Developing a model curriculum for ethical practice building at Chiropractic Colleges: Part 1: qualitative analysis of opinions from an International Workshop.

* Professor & Chair, Department of Chiropractic Therapeutics, CMCC 6100 Leslie St, Toronto, Ontario. M2H 3J1. † Professor, Clinical Sciences, University of Bridgeport College of Chiropractic, Bridgeport, CT 06604 USA. Adjunct Associate Professor, School of Chiropractic and Sports Science, Murdoch University, Murdoch, Western Australia, Australia. ‡ Vice President of Wellness Centers, Research, CE and Seminars, Parker University, 2540 Walnut Hill Lane, Suite 212, Dallas, TX 75039. © JCCA 2012 Introduction An increasing number of veteran doctors and new graduates are engaging in – or are being coerced into considering engaging in – unethical practice activities that put their own pecuniary interests ahead of the best interests of their patients. A recent report by the Canadian Federation of Chiropractic Regulatory and Education Accredited Boards (CFCREAB) stated that the number of complaints against chiropractors with respect to allegations of professional misconduct (i.e poor record keeping, sexual misconduct, practicing outside the scope of chiropractic practice, substance abuse) has not risen in proportion to the growing number of new graduates in Canada overall, with one notable exception: a steady increase in allegations of Commercial Misconduct (insurance fraud, for example).1 This is especially puzzling since a recent audit of jurisprudence and business management courses taught at chiropractic colleges in North America revealed that all colleges teach codes of conduct and ethical behavior in their core curriculum, although the exact nature of this content was not described.2 This is consistent with the mandate of the chiropractic academic accrediting agency in Canada and the United States agency which both state with respect to “Professional Issues”: