic/professional credentials required of present and future
faculty;ii.
Personnel files for faculty members – which must include relevant academic credentials,
licensure, expertise and experience;iii.
Regular faculty performance reviews.
5. Program Evaluation:
5.1 Conduct regular informal and formal evaluations of the program.
Examples of evidence:i.
Assessment of the continuing consistency of the program with the program mission, andacademic goals;ii.
Success rates on entry to practice exams;iii.
Feedback from faculty, students and graduates;
iv.
Assessment of learning opportunities available to students that provide the opportunity
to develop competencies;v.
Internal and external reviews.

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5.2 Demonstrate that the staff and teaching personnel are engaged in a responsive andcollaborative process for ongoing curriculum renewal.
Examples of evidence:i.
Procedures for curriculum revisions and review
ii.
Self-study and review documentation

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Item
Abilities

Definition
Natural aptitude or acquired proficiencies inbeing able: especially physical, mental or legal
power to perform
www.merriam.webster.com/dictionalry/ability
Observable and measureable behaviours that
integrate multiple components such as
knowledge, skills, attitudes and values; that aremulti-dimensional, dynamic, and evolve overtime. Competencies may be assessed to ensureacquisition
Examples of evidence provided in thisdocument are suggestions that programs may
use to demonstrate achievement ofcompetence to the accrediting body. They are
not prescriptive nor are they inclusive.

Competencies

Examples of evidence

Learning OutcomesStandards

Doctor of Chiropractic

Statements focused on what the learner willknow or be able to do and indicate how thatknowledge or skill will be demonstrated
Minimum requirements determined by theaccrediting body used to ensure that the DCP iscapable of educating students to becomecompetent chiropractors ready to begin practice
A Doctor of Chiropractic is a primary contact
health professional whose purpose is to help
meet the health needs of the public, givingparticular attention to the structural andneuromusculoskeletal related aspects of thebody. The Chiropractic application anddevelopment of scientific knowledge focuses on
the relationship between; structure, function, thenervous system, and the body’s inherent ability
to heal itself, as these relationships affect therestoration and preservation of health.
The Doctor of Chiropractic's responsibilities
include health assessment, use of imaging
modalities, diagnosis, and the management andcoordination of the patient's health care needs inhealth and disease. When appropriate the Doctorof Chiropractic co-manages or refers to othermembers of the health care team.

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Program Standards for the Doctor of
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Entry-to-Practice Competency Profile

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The Entry-to-Practice Competency Profile wasdeveloped by the Council of Chiropractic
Education Canada in November 2018

Program Standards for the Doctor of
Chiropractic Degree Program in Canada
November 2018