SCU Researchers Launch NIH-Funded Study Examining First-Line Care for Back and Neck Pain

91性息港 of Health Sciences researchers are undertaking a $545,000 study funded by the National Center for Complementary and Integrative Health (NCCIH), part of the National Institutes of Health. The study examines an important question in back and neck pain care: What happens when patients begin treatment with medication compared with nonpharmacological approaches?

Led by researchers in SCU鈥檚 Division of Whole Health Research, the interdisciplinary project will use Medicare claims data to compare three first-line approaches: nonpharmacological care, pharmacological care, and a combination of both. Researchers will examine differences in patient safety, healthcare costs, and escalation to more invasive forms of care, building on previous research comparing integrative approaches such as chiropractic and acupuncture and pharmacological treatment.

Examining the Gap Between Guidelines and Real-World Care

Clinical guidelines have increasingly recommended nonpharmacological approaches as first-line care for back and neck pain, particularly in the context of concerns surrounding opioid use. Yet patients do not always begin treatment with those approaches, raising questions about how initial treatment choices may influence subsequent care and outcomes. According to Steffany Moonaz, PhD, Director of Research at SCU, the study offers an opportunity to explore those questions across a large population of Medicare beneficiaries. By analyzing Medicare claims, researchers can examine treatment patterns, adverse events, healthcare utilization, and costs in everyday clinical settings rather than under the controlled conditions of a traditional clinical trial.

Of course, while claims data provide valuable insight into real-world care, they also have limitations. For example, they cannot reveal whether an individual patient鈥檚 pain improved, and variations in diagnostic and procedure coding can complicate comparisons. 鈥淓very study contributes a different slice of the evidence pie,鈥� Moonaz said.

Bringing Together Expertise Across SCU and Beyond

The project brings together SCU researchers and clinicians from multiple disciplines with external collaborators whose expertise spans pain management, biostatistics, mental health, and other fields.

SCU鈥檚 core research team includes Moonaz, James Whedon, Leah Grout, Cynthia Chapman, and Barbara Gibson from the Division of Whole Health Research. The project also includes Heather Hayes from Physical Therapy, Sivarama 鈥淧rasad鈥� Vinjamury from Eastern Medicine, and biostatistician Harrison Ndetan. External collaborators are connected to institutions including UCSF, UC San Diego, the University of Iowa, the University of Hawaii, RAND, Dartmouth, and McGill University.

That breadth is particularly relevant because the research will consider both physical and psychological approaches to pain management. Chronic pain is often understood as biopsychosocial, meaning that biological, psychological, and social factors can all influence a person鈥檚 experience with pain.

鈥淲e don鈥檛 know what these data will tell us,鈥� Moonaz said. Previous research has suggested potential benefits from beginning with nonpharmacological care, but the SCU team will evaluate what the Medicare data show across the groups being studied.

Creating Research Opportunities for SCU Students

Beyond its potential contributions to pain management research, the project will create new opportunities for SCU students to participate in federally funded research alongside experienced investigators.

Beginning in spring 2027, SCU plans to broaden its Introduction to Spine Care Research elective, which was previously available only to chiropractic students. Four students from the course will then be selected for a one-year research fellowship working alongside the research team. The fellows are expected to contribute to research that leads to conference presentations and a peer-reviewed journal publication. SCU will also provide some tuition support for the four student research fellows.

For Moonaz, those opportunities can help future clinicians understand how research informs patient care while introducing students to the possibility of becoming clinician-scholars who contribute to emerging evidence in their professions.

The project also builds on a larger body of Medicare claims research led by SCU researcher Dr. James Whedon. Moonaz described the new study as a natural progression of that work and an opportunity to continue Whedon鈥檚 longstanding scholarly contributions to the field.

With findings still more than a year away, the study is now entering the work of answering its central questions. Its results could ultimately provide new insight into how initial treatment choices for back and neck pain affect patients, healthcare spending, and the course of care that follows.

We Built a Sick-Care System. It’s Time to Build a Healthcare System.

By Russell H. Greenfield, MD, Founding Executive Director, The Institute for the Advancement of Whole Health at 91性息港 of Health Sciences

Key Takeaways

• Despite extraordinary medical advances and outsized healthcare spending, Americans continue to experience poorer health outcomes than people in other wealthy nations.
• Our healthcare system is largely structured around diagnosing and treating illness, as opposed to preventing disease and helping people achieve lifelong health and well-being.
• Improving health outcomes and controlling healthcare costs will require fundamentally rethinking the financial incentives that drive our healthcare system, along with how we deliver, teach, and evaluate care鈥攚ith greater emphasis on prevention and long-term well-being.

The United States has built one of the most sophisticated medical systems in the world. We have extraordinary hospitals, groundbreaking technologies, advanced pharmaceuticals, and highly skilled healthcare professionals capable of interventions that would have been unimaginable a generation ago. Yet for all our medical advances, Americans are not nearly as healthy as they should be.

In 2024, U.S. healthcare spending reached $5.3 trillion鈥攁pproximately $15,474 per person and 18% of our gross domestic product鈥攁ccording to the . That’s more than any other nation spends, both per capita and as a share of its economy. Yet despite this extraordinary investment, the U.S. ranked last overall鈥攊ncluding last in health outcomes鈥攁mong 10 high-income countries in the Commonwealth Fund’s . Meanwhile, chronic disease continues to place an enormous burden on our healthcare system. According to the , 90% of the nation’s annual healthcare expenditures are for people with chronic and mental health conditions, many of which could be prevented, delayed, or better managed through more proactive approaches to health.

These statistics reveal a fundamental disconnect between what our healthcare system is designed to do and what people actually need. We have built a system that is remarkably capable of diagnosing and treating illness, but far less effective at preventing disease, promoting well-being, and helping people stay healthy throughout their lives. In many ways, what we call a healthcare system is actually a sick-care system.

Consider how healthcare is typically delivered and financed in the United States. Our payment structures have historically rewarded the volume of services provided: office visits, diagnostic tests, procedures, hospitalizations, and other medical interventions. Although value-based payment models are expanding, much of the system still operates within incentives tied to delivering care after a problem has developed. We know that factors such as nutrition, physical activity, sleep, stress, social connection, and living conditions are critical to prevention and health maintenance, yet our healthcare financing and delivery systems often provide limited support for addressing these factors in sustained, meaningful ways.

A physician may recognize that a patient’s uncontrolled diabetes is influenced by food insecurity, chronic stress, and limited opportunities for physical activity. But recognizing those challenges and having the time, resources, and reimbursement mechanisms to address them are very different things. Similarly, a patient experiencing persistent back pain may benefit from education, physical therapy, exercise, or other evidence-based nonpharmacological approaches. Yet the availability, affordability, and coordination of those services can vary considerably, potentially steering patients toward pharmacological treatments that are more readily accessible rather than those best aligned with their needs and preferences.

These are not failures of individual healthcare professionals. They are consequences of a system in which the structures surrounding clinical care can make it difficult to prioritize long-term health. We have become highly proficient at paying for healthcare services. But what would it take to pay for health?

Answering that question requires more than expanding preventive screenings or encouraging healthier lifestyles, important as those efforts are. It requires rethinking the purpose of healthcare itself, and moving toward an approach that places the person, rather than the disease, at the center of care.

This is the fundamental premise of Whole Health. Instead of organizing care primarily around diagnoses and symptoms, Whole Health begins by asking a different question. Rather than simply “What’s the matter with you?” it asks, “What matters to you?” That distinction recognizes that health is not merely the absence of disease, but the ability to live a meaningful, fulfilling life. A person’s goals, values, relationships, environment, and daily circumstances become central to understanding what health means for them and how healthcare can best help them achieve it.

Whole Health brings together conventional medical care, prevention, lifestyle approaches, evidence-informed complementary practices, and support for self-care. It emphasizes collaboration across healthcare disciplines and meaningful partnerships with patients, families, and communities. Importantly, this is not simply an aspirational philosophy. In its landmark 2023 report, , the National Academies of Sciences, Engineering, and Medicine outlined a framework for transforming healthcare to prioritize well-being, prevention, and the needs and goals of individuals. The report also examined the Veterans Health Administration’s experience implementing Whole Health as an important example of system-level transformation and measurable success.

But we cannot expect healthcare professionals to deliver a fundamentally new model of care while operating within systems designed around competing priorities. If we want healthcare to emphasize prevention, our payment models must support prevention. If we want clinicians to address the whole person, our educational programs must prepare them to work collaboratively across disciplines. And if we want patients to take an active role in their health, they need meaningful access to the information, resources, and services that support their goals.

We also need rigorous research demonstrating which approaches improve outcomes, for whom, under what circumstances, and at what cost. That evidence must inform not only clinical practice, but also healthcare policy, financing, professional education, and the design of care delivery systems. Meaningful transformation will require collaboration among healthcare professionals, researchers, educators, health systems, insurers, employers, policymakers, community organizations, and the people they serve. No single profession, institution, or sector can accomplish this alone.

None of this diminishes the extraordinary achievements of modern medicine or suggests that prevention can eliminate the need for treatment. Rather, the opportunity is to build on those strengths while expanding our definition of what a successful healthcare system should accomplish. We should measure success not only by the services we deliver or the diseases we treat, but also by the health, function, well-being, and quality of life we help people achieve.

Transforming American healthcare will require rethinking financial incentives, generating new evidence, and building partnerships across disciplines and sectors. But we have the knowledge, innovation, and expertise to make meaningful progress. Imagine what we could accomplish if we brought the same ingenuity and determination we’ve devoted to treating illness to helping people stay healthy in the first place. The future of American healthcare depends not simply on how well we treat illness, but on how effectively we help people achieve and sustain health.

Russell H. Greenfield, MD, is the Founding Executive Director of The Institute for the Advancement of Whole Health at 91性息港 of Health Sciences. The Institute brings together leaders across healthcare, education, research, and policy to advance the transformation toward a Whole Health system that prioritizes prevention, well-being, and person-centered care.

Dr. Renee Haberl Brings Patient Safety Lessons to SCU and Arizona Board Service

The Arizona chiropractic program coordinator connects clinical judgment and professional accountability to preparing future doctors.

For Dr. Renee Haberl, preparing future chiropractors includes teaching them when a patient needs care beyond what they can provide. In classroom discussions at 91性息港 of Health Sciences (SCU), she asks students to recognize warning signs, explain their decisions, and consider how they would communicate concerns to a patient.

That focus on patient safety also informs her new role as a professional member of the Arizona Board of Chiropractic Examiners. Appointed by Arizona Governor Katie Hobbs, Dr. Haberl began her term on September 10, 2026, and will serve through July 1, 2031.

Dr. Haberl is program coordinator for SCU鈥檚 Arizona Doctor of Chiropractic program, where she teaches Spinal Palpation, Examination Skills, and Interprofessional Education. She will also teach Public Health beginning in spring 2027.

Protecting Patients Through Professional Accountability

The Arizona Board of Chiropractic Examiners oversees professional, ethical, and safety standards for chiropractors. Dr. Haberl鈥檚 responsibilities include reviewing licensing matters, addressing patient complaints, and making decisions that hold practitioners accountable.

鈥淚 feel a personal responsibility to both the patients who place their trust in us and the future doctors entering our profession,鈥� Dr. Haberl said. 鈥淚 bring experience from both the treatment room and the classroom, along with an understanding of the challenges chiropractors face.鈥�

Her appointment builds on years of service with the Arizona Association of Chiropractic, including a term as president from 2010 to 2014. She also received Chiropractor of the Year recognition in 2012, 2013, 2014, and 2020.

Teaching Students When to Look Beyond the Initial Complaint

In Dr. Haberl’s classroom, students regularly encounter clinical scenarios that challenge them to look beyond a patient’s initial complaint. In one classroom exercise, students work through a clinical scenario that initially appears to involve a routine complaint about muscles or joints. As more information emerges, warning signs suggest something more serious. Dr. Haberl asks students what they would do, why, and how they would explain their concerns to the patient. The exercise helps students recognize their limitations and decide when a patient needs other care. It also gives them a chance to explain their reasoning before making those decisions in practice.

鈥淚 want them to leave my classroom understanding that doing the right thing for a patient sometimes means being the doctor who recognizes they need care beyond what we can provide,鈥� Dr. Haberl said.

For Dr. Haberl, developing this kind of judgment is an important part of helping students transition from the classroom to clinical practice. While students may initially focus on finding the correct answer to an exam question, practicing clinicians must make decisions that directly affect another person’s health. She creates opportunities for students to think critically, explain their reasoning, question assumptions, and learn from mistakes in a supportive environment.

鈥淢y goal isn鈥檛 just to teach them what to think, but to help them develop the skills to think independently,鈥� she said.

Some of her most rewarding teaching moments come when students notice something doesn’t fit a clinical scenario and question it rather than rush to an answer. For Dr. Haberl, that willingness to pause reflects the judgment she wants future doctors to develop.

Dr. Haberl believes her service on the Arizona Board of Chiropractic Examiners will bring valuable new perspectives to her teaching, particularly in the areas of ethics, patient safety, and professional accountability. She also hopes her appointment will encourage students to recognize that professional leadership can take many forms, from providing excellent patient care to mentoring colleagues and volunteering within their communities. 鈥淭he advice I would give students is to never wait for a title or position to become a leader,鈥� Dr. Haberl said.

Keeping Kids in the Game: Preventing Injury and Burnout in Youth Sports

Sports can offer tremendous benefits for children and adolescents鈥攈elping to build strength, confidence, teamwork skills, emotional resilience, and lifelong healthy habits. Yet as youth sports have become more competitive and time-intensive, both physical injuries and emotional challenges have also become more common.

In the United States, more than 3.5 million children ages 14 and younger are treated for sports-related injuries each year, according to . At the same time, the pressures of modern youth sports are taking a toll in less visible ways. According to the , emotional burnout is an increasing concern among young athletes, and as many as 70% stop participating in organized sports by age 13鈥� often due to stress, overtraining, or loss of enjoyment.

鈥淧articipating in sports is a great way for young people to stay active and build resilience,鈥� says Dr. Nathan Sermeno, an expert in Sports Medicine and faculty member at 91性息港 of Health Sciences in Whittier. 鈥淏ut youth bodies and minds are still developing, which means injury prevention, recovery, and healthy expectations are especially important.鈥�

Understanding Injury Risk in Youth Sports

Many parents think of sports injuries as sudden events鈥攕uch as a fall, collision, or awkward movement during play. While these acute injuries do occur, a large percentage of injuries in youth sports develop more gradually. In fact, according to the , nearly half of all sports injuries in children result from overuse. These injuries occur when repetitive stress is placed on bones, muscles, or tendons over time鈥攐ften when young athletes specialize in a single sport year-round, train intensively without adequate rest, or increase activity levels too quickly.

鈥淏ecause children鈥檚 bodies are still growing, certain areas can be especially vulnerable to overuse. Their bones contain growth plates that are still developing,鈥� explains Dr. Sermeno. 鈥淲hen repetitive stress is applied without enough recovery time, it can lead to irritation or injury in those areas.鈥�

Recognizing & Responding to Injuries

Whether injuries occur suddenly or develop over time, early detection and response are key. According to the American Academy of Pediatrics, recognizing early warning signs鈥攁nd taking time for proper evaluation, treatment, and recovery鈥攃an help prevent minor injuries from progressing into more serious conditions. Parents and coaches can help protect young athletes by watching for signs such as:

• Changes in movement, coordination, or performance
• Persistent pain during or after activity
• Pain that worsens with continued play
• Swelling or tenderness around joints

鈥淧ain is the body鈥檚 signal that something needs attention.鈥� says Dr. Sermeno. 鈥淓ncouraging open communication about discomfort and taking concerns seriously can help young athletes stay healthy and continue enjoying sports safely.鈥�

Fortunately, many sports injuries can be prevented altogether through simple habits and smart training practices, such as:

• Proper warm-ups before practices and games
• Gradual increases in training intensity
• Participation in multiple sports rather than year-round specialization
• Strength and flexibility exercise appropriate for the athlete鈥檚 age
• Adequate rest and sleep

鈥淓ncouraging a balanced approach to sports helps children stay healthy while still enjoying competition,鈥� says Dr. Sermeno. 鈥淭he goal is to support long-term development, not just short-term performance.鈥�

Taking Time for Rest and Recovery

One of the most effective ways to reduce injury risk is surprisingly simple: take time off.

The recommends that children take at least one or two days off from organized sports each week, and several months off from a single sport each year, to allow the body time to recover. Continuous training in the same sport can place repeated strain on the same muscles, joints, and growth plates, increasing the risk of conditions such as stress fractures, tendon irritation, and joint inflammation.

鈥淩ecovery time is essential for growing athletes,鈥� says Dr. Sermeno. 鈥淩est allows tissues to repair, muscles to rebuild, and the nervous system to recover from the demands of training.鈥�

Taking time away from a single sport鈥攁nd participating in a variety of activities throughout the year鈥攃an further benefit young athletes by helping them develop a broader range of physical skills, such as balance, coordination, and strength. This more well-rounded development may reduce injury risk while supporting long-term athletic growth.

Supporting Mental and Emotional Well-Being

A growing body of research demonstrates that participating in sports can improve confidence, social connection, and emotional resilience鈥攑articularly when the environment is supportive and balanced. Yet many young athletes experience at least some degree of negative, sport-related stress, highlighting the growing need to support not just physical safety, but emotional safety as well.

鈥淵outh sports should support healthy development, not just performance,鈥� says Dr. Sermeno. 鈥淲hen children feel constant pressure to win or to play through pain, it can affect their physical health, emotional well-being, and enjoyment of the sport.鈥�

Parents can help create a healthier sports experience by emphasizing effort, learning, and teamwork rather than focusing solely on outcomes such as wins, rankings, or scholarships. Encouraging balance鈥攂etween sports, school, social life, and rest鈥攁lso helps ensure that athletics remain a positive and sustainable part of a young person鈥檚 life.

鈥淪ports can be incredibly beneficial for both the body and mind,鈥� adds Dr. Sermeno. 鈥淭he key is creating an environment where young athletes feel safe, supported, and excited to participate.鈥�

By paying attention to warning signs, encouraging smart training habits, and prioritizing rest, recovery, and emotional balance, youth sports can strengthen not only growing bodies, but also the confidence and resilience that support holistic well-being throughout life.

This column is provided by 91性息港 of Health Sciences, an accredited, nonprofit institution based in Whittier, California. SCU offers online and on-campus programs across a wide range of both conventional and complementary healthcare disciplines and operates a network of community Health Clinics. A leader in Whole Health education, SCU prepares providers to deliver care that considers the whole person鈥攂ody, mind, and spirit.

SCU Chiropractic Students Build Clinical Skills with Division I Athletes at the University of Memphis

The clinical rotation combines high-volume patient care, interdisciplinary collaboration, and sports medicine training for eligible Doctor of Chiropractic students.

Few chiropractic students have the opportunity to develop their clinical skills inside a Division I athletics program. At the University of Memphis, eligible 91性息港 of Health Sciences Doctor of Chiropractic students can work directly with collegiate athletes across multiple sports, gaining hands-on experience with patients whose physical demands, injuries, body types, and performance goals can vary dramatically.

Available to students during trimesters 8, 9, and 10, the University of Memphis clinical rotation can extend across multiple trimesters. Students may participate during fall, spring, or summer terms, giving them the opportunity to build significant experience in a collegiate sports medicine environment.

Clinical Experience Built on Volume and Variety

The rotation is overseen by Justin James, DC, an adjunct faculty member at SCU who works with the University of Memphis Athletic Department.

Students gain experience caring for athletes across sports as well as athletic department staff. A football lineman, soccer player, track athlete, or coach may each present different needs, requiring students to adapt their assessment, treatment, rehabilitation, and communication to the individual patient.

Previous participants have averaged more than 200 patient encounters per trimester, according to Dr. James. That volume gives students repeated opportunities to apply what they have learned while strengthening their clinical reasoning, patient-management skills, and confidence.

鈥淐hiropractic is a hands-on profession, and students need experience working with real patients before graduation,鈥� Dr. James said. 鈥淭he Memphis rotation gives students the opportunity to treat athletes and staff across sports, body types, and ages. That variety helps them build the experience, knowledge, and confidence they will need in practice.鈥�

The experience also challenges students to consider how factors such as sport, position, training schedule, injury history, and performance goals can influence patient care. Rather than approaching every case the same way, students learn to evaluate the circumstances that can shape an individualized treatment plan.

Learning as Part of an Integrated Sports Medicine Team

The rotation also places students within an interdisciplinary sports medicine environment. They have opportunities to work with and learn alongside athletic trainers, orthopedic surgeons, spine specialists, and other healthcare professionals involved in the care of collegiate athletes.

That collaboration helps students understand how chiropractic care can fit within a broader healthcare team. They can observe how providers communicate about a patient’s condition, determine when referrals may be appropriate, and coordinate care around treatment, rehabilitation, and return-to-play considerations.

鈥淗ealthcare should be an integrated practice,鈥� Dr. James said. 鈥淭he opportunity to work with, learn from, and collaborate with other healthcare professionals is important if we want to provide the best overall care possible for our patients.鈥�

Those lessons extend beyond collegiate athletics. Understanding when to collaborate, when to refer, and how to communicate effectively with other healthcare professionals can prepare students to contribute to patient-centered care wherever they ultimately practice.

Developing Additional Sports Medicine Skills

Students participating in the Memphis rotation also receive exposure to dry needling under Dr. James’s supervision. According to Dr. James, participants receive more than 50 hours of instruction and hands-on training and receive documentation or certification reflecting those training hours.

Because laws and scope-of-practice requirements vary by state, a graduate’s ability to use dry needling in practice depends on the requirements of the jurisdiction in which they become licensed. The experience nevertheless gives students additional training in a technique used in some sports medicine and rehabilitation settings.

The length of the rotation can also help students build continuity with patients and the sports medicine team. Students who participate across multiple trimesters can continue developing their clinical skills rather than completing only a short-term assignment.

For Dr. James, that progression is closely connected to developing competence and, ultimately, confidence.

鈥淐onfidence is important for healthcare practitioners, but competence is something we can build through experience and education,鈥� Dr. James said. 鈥淢y role is to help students identify where they need to improve, strengthen those areas, and leave the rotation with a clearer understanding of their abilities and where they want to go next.鈥�

听An Opportunity Worth Planning for Early

Because the rotation is available during the later stages of the Doctor of Chiropractic program, Dr. James encourages students to learn about the opportunity well before they become eligible.

Planning ahead can give students time to understand the requirements and prepare for considerations such as relocation, housing, travel, and scheduling. It can also give students interested in sports medicine a clinical experience to work toward as they progress through the program.

鈥淥pportunities like this do not come along often,鈥� Dr. James said. 鈥淧lanning early gives students time to make sure they meet the necessary requirements and arrive ready and excited to learn. It also gives them something to look forward to as they move through their education.鈥�

The University of Memphis rotation gives SCU Doctor of Chiropractic students an opportunity to gain substantial patient-care experience, work with Division I athletes, expand their sports medicine skills, and see firsthand how chiropractic care can function within an interdisciplinary healthcare team.

SCU Doctor of Chiropractic students interested in the University of Memphis clinical rotation are encouraged to email Dr. James at justinjames@scuhs.edu or Dr. Jaqueline Beres at jaquelineberes@scuhs.edu to learn more and request program information.

As AI Gets Smarter, Healthcare Education Must Get More Human

By Tamara Rozhon, EdD,听Provost, 91性息港 of Health Sciences

Artificial intelligence is going to transform healthcare. In many ways, it already has.

AI-enabled technologies are being used to detect and diagnose disease, analyze medical images, support clinical decisions, accelerate research, and make sense of enormous amounts of health data. The now maintains an extensive list of AI-enabled medical devices authorized for marketing in the United States, and the describes AI as already playing a role in diagnosis and clinical care, drug development, disease surveillance, and health systems management.

For those of us responsible for educating the next generation of healthcare professionals, all of this raises an important question: If AI is changing what healthcare professionals can do, how should it change what and how we teach?

Health sciences education has historically placed enormous value on acquiring knowledge鈥攁nd rightly so. You cannot be an excellent healthcare professional without knowing your field. But we are rapidly approaching a world in which information is no longer the scarce resource it once was. In an AI-enabled world, the challenge becomes knowing what to make of all the information at our fingertips. Is it relevant? Is the evidence sound? Could something be missing? Is an apparent pattern meaningful? Could it be biased? Does it raise any ethical considerations?

And, critically, does it make sense for my unique patient? The best healthcare requires not just understanding patient data, but understanding patients: their individual circumstances, preferences, goals, aspirations, and all the factors that may be supporting or hindering their health and well-being. At 91性息港 of Health Sciences (SCU), this is at the heart of our Whole Health focus: preparing future healthcare professionals to understand the whole person, what matters most to them, and the many factors that shape their health and quality of life. I believe that this human side of care will become more鈥攏ot less鈥攊mportant as technology grows more sophisticated.

What the blending of artificial and human intelligence looks like will surely vary across healthcare professions. At SCU, our programs span a wide range of conventional and complementary health disciplines, and we expect AI to affect each of them differently. For example:

• In genetics and genomics, researchers are already turning to to uncover patterns in extraordinarily large and complex datasets鈥攂ut scientists must still determine whether those patterns are valid and meaningful, and genetic counselors must engage in the profoundly human work of helping patients understand what the findings mean and navigate the potentially life-altering decisions that can follow.
• Physician Assistants are already , with emerging applications ranging from documentation to clinical decision support鈥攂ut PAs must still use their clinical judgment to evaluate that information in the context of the whole patient and determine what is appropriate for that individual.
• Physical Therapists are exploring AI鈥檚 applications for 鈥攂ut they must still determine what the data mean clinically and how to apply them to a patient鈥檚 unique condition, goals, and circumstances.
• Mental health professionals have begun using AI to support 鈥攂ut must still evaluate its validity and interpret it within the much more complex context of an individual鈥檚 experiences, behaviors, environment, and needs.
• Healthcare leaders are using AI across a range of 鈥攇iving them powerful new tools to analyze information and improve performance, while leaving them responsible for weighing the evidence, exercising judgment, and considering how their decisions affect the health and well-being of patients and communities.

As AI becomes increasingly capable of generating, analyzing, and synthesizing information, we need to become much more interested in whether students can understand and critically evaluate it, recognize its potential for , and apply it in the most human-centered ways possible. That means designing learning experiences and assessments that ask students not simply to produce an answer, but to question it, defend it, and make sound decisions in the context of a real human being. And it means designing clinical experiences that strengthen the distinctly human skills technology cannot replace: listening, empathy, communication, judgment, and connection. At SCU, this is why we believe our commitment to Whole Health is more important than ever; as technology becomes more capable, we must prepare healthcare professionals to use it without ever losing sight of the person it is meant to serve.

Perhaps the greatest challenge for health sciences education, then, is not keeping pace with artificial intelligence. It is developing the human intelligence required to use it well.

Healthcare Knows What People Should Do. We Need to Get Better at Helping Them Do It.听

Healthcare has long been captivated by breakthroughs. A new cancer therapy. A more precise surgical technique. An AI tool that detects disease earlier. A drug that targets a biological pathway we couldn’t reach before.听听

These advances matter enormously. But one of healthcare鈥檚 greatest opportunities may be much less technological: getting better at helping people turn what they know into what they can actually do in their everyday lives.听

Helping people make meaningful, sustainable changes in their daily lives may sound decidedly low-tech compared with gene therapy, robotics, or AI. Yet many of the conditions placing the greatest burden on human health are profoundly influenced by what happens outside the laboratory or exam room鈥攈ow we eat, move, sleep, manage stress, use substances, connect with others, and engage with our own health. The American Heart Association, for example, identifies eight key measures for improving and maintaining cardiovascular health: diet, physical activity, nicotine exposure, sleep, weight, cholesterol, blood glucose, and blood pressure. Its reflects just how closely everyday behaviors and clinical measures of health are connected.听听

We know these things matter. The harder question is why, despite everything we know about health, there remains such a persistent gap between knowing what supports health and being able to put that knowledge into practice.听

听

Knowing What to Do Is Not the Same as Doing It听

Most people already know that physical activity, nutritious food, and adequate sleep are important for health. Yet knowing what to do and actually doing it are very different things.听

Consider the gap. According to the CDC, just 12.3 percent of U.S. adults meet the recommendations for fruit intake and just 10 percent for vegetable intake. And despite widespread awareness of the importance of sleep, 37 percent of U.S. adults report getting fewer than seven hours a night. (; )听

The problem isn’t simply a lack of knowledge. What people are able to do for their health is shaped by their environment, stress, relationships, culture, finances, competing priorities, access to resources, and the realities of daily life. The notes, for example, that social determinants can influence health by shaping access to healthy foods and opportunities for physical activity.听

鈥淢ost people already know a lot about what they 鈥榮hould鈥� be doing for their health. The challenge is figuring out what actually matters to them, what fits in their life, and where they鈥檙e ready to begin. That鈥檚 very different from simply giving someone more information or advice,鈥� says Kelly Howard, NBC-HWC, adjunct faculty member in 91性息港 of Health Sciences鈥� Doctor of Whole Health Leadership program and a Whole Health Coach. 听

The answer, then, isn’t simply to tell people to try harder. If so much of health is shaped by what happens in everyday life, healthcare needs to become better at helping people bridge the gap between clinical recommendations and the realities of their lives.听

听

We Already Know What Happens Outside the Clinic Matters听

Consider type 2 diabetes prevention. In the landmark , an intensive lifestyle intervention focused on diet, physical activity, and modest weight loss reduced the risk of developing type 2 diabetes by 58 percent over approximately three years鈥攁nd by 71 percent among adults 60 and older. By comparison, the drug metformin reduced risk by 31 percent.听听

Cardiovascular disease provides another example. The found that behavioral counseling for adults with cardiovascular risk factors can improve blood pressure, cholesterol, blood glucose, weight, diet, and physical activity鈥攁nd, in turn, reduce cardiovascular events.听

The evidence is not the missing piece. The harder question is whether healthcare is structured to provide the kind of sustained, person-centered support that helps people apply what we know in their own lives. We prescribe medications and systematically monitor the response, but recommendations related to sleep, physical activity, nutrition, stress, or other aspects of health are often delivered in a brief conversation with little ongoing support.听

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Advice is Not the Same as Support听

If healthcare became as intentional about supporting people between clinical visits as it is about making recommendations during them, the conversation would look very different. We wouldn鈥檛 simply ask whether a patient exercises. We would ask what makes exercise difficult鈥攐r possible鈥攊n that person鈥檚 life. We wouldn鈥檛 simply recommend a healthier diet. We would consider what foods are accessible, affordable, culturally appropriate, and realistic. And we wouldn鈥檛 expect a single conversation during an annual physical to reverse behaviors developed over decades.听

The most effective behavioral interventions are not simply instructions to “live healthier.” found that successful interventions commonly involved repeated contact over months, along with techniques such as goal setting, problem solving, self-monitoring, and motivational interviewing. In addition, they often involve professionals beyond the physician, including nurses, dietitians, exercise specialists, physical therapists, behavioral counselors, and lifestyle coaches.听

In short, knowing what to do is only the beginning. People also need support translating recommendations into their own lives听

Howard says that distinction is fundamental to health coaching. 鈥淭elling someone what to do and helping someone make change are two very different things. A health coach isn鈥檛 there to hand someone another list of instructions. We help people step back, identify what matters most, recognize what may be getting in the way, and decide what they鈥檙e ready to do next. The person, not the coach, is the expert on their own life.鈥�听

And that kind of support shouldn鈥檛 have to end when the patient leaves the clinic. Wearables, remote monitoring, digital tools, and AI can extend support beyond the clinical encounter by helping people see patterns and track progress. But data and technology alone cannot create meaning, motivation, confidence, or agency. Those remain fundamentally human dimensions of health.听听

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From Treating Disease to Enabling Health听

None of this is an argument for lifestyle instead of medicine. People will always need excellent clinical care. But treating disease and helping people build health are not the same thing鈥攁nd healthcare needs to be capable of doing both.听

That distinction is central to a Whole Health approach.听

鈥淲hole Health starts by changing the conversation. Instead of focusing only on 鈥榃hat鈥檚 the matter with you?鈥� we also ask, 鈥榃hat matters to you?鈥� and 鈥榃hat do you want your health for?鈥欌�� Howard says. 鈥淢aybe it鈥檚 having the energy to play with your grandchildren, being able to travel, continuing to do work you care about, or simply feeling better in your daily life. When people can connect what they鈥檙e doing for their health to something that genuinely matters to them, it becomes much more meaningful.鈥�听

Much of what shapes our health happens outside the clinic鈥攊n kitchens and grocery stores, workplaces and communities, and in the countless decisions people make every day. Healthcare cannot make those decisions for people, but it can do much more to help people make choices that support the health and life they want.听

The opportunity, then, is not to choose between medicine and lifestyle, technology and human connection, or treatment and prevention. It is to build a healthcare system capable of doing all of them well.听

We already know a great deal about what supports health. The next challenge is turning that knowledge into something people can actually use in their lives鈥攈elping them identify what matters, build the confidence and skills to make changes, navigate the barriers in their way, and take meaningful steps toward the health and life they want.听

Inside the NFL: SCU Sports Medicine Resident Alex Weber on His Week with the Cleveland Browns

A lifelong football fan, Weber reflects on applying his clinical skills inside an NFL training camp and the hands-on experiences that prepared him for the opportunity.

Alex Weber, DC, graduated from SCU and now works at the University as a Sports Medicine resident. He recently spent a week inside the Cleveland Browns training facility during training camp, putting years of sports medicine education and clinical experience to work in an NFL environment.

Weber spoke with us about what drew him to the field, how hands-on training has shaped his development, and what it meant to work alongside healthcare professionals at one of the highest levels of sports.

Q&A with Alex Weber

What initially drew you to sports medicine and working with athletes?

I was drawn to sports medicine before I even decided to become a chiropractor. I grew up around sports and playing sports, and I knew I wanted a career that involved sports because that was my passion.

I debated becoming a strength and conditioning coach, physical therapist, and chiropractor before ultimately choosing chiropractic.

When you came to SCU, did you already know you wanted to work in sports medicine?

Yes. I chose to come to SCU in large part because of the sports medicine program, but more specifically because of the residency.

I knew I wanted to work in sports medicine, and seeing the opportunities the residency provided was a big factor in my decision to attend SCU.

What does the sports medicine residency experience actually look like?

The sports medicine residency is very multifaceted, and because of that, you develop a well-rounded skill set.

In the clinic on campus, we see tactical patients, primarily from the Los Angeles Sheriff’s Department, Orange County Fire Authority, and local police departments.

During the residency, I also go through EMT school, prepare for and take examinations for sports medicine certifications, complete a two-week rotation at the Olympic Training Center, provide sideline coverage for local high school sports, and shadow orthopedic and neurosurgeons.

There are also opportunities to complete additional certifications throughout the residency.

What have you experienced through the residency that you could not necessarily get in a traditional classroom?

I have gained a lot of clinical experience that you just cannot replicate in the classroom.

Learning about pathologies or patient management is important, but actually being able to apply your skills is a completely different experience. It really cements the educational component.

Getting the opportunity to work with challenging populations like athletes and first responders is also something that cannot be replicated in the same way in a classroom setting.

What skills have you developed that you think will stay with you throughout your career?

Throughout my sports medicine residency, I have developed skills in diagnosis, patient management, treatment, and interdisciplinary care.

These are skills I have been able to observe and practice on a daily basis.

How has the residency prepared you to work alongside other healthcare and performance professionals?

I learned to work alongside other healthcare providers by having opportunities to both observe and work with them.

As part of the residency, there are shadowing rotations in orthopedic and neurosurgery offices where you get to see exactly what those providers do on a daily basis.

During rotations at places like the Olympic Training Center and with the Cleveland Browns, I was also able to work directly alongside athletic trainers and physical therapists.

What can students gain from putting themselves in these types of hands-on environments?

Students get the opportunity to actually practice and refine their skills in challenging, real-world environments rather than only learning about them in a classroom.

That experience gives you an opportunity to see how what you have learned translates when you are working with real patients and athletes.听

You recently spent a week with the Cleveland Browns. What was that experience like?

I spent a week in Cleveland working at the Browns’ training facility during training camp.

During that time, I assisted with rehabilitation, performed manual therapy, covered practice, and helped with day-to-day operations as the team went through training camp.

What did it mean to take what you have learned and apply it in an NFL environment?

It was a really special experience for me.

As a lifelong football fan, being able to use the clinical skills I have been developing for the past five years and feel competent at one of the highest levels of sports was an experience that words cannot describe.

For students who hope to work in professional or high-level sports someday, what advice would you give them?

It is challenging to get into sports medicine in any capacity because it is such a competitive field. Professional sports and other high-level sports environments are even more competitive.

The best way to get into the field and get where you want to go is by getting outside your comfort zone.

That can mean working on skills you are not good at, taking opportunities to be in challenging clinical settings, or asking questions to make sure you fully understand something and continue building your knowledge.

If you do not step outside your comfort zone, you will never grow.

Turning Opportunity Into Experience

Weber’s experience with the Cleveland Browns reflects a larger theme throughout his sports medicine training: growth comes from stepping into environments that challenge you to apply what you know.

His path has taken him from the classroom and SCU clinic to tactical patient care, sideline coverage, surgical shadowing, the Olympic Training Center, and now an NFL training camp. Each experience has added another layer to the clinician he is becoming.

Learn more about sports medicine opportunities at SCU: /doctoral-degrees/sports-medicine-for-chiropractic/?content=overview

91性息港 of Health Sciences Earns 2026 Great Colleges to Work For Honor Roll Distinction for Fourth Consecutive Year

Employee-driven recognition highlights SCU for job satisfaction, compensation and benefits, professional development, supervisor effectiveness, and confidence in senior leadership

91性息港 of Health Sciences (SCU) has been named a 2026 Great College to Work For^庐 and earned elite Honor Roll distinction in five workplace categories for the fourth consecutive year

The 2026 results were based on a survey of colleges and universities nationwide, with 76 institutions receiving Great College to Work For recognition and 42 making the Honor Roll. SCU was evaluated among small universities with 500 to 2,999 students.

The results, released today in a special insert of , are based on a two-part assessment process:听An institutional questionnaire capturing objective employment data and workplace policies, and a survey administered directly to faculty, staff, and administrators. Employee feedback is the primary factor in determining whether an institution receives recognition.

鈥淓arning Honor Roll recognition for a fourth consecutive year is especially meaningful because employee feedback is at the center of this process,鈥� said Dr. John Scaringe, President and CEO of SCU. 鈥淥ur faculty and staff shape the experience our students and patients have every day. When people feel supported, have opportunities to grow, and trust the leaders they work with, it strengthens our ability to carry out SCU鈥檚 mission together.鈥�

Honor Roll status is reserved for institutions scoring highest across the program鈥檚 workplace categories, with the top 10 four-year colleges and top four two-year colleges in each enrollment size group receiving the distinction.

SCU earned 2026 Honor Roll recognition in five categories:

• Job Satisfaction & Support
• Compensation & Benefits
• Professional Development
• Supervisor/Department Chair Effectiveness
• Confidence in Senior Leadership

鈥淎 university’s academic quality is inseparable from the health of its workplace culture,鈥� said Dr. Tamara Rozhon, Provost of SCU. 鈥淔aculty who feel supported and who have confidence in the administration are equipped to serve their students.听 They are present, accessible, and invested in their students鈥� success. This recognition tells me we have an environment where our people can do their best work, which is ultimately what allows our students to do theirs.鈥�

The Great Colleges to Work For庐 program is one of the largest workplace-recognition programs in the country for higher education. Modern Think, a strategic human capital consulting firm, administers the survey and analyzes the results. The 2026 recognized institutions are featured in a special insert of The Chronicle of Higher Education. More information about the program and recognized institutions is available at and .

The Power of Place: How Our Environment Influences Our Health and Well-Being

When we think about improving our health, we often focus on personal habits鈥攚hat we eat, how much we move, and whether we get enough sleep. But one of the most powerful influences on our well-being is something we often overlook: the environments we inhabit every day.

Research increasingly confirms that health is shaped by far more than what happens in a doctor鈥檚 office. The , for example, places substantial emphasis on the social, economic, and physical conditions of communities when assessing the factors that support health and well-being. In other words, health is shaped not only by what we do鈥攂ut by where and how we live.

鈥淗ealth doesn鈥檛 exist in isolation,鈥� says Dr. Jenny Yu, Dean of the College of Eastern Medicine at 91性息港 of Health Sciences in Whittier. 鈥淥ur surroundings鈥攆rom the air we breathe to the spaces we move through every day鈥攑lay a continuous role in how our bodies function and how we feel.鈥�

How Neighborhoods Influence Health

Where we live doesn’t simply expose us to certain environmental risks; it also shapes the opportunities we have to be healthy. Access to safe housing, clean air, nutritious food, green space, sidewalks, recreation, transportation, and healthcare can make healthy behaviors easier to incorporate into everyday life. When those resources are limited or absent, the opposite can be true.

According to the , an estimated 13.7 million deaths worldwide鈥�nearly one in four鈥攁re attributable to modifiable environmental risks, including air pollution, unsafe water and sanitation, chemical exposures, and increasingly severe heat and weather events. The notes that walkable communities with sidewalks, parks, and accessible public spaces encourage physical activity, which is associated with lower rates of obesity, heart disease, and diabetes.

Why Nature Has a Powerful Effect on the Brain and Body 听

Among environmental influences, access to nature stands out as especially impactful. A growing body of research links exposure to natural environments with benefits for both physical and mental health. A large published in Environmental Research, encompassing 143 studies and more than 290 million people, found that greater exposure to green space was associated with a range of favorable health outcomes, including lower heart rate and diastolic blood pressure, reduced risk of type 2 diabetes, and lower all-cause mortality.

Even relatively brief exposure to nature may make a difference. In one study, spending 20 to 30 minutes in a natural setting was associated with the greatest reduction in cortisol levels per unit of time, suggesting that even a short 鈥渘ature break鈥� may help reduce physiological stress.

Research on forest bathing鈥攁 practice that originated in Japan as shinrin-yoku, or 鈥渢aking in the forest atmosphere鈥濃�攐ffers additional evidence. have reported reductions in measures such as blood pressure and cortisol, along with improvements in mood and anxiety. Some research has also observed changes in markers of immune activity, including natural killer (NK) cell activity.

鈥淲hat鈥檚 striking about forest bathing research is how quickly the body responds,鈥� adds Dr. Yu. 鈥淚t reinforces that our nervous system is constantly interacting with our environment鈥攁nd that natural settings can help restore balance.鈥�

The Spaces We Live and Work In

While nature plays a powerful role in our well-being, our indoor environments deserve just as much attention. According to the U.S. , Americans spend an average of about 90% of their time indoors, where concentrations of some pollutants can be several times higher than outdoors.

Lighting, noise, air quality, and layout all shape how we feel and function day to day. Dim lighting, constant background noise, cluttered spaces, or poor ventilation can quietly contribute to fatigue and stress鈥攚hile natural light, fresh air, and thoughtful design can support focus, mood, and overall health.

Research underscores these connections: exposure to natural light is known to help regulate circadian rhythms and improve sleep, while poor indoor air quality has been linked to respiratory issues and fatigue (). Emerging also suggests that certain natural scents may help promote relaxation and reduce perceived stress.

鈥淢any people underestimate how much their home environment can impact their energy and stress levels,鈥� says Dr. Yu. 鈥淪imple changes鈥攍ike improving ventilation, reducing noise, introducing calming scents and indoor plants, or increasing access to natural light鈥攃an have a meaningful impact.鈥�

Small Environmental Changes That Support Health

The good news is that creating a healthier environment doesn鈥檛 always require major changes or financial investment. Small, intentional shifts can have cumulative benefits over time. Consider:

• Spending time outdoors each day, even for short periods
• Choosing walking routes that include parks or green areas
• Incorporating plants and other natural elements into indoor spaces
• Reducing noise and digital distractions at home
• Maximizing natural light in work and living spaces

鈥淭hese kinds of changes may seem small, but they add up,鈥� notes Dr. Yu. 鈥淥ur brains and our bodies are constantly responding to our surroundings鈥攐ften in ways we don鈥檛 consciously notice.鈥�

A Broader View of Health

Recognizing the power of place requires us to think about health more broadly. Nutrition, movement, sleep, and medical care matter enormously鈥攂ut so do the conditions that surround us and shape our choices and experiences every day. A Whole Health approach considers these influences together, recognizing that health is shaped by the interplay between the person, their behaviors, their relationships, and the environments in which they live.

By becoming more aware of these influences鈥攁nd making small, intentional changes that support movement, rest, calm, and connection鈥攚e can create surroundings that better support both physical and mental well-being.

鈥淪ometimes improving health isn鈥檛 just about changing ourselves,鈥� says Dr. Yu. 鈥淚t鈥檚 about shaping the environments that shape us.鈥�

This column is provided by 91性息港 of Health Sciences, an accredited, nonprofit institution based in Whittier, California. SCU offers online and on-campus programs across a wide range of both conventional and complementary healthcare disciplines and operates a network of community Health Clinics. A leader in Whole Health education, SCU prepares providers to deliver care that considers the whole person鈥攂ody, mind, and spirit.