M.Tech. / The main purpose of the study was: • To determine the satisfaction and confidence of the graduates of the University of Johannesburg’s Chiropractic program. Additional objectives included: • To discuss the differences between the educations received at South African Chiropractic programmes and internationally recognized Chiropractic programmes by comparing the syllabus offered in each program. • To determine from the data received which areas of the program could be improved. There are 132 graduates from the University of Johannesburg’s Chiropractic program. These doctors of Chiropractic have the same skills and knowledge as internationally qualified doctors of Chiropractic however the South African programmes do not have international accreditation. The university is currently going through a process to obtain international accreditation. The postgraduate student surveys are important tools that can be used to determine where the course could be improved and where it is excelling. Being in daily practice these Doctors of Chiropractic are able to objectively point out the strengths and weaknesses of the current programme at the University. This is integral to the advancement of both the practitioner and the profession. A questionnaire-based study comprising a convenience sample was used to determine postgraduate student confidence in the Chiropractic course. A total of 47 Chiropractors responded which comprises the sample group that was used in this study. Results showed that the graduates of the University of Johannesburg’s Chiropractic course are confident in their adjustment skills, diagnostics and the knowledge pertaining to these subjects. As experience increases so does the overall confidence in adjusting techniques. With treating paediatric patients, approximately half the respondents were confident and majority of respondents think it is essential to have paediatrics incorporated into the course. With regards to pharmacology, only 43 of the respondents had had pharmacology as part of the syllabus, all of the respondents were not confident. With regards to research, approximately half of the participants were not confident in doing research. Upon qualifying most postgraduate students open up their own practices. In conclusion, on the whole the graduates of the University of Johannesburg were confident; however the data indicates that areas relating to research, pharmacology and paediatrics may need investigation.

Thesis (M.Tech.: Chiropractic)-Dept. of Chiropractic, Durban Institute of Technology, 2006 xxv, 147, [14], Annexures A-Q, 35 leaves / Learner progression is a key marker in charting the success of learners within an educational institution. This marker is however limited in that it is not able to identify the factors related to the learner, which are categorised into issues of identity, economics, politics and educational paradigms within which the learner develops and the learners supporting psychosocial paradigm is moulded. Thus for the purposes of this research the focus was on the psychosocial paradigm, as the associated factors are informally structured and therefore presented the most variance in their influence on the learner in their progression through higher education. In addition the psychosocial paradigm is discussed as being intrinsically or extrinsically related to the individual learner. Furthermore within the context of the psychosocial paradigm there are factors relating to identity (encompassing both academic and social literacy) which were discussed. Thus the aim of this research was to investigate the impact or role of psychosocial factors in the academic progression of M.Tech chiropractic learner’s at DUT.

Thesis (M.Tech.: Chiropractic) -Dept. of Chiropractic, Durban Institute of Technology, 2006. xiii, 44 leaves, Annexures A-F / The purpose of this study is to determine whether the cumulative effect of studying, and practising manual therapeutic techniques (including receiving manipulation), is associated with chiropractic students experiencing low back pain (LBP). According to Smith (2005), students currently registered in the Durban Institute of Technology Health faculty were found to have the highest proportion of LBP when compared to students in other faculties. Thirty seven percent of the students with LBP were chiropractic students. In a study performed by Macanuel et al. (2005) on undergraduate chiropractic training, it was concluded that chiropractic students experience side effects during chiropractic technique class. There is epidemiological evidence that chiropractors are a high-risk group of health professionals who experience low back disorders (Tim 1996, Lorme and Naqv 2003, Rupert and Ebete 2004). Rupert and Ebete (2004) suggest that the majority of chiropractors have suffered an occupational injury primarily related to administering manual procedures.

Mini-dissertation submitted in partial compliance with the requirements of the Master's Degree in Technology: Chiropractic, Durban Institute of Technology, 2006. / Learner progression is a key marker in charting the success of learners within an educational institution. This marker is however limited in that it is not able to identify the factors related to the learner, which are categorised into issues of identity, economics, politics and educational paradigms within which the learner develops and the learners supporting psychosocial paradigm is moulded. Thus for the purposes of this research the focus was on the psychosocial paradigm, as the associated factors are informally structured and therefore presented the most variance in their influence on the learner in their progression through higher education. In addition the psychosocial paradigm is discussed as being intrinsically or extrinsically related to the individual learner. Furthermore within the context of the psychosocial paradigm there are factors relating to identity (encompassing both academic and social literacy) which were discussed. Thus the aim of this research was to investigate the impact or role of psychosocial factors in the academic progression of M.Tech chiropractic learner’s at DUT. / M

Thesis (M.Tech.: Chiropractic) -Dept. of Chiropractic, Durban Institute of Technology, 2006. xiii, 44 leaves, Annexures A-F / The purpose of this study is to determine whether the cumulative effect of studying, and practising manual therapeutic techniques (including receiving manipulation), is associated with chiropractic students experiencing low back pain (LBP). According to Smith (2005), students currently registered in the Durban Institute of Technology Health faculty were found to have the highest proportion of LBP when compared to students in other faculties. Thirty seven percent of the students with LBP were chiropractic students. In a study performed by Macanuel et al. (2005) on undergraduate chiropractic training, it was concluded that chiropractic students experience side effects during chiropractic technique class. There is epidemiological evidence that chiropractors are a high-risk group of health professionals who experience low back disorders (Tim 1996, Lorme and Naqv 2003, Rupert and Ebete 2004). Rupert and Ebete (2004) suggest that the majority of chiropractors have suffered an occupational injury primarily related to administering manual procedures.

Submitted in partial compliance with the requirements for the Master’s Degree in Technology: Chiropractic, Durban University of Technology, Durban, South Africa, 2017. / Background The imperative of clinical education in chiropractic is to endow students with the clinical competencies and professional attributes necessary for independent practice. The clinical practicum exposes chiropractic students to the realities, demands and expectations of patient care through immersion into the clinical learning environment. Various authors emphasise the importance of obtaining a student’s perspective of their experiences within this environment as it is essential to curriculum development and improvement, delivery of quality clinical education, and student satisfaction with their standard of education. Interestingly, unlike in other health professions’ disciplines, the clinical experiences of chiropractic students who have commenced their clinical practicum have scarcely been described in international literature. This study is the first of its kind to record the clinical experiences of chiropractic students during their clinical practicum in South Africa. Aim The aim of this study was to explore and describe the clinical experiences of first-time registered Master’s chiropractic students during their clinical practicum component at the Durban University of Technology Chiropractic Day Clinic in 2016. Method A qualitative, exploratory, descriptive approach was utilised. A purposive sample of 15 first-time registered Master’s chiropractic students was interviewed. Their clinical experiences during the clinical practicum were obtained through semi-structured interviews. Seven key questions, each relating to a specific aspect of the clinical practicum, were used to stimulate discussion. The data were recorded electronically and thereafter transcribed. Thematic analysis was used to interpret the data. Results Four main themes were identified, viz. undergraduate education and pre-clinical preparation; experiences within the clinical learning environment; inter-personal relationships in a clinical learning environment, and appraisal of the clinical practicum. Participants reported that the undergraduate and pre-clinical preparatory phase needed to be more practically orientated in order to provide relevance and cohesion to clinical learning. Significant experiences in the clinical learning environment included personal and professional growth and development, perceptions of preparedness for independent practice, perceptions of patient responses to chiropractic care, administrative duties and clinic infrastructure. The interpersonal relationships that contributed to the overall clinical experience were between students and their clinical supervisors, and students and the administrative staff. The appraisal of the clinical practicum included highlights and positive aspects that shaped the attitudes, values and philosophies of students, as well as the challenges and obstacles they encountered within the clinical learning environment. Conclusion This is the first South African study to document the clinical experiences of first-time registered Master’s chiropractic students. These clinical experiences were based on a variety of organisational and curriculum-orientated factors, as well as interpersonal dynamics. While students acknowledged and appreciated the critical importance of clinical education, and valued the learning opportunities within the clinical setting, they also provided constructive feedback on matters needing improvement to enhance the overall clinical experience. The lack of exposure to patient care prior to the commencement of the clinical practicum negatively impacted the clinical experiences. It is recommended that the findings of this study be utilised by the key stakeholders within chiropractic education to enhance chiropractic clinical education in South Africa. / M

Evidence is provided to support Kierkegaard's phenomenology that only what is learned through experience is truly known. It is demonstrated that the chiropractic curriculum represents a unique area of investigation and that it is possible to define curriculum; to create a functional and integrative model which subsumes elements from the traditional, cyclical and process models; and to design an integrative, problem-based, evidence-based, experiential chiropractic curriculum. A taxonomy is proposed for curriculum design in four domains which deal respectively with a) curriculum processes which include the selection, motivation and interaction of curriculum developers, curriculum definitions and models, and an algorithm for curriculum design; b) curriculum organisation which addresses philosophical, sociological, cultural and psychological foundations, curriculum paradigms and a chiropractic conceptual framework; c) curriculum development which concerns design strategies, situational analysis, intent, content, design and organisation of learning experiences and assessment of student performance; and d) curriculum application, which includes the learning climate, quality management, management of change, self-evaluation and external accreditation / Curriculum and Instructional Studies / M. Ed. (Didactics)

Evidence is provided to support Kierkegaard's phenomenology that only what is learned through experience is truly known. It is demonstrated that the chiropractic curriculum represents a unique area of investigation and that it is possible to define curriculum; to create a functional and integrative model which subsumes elements from the traditional, cyclical and process models; and to design an integrative, problem-based, evidence-based, experiential chiropractic curriculum. A taxonomy is proposed for curriculum design in four domains which deal respectively with a) curriculum processes which include the selection, motivation and interaction of curriculum developers, curriculum definitions and models, and an algorithm for curriculum design; b) curriculum organisation which addresses philosophical, sociological, cultural and psychological foundations, curriculum paradigms and a chiropractic conceptual framework; c) curriculum development which concerns design strategies, situational analysis, intent, content, design and organisation of learning experiences and assessment of student performance; and d) curriculum application, which includes the learning climate, quality management, management of change, self-evaluation and external accreditation / Curriculum and Instructional Studies / M. Ed. (Didactics)