Palmer College Platform Presentations from ACC-RAC

Doctors of chiropractic working in private sector medical facilities: a descriptive survey

Christine Goertz, Stacie Salsbury, Elissa Twist, Virginia Smith, Anthony Lisi

Building an academy of educators:  a needs assessment of selected faculty educators

Michael Tunning, Dustin Derby, Kelly Krell-Mares, Michelle Barber

Creating the teaching track of a workshop for CAM educators in evidence-based clinical practice

John Stites, Amy Minkalis, Renee DeVries, Dana Lawrence, Cynthia Long

Creating an orientation for a clinical teacher

Katherine Clark, Ron Boesch, John Stites, Susan Larkin

Depressive symptoms in first year chiropractic students

Shawn He, Niu Zhang

Chiropractic and respiratory therapy: an essential professional collaboration

Robert Rowell, Josefina Torres

Multimorbidity, musculoskeletal complaints, and pain characteristics of older adults with low back pain: a secondary analysis from a randomized controlled trial

Stacie Salsbury, William Alexander, James Boysen, Julie Harman, Janice Hubbard, Elissa Twist, Robert Vining, Christine Goertz

Does requiring students to justify answer changes during collaborative testing enhance academic performance?

Niu Zhang, Charles Henderson

Chiropractic student attitudes toward team-based learning

William Sherrier, Ali Rabatsky, Teresa Brennan

The effects of standardized patient performance by chiropractic interns on their reported empathy for their patients

Teresa Brennan, James Randazzo, Ali Rabatsky

The effect of force feedback training on students learning Flexion Distraction technique

Robert Rowell, Ram Gudavalli, Steven Silverman

Dosage of treatment for cervical pain by field doctors using cervical Flexion Distraction

Dana Madigan, Jerrilyn Cambron, Jennifer Dexheimer, Maruti Ram Gudavalli, James Cox

Using best practices to engage adult millennial learners in the large classroom

Lisa Killinger

Assessing the level of test anxiety in first trimester chiropractic students

Judy Bhatti, Elissa Twist, Katherine Manley-Buser

Outcome measures in chronic migraine management - clinical use and potential cost savings:  a case study

Nathan Hinkeldey, Kevin Percuoco, Laurie Hinrichs, Noelle Johnson, Michael Tunning

Multi-modal treatment of an 18 year-old collegiate soccer player with a grade 2 MCL tear

Todd Riddle, Michael Tunning, Thomas Hyde, Dale Richardson

Survey of students’ perception of the Palmer preceptor program

Roger Hynes, Alana Callender, Rachelle Hynes

Transient osteoporosis of the hip - an uncommon differential variant in a chiropractic patient: a case report

Stephen Grand, Alivia Shoop

 

Posters Accepted for ACC-RAC 2016

Forces applied to patients with low back pain during Flexion Distraction treatment: a clinical case series
     William Alexander, Robert Vining, Maruti Ram Gudavalli

Improvement in functional constipation while under chiropractic care in a pediatric patient with primary vesicoureteral reflux
     Virginia Barber, Thomas Wicks, Joseph Carfora

Student perceptions of life science review class after taking National Board of Chiropractic Examiners (NBCE) Part I
     Judy Bhatti, Elissa Twist

Occult breast cancer metastasis masked by musculoskeletal pain in the hip: a case report
     James Boysen

The reduction of asthma symptoms and medication after chiropractic care
     Thomas Brozovich

Systematic review and meta-analysis of the difference between Tuffier’s Line and the palpatory iliac crest
     Robert Cooperstein, Michael Haneline, Kelley Holt

Outcomes of chiropractic distraction spinal manipulation on post-surgical continued low back and radicular pain patients: a retrospective case series study
     James Cox, Maruti Ram Gudavalli, George Joachim, Kurt Olding

Electrodiagnostics training in the curriculum of chiropractic colleges in North America: an initial qualitative analysis
     J Donald Dishman, Luis Vera

A descriptive analysis of the Journal of Chiropractic Pediatrics, 2008-2014
     Julie Hartman, Janice Hubbard, Christine Goertz, Dana Lawrence, Katherine Pohlman

Survey of upper cervical chiropractors’ level of interest in participating in practice-based research networks
     Janice Hubbard, Dana Lawrence, Cyndy Long, Cheryl Hawk

Upper cervical chiropractic and gastroparesis: a case report
     Todd Hubbard

Previously undiagnosed Nail Patella Syndrome in a 67 year-old chiropractic patient: a case report
     Tracey Littrell

Essential literature for the chiropractic profession: a survey of international chiropractic faculty
     Barbara Mansholt, John Stites, Stacie Salsbury, Lance Corber

Chiropractic management of a geriatric patient with lumbar degenerative disc disease, foraminal stenosis, and osteoporosis utilizing low-force manipulation: a case report
     Kenice Morehouse-Grand, Alisha Kuhn

Lipoma arborescens of the knee: an unusual case of chronic knee joint swelling in a 25 year-old male
     Tunde Olatunji, Siri Leech, Ranier Pavlicek

Spinal manipulation and dynamic neuromuscular stabilization care for a four year-old patient with agenesis of the corpus callosum
     Mike Oppelt, Virginia Barber, Susan Larkin

Effects of grouping method on exam scores when collaborative testing
     Ali Rabatsky, Michael Bovee

Management of a 30 year-old male mixed martial arts fighter presenting with post traumatic spinal cord injury consistent with cord contusion
     Adam Sergent, Scott Self, Matthew Richardson

A survey of membership perceptions of the American Chiropractic Association Sports Council (ACASC)
     Michael Tunning, Dustin Derby, Judd Gines

Avulsion fracture of the lesser trochanter in a high school athlete
     Michael VanNatta

Respondus- A New (and Old) Resource for Faculty

The Center for Teaching and Learning is excited to announce the availability of Respondus for Palmer faculty at all three campuses.  Repondus is a Windows-based exam authoring tool that makes it easy to create and manage exams for printing or uploading directly into D2L Brightspace. 

Respondus supports up to 15 question types, including calculated and algorithmic formats.  You can also upload existing exam questions from Microsoft Word (including embedded images), rich-text, QTI, and tab/comma delimited formats.  Many existing textbooks also include resources for Respondus-compatible test banks.  Additional product information can be found at the Respondus website at http://www.respondus.com/products/respondus/index.shtml .

Interested in learning more about Respondus?  Please see Jody Graham, Instructional Designer, with any questions or refer to the attached documentation.  We will forward documents  that include instructions on installing Respondus, standard formatting for importing questions into Respondus, as well as a Respondus Quick Start Guide. 

Also, helpful videos on creating exam questions, importing questions into Respondus and publishing a quiz to Brightspace are located at http://www.respondus.com/products/respondus/demos.shtml.  Individual or small-group training is available on request.

A Short Between-Term Break

Here in Davenport, we are in finals week, and have the next week off. I wish you all a relaxing time away and will return when the new term begins.

Import/Export/Copy Components - Import Components - Instructor

Taking a Screen Shot (in Windows)

Not everyone is aware of how to take a screen shot of their computer screen. Let me detail here a couple of ways you can do so. What this would do is allow you make a copy of either the full screen or part of the screen and inset it into another document, such as a Word file, a PowerPoint slide or email.

Full Screen

Press the “Print Screen” button on your keyboard. This will be found to the right of the F12 key up at top. It will not flash or anything, but it will have captured the screen. Now that you hav a copy, you need to paste it somewhere. Since it is an image, so you simply paste it into a program or you can edit it. If you wish to edit it, you first need to paste it into an editor. You have one- it is called Paint, and you can find it from your computer start button, under “All Files.” Open Paint, and they you can paste it into the screen there, and save it as a jpeg or png file. Otherwise, you can simply insert what you have copied into some other program. Editing allows you to do things such as paste an arrow onto the image, to highlight something, just as example. And of course, you can simply save the image you copied for later use.

Partial Image

For this, you need to use what is known as the Snipping Tool (not present in Windows XP, by the way). You can find this tool by again selecting All Programs from the start button, and opening it. When you do, there is a drop-down menu that allows you to select options such as “Free-form snip,” “rectangular snip,” and “full-screen snip.” These should be self-explanatory. And you can also choose the color of the border of your snip. Select your snip option, then click “New snip.” The screen will sort of fade and you can then select the area you wish to copy. When you stop, it opens a new window and you can then annotate the clip, save it as PNG or other, and use it. In this case, once saved you can open and copy it for insertion into other programs.

It is useful tool. If you have not used it before, give it a try.

Turnitin.com, Part 4

Final continuation of information from the turnitin.com Instructional Guide (https://guides.turnitin.com/01_Manuals_and_Guides/Instructor/Instructor_QuickStart_Guide)

Step 8 - Viewing Originality Reports

Your Assignment Inbox shows submitted papers with their Originality Reports if available. To open the Originality Report for the paper you just submitted, click the report icon. Note: A grayed out report icon indicates that the report has not yet been generated. Please wait a few moments and click your browser's refresh button.

The Originality Report will open in a new window called the Document Viewer. The Document Viewer allows instructors to access each Turnitin product in one location and view all the products simultaneously as layers.

All the top sources found to match the paper submission are in the sidebar to the right of the paper contents. Top sources are the sources that have the closest match (most matching words without variation) to the document's text.

To view all underlying sources for a top source hover the cursor over the source and click on the arrow icon. The overlapping sources are listed below the top source.

To exclude a source from the Match Breakdown list click on the 'Select Sources to be Excluded' button at the bottom of the source list.

Click on the check box next to all the sources you would like to exclude.

Once you have selected all the sources to exclude, click on the 'Exclude (#)' button at the bottom of the Match Breakdown list. If the sources that were excluded affects the Similarity Index it will recalculate and display a new percentage of matching content.

Step 9 - Leaving Feedback on Submissions

From the Assignment Inbox click on the blue pencil icon next to the paper title to open the paper in GradeMark to grade the student submission online. The GradeMark system contains several tools and types of mark that instructors can use in grading and assessing papers.

These include:

• comments
• inline comments
• QuickMark comments
• rubric scorecards
• general comments
• voice comments

For more information about GradeMark please view our GradeMark training pages or use our GradeMark interactive tutorial