Modern teaching for clinical education involving manual therapy: a 6-pillar appraoach
Young, Kenneth, Kerry, Roger, Bergström, Cecilia, Borowicz, Sylwia, Cary, Lisa, Cook, Chad, Coughlan, James, Evans, David, Georgopoulos, Vasileios, Hutting, Nathan, Lee, Edward, Mazzieri, Anna Maria, McCarthy, Christopher, Moore, Daniel, Mourad, Firas, Ridehalgh, Colette, Tang, Clarice, Tripodi, Nicholas and Vogel, Steven (2026) Modern teaching for clinical education involving manual therapy: a 6-pillar appraoach. Chiropractic and Manual Therapies, 34. ISSN 2045-709X
|
Text (Review)
Vogel 2026 CMT full article.pdf - Published Version Available under License Creative Commons Attribution. Download (1MB) | Preview |
Abstract
Background Musculoskeletal (MSK) conditions remain a leading source of global disability, and manual therapy (MT) features in multimodal guideline concordant care; however, teaching in clinical programs that involve MT often remains technique-centric and insufficiently aligned with contemporary, person-centred teaching and practice. The present paper synthesizes literature and recent professional discourse to advance an educational framework that operationalizes modern clinical teaching across professions. Objective To present a review-informed, consensus-driven, student centred framework for clinical education involving MT, designed to cultivate safe, effective, culturally responsive, and evidence-based graduates. Methods Elements supporting a positive, student-centred learning experience were developed inductively by the lead author, then a narrative review of the literature was conducted on the elements, or pillars as they were designated. This was followed by iterative process to refine and further develop the ideas with a group of international educators, clinicians, and researchers across multiple professions. Consensus was achievedon the core elements of a modern clinical education framework. Results The framework is anchored in basic sciences and clinical skills, and articulated through six teachable pillars: self-awareness, communication, cultural respect, epistemic humility, intellectual curiosity, and professional identity, delivered via high engagement, student-centred teaching. It provides practical curriculum guidance (crossyear learning outcomes, assessment strategies, and implementation vignettes) to embed person-centred communication, bias mitigation, cultural safety, evidence-based practice competencies, lifestyle medicine integration, and interprofessional collaboration. Together, the six pillars offer a novel approach to student-centred learning. Conclusions A six-pillar, multi-profession approach offers actionable guidance for modern clinical education involving MT and supports the development of graduates prepared for contemporary MSK care: technically competent, evidence-based communicators who are culturally responsive and collaborative across healthcare teams.
| Item Type: | Article |
|---|---|
| Schools: | Centre for Osteopathic Research and Leadership (CORaL) |
| Depositing User: | Bridget Roberts |
| Date Deposited: | 09 Nov 2026 16:11 |
| Last Modified: | 09 Nov 2026 16:11 |
| URI: | https://hsu.repository.guildhe.ac.uk/id/eprint/700 |
Actions (login required)
 |
Edit Item |