| Abstract/Notes |
Objective: Undergraduate preparation for chiropractic education is highly variable and often misaligned with the scientific and professional competencies required for success in graduate training. These competencies include evidence‑based research literacy, ethical patient care, scientific communication, cultural competence, interprofessional collaboration, and effective use of educational and clinical technologies. Such misalignment contributes to challenges in academic performance, student retention, and the development of professional identity during chiropractic training. This manuscript proposes a modified application of the ConnectED College and Career Readiness framework to strengthen the transition from undergraduate education to graduate‑level chiropractic programs.
Discussion: Drawing on literature from chiropractic education, health professions education, and STEM persistence research, the paper presents a theoretically grounded framework designed to enhance academic preparedness, professional integration, and student resilience across the undergraduate‑to‑graduate pipeline. The adapted framework identifies five interrelated domains critical to graduate readiness: curricular alignment and rigor; advising, mentorship, and professional pathway support; early experiential and clinical exposure; interprofessional and interdisciplinary learning; and research and evidence‑based practice literacy. Together, these domains offer a structured and progressive approach to preparing students for the cognitive, professional, and relational demands of doctoral‑level chiropractic education.
Conclusion: The adoption of intentional undergraduate pathway strategies has the potential to reduce variability in preparation, support student retention, and promote stronger integration of chiropractic education within evidence-based, team-oriented healthcare systems. By fostering strategic partnerships between undergraduate institutions and chiropractic programs, higher education can strengthen educational continuity and contribute to the ongoing maturation of chiropractic as a health profession.
Author keywords: Chiropractic Education; Undergraduate–Graduate Transition; Educational Pathways; Interprofessional Education; Evidence‑Based Practice Literacy; Professional Identity Development
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