Editor’s Note: This two-part Q&A with pediatric DCs Drs. Martin Camara, Ashley McCool and Jay Harthun was submitted by Logan University. Part 1 ran in the April issue.
Q: What is the biggest misconception about pediatric chiropractic and how do you combat it?
Dr. Camara: “Kids don’t need chiropractic.” In reality, their nervous systems are developing so rapidly they actually need it more than adults. Their brains are imprinting patterns that they will use for the rest of their lives, so it’s important to start early and help embed the right patterns from the beginning.
The best way to combat this misconception is through education and communication – both with parents and other healthcare providers. How to address these misconceptions was covered very well in the MSCP [Master of Science in Chiropractic Pediatrics] program and has been invaluable in practice.
Dr. Harthun: Building off Dr. Camara, children experience a wide range of challenges, from birth trauma, developmental delays, sleep difficulties, feeding issues, and even early spinal tension. These challenges all benefit from gentle, age-appropriate chiropractic care.
Just because a child can’t articulate their concerns doesn’t mean those concerns don’t exist.
Dr. McCool: I agree with Drs. Camara and Harthun. People often think chiropractic care is unnecessary because children are still growing. Gentle chiropractic care doesn’t interrupt development; it supports the natural processes already happening, helping ensure that growth unfolds with ease and balance. Pediatric adjustments are incredibly gentle, often using no more pressure than you would use to check the ripeness of a tomato. There is no twisting or force; just light, precise contact designed specifically for an infant or child’s developing spine and nervous system.
Like Dr. Camara said, we address these misunderstandings through education, demonstration and open conversation. When parents see how calm and comfortable their child remains during care, they quickly understand that pediatric chiropractic is both safe and purposeful; designed to complement, not complicate, a child’s natural development.
Q: How should a pediatric curriculum prepare you for today’s environment in meeting the chiropractic needs of children?
Dr. Camara: Pediatric curriculums need to be evidence-based and evidence-informed, yet also holistic and vitalistic. Their content, like the MSCP program, should be filled with practical information to not just survive but truly thrive in chiropractic.
The MSCP program was my first introduction to cranial work, which has now become a major part of my practice for both adult and pediatric patients. The content on nutrition, supplementation and microbiome health was also extremely helpful in shaping me into a whole-health, lifestyle-focused doctor.
Dr. Harthun: Further education in chiropractic pediatrics is essential, whether it be a diplomate certification or a master’s program. To be true leaders in this space, chiropractors need the depth of knowledge required to make confident, informed clinical decisions. A strong curriculum builds our understanding of pediatric pathologies, red flags and when to refer.
These skills are especially important because children often cannot clearly express what they’re experiencing. We listen, observe and feel for subtle cues that guide us to the underlying issue. It should truly prepare us for the complex and evolving needs of children today.
Dr. McCool: Programs should be designed with today’s clinical environment in mind, where families seek providers who are knowledgeable, confident and skilled in conservative pediatric care. I can use my experience with Logan University’s MSCP program to describe a curriculum that prepares graduates. The strength of this master’s program lies in its hands-on training, intentionally small class sizes and highly engaged faculty.
Students learn through meaningful, direct experience, and the curriculum prioritizes practical application rather than passive learning. Small cohorts allow students to receive individualized instruction, refine skills with consistent feedback, and build true competency in a supportive setting.
The faculty are also deeply involved and experienced in pediatric practice. Their mentorship ensures that students understand not only the science and technique, but also how to communicate with families, collaborate with other healthcare providers, and deliver care that is both safe and effective.
This combination of hands-on learning, close guidance, and thoughtfully structured curriculum equips graduates to meet the evolving needs of children today and be prepared, confident, and grounded in evidence-informed pediatric chiropractic care.
Q: How did hands-on experiences – like internships or clinical rotations – prepare you for working with young patients and families?
Dr. McCool: Hands-on training was essential in preparing me to care for children and support their families. In my Doctor of Chiropractic studies, working directly with pediatric patients allowed me to refine gentle techniques, adapt assessments for different ages, and learn how to communicate clearly and compassionately with parents.
Side-by-side mentorship with experienced faculty in the MSCP program provided guidance, feedback, and real-world experience that built both skill and confidence. These clinical rotations shaped me into a provider who can approach every child and family with competence, care and calm assurance.
Dr. Camara: I agree with Dr. McCool. The hands-on work on campus was incredibly helpful for mastering the techniques, and creating videos for the different modules was very valuable. When you have to explain and demonstrate regularly, you’re not only improving communication – you’re also building competency and wiring those skills into your own nervous system.
Those experiences gave me real confidence in assessing and working with pediatric patients and in interacting with their families.
Dr. Harthun: It wasn’t until I started attending seminars, shadowing leading pediatric chiropractors and doing my own research that I realized how passionate I was about working with children. I wanted to feel fully prepared, confident and safe in my approach, not just relying on theory, but on real, hands-on training. The technique classes and practical weekends at Logan University were exactly what I needed. They provided the structured, applied and clinically relevant education that truly prepared me to see children in practice.
