Perceptions of Ontario chiropractors on business education in chiropractic schools

Abstract

Objective Chiropractic, as a business in the health care system, has a component of entrepreneurship. Therefore, it is important to have business education in chiropractic schools. This study examines perceptions of business education in chiropractic schools as evaluated by Ontario, Canada, practicing chiropractors. Methods We conducted a series of interviews with 16 chiropractors practicing in Ontario. Questions aimed at analyzing 2 levels of chiropractors' perceptions on the quality of business education they received. The questions were designed around 2 concepts: perceived level of business knowledge acquired and current level of knowledge for 6 business topics. The topics included accounting and finance, organizational behavior and human resources, legal and ethical issues, strategic management, managerial decision making, and operational management. Interview responses were analyzed by grouping significant statements into themes followed by descriptions of what and how the subjects experienced the phenomena. Results The interviews revealed that Ontario practicing chiropractors' requirements for education in business skills are both broad and essential, embracing most if not all major business domains. Many participants indicated that the status of business education in chiropractic schools is minimally contributing to business skills following graduation. Conclusion Producing chiropractors with entrepreneurship skills requires enhanced business education in chiropractic schools. Perceptions of Ontario chiropractors reveal a gap between skill-oriented business training in chiropractic education and the skills needed to practice within the profession.

Reframing a debate in chiropractic

“…Problems with the entrepreneurial activities of some chiropractors with a wellness focus have been identified [22][23][24][25]. In a spectrum of basic required business skills identified as lacking in most chiropractic educational programs [26] through to unethical predatory practices [27,28] there should be a clear delineation between required business skills and unethical behaviour [29]. The provision of such training in pre professional programs may go some way to address shortcomings in the business ethics whilst providing acceptable and ethical practices for the profession [30].…”

“…The wellness group of the profession have largely been driven by entrepreneurial and technique groups that self-represent as the “clinical” end of the profession, whilst the researcher/academic group have largely represented the other group [ 26 , 29 ].…”