1. Recognized by the United States Department of Education (USDE)
The Council on Chiropractic Education accredits 15 Doctor of Chiropractic degree programs at 18 locations within the United States.
Recognized by the United States Department of Education (USDE)
Recognized by the Council for Higher Education Accreditation (CHEA)
One of only 15 agencies (out of 78) to be recognized by both USDE & CHEA
LCME, AOACOCA, ARCEPA not recognized by both; NANP not recognized by either.
Malcom Baldrige National Quality Awards Program Recipient
Member of the Association of Specialized and Professional Accreditors (ASPA)
CCE endorses and complies with the ASPA Code of Good Practice

2. Role of Accreditation
The purpose of accreditation is to promote continuous improvement, and to provide assurance of educational quality through a system of peer review.
The quality of higher education provision is judged by how well it meets the needs of society, engenders public confidence and sustains public trust.
It is the responsibility of higher education providers and accreditation bodies to sustain a strong commitment to accountability and provide regular evidence of quality.
Accreditation bodies, working with higher education providers and their leadership, staff and students, are responsible for the implementation of processes, tools, benchmarks and measures of learning outcomes that help to create a shared understanding of quality.
Council on Chiropractic Education (CCE)®

3. CCE Standards
A systematic cycle of reassessment over a five-year period of time for the purposes of,
1) to facilitate and maintain excellence in the measure of the academic quality of chiropractic education and,
2) to improve the accreditation process and
3) reflect student educational and training needs.
Has standards and review procedures that allow for experimentation, encourage innovation, and promote thoughtful change that meets the needs and conditions in the profession and the communities served.
Council on Chiropractic Education (CCE)®

4. An accredited DCP prepares its graduates to practice as primary care chiropractic physicians, and provides curricular and clinical evidence of such through outcome measures. CCE applies the understanding that in order to competently practice as a primary care chiropractic physician, DCP education trains its graduates to:
• Practice primary health care as a portal-of-entry provider for patients of all ages and genders focusing on the inherent ability of the body to heal and enhance function without unnecessary drugs or surgery.
• Assess and document a patient's health status, needs, concerns and conditions with special consideration of axial and appendicular structures, including subluxation/neuro-biomechanical dysfunction.
• Formulate the clinical diagnosis(es).
• Develop a goal-oriented case management plan that includes treatment, prognosis, risk, lifestyle counseling, and any necessary referrals for identified diagnoses and health problems.
• Follow best practices in the management of health concerns and coordinate care with other health care providers as necessary.
• Focus on neuromusculoskeletal integrity for the purpose of enhancing health and performance.
• Promote health, wellness and disease prevention by assessing health indicators and by providing general and public health information directed at improving quality of life.
• Serve as competent, caring, patient-centered and ethical healthcare professionals and maintain appropriate doctor/patient relationships.
• Understand and comply with laws and regulations governing the practice of chiropractic in the applicable jurisdiction.
Council on Chiropractic Education (CCE)®

5. The basic, clinical and social science components of the didactic portion of the DCP curriculum are developed and structured to facilitate integration of course content in a manner that enables the student to develop the foundations of attitude, knowledge and skill sets necessary to perform competently in the clinical education phase of the program
Basic Sciences – anatomy; physiology; biochemistry; microbiology and pathology. The extent to which these subjects are taught may depend on the prerequisites in place for an individual chiropractic program.
Clinical Sciences – physical, clinical and laboratory diagnosis; diagnostic imaging; spinal analysis; orthopedics; biomechanics; neurology; spinal adjustment/manipulation; extremities manipulation; rehabilitation and therapeutic modalities/procedures (active and passive care); toxicology; patient management; nutrition; organ systems; special populations; first aid and emergency procedures; wellness and public health; and clinical decision making.
Professional Practice – ethics and integrity; jurisprudence; business and practice management and professional communications.
Information Literacy and Research Methodology - ability to access and understand information and critically analyze outcomes associated with research and scholarly activities.
Council on Chiropractic Education (CCE)®

6. CCE META-COMPETENCIES
The Doctor of Chiropractic degree program (DCP) is required to demonstrate that its students have demonstrated proficiency in defined competencies that comprise the various components and outcomes of clinical practice.
Each DCP is required to demonstrate that its students have achieved:
The mandatory meta-competencies;
Required components; and,
Outcomes.
Council on Chiropractic Education (CCE)®

7. ASSESSMENT & DIAGNOSIS
META-COMPETENCY 1
ASSESSMENT & DIAGNOSIS
REQUIRED COMPONENTS:
Compiling a case-appropriate history that involves a process focused on patients’ health status, including a history of any present illness, systems review, and review of past, family and psychosocial histories for the purpose of directing clinical decision-making.
Determining the need for and availability of external health records.
Performing case-appropriate physical examinations that include evaluations of body regions and organ systems, including the spine and any subluxation/neuro-biomechanical dysfunction, that assist the clinician in developing the clinical diagnosis(es).
Utilizing diagnostic studies and consultations when appropriate, inclusive of imaging, clinical laboratory, and specialized testing procedures, to obtain objective clinical data.
Formulating a diagnosis(es) supported by information gathered from the history, examination, and diagnostic studies.
Council on Chiropractic Education (CCE)®

8. ASSESSMENT & DIAGNOSIS
META-COMPETENCY 1
ASSESSMENT & DIAGNOSIS
OUTCOMES:
Documentation of a list of differential diagnosis(es) and corresponding exams from a case-appropriate health history and review of external health records.
Determination and documentation of the significance of physical findings and thereby the need for follow-up through a physical examination, application of diagnostic and/or confirmatory tests and tools, and any consultations.
Generation of a problem list with diagnoses after synthesizing and correlating data from the history, physical exam, diagnostic tests, and any consultations.
Council on Chiropractic Education (CCE)®

9. META-COMPETENCY 2 MANAGEMENT PLANS REQUIRED COMPONENTS:
Establishing a management plan appropriate for the diagnosis and the patient’s health status, including specific therapeutic goals and prognoses.
Determining the need for emergency care, referral and/or collaborative care.
Providing information to patients of risks, benefits, natural history and alternatives to care regarding the proposed management plan.
Determining the need for changes in patient behavior and activities of daily living.
Council on Chiropractic Education (CCE)®

10. META-COMPETENCY 2 MANAGEMENT PLAN OUTCOMES:
Formulation and documentation of an evidence-informed management plan appropriate to the diagnosis, inclusive of measureable therapeutic goals and prognoses in consideration of bio-psychosocial factors, natural history and alternatives to care.
Documentation of informing the patient of any need for emergency care, referral and/or collaborative care.
Documentation of patient counseling regarding recommended changes in life style behaviors and activities of daily living.
Council on Chiropractic Education (CCE)®

11. META-COMPETENCY 6 – INTERPROFESSIONAL EDUCATION (NEW)
Students have the foundation of knowledge, skills and values necessary to function as part of an interprofessional team to provide effective patient-centered collaborative care.
REQUIRED COMPONENTS:
Work with other health professionals to maintain a climate of mutual respect and shared values, placing the interests of patients at the center of interprofessional health care delivery.
Use the knowledge of one’s own role and of other professions’ roles to effectively interact with team members to assess and address the health care needs of patients and the populations served.
Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient centered care that is safe, timely, efficient, effective and equitable.
Council on Chiropractic Education (CCE)®

12. META-COMPETENCY 6 – INTERPROFESSIONAL EDUCATION (NEW)
OUTCOMES:
Explain their own roles and responsibilities and those of other care providers and how the team works together to provide care.
Interact with patients, families, communities, and other health professionals in a manner that supports a team approach to the maintenance of health and the treatment of disease.
Identify models of interprofessional care, organizational and administrative structures, and the decision making processes that accompany them.
Council on Chiropractic Education (CCE)®

13. A National Role Delineation Study of FMCSA Medical Examiners
August 2007
Conducted for the U.S. Department of Transportation
Federal Motor Carrier Safety Administration
Council on Chiropractic Education (CCE)®

14. 2007 National Role Delineation Study of FMCSA Medical Examiners
A role delineation study is intended to describe as much as is known about a set of competencies associated with a role in a work setting.
Researchers examined the role these practitioners played in the driver qualification process.
Process included a systematic review of the available relevant literature and Direct Observations
A research staff member observed 10 medical examiners: two medical doctors (MDs), two doctors of osteopathy (DOs), two advanced practice nurses (APNs), two physician assistants (PAs), and two chiropractors (DCs).
One of the chiropractors observed in this study currently serves on the CCE Council.
Council on Chiropractic Education (CCE)®

15. 2007 National Role Delineation Study of FMCSA Medical Examiners
Professions included in the study (Initial & Follow-up) DC DO MD PA
Other 7 4
Total
Council on Chiropractic Education (CCE)®

16. 2007 National Role Delineation Study of FMCSA Medical Examiners
Conclusions
Typical respondent seemed well versed in conducting physical examinations
Every task was performed by at least two-thirds of the study sample
Nearly every respondent (95.8%) found the task list to be adequate, supporting the assertion that all critical content was captured.
The guidelines used, time taken to complete the physical exams and examination protocol equivalent to other physician level providers.
Council on Chiropractic Education (CCE)®

17. Merchant Mariner Medical Advisory Committee Questions