Anderson Brian, Shannon Kara, Baca Kira, Crouse John, Ferguson Amberly, Margrave Alex, Meyers Meredith, Percuoco Kevin, Schneider Patrik, Smith Jennifer, VanNatta Michael, Wells Breanne, Nightingale Lia, Salsbury Stacie A
J Chiropr Educ. 2024 Mar 4;38(1):50-59. doi: 10.7899/JCE-23-7.
To describe peer-reviewed literature on chiropractic faculty participation in research and identify important barriers and facilitators.
We conducted a scoping review using comprehensive searches of relevant databases from inception through November 2022. English language publications of any design were included, with search terms consisting of subject headings specific to each database and free text words related to chiropractic, faculty, and research. Primary and secondary reviewer teams performed article screening and data abstraction using Covidence software, with primary reviewers responsible for consensus. Data were entered into evidence tables and analyzed descriptively.
A total of 330 articles were screened, with 14 deemed eligible including 8 cross-sectional/correlational studies and 6 narrative reviews/editorials. Article publication dates ranged from 1987 to 2017. No intervention studies were identified. Facilitators of chiropractic faculty research included research assignment as primary role, institutional culture promoting research, and dedicated release time. Barriers included teaching/clinic assignments, lack of incentives and mentorship, and teaching load. Qualitative results identified 5 domains impacting faculty research: demographics/professional roles; personal empowerment; research culture; institutional setting/policies; and research training.
Our scoping review found a paucity of recently published articles on chiropractic faculty participation in research. Educational institutions building research capacity among chiropractic faculty must establish cultural environments where scholarship is expected, rewarded, and valued. Tangible support, such as research policies, resources, and space, advanced training, funding, and release time, must be available. Faculty are encouraged to build upon key facilitators, evaluate interventions to address barriers to chiropractic faculty research, and publish their results.
描述经同行评审的关于整脊疗法教员参与研究的文献，并确定重要的障碍和促进因素。
我们进行了一项范围综述，对从起始到2022年11月的相关数据库进行全面检索。纳入任何设计的英文出版物，检索词包括每个数据库特定的主题词以及与整脊疗法、教员和研究相关的自由文本词。初级和二级评审团队使用Covidence软件进行文章筛选和数据提取，初级评审员负责达成共识。数据录入证据表并进行描述性分析。
共筛选了330篇文章，其中14篇被认为符合要求，包括8篇横断面/相关性研究和6篇叙述性综述/社论。文章发表日期从1987年到2017年。未识别出干预性研究。整脊疗法教员研究的促进因素包括将研究任务作为主要职责、促进研究的机构文化以及专门的脱产时间。障碍包括教学/临床任务、缺乏激励和指导以及教学负担。定性结果确定了影响教员研究的5个领域：人口统计学/专业角色；个人赋权；研究文化；机构环境/政策；以及研究培训。
我们的范围综述发现，近期关于整脊疗法教员参与研究的已发表文章很少。在整脊疗法教员中培养研究能力的教育机构必须建立一种期望、奖励和重视学术研究的文化环境。必须提供切实的支持，如研究政策、资源和空间、进阶培训、资金和脱产时间。鼓励教员利用关键促进因素，评估解决整脊疗法教员研究障碍的干预措施，并发表他们的成果。
