Monday, March 26, 2012

ACC-RAC 2012 Final Tally

Once again, the faculty of Palmer College, from all three branches, were well representated at the recent Association of Chiropractic Colleges Research Agenda Conference (ACC-RAC). I want to give props to all whom presented. Good job, y’all!


Prize Winning Paper: Manual Palpations Attenuate Immunochemical Reactivities of Pain Mediators in the Nervous System in Response to Adjuvant Knee Arthritis: An Animal Model—Xiaohua He, Veronica Dishman

Prize Winning Paper: Testing Test-Driven Learning and Self-Assessment Learning—Xiaohua He, Anne Canty

Prize Winning Paper: Effect of Sampling Rate on Capturing High-Velocity Low-Amplitude Spinal Manipulation Force-Time Characteristics—M. Ram Gudavalli, James DeVocht, Ting Xia, Ali Tayh

Developing an Introductory Workshop in Evidence Based Clinical Practice for Chiropractic Field Practitioners—Michael Tunning, Robert Rowell, John Stites, Barbara Mansholt, Ron Boesch, Ian McLean, Michelle Barber

X-ray Utilization and Demographics in a Chiropractic College Outpatient Clinic—Makani Lew, Gregory Snow

An Interprofessional Education Model for Co-Management of Back Pain in Older Adults by Doctors of Chiropractic and Medical Doctors—Christine Goertz, Stacie Salsbury, Robert Vining, Cynthia Long, Andrew Andresen, Maria Hondras, Mark Jones, Lisa Killinger, Kevin Lyons

Development of a Strategically Designed Patient Self-Administered Intake Questionnaire to Help Achieve Medicare Compliance—Albert Luce, Dale Rossi, David Seaman

Introduction of a Class on Evidence Based Clinical Practice in the First Trimester of a Chiropractic Curriculum: Lessons Learned From Student Evaluations—Robert M. Rowell, Lia M. Nightingale

Does Neuroanatomy Software Enhance Learning of Spinal Cord Tracts in a Laboratory Setting?—Steven Torgerud, Stephen Duray

Pediatric Mentored Case Reports—Katherine A. Pohlman, Sharon A. Vallone, Lia M. Nightingale

Planning for Success: Developing a Business Curriculum for Chiropractic Students—Rita Nafziger, Julie Johnson, Mary Frost, Alexis VanderHorn

Self-Directed Algorithm Design: A Useful Tool in Learning the Differential Diagnosis Process—Makani Lew

Reviewing the Literature and Creating an Evidence Based Exam for the Patho-Anatomic Diagnosis of Low Back Pain—Robert Vining, Eric Potocki, Michael Seidman, A. Paige Morgenthal

Concurrent Validity in Range of Motion Measurement of Seated Versus Supine Active Cervical Rotation—Tammi Clark, Theresa Whitney, Robert Cooperstein

Novel EMG Protocols for the Assessment of Neck Pain: A Pilot Study—James DeVocht, Kalyani Gudavalli, Ting Xia, Ram Gudavalli
Using Computer-Assisted Learning to Engage Diverse Learning Styles in Understanding Business Management Principles—Mary Frost, Dustin Derby, Andrea Haan

Knowledge of Accurate Blood Pressure Measurement Procedures in Chiropractic Students—Angela Miller, James LaRose

The Effect of Audit and Feedback on Record-Keeping Compliance Within a Chiropractic Educational Clinic System—Nicole Homb, Shayan Sheybani, Dustin Derby, Kurt Wood


Chiropractic Management of Atypical Trigeminal Neuralgia—Casey Crisp, Kevin Turner, Eromata Ebwe

Resolution of Cervical Radiculopathy Due to Cervical Disc Herniation Following Upper Cervical High-Velocity, Low-Amplitude Spinal Manipulation: A Case Study—Andy Gibson, Jim Countryman, Todd Hubbard

Upper Cervical Chiropractic Care for a 7-Year-Old Child with Convergent Strabismus—Tod Cahill, Casey Crisp

A Case Study Utilizing Spinal Manipulation and Dynamic Neuromuscular Stabilization Care to Enhance Function of a Post Cerebrovascular Accident Patient—Michael Oppelt, Dave Juehring, Glenn Sorgenfrey, Phyllis J. Harvey, Greg Ploeger, Susan M. Larkin-Thier

Feasibility of Using Force Transducers to Measure Pressure Applied to Patients’ Feet During Prone Compressive Leg Length Checks—Eric Potocki, Todd Hubbard, Kyle Durieux

Paroxysmal Supraventricular Tachycardia and Chiropractic Care: A Case Report—Scott Carpenter, Sarah Greene, James Countryman

Is Understanding Diagnostic Utility Essential for Competent Patient Care? A Student Intern’s Perspective—Albert Luce, Dale Rossi, David Seaman, Steven Lint

Student Intern Perception of a Mentorship Model in a Chiropractic Teaching Clinic—A Pilot Study—Kenice Morehouse, James LaRose, Stephen Grand

ACC Educational Conference 1994-2011: Categorizing the Abstracts and their Trends—Robert Cooperstein, Morgan Young


I’m in Charge Here: Autonomy in Bioethics—Dana Lawrence, Stuart Kinsinger (CMCC)

Writing an NIH Grant Application: Key Strategies for Writing About You and Your Collaborators—Roni Evans (NWUHS), Cynthia Long

Diversity and Chiropractic: Why Should We Care—Lisa Killinger et al

Chiropractic Management of the Older Adult—Paul Dougherty (NYCC), Brian Gleberzon (CMCC), Lisa Killinger, Cheryl Hawk (Logan)

The Chiropractic Research Agenda: Addressing Multiple Stakeholder Need Through a Shared Vision—Michelle Maiers (NWUHS), Rick Branson (private practice), Dave Elton (managed care), Christine Goertz

Evidence-Based Practice Bootcamp- Barbara Mansholt, John Stites, Michael Tunning, Ron Boesch

Monday, March 12, 2012

Social Media in the Classroom: Twitter

Twitter ( is an online application that combines elements of blogging, social networking and instant messaging in order to let its users let others know what they are doing., What makes this unique is that users are limited to just 140 characters in doing so. Each message, known as a “tweet,” lets the user post information about what they are doing, or whatever it is they wish followers of their tweet to learn. Once a tweet is posted, you can read it, forward it to others (“retweet” it), or respond to it. Tweets can be sent from personal computers, laptops, tablets or even from cellphones and other SMS clients.

I am mindful that my students are products of a later era of learning than I am. They are more comfortable with technology, have grown up using it in their personal lives as well as in their educational programs, and may expect their teachers to use the same technology they do. And we have responded nicely; we have faculty who use web-based learning, have their own web pages, are comfortable with programs such as Word and Excel, use clicker technology, and develop blogs and facebook pages. But I am not familiar with our faculty using twitter as a learning platform. To that end, I am attempting to incorporate its use into my own class on evidence-based chiropractic practice.

It will be basically an add-on. For those with twitter, I intend to use it to accomplish several purposes. One is information. I will provide users with links to supplementary information that supports topics and learning objectives from class. If, for example, I discuss odds ratios in classroom lecture, I can then- as did- provide a link to a webpage that defines the term and demonstrates its use in a “fun” kind of setting (in this case, your odds of catching fish with or without use of bait). I can also use twitter to allow for response to a question. In this case, I would ask a question, such as “Can you think of a time when you used EBC in practice?” And I can then see how people respond back- keeping in mind that they are limited to just 140 characters.

The twitter “timeline” allows participants to see the responses as they are posted and in the order they are posted. This keeps a connection between the group, similar in a sense to water cooler conversation that occurs in office settings. I am seeing papers that investigate its use in education (1), and I think there is promise in its use, if used well and thought out in advance. I will let you know how it goes.

1. George DR, Dellasega C. Use of social media in graduate-level medical humanities education” two pilot studies from Penn State College of Medicine. Med Teacher 2011;33:e429-e434

Tuesday, March 6, 2012

Welcome Back!

Due to a family matter, I am stopping by this week only to welcome you back to the start of a new term. I will be back posting next week. Until then, enjoy the week and your new crop of students.