Allied Health Professional Education Research Articles

Collaboration from a Distance: Remote Simulation in Hybrid Healthcare Education

Introduction: Simulation is an established method to teach interprofessional collaborative practice, but little is known about best practices when using simulation for remote learning activities in allied healthcare education. This mixed-methods study seeks to provide hybrid healthcare program educators with evidence regarding the effect of a remote simulation to address the topic of interprofessional collaboration. Methods: Authors investigated student self-assessed competency, satisfaction, and self-confidence in response to a remote learning activity in which Doctor of Physical Therapy (DPT) students and licensed occupational therapists and speech language pathologists collaborated in a simulated pediatric case discussion via video-conferencing technology. The Interprofessional Collaborative Competency Attainment Survey-Revised and the Student Satisfaction and Self-Confidence in Learning scale were administered to 97 entry-level Doctor of Physical Therapy (DPT) students. One-on-one semi-structured interviews were completed to acquire student perception about the learning experience. Results: Results confirmed a significant increase in self-assessed collaborative competency attainment and students reported general levels of satisfaction and self-confidence in learning related to the interdisciplinary, remote simulated experience. Qualitative responses revealed three main themes: (1) unique interaction in a structured simulation experience, (2) ‘it was definitely a point of confirmation’, a learning experience, and (3) collaboration. Discussion: The use of remote healthcare simulation has the potential to improve interprofessional collaborative learning and practice among allied healthcare students. Faculty might consider the use of remote simulated experiences for the purpose of interprofessional learning in hybrid or online programs. Use of this teaching method within other groups of allied healthcare students should be examined. Implications for Practice Remote simulation can be an effective and satisfactory method of teaching interprofessional collaboration among allied healthcare students in hybrid programs. Quantitative and qualitative findings offer evidence that entry-level DPT students in hybrid programs value remote simulation as a learning opportunity and were engaged in the educational process. Faculty of hybrid allied health professional education programs may want to consider implementation of remote simulation for the purposes of interprofessional collaboration with the intent of readying students for practice.

The impact of modifications in cadaver dissection time on student learning outcomes in a doctor of physical therapy program.

Human anatomy is a foundational component of medical and allied health professional education. Doctor of Physical Therapy (DPT) programs are required to teach anatomy, however the pedagogies used are at the discretion of faculty and institutions. Cadaver dissection may have been the predominant instruction methodology in DPT programs in the past; new technology provides alternative interactive teaching methods. This paper describes the modifications in an anatomy curriculum over 5 years in one DPT program, and the impact on student perception and learning outcomes. This was a retrospective, quantitative study that utilized a survey to collect data on student perceptions about the anatomy pedagogy; the learning outcomes analyzed were grades and licensure exam pass rates. We report on outcomes for five cohorts within one DPT program. IRB approval was obtained for the research. Despite the decrease in cadaver laboratory time after 2016, students' final exam grades in Gross Anatomy improved and the first time pass rate for the national licensure exam increased. Most students rated cadaver laboratory and the active learning assignments that replaced traditional cadaver laboratory time as valuable to their learning; however, there were differences in opinions between cohorts. Although the outcomes might not reflect a direct result of dissection time, the study confirmed that using alternative methods for teaching anatomy did not hinder student performance. Using innovative pedagogy allows educators to achieve student success in spite of decreased gross dissection time.

Quality assurance in allied healthcare education: A narrative review.

IntroductionThere is no standard methodology for outlining the intricacies of allied healthcare education (AHE) or its quality. The profound misconception is that quality assurance (QA) in AHE is used on a “voluntary” basis. Given the absence of statutory regulatory mechanisms such as accreditation, validation, and audit by the peripheral agencies concerning QA, adoption of QA measures in AHE is not consistent, and it results in producing a subpar allied health workforce. This paper analyzes the need to include QA measures as an essential domain in evaluating the effectiveness of allied health professional education programs.MethodA large database search was performed using pertinent terms, and a blueprint was developed for a meticulous literature review published between 2015 and 2021. Five hundred eighty-two articles were found and screened; a critical appraisal was performed for 22 peer-reviewed articles for relevant information.ResultsThe literature review identified the need to use academic domains such as leadership, planning, delivery, and feedback as QA criteria to evaluate the efficiency of education and training in allied health professional education programs. Instructors and facilitators for specific knowledge and skill development and a description of their roles should also be used in QA evaluation.ConclusionResources for effective learning and teaching in the allied healthcare domain are limited. This review highlights the significant need to include a QA system in AHE, considering the pivotal role of these students in supporting humankind, now and in the future. The findings contribute to the research by providing essential insights into current trends and focusing on existing research in AHE quality.

Returning history to the educational formation of health professionals in Australia

ABSTRACTHistory has practically vanished from allied health professional education. We ask, what kind of problem does a ‘history of the professions’ pose for health sciences curriculum? What are the implications of graduates being unschooled in the history of their profession? Literature on knowledge in the curriculum, is used to interrogate how historical knowledge has come to be constituted in professional education fields. We develop a sketch of two particular health professions – occupational therapy and physiotherapy – and ask why it might be difficult to include a history of the profession in these curricula. Our view is that by helping students to cultivate an historical imagination, they can see how their experiences are framed by a fascinating collision of ideas, politics and practices. Furthermore, attention to history can help students better situate their own uncertainties about transitioning to practice enabling them to tackle professional quandaries with hindsight, foresight and insight.

Commentary: Considering Educational Perspectives and their Relevance to Allied Health Professional Education: Using Physical Therapy as an Example

Purpose: The purpose of this article is to introduce readers to three educational perspectives: progressive, critical, and professional, and explain their relevance to allied health professional education. Faculty in allied health professional education are often solely educated as clinicians and not as teachers, entering academia with limited background in educational theory. Professional organizations and accrediting bodies, however, are highlighting the need for evidence and theory-based pedagogy and practice in educational settings. Method: An overview of three educational perspectives is provided, as is a discussion of their relevance to allied health professional education, using physical therapist education as an example. Conclusion: The three perspectives presented provide diverse, yet complimentary, ways of thinking about enhancing teaching and learning, program development, faculty development, and the overall student experience. Consideration of key educational theoretical perspectives can inform program development and enhance teaching and learning. These theoretical perspectives are presented to inform rather than advocate for any one theoretical frame.

Structured Abstracts: Best Practices in Writing and Reviewing Abstracts for Publication and Presentation

Abstract Medical, nursing, and other allied health professional education institutions are expected by national accrediting bodies and associations to emphasize not only basic science and clinical ...

What about Health Educators? Nutrition Education for Allied Health Professionals

Background: Health educators are critical members of the health care team who may be called upon to provide nutrition education. However, are health educators prepared for this task? What have scholars concluded regarding this pertinent topic? Purpose: This study has three purposes: (1) to determine the definition of and criteria for nutrition education among allied health professionals, (2) to identify commonalities across health professions for nutrition education definitions and training requirements, and (3) to determine if there are criteria for nutrition education and training for health educators. Methods: A comprehensive review of the literature. Results: Twenty-three articles addressed how researchers conceptualize nutrition and their rationale for nutrition's inclusion into the respective allied health discipline's curriculum. None of the studies examined nutrition education or the advocacy of nutrition for pre-professional or professional health educators. Discussion: Scholarly literature is currently silent on the topics of nutrition education provided by health educators, the ability of health educators to deliver nutrition education, and the advocacy of nutrition by the health education profession. Translation to Health Education Practice: This study represents the first step towards addressing the limitations associated with the role of nutrition educator and identifying possible changes needed for the health education profession.

A Reaction To

about Health Nutrition Education for Allied Health Professionals describes an important issue in health care that is the provision of nutrition education. Obesity and chronic disease rates are rapidly increasing. Due to increase in the prevalence rates of obesity and nutrition-related chronic diseases, there is a growing need for professionals trained in the delivery of nutrition interventions. The authors of this article suggest that many health professionals may not have adequate training in the area of nutrition. Thus, what happens when registered nurses, medical doctors, physical therapists, health educators, physical educators and other health care professionals are asked to provide nutrition education? The purpose of the current paper is to expand on and update information presented by the authors of What About Health Educators? and to provide clarity regarding the role of nutrition professionals in health education and health promotion as well as to describe ethical and legal issues that may be encountered when health professionals overstep their academic areas of training. Finally, strategies are offered to health care providers to ensure accurate, culturally appropriate nutrition information is provided to their clientele and the public. Many health care professionals appreciate the relationships between health status and nutrition. Some health care professionals have academic training in basic nutrition issues (the equivalent of one, two, or three college-level nutrition classes). However, an enormous gap exists between the expertise gained by completing basic nutrition classes and completing the intense preparation accomplished by the only professional who is academically prepared and who is uniquely qualified to provide nutrition advice beyond basic concepts. This professional is the registered dietitian. The Academy of Nutrition and Dietetics (formerly the American Dietetic Association) asserts that standardized nutrition education should be included in the curricula for all health-care professionals: physicians, nurses, physician's assistants, dental hygienists, physical and occupational therapists, social workers, health educators, and all others who provide services directly to clients. The goal is for health care professionals to understand the relevance of nutrition in disease prevention and treatment, to disseminate reliable basic nutrition information, and to recognize when the nutritional needs exceed the basic nutrition knowledge level of the professional. For example, when the client requires a special diet and detailed diet plans and diet instructions, the wise health care professional refers the client to a uniquely qualified nutrition expert--a registered dietitian. REGISTERED DIETITIAN (RD) A registered dietitian (RD) has the educational background necessary to deliver reliable evidence-based nutrition education programs and individualized, culturally appropriate nutrition counseling. To become an RD, a person must earn an undergraduate degree requiring about 60 credit hours in nutrition, food science, behavioral counseling, community intervention techniques, other sciences, and other related subjects from an accredited university. They must also complete a supervised practice program through an accredited institution, pass a national registration exam, and maintain up-to-date knowledge and registration by participating in required continuing education activities, such as attending seminars and taking courses. (1) Almost every state requires a license to practice dietetics within the state. (2) Many registered dietitians are also licensed dietitians. This raises the issue of liability regarding nutrition education. State licensure describes the scope of practice for the nutrition professional and allows only Licensed Dietitians to provide nutrition counseling. When completing nutrition counseling with individual clients, the registered dietitian uses a standardized protocol called the Nutrition Care Process, which includes individualized dietary assessment, diagnosis of nutrition-related problems, an d an individualized nutrition care plan with a follow-up evaluation plan. …

Management of Patients With Rheumatoid Arthritis in Latin America

A consensus meeting of representatives of 18 Latin-American and Caribbean countries gathered in Reñaca, Chile, for 2 days to identify problems and provide recommendations for the care of patients with rheumatoid arthritis (RA) in Latin America, a region where poverty and other health priorities make the efforts to provide effective and high quality care difficult. This report includes recommendations for health professionals, patients, and health authorities in Latin America, with an emphasis on education and therapeutic issues. Fifty-one rheumatologists (list available only online on the JCR website) from 18 Latin-American and Caribbean countries with a special interest in RA participated in the consensus meeting. Participants were experts identified and appointed by the National Societies of Rheumatology affiliated with the Pan-American League of Associations for Rheumatology (PANLAR) and by the Grupo Latino Americano De Estudio de Artritis Reumatoide (GLADAR)-an independent group of Latin American rheumatologist researchers were also invited to the meeting. Eight topics were identified as priorities: patient, community and allied health professional education, health policy and decision making, programs for early detection and appropriate treatment of RA, role of classic disease modifying antirheumatic drugs (DMARDs), role of biologic therapy, and drug safety surveillance. To reach consensus, a survey with questions relevant to the topic of interest was sent to all participants before the meeting. During a 2 day meeting, the answers of the survey were reviewed and discussed by each group, with final recommendations on action items. The specific topic of the survey was answered by 86% of the participants and 68% of them answered the entire survey. It was agreed that RA and rheumatic diseases which are currently not but should be public health priorities in Latin America, because of their prevalence and impact on quality of life. Strategic areas identified as priorities for our region included: early diagnosis and access to care by multidisciplinary teams, creation of databases to identify infections with the use of biologic agents in RA which are relevant to Latin America, and overall efforts to improve the care of RA patients in accordance with international standards. Implementation of educational programs aimed to improve self-management for patients with RA was also considered crucial.

A Conceptual Framework for Clinical Education in Athletic Training

Objective: To develop a model for clinical education in athletic training education based on integration of various allied health professional clinical education models. Background: Clinical education is a critical component of allied health education programs. It allows for the transfer of knowledge and skills from classroom to practical application. Clinical education needs to be structured. In addition the Clinical Instructor (CI) also needs to facilitate athletic training students' development into effective, evidence-based practitioners. Description: A brief discussion on the need for transfer of knowledge in athletic training education is discussed. A review of the various clinical education models from allied health professional education is presented. Finally, a model for athletic training clinical education is presented with implications for practice. Clinical Advantages: As athletic training education continues to develop, a need to formalize clinical education and develop a clinical education model for athletic training is warranted. Focusing on the structure and function of clinical education will continue to move athletic training education forward and will align athletic training education with other allied health professional education programs.

Sexuality Education for Allied Health Professionals: A Program to Meet Individual Student Needs

Sexuality education is now accepted as a part of all health professional training. There is however a paucity of reported training programs that are flexible enough to allow health professionals to develop competencies appropriate to their individual interests and professional role. This report describes a program developed on a core and elective model to allow for the development of individual interests while maintaining a basic level of general competency in the participant group. The aims and objectives were based on a needs assessment, and the program was presented in a multimodal format with an emphasis on small group discussions. Both the process of training and the outcome were evaluated. The training program was conducted by the department of Biological Sciences of the University.

Computer‐Assisted Learning in Occupational Therapy

Computer‐assisted learning has application at all levels of occupational therapy education and in the educational roles which occupational therapists accept with respect to clients, the community and allied health professionals. In this paper, recent applications of computer‐assisted learning in undergraduate allied health professional education are outlined, along with some exciting, plausible applications of this technological medium to occupational therapy. The need for caution in embarking on the use of the medium, and the importance of cooperation amongst computer‐assisted learning experts, educationalists, the profession and health professionals, particularly in computer‐assisted learning production and research endeavours, is justified.