Recommendations Towards a Model Jurisprudence, Ethics and Business Management Curriculum for Chiropractic Students

Abstract

Background
Many in the profession argue chiropractic is well positioned to assume a joint leadership role in
the back pain ecosystem. Despite inherent advantages, however, chiropractic continues to be
beset with challenges that undermine its cultural authority in this area of healthcare. These
challenges are amplified by several studies that reveal underdeveloped and non-standardized
jurisprudence, ethics and business management (JEB) curricula in chiropractic education,
thought to contribute to a lack of preparedness to enter private practice. This educational void is
often filled by some role models and practice management groups advocating financial success
through ethically dubious practice behaviors.

These ethically dubious practice activities can contribute to the public's perception of the
profession's untrustworthiness and lack of honesty, further undermining its cultural authority. As
described in this portfolio, this may contribute to stagnant utilization rates, lower income
compared to other doctor-credentialed professions, limited third-party payer coverage and
reluctance by other potential partners in the back pain ecosystem to work collaboratively with
chiropractors.

Research Purpose and Aims
This portfolio has two purposes. The first is to present evidence that the current jurisprudence,
ethics and business management (JEB) curricula offered by chiropractic educational programs
(CEPs) are not currently robust enough to meet the overall educational needs of students. The
second purpose is to provide recommendations toward a model JEB curriculum for chiropractic
students, particularly in Canada and the United States.

The aim of this portfolio is to address the gaps (or deficiencies) in JEB education identified in
surveys and interviews of chiropractic students, new graduates, practicing chiropractors and
chiropractors who have left the profession. Several articles, predominately published in the
Canadian and American peer-reviewed, indexed literature, have identified these gaps in
chiropractic education as contributing factors to the challenges and obstacles facing many
practicing chiropractors and aspects of the chiropractic profession. It is therefore posited that a
model JEB chiropractic curriculum may partially mitigate current challenges and obstacles and
their ramifications.

Research Design
Recommendations toward a model JEB curriculum for chiropractic students have been
developed by combining: (i) a qualitative and quantitative description and critical analysis of
three original projects; (ii) a carefully curated review of the JEB literature both within and outside
of chiropractic and; (iii) studies I have previously published germane to these topics. How many
of the challenges facing the profession can be overcome by adopting the proposed model JEB
curriculum is explored.

Methods
Three original projects were undertaken for this portfolio. The findings from those projects, along
with my previously published studies, were evaluated through the lens of the curated literature
investigating JEB education currently offered to chiropractic students. The current state of the
chiropractic profession, in terms of advantages, challenges and proposed solutions were also
considered.

Results
A three block scaffolded educational model framework for jurisprudence, ethics and business
management courses is proposed, along with recommendations for course structure, optimal
delivery methods, assessment strategies and topics.

Conclusions
Recommendations toward a model JEB curriculum for chiropractic students are presented.
These recommendations include options for course structure, delivery methods, assessment
strategies and topical outlines, organized into scaffolded educational blocks.

Date of Award	2025
Original language	English
Supervisor	Peter McCarthy (Supervisor) & Gina Dolan (Supervisor)