The Challenge of Teaching Rehabilitation to Chiropractors
By Craig Liebenson, DCWhat follows is an evolving goals and objectives statement from the key faculty of the LACC rehabilitation diplomate program for their first 100-hour course.1 The faculty involved are John Hannon; Robert Lardner; Curtis Rigney; Susan Green; Pamela Tunnell; Donald Murphy; Scott Chapman; Carol DeFranca; Maria Perri; Ron Lefebvre; Clayton Skaggs; and Natalie Gluck.
Introduce the model of functional pathology of the motor system to health care providers interested in musculoskeletal dysfunction.
Realistic expectations should be fostered in course participants. True expertise comes only from an apprenticeship learning environment, not a hotel course. A small set of core skills will be taught at each class with "Monday morning" applicability. Problem-solving reviews will occur with each session of previously taught material. This will include a review of core psychomotor skills previously taught.
Between 3-5 core skills will be taught at each session. These will be drawn from the following areas:
The First 100-Hour Skills ObjectivesAnalysis
1. Postural analysis
2. Gait analysis
3. hip extension
See PIR section
Palpation of Soft-Tissue and Bony Landmarks
9. fascial shift
Palpation of Joint Movement (i.e., "passive modeling")
11. SI springing
Quantifiable Functional Tests
12. squat endurance test
15. Brugger relief position
27. small foot
Spinal Stabilization Treatment
31. pelvic tilts and abdominal bracing
Soft-Tissue Techniques (i.e., myofascial release)
43. splenius capitus fascial shift
For each of the core skills that are taught, the following learning approach will be utilized:
Participants will be exposed to the practical skills, even though competency may take several months of practice. The aim is to slowly gain skills acquisition and perfection. Professor Lewit introduces techniques allowing us to make our mistakes and be "heavy-handed", but knowing that over time, with proper reinforcement and practice, these skills will become honed and perfected. This is also our aim here in North America. Therefore, you will be given every encouragement and opportunity to become adept and be tested as such at appropriate times.
To optimize the educational process, LACC utilizes a core faculty who regularly keep in contact with each other and who teach at limited sites where the model can be taught under strict conditions to the highest reasonable standard in an integrated fashion. This core group is in the process of establishing minimum competency guidelines, testing criteria, and ongoing educational opportunities as a "team", both for themselves and course participants.
1. LACC postgraduate division.
Craig Liebenson, DC
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