Program Learning Outcomes & CCE Policy 56

Program Learning Outcomes & CCE Policy 56
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Program Learning Outcomes &
CCE Policy 56
Accreditation standards and Policy 56 info relating to a Life West education
A snapshot of
program learning outcomes
at Life West
Life Chiropractic College West offers programs and services that are designed not only to provide opportunities for educational advancement but also to apply what is learned.
To this end, and following the guidelines set forth by our accreditation, students will demonstrate mastery of the Student Learning Outcomes and will think critically and practically, commit to success, and engage themselves as active members of the chiropractic profession.
Assessment & Diagnosis
Assessment and diagnosis require developed clinical reasoning skills. Clinical reasoning consists of data gathering and interpretation; hypothesis generation and testing; and critical evaluation of diagnostic strategies.
This dynamic process includes the collection and assessment of data through history,
physical examination, imaging, laboratory tests, and case-related clinical services.
Curricular Objectives:
The program prepares students to:
Compile a case-appropriate history that evaluates the patient’s health status, including a history of any present illness; systems review; and review of past, family, and psychosocial histories for the purpose of constructing a differential diagnosis and directing clinical decision-making.
Determine the need for and availability of external health records.
Perform case-appropriate examinations that include evaluations of body regions and organ systems, including the spine and any subluxation/segmental dysfunction, that assist in developing the diagnosis/es.
Perform and interpret diagnostic studies, inclusive of imaging, clinical laboratory, and specialized testing procedures based on clinical needs, and refer to other providers for consultations when appropriate.
Formulate an evidence-informed diagnosis/es supported by information gathered from the history, examination, diagnostic studies, and relevant scientific literature to inform patient care.
Outcomes:
Students will be able to:
Perform a case-appropriate history that evaluates the patient’s health status.
Perform a case-appropriate examination that leads to the identification of significant findings and determine the need for additional examination, diagnostic and/or confirmatory tests, and consultations.
Perform/order and interpret clinical laboratory, imaging, and other diagnostic studies required for formulating an appropriate diagnosis.
Demonstrate clinical reasoning to generate a corresponding list of current/active diagnosis/es.
Management Plan
Management involves the development, implementation and monitoring of a patient care plan for positively impacting a patient’s health and well-being, including specific healthcare goals and prognoses. It may include case follow-up, referral, and/or collaborative care.
Curricular Objective:
The program prepares students to:
Critically appraise scientific literature to inform evidence-informed practices in patient management.
Develop a management plan appropriate to the diagnosis/es, the patient’s health status, obstacles to improvement, specific goals, and prognoses while incorporating patient values and expectations of care.
Evaluate the clinical indications and rationale for selecting chiropractic adjustment/manipulation or other appropriate forms of active or passive modalities supporting the goals of care.
Determine the need for changes in patient behavior and activities of daily living.
Determine the need for emergency care, referral, and/or collaborative care.
Provide information to patients of risks, benefits, natural history, and alternatives to care regarding the proposed management plan.
Obtain informed consent.
Monitor patient progress and alter management plans as new clinical information becomes available.
Recognize the point of a patient’s maximum improvement and release the patient from care or determine rationales for any ongoing care.
Outcomes:
Students will be able to:
Use relevant scientific literature and other evidence to inform patient care.
Develop an evidence-informed management plan appropriate to the diagnosis, including elements such as obstacles to improvement, measurable healthcare goals, prognoses, and target endpoint of care in consideration of bio-psychosocial factors, natural history, and alternatives to care.
Identify the need and refer for emergency care as appropriate.
Perform a review of findings that outlines benefits, risks, and alternatives to care and obtain informed consent for care.
Deliver appropriate chiropractic adjustments/manipulations and/or other forms of passive care.
Implement appropriate active care.
Make recommendations for changes in lifestyle behaviors, including activities of daily living and/or dietary and nutritional habits as appropriate.
Identify maximum improvement and document the endpoint of care or determine rationales for continuing care or referral.
Health Promotion & Disease Prevention
Health promotion and disease prevention requires an understanding and application of epidemiological
principles regarding the nature and identification of health issues in diverse populations and recognition of the impact of biological, chemical, behavioral, structural, psychosocial, and
environmental factors on general health.

Curricular Objective

The program prepares students to:
A. identify the importance of primary, secondary, and tertiary prevention in population health, including
health promotion, disease prevention, and screening.
B. explain the major causes and trends in chronic disease, comorbidity, and mortality, including those
for patients from diverse backgrounds and from underrepresented communities.
CCE Accreditation Standards – Principles, Processes & Requirements for Accreditation
January 2025
CCE Accreditation Standards Page 22
C. recognize the importance of social determinants and impact of health care disparities within diverse
populations.
D. recognize reporting responsibilities regarding public health risks and issues.
OUTCOMES:
Students will be able to:
1) manage health risks and public health issues, including reporting, as required.
2) identify, recommend, and/or provide resources (educational, community-based, etc.) for influencing
public health.
3) apply appropriate hygiene practices in the practice environment.
CURRICULAR OBJECTIVE:
The program prepares students to:
identify the importance of primary, secondary, and tertiary prevention in population health, including
health promotion, disease prevention, and screening.
explain the major causes and trends in chronic disease, comorbidity, and mortality, including those
for patients from diverse backgrounds and from underrepresented communities.
CCE Accreditation Standards – Principles, Processes & Requirements for Accreditation
January 2025
CCE Accreditation Standards Page 22
recognize the importance of social determinants and impact of health care disparities within diverse
populations.
recognize reporting responsibilities regarding public health risks and issues.
OUTCOMES:
Students will be able to:
1) manage health risks and public health issues, including reporting, as required.
2) identify, recommend, and/or provide resources (educational, community-based, etc.) for influencing
public health.
3) apply appropriate hygiene practices in the practice environment.
Communication and Record-Keeping
Effective communication includes oral, written, and nonverbal skills with appropriate sensitivity, clarity and control for a wide range of healthcare-related activities, to include patient care, professional communication, health education, record keeping, and reporting.
Curricular Objective
The program prepares students to:
A. communicate effectively, accurately, and appropriately with patients and other health care professionals.
B. create and maintain accurate, appropriate, and legible records.
C. comply with regulatory standards and responsibilities for patient and business records.
Outcomes
Students will be able to:
1) document health risks and management options considering the patient’s health care needs and
goals.
2) exhibit verbal and non-verbal communication skills supportive of patient-centered care.
3) safeguard and keep confidential the patient’s protected health and financial information.
4) generate patient records, narrative reports, and correspondence that comply with state and federal laws and regulations and applicable/accepted industry standards.
Personal Ethics and Jurisprudence
Professionals are expected to comply with the law and exhibit ethical behavior.
Curricular Objective:
The program prepares students to:
A. apply knowledge of ethical principles and boundaries.
B. apply knowledge of applicable health care laws and regulations.
C. apply knowledge of expected professional conduct.
Outcomes
Students will be able to:
1) maintain appropriate boundaries with patients, including physical, communication (verbal and non-verbal), and emotional.
2) maintain professional conduct with patients, peers, staff, and faculty.
3) comply with the ethical and legal dimensions of clinical practice.
Cultural Competency
Cultural competency includes the knowledge, skills, and core professional attributes needed to provide care to patients with diverse values, beliefs, and behaviors, including the tailoring of health care delivery to meet patients’ social, cultural, and linguistic needs in an effort to reduce disparities in healthcare delivery.
Curricular Objective
The program prepares students to:
A. demonstrate an awareness of biases and social determinants of health that may impact the delivery of care to a diverse population.
B. evaluate the role of sociocultural, socioeconomic, and diversity factors in contemporary society to meet the healthcare needs of persons, groups, and populations.
Outcomes
Students will be able to:
1) communicate respectfully and effectively with patients of diverse social, cultural, and linguistic backgrounds in a manner that protects the dignity of individuals and communities.
2) design a care plan that considers and respects the culture of the patient.
Chiropractic Adjustment/Manipulation
Doctors of chiropractic employ the adjustment/manipulation to address joint and neurophysiologic dysfunction. The adjustment/manipulation is a precise procedure requiring the discrimination and identification of dysfunction; interpretation and application of clinical knowledge; and the use of cognitive and psychomotor skills.
Curricular Objective
The program prepares students to:
A. assess normal and abnormal structural, neurological, and functional articular relationships.
B. evaluate the clinical indications and rationale for selecting a particular chiropractic
adjustment/manipulation.
C. determine, based on clinical indications and risk factors, the appropriateness of delivering chiropractic adjustment/manipulation.
D. demonstrate the knowledge, mechanical principles, and psychomotor skills necessary to safely perform chiropractic adjustment/manipulation.
E. assess the patient outcome(s) of the chiropractic adjustment/manipulation.
Outcomes
Students will be able to:
1) identify subluxations/segmental dysfunction of the spine and/or other articulations.
2) analyze and interpret findings indicating the need for chiropractic adjustment/manipulation.
3) identify indications, contraindications, and risk factors for the chiropractic adjustment/manipulation
and explain the anticipated benefits, potential complications, and effects to patients.
4) apply chiropractic adjustment/manipulation to patients while ensuring patient safety.
5) identify the effects following the chiropractic adjustment/manipulation.
Inter-Professional Education
Students have the knowledge, skills, and values necessary to function as part of an inter-professional team to provide patient-centered collaborative care. Inter-professional teamwork may be demonstrated in didactic, clinical, or simulated learning environments.
Curricular Objective
The program prepares students to:
A. work with other health professionals to maintain a climate of mutual respect and shared values, placing the interests of patients at the center of inter-professional health care delivery.
B. identify different models of inter-professional care, organizational, and administrative structures and the decision-making processes that accompany them.
C. explain the roles and responsibilities of each member of the health care team.
D. collaborate with health team members to clarify each member’s responsibility in executing components of a management plan or public health intervention.
Outcomes
Students will be able to:
1) communicate information with health team members in a manner that is understandable, avoiding discipline-specific terminology when possible.
2) apply collaborative strategies with members of the healthcare team to support a team approach to patient-centered care
CCE Policy 56
Results
NBCE Licensing Exam Success Rates & Doctor of Chiropractic Degree Completion Rates:
CCE Policy 56 presents the completion rates of Life West students for the National Board of Chiropractic Examiners (NBCE) licensing examinations and the DC program. Chart one provides the numbers and percentages of Life West graduates who completed all four parts of the NBCE licensure examinations within 6 months of graduation for the four most recent calendar years. Chart two provides the numbers and percentages of Life West graduates who completed all four parts of the NBCE licensure examinations for the four most recent calendar years. Chart three provides the rates of completing the DC program within 150% of the standard duration for the two most recent years.
This link to the CCE Policy 56 presents the completion rates of Life West students for the National Board of Chiropractic Examiners (NBCE) licensing examinations and the DC program. Page one provides the numbers and percentages of Life West graduates who completed all four parts of the NBCE licensure examinations within 6 months of graduation for the four most recent calendar years. Page two provides the rates of completing the DC program within 150% of the standard duration for the two most recent years.
Licensing Pass Rate & Degree Completion Rates
Time to Complete:
This link to the Time-to-Complete chart opens a bar graph of the number of completers of the DC program at Life West relative to the number of quarters they required to complete. The total number of quarters includes all quarters that they were not enrolled in the program, which includes quarters withdrawn for personal and/or academic reasons. Transfer students who did complete their DC degrees at Life West are not included in this bar graph.
Time to Complete
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