Strutin Norman B, Ray Suzanne L, Straub David, Odierna Donna, Smith Monica
Norman Strutin is a professor in the Basic Sciences Department at Life Chiropractic College West (25001 Industrial Blvd, Hayward, CA 94545;
Suzanne Ray is a professor in the Basic Sciences Department at Life Chiropractic College West (25001 Industrial Blvd, Hayward, CA 94545;
J Chiropr Educ. 2022 Mar 1;36(1):43-49. doi: 10.7899/JCE-20-19.
This study explored self-reported experiences of alternate admission track plan (AATP) students who completed a chiropractic training program at a US chiropractic college.
Our institution conducted semistructured exit interviews with 16 graduating AATP students. Our consensus-drafted open-ended interview questions probed in-depth for these students' experience throughout the training program, with national board exams, their personal characteristics, their satisfaction with the training program generally, and with the AATP program specifically. We employed a content analysis to identify themes and patterns of responses across the blinded deidentified interview transcripts. We used a combination of deductive coding based on our interview guides, and inductive coding to identify newly emerging subthemes.
Perceived facilitators of student success were strong commitment to chiropractic, cooperative, and supportive environment (eg, student study groups and a highly committed faculty), work ethic, and time management skills. Although many recommended that AATP entrants without science backgrounds take prerequisite courses in biology and chemistry, they also observed that a capable student could dedicate the time and effort to obtain the needed information via available college resources.
Graduating AATP students were positive about the AATP program overall, and their preparation for national board exams and for clinical practice. They greatly valued the opportunity to accelerate their entrance into chiropractic college. A major limitation of this study is that the perspectives of AATP students who did not complete the doctor of chiropractic program are not represented in these interviews of graduating students.
本研究探讨了在美国一所脊椎按摩疗法学院完成脊椎按摩疗法培训项目的非传统入学途径计划（AATP）学生自我报告的经历。
我们机构对16名即将毕业的AATP学生进行了半结构化的离职访谈。我们共同起草的开放式访谈问题深入探究了这些学生在整个培训项目中的经历、参加国家委员会考试的情况、他们的个人特征、他们对培训项目总体的满意度，以及对AATP项目的具体满意度。我们采用内容分析法，在对匿名访谈记录进行盲态处理后，确定回答的主题和模式。我们结合基于访谈指南的演绎编码和归纳编码，以识别新出现的子主题。
学生成功的感知促进因素包括对脊椎按摩疗法的坚定承诺、合作且支持性的环境（如学生学习小组和敬业的教师）、职业道德和时间管理技能。尽管许多人建议没有科学背景的AATP入学学生修读生物学和化学的先修课程，但他们也指出，有能力的学生可以通过学校现有的资源投入时间和精力来获取所需信息。
即将毕业的AATP学生对AATP项目总体以及他们为国家委员会考试和临床实践所做的准备持积极态度。他们非常重视有机会加速进入脊椎按摩疗法学院。本研究的一个主要局限性是，未完成脊椎按摩疗法博士项目的AATP学生的观点在这些对即将毕业学生的访谈中未得到体现。
