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Theses and dissertations (Health Sciences)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/12

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Subject: search.filters.subject.Chiropractic--Study and teaching

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    An investigation into the association between the cumulative effect of studying and practising manual therapeutic techniques and low back pain in chiropractic students
    (2006) Fyfe, Charmaine Chantel
    The purpose of this study is to determine whether the cumulative effect of studying, and practising manual therapeutic techniques (including receiving manipulation), is associated with chiropractic students experiencing low back pain (LBP). According to Smith (2005), students currently registered in the Durban Institute of Technology Health faculty were found to have the highest proportion of LBP when compared to students in other faculties. Thirty seven percent of the students with LBP were chiropractic students. In a study performed by Macanuel et al. (2005) on undergraduate chiropractic training, it was concluded that chiropractic students experience side effects during chiropractic technique class. There is epidemiological evidence that chiropractors are a high-risk group of health professionals who experience low back disorders (Tim 1996, Lorme and Naqv 2003, Rupert and Ebete 2004). Rupert and Ebete (2004) suggest that the majority of chiropractors have suffered an occupational injury primarily related to administering manual procedures.
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    A study investigating the role of psychosocial factors in the progression of learners in an Applied Health Sciences Master's Programme : a higher education perspective
    (2006) Grant, Bruce; Korporaal, Charmaine Maria; Sioux McKenna
    Learner progression is a key marker in charting the success of learners within an educational institution. This marker is however limited in that it is not able to identify the factors related to the learner, which are categorised into issues of identity, economics, politics and educational paradigms within which the learner develops and the learners supporting psychosocial paradigm is moulded. Thus for the purposes of this research the focus was on the psychosocial paradigm, as the associated factors are informally structured and therefore presented the most variance in their influence on the learner in their progression through higher education. In addition the psychosocial paradigm is discussed as being intrinsically or extrinsically related to the individual learner. Furthermore within the context of the psychosocial paradigm there are factors relating to identity (encompassing both academic and social literacy) which were discussed. Thus the aim of this research was to investigate the impact or role of psychosocial factors in the academic progression of M.Tech chiropractic learner’s at DUT.