PASADENA, Texas – The Texas Chiropractic College (TCC) Board of Regents has named Brad McKechnie, DC, DACAN as the institution’s 14th president, after serving as the interim president since April 2014.
An honor graduate of TCC in 1985, Dr. McKechnie returned to his alma mater as an assistant professor in the department of clinical sciences. He also twice served as a dean during his tenure, managing postgraduate education and later overseeing external affairs for the college. In 2009, Dr. McKechnie was named to the TCC Board of Regents and he served on the Board’s Academic Affairs Committee, Postgraduate Committee, and the Finance Committee.
Thursday, November 20
11:00 am – 3:00pm
Harris Administration Building
We’re excited to kick off the Fall 2014 Career and Networking Fair hosted by the Alumni Relations office. We need your help to make it a success! If you are currently looking for a chiropractor to join your team or would just like to meet our students and network with your future colleagues, please consider joining us.
Pasadena, Texas - Texas Chiropractic College (TCC) is pleased to announce Dr. Richard G. Brassard, DC, FICC, as President Emeritus. The Board of Regents met on July 19, 2014 during the TCC Annual Convention in Galveston Texas where they voted unanimously to grant President Emeritus status to Dr. Brassard.
Dr. Brassard began his relationship with TCC in July of 1985 when he was first appointed to the TCC Board of Regents. He held this initial appointment until 1991 and then was reappointed in July 1995. In 1997, Dr. Brassard was elected to the position of Vice Chairman and then elected as Chairman in 1999. On January 1, 2002, the board appointed him as president-elect of TCC and he took the mantel of president on January 1, 2004, a position he held for 10 years before retiring.
The goal of Texas Chiropractic College’s Quality Enhancement Plan is to improve teaching and student learning outcomes in clinical reasoning. The topic was chosen based on input from students, faculty, the President’s Cabinet, the Board of Regents and college alumni; institutional objectives set forth in the TCC Graduate document; and student performance on both internal and independent external examinations. The QEP title is “From Student to Clinician: Enhancing Clinical Reasoning Across the Curriculum.”
After the thorough review of the literature on clinical reasoning, a working definition was developed to guide the QEP process: “Clinical reasoning is a problem-solving process that enhances the development of clinical thinking and decision making in patient care. It involves the movement from accumulation of knowledge to the incorporation of skill, expertise and evidence leading to sound clinical judgment.”
Programmatic outcomes related to clinical reasoning focus on integration and application of basic science knowledge with the clinical presentation; introduction and application of clinical reasoning strategies in the pre-clinical setting; and application of clinical reasoning skills in the patient care setting. Evaluation methods were identified to monitor the programmatic outcomes. These methods include, but are not limited to, student course evaluations, Diagnostic Thinking Inventory, Clinical Skills Competency Exams I and II, Core Concept Exams, Health Sciences Reasoning Inventory, National Board Exams parts I, II, III and IV, and faculty interviews.
The full curriculum was reviewed and four pilot courses were selected. The pilot courses are Spinal Anatomy, Clinical Case Applications, Clinic I, and Orthopedics III. The pilot courses will be implemented during the Summer 2009 trimester.
For successful QEP implementation, new courses are being added to the curriculum. The new courses are Clinical Case Applications I (trimester 3), Basic Communication and History-Taking Skills (trimester 3), Clinical Case Applications II (trimester 4), Advanced Communication and History-Taking Skills (trimester 4), and Clinical Case Applications III (trimester 5). Full implementation will be on a two-track basis. The full track for incoming trimester one students begins in Fall 2009 and runs from trimesters one through ten. The second track encompasses the clinical experience and continues through Clinic II, Clinic III and Clinic IV for those students enrolled in the pilot course, Clinic I, culminating in graduation from the Doctor of Chiropractic degree program.
Teaching strategies to enhance clinical reasoning are being integrated into courses by means of standardized patients, case-based learning, team-based learning, faculty modeling, SNAPPS, reflective practice and electronic real-time student feedback.
Assessment of clinical reasoning will be conducted through extended matching, key features and script concordance questions; electronic real-time student feedback; standardized patient encounters; case-based discussions; student self-evaluation; Intern Global Rating; objective structured clinical evaluation; and Diagnostic Thinking Inventory.