Abstract
Background: The chiropractic profession faces a notable degree of uncertainty regarding its
development and integration into the broader medical field. One critical aspect is the need for
practitioners to receive comprehensive education, addressing existing uncertainties and fostering
an ongoing awareness of chiropractic's pivotal role in healthcare. As the profession continues to
expand in South Africa, establishing a clear professional identity becomes essential for solidifying
its position in the healthcare landscape. Deciding and fortifying this identity is crucial for
anchoring the foundation of the chiropractic profession. Since its inception, the chiropractic field
has grappled with internal conflicts centered on the philosophy grounding the profession. This lack
of a clear philosophical foundation has caused disruptions and hindered the profession's ability to
define its role and identity, leading to marginalisation within the medical community. Determining
and solidifying the profession's role and identity becomes imperative for establishing a foundation
supporting chiropractic's future within the healthcare system. In this context, it is crucial to provide
the current chiropractic student population, a significant segment of the profession in South Africa,
with the necessary education to address internal conflicts and uncertainties. Gaining insights from
these students may offer valuable perspectives, enabling us to draw conclusions and identify
potential gaps that could enhance the preparation of future chiropractors.
Aim: The principal aim of this research was to delve into the perspectives held by chiropractic
Bachelor of Health Science and Master of Health Science students at both the University of
Johannesburg (UJ) and the Durban University of Technology (DUT). This investigation was
focused on gaining insights into their collective viewpoints regarding the role, identity, and future
of the chiropractic profession in South Africa. The study aspired to contribute to a comprehensive
understanding of how chiropractic education at these institutions shapes the perceptions of
students, thereby shedding light on their perspectives on the broader aspects of the chiropractic
profession within the South African context.
Method: The study design employed in this research was a cross-sectional, quantitative,
explorative study utilising secondary data. The primary data for this secondary analysis were
sourced from two distinct studies conducted at the University of Johannesburg and The Durban
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University of Technology. These studies were respectively titled "Chiropractic Role, Identity, and
Future: A Survey on Durban University of Technology Chiropractic Students" (Matuludi, 2022)
and "Chiropractic Role, Identity, and Future: A Survey on Bachelor of Health Sciences (BHSc)
and Master of Health Sciences (MHSc) Chiropractic Students at the University of Johannesburg"
(Padayachee, 2022). These surveys were conducted in 2021/2022, and the chosen survey
instrument was the ‘Chiropractic Role, Identity, and Future: A Survey’. This survey was utilised
to analyse the students' perceptions of the role, identity, and future of chiropractic, alongside
recording demographic variables.
Results: In the study, perceptions of the role, identity, and future of chiropractic were examined
among students from UJ and DUT, categorised by academic year. The South African student body
generally perceives the role, identity, and future of chiropractic positively, with some areas of
neutrality or disagreement. The internal consistency of the scales (reliability statistics) supports
the reliability of these perceptions. For the role of chiropractic, UJ students (Mean = 3.48, SD =
0.98) perceived it more favourably compared to DUT students (Mean = 3.19, SD = 1.08). Juniors
(Mean = 3.49, SD = 1.01) showed a more favourable view than Seniors (Mean = 2.93, SD = 0.96),
indicating evolving perspectives as students progress. Regarding chiropractic's identity, UJ
students (Mean = 4.57, SD = 0.59) held a more favourable view than DUT students (Mean = 4.34,
SD = 0.85), with Seniors (Mean = 4.63, SD = 0.45) expressing stronger perceptions compared to
Juniors (Mean = 4.45, SD = 0.75). Concerning the future of chiropractic, DUT students (Mean =
4.30, SD = 0.79) exhibited slightly greater optimism than UJ students (Mean = 4.15, SD = 0.69),
with Juniors (Mean = 4.23, SD = 0.75) showing more optimism than Seniors (Mean = 4.14, SD =
0.63). These findings highlight the impact of university affiliation and academic progression on
students' perspectives, suggesting a nuanced evolution of viewpoints throughout their educational
journey.
Conclusion: The analysis reveals that chiropractic students' perspectives on the profession's role,
identity, and future are significantly shaped by both their university affiliation and academic
progression. Students at UJ generally exhibit more positive perceptions regarding the role and
identity of chiropractic, contrasting with DUT students who express greater optimism about its
future directions. Furthermore, junior students tend to hold more favourable views on
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chiropractic's role and future trajectory, whereas seniors exhibit a more steadfast and nuanced
understanding of its professional identity. The South African student body generally perceives the
role, identity, and future of chiropractic positively, with some areas of neutrality or disagreement.
The internal consistency of the scales, as indicated by reliability statistics, supports the reliability
of these perceptions. These findings underscore the importance of tailored educational approaches
and interventions aimed at addressing the evolving perspectives of chiropractic students across
different stages of their academic careers. Such insights are essential for fostering a responsive and
relevant chiropractic education curriculum.