Range Of Health Professions Research Articles

Cultural influences on adherence to cardiac rehabilitation programmes: perspectives from South Asian healthcare professionals

Background/Aims Health disparities concerning uptake of and adherence to cardiac rehabilitation post-myocardial infarction have been observed in patients with coronary heart disease from a South Asian background. Healthcare professionals from a South Asian background can provide insight into the influential cultural factors affecting cardiac rehabilitation adherence. The aim of the study was to explore cultural factors impacting adherence to cardiac rehabilitation post-myocardial infarction from the perspective of healthcare professionals from a South Asian background. Methods A qualitative thematic approach using semi-structured interviews was employed with 15 participants (8 men and 7 women) recruited from various healthcare settings. The participants were from a range of health professions, including a physiotherapist, general practitioner, nurse, surgeon, physiologist, cardiologist and pharmacist. Results Four themes were identified from the interviews: familiarity: influence of practitioners' own cultural background; Western vs Eastern medical philosophy: generation and gender influences; engaging with existing services: changing patients' attitudes and perceptions; and modifying practitioner–patient communication: encouraging patient responsibility. All themes related to health beliefs that patients from a South Asian background were perceived to hold. Conclusions Previous research has suggested that there is a need to tailor health services towards people from a South Asian background. However, the focus should also simultaneously be on changing patients' perceptions of their own health and to consider providing outpatients with the support to develop the necessary skills to implement lifestyle changes towards improving cardiac rehabilitation uptake and adherence.

Undergraduate psychology and dental students’ perceptions of interprofessional learning when using motivational interviewing to encourage health behaviour change: a mixed methods study

ABSTRACT Objective To examine undergraduate psychology and dental students’ perceptions of their self-perceived ability, value and comfort in working with others in an interprofessional context. Method Students participated in a new interprofessional learning initiative incorporating motivational interviewing to encourage health behaviour change. Pre- and post-interprofessional learning survey data from 49 students and written reflections of 115 students were analysed. Results Students demonstrated significant improvement in all quantitative measures, including overall interprofessional socialisation and values as well as perceived ability, value and comfort in working with others. Three themes relating to perceptions of ability, value and comfort with interprofessional collaboration were identified: Scope of Practice, Collaboration as a Valuable Approach and Healthy Scepticism. Conclusion While the findings show that even small-scale interprofessional learning programmes can significantly increase students’ perceptions in these domains, student feedback can further enhance interprofessional learning. Within interprofessional learning, the scope of practice for health professions, including the students’ own discipline, must be clear, knowledge about facilitators and barriers to successful interprofessional collaboration and ways to address these issues must be included, and efforts should be made to show students how professions that may initially seem quite disparate, can and do, collaborate to support positive patient outcomes. Key Points What is already known about this topic: (1) Successful interprofessional collaboration offers benefits for clients, health professionals and health systems. (2) Interprofessional learning aims to produce a collaborative practice-ready psychology workforce responsive to a range of client presentations and workplace contexts. (3) Psychologists are often employed in multidisciplinary teams, yet in Australia it has not been commonplace for psychologists-in-training to be exposed to interprofessional learning. What this topic adds: (1) Small-scale interprofessional learning initiatives may be associated with improvements in students’ overall interprofessional socialisation and values, and perceived ability, value and comfort in working with individuals from other health professions. (2) For interprofessional learning to be successful, students must be knowledgeable about the scope of practice for a range of health professions, including their own. (3) Students benefit from knowledge about facilitators and barriers to successful interprofessional collaboration and guidance on how to address these to maximise the effectiveness of collaboration.

Integrated clinical learning: team teaching and team learning in primary care

ABSTRACT Developed in Northern Ontario, Canada, Integrated Clinical Learning (ICL) involves a team of clinical teachers from a range of health professions teaching a team of students and trainees together in common community and clinical settings. It is the balanced integration of educational strategies to develop healthcare providers and team-based competencies focused on improving the quality of care. Learning outcomes are developed with and in consideration of the goals of patients or the community through relational learning that mirrors patient-centred care. Implementing ICL requires a systematic approach that addresses the practical issues and enhances the quality of experience for all involved. These practicalities include academic institutions valuing ICL through the appointment and support of primary care clinicians as academic staff with protected time; the provision of physical space, as well as clinical and teaching equipment; and the appointment of local administrative coordinators. The team approach shares the teaching load with the multiple students actually teaching each other so that the load on individual clinicians is less than for one student at a time. Through ICL, students are learning from patients and developing a service-oriented professional identity. The patient and family centred nature of ICL helps bridge the primary care-secondary care divide as students follow their patients into and out of hospital services. This is positive for patients and specialists and provides authentic learning for students. ICL enhances the quality of care; the quality of learning; and the quality of professional satisfaction for primary care clinical teachers.

Adapting Summer Education Programs for Navajo Students: Resilient Teamwork.

In May 2020, the Navajo Native American Research Center for Health Partnership (Navajo NARCH) was scheduled to launch two summer programs: a 10 weeks-long Summer Research Enhancement Program (SREP) for undergraduate students to learn and practice health research methods and participate in a practicum experience, and a week-long Indigenous Summer Enhancement Program (ISEP) for high school students that introduces a range of health professions and develops leadership qualities. Students accepted into the programs are predominantly Navajo and live within Navajo Nation (NN) during the summer. Due to NN restrictions and CDC guidelines for physically distancing in response to the coronavirus (COVID-19) pandemic, the Navajo NARCH team organized to offer both programs entirely online via Zoom™. This paper explores the instructional teams’ adaptation process to maintain a commitment to preserve the programs’ supportive environment for exploring and developing strong multicultural approaches in public health and health research. In preparation for online instruction, the team developed and offered workshops for staff and instructors to address anticipated challenges. The team identified the following challenges: technological difficulties, social disconnectedness, consistent student engagement, and facilitation of a practicum research experience. Results showed that program adaptations were successful as the team applied collaborative and holistic approaches, and established social connections remotely with students to offer meaningful research and practicum experiences.

PPE for your mind: a peer support initiative for health care workers.

PPE for your mind: a peer support initiative for health care workers.

The effect of clinical simulation assessment on stress and anxiety measures in emergency care students

BackgroundClinical simulation has become widespread as a training and assessment tool across a range of health professions, including emergency care. As with any form of assessment, simulations may be associated with stress and anxiety (“distress”) which may have a negative effect on student performance if demands required by the simulation outweigh the available resources. This study aimed to assess the effect of participation by students in an emergency care simulation on an objective measure of stress and a subjective measure of anxiety.MethodsHeart rate variability (HRV) and scores from a validated state anxiety instrument (the State-Trait Anxiety Inventory) were assessed in 36 emergency medical care students participating in scheduled simulation assessments. Data recorded during a resting control period were used for comparison.ResultsHRV variables showed changes in the simulation assessment group suggesting decreased variability and parasympathetic withdrawal, however these were not significantly different to control. Heart rate in the simulation assessment group increased significantly (73.5/min vs. 107.3/min, p < 0.001). State anxiety scores increased significantly both before (33.5 vs. 49.1, p < 0.001) and after (33.5 vs. 60, p < 0.001) the simulation assessment, compared to control. No linear relationship was found between any HRV variables and anxiety scores.ConclusionParticipating in an emergency care simulation assessment significantly elevated levels of anxiety in a group of 36 students, however an objective measure of stress did not identify changes significantly different to those at rest, with the exception of heart rate. The high levels of anxiety documented before and after simulation assessments may have a negative effect on performance and require further investigation.

Effects of hydrogymnastics practice for 45 weeks on the lipid, hemodynamic and anthropometry profile of elderly when untrained for 30 days in the intervention

Summary Aims Physical exercise has been widely recommended by a wide range of health professions, such as a prophylactic agent for diseases, a health provider and as a non-medical treatment, especially for the elderly. Several studies have been devoted to ascertaining the positive impact of hydrogymnastics on young and old individuals. However, the long-term effects related to the lipid profile, mainly to anthropometry, remain inconclusive. Therefore, the objective of this study was to assess the effects of chronic aquatic practice on the lipid and anthropometric profile of participants of hydrogymnastics classes, for a total period of 45 weeks, with a pause in their practice for 30 days. Methods For this, 11 volunteers, 2 men and 9 women, with a total average age of 67.64 ± 4.31 years, height 1.58 ± 0.089 m and body mass 72.7 ± 19.54 kg, participated in this study. For 45 weeks, participants performed hydrogymnastics, with a 30-day break between the 20th and 24th week. Data were collected regarding the lipid profile (total cholesterol, triglycerides, HDL-C and LDL-C), hemodynamic (arterial pressure) and anthropometric (percent of total and visceral body fat, BMI, and waist hip ratio) using the colorimetric method, brachial pressure, bioimpedance and perimetry, respectively. Results The results showed that total cholesterol concentrations were reduced after 9 (P Conclusion It is concluded with this study that the continuous practice of hydrogymnastics is fundamental for the maintenance of the acquired benefits, for 30 days of interruption in their practice were sufficient for them to disappear.

A study of macro-, meso- and micro-barriers and enablers affecting extended scopes of practice: the case of rural nurse practitioners in Australia

BackgroundShortages of skills needed to deliver optimal health care in rural and remote locations raises questions about using extended scopes of practice or advanced practice models in a range of health professions. The nurse practitioner (NP) model was introduced to address health service gaps; however, its sustainability has been questioned, while other extended scope of practice roles have not progressed in Australia. This study aimed to explore the experiences and perceptions of NPs and their colleagues about barriers to and enablers of extended scope of practice and consider the relevance of the findings to other health professions.MethodsSemi-structured, in-depth interviews were conducted with primary, nurse practitioner informants, who were also invited to nominate up to two colleagues, as secondary informants. Data analysis was guided by a multi-level, socio-institutional lens of macro-, meso- and micro-perspectives.ResultsFifteen primary informants and five colleagues were interviewed from various rural and remote locations. There was a fairly even distribution of informants across primary, aged, chronic and emergency or critical care roles. Key barriers and enablers at each level of analysis were identified. At the macro-level were legal, regulatory, and economic barriers and enablers, as well as job availability. The meso-level concerned local health service and community factors, such as attitudes and support from managers and patients. The micro-level relates to day-to-day practice. Role clarity was of considerable importance, along with embedded professional hierarchies and traditional role expectations influencing interactions with individual colleagues. Given a lack of understanding of NP scope of practice, NPs often had to expend effort promoting and advocating for their roles.ConclusionsFor communities to benefit from extended scope of practice models of health service delivery, energy needs to be directed towards addressing legislative and regulatory barriers. To be successful, extended scope of practice roles must be promoted with managers and decision-makers, who may have limited understanding of the clinical importance. Support is also important from other members of the interprofessional health care team.

Teaching of Manual Clinical Skills in Podiatric Medicine Theory and Recommendations.

In the podiatric medicine profession, there are a variety of manual tasks that require precision and skill beyond what would be usually expected in everyday living. It is the expectation of employers, regulatory bodies, and the public that graduating podiatric physicians sufficiently meet certain minimum competencies for that profession, including those for manual skills. However, teaching and evaluation methods seem to be inconsistent between countries, institutions, and programs. This may be the consequence of uncertainty regarding the safest and most effective methods to do so. A review of available international literature pertaining to psychomotor learning across a range of health professions was undertaken. As a result of this broad review, we present herein the available evidence and make recommendations for the teaching of psychomotor skills in the podiatric medicine profession. Specific aspects considered important include methods of teaching, practice, and feedback.

Gaps in work readiness of graduate health professionals and impact on early practice: Possibilities for future interprofessional learning

Introduction: It is increasingly imperative to retain new graduates in order to meet the growing health workforce needs of Australia’s ageing population. Concurrently, there is a need to prepare graduates to work effectively in interprofessional teams by providing interprofessional educational opportunities at tertiary level, although which skills, knowledge and competencies should be delivered in an interprofessional context is a point of contention. Limited attention has been given to the identification of cross-professional gaps in entry-level work readiness of graduate health professionals that could subsequently be addressed to some extent by interprofessional education. Methods: Qualitative responses were collected from 88 Department of Health Western Australia employees using a survey tool with open fields. Respondents were recent graduates across a range of health professions. Responses were analysed to identify significant self-reported gaps in graduate work readiness and their impact. Results: Gaps in entry-level work readiness across multiple professions were identified. These included caseload and time management, clinical administration skills, employability, lack of experience with high-risk patients and emergencies, insufficient practicum to transform theory into practical knowledge, conflict management, and stress management and reality shock. Conclusion: The gaps identified in current graduate work readiness, across a range of health professions, should inform the focus of future interprofessional training. As such, this paper could play a role in ensuring graduates are work ready, and also provide ideas for building the interprofessional skills of the future workforce.

Understanding students’ readiness for interprofessional learning in an Asian context: a mixed-methods study

BackgroundHealthcare is generally provided by various health professionals acting together. Unfortunately, poor communication and collaboration within such healthcare teams often prevent its members from actively engaging in collaborative decision-making. Interprofessional education (IPE) which prepares health professionals for their collaborative role in the healthcare system may partially address this problem. This study aimed to investigate: 1) students’ readiness for IPE in an Asian context, 2) the most important factors influencing students’ perceptions of IPE, 3) the reasons underlying such perceptions, and 4) the factors mitigating or promoting their sense of readiness.MethodsTo identify students’ perceptions of IPE, we administered the Readiness for Interprofessional Learning Scale (RIPLS) to 398 in approximately 470 students from a range of health professions (medicine, nursing, midwifery and dentistry). The questionnaire included factors that could potentially influence readiness for IPE as found in the literature (GPA, etc.). To enhance our understanding of the responses to the RIPLS and to explore the reasons underlying them, we conducted 4 mono-professional focus group discussions (FGDs). We ran a statistical analysis on the quantitative data, while performing a thematic content analysis of the qualitative data using ATLAS.ti (version 7).ResultsMedical students seemed to be the most prepared for IPE. Students’ perceptions of IPE were conditioned by the study programme they took, their GPA, intrinsic motivation and engagement in the student council connoting experience of working with students from different programmes. Focus groups further revealed that: 1) early exposure to clinical practice triggered both positive and negative perceptions of IPE and of its importance to learning communication and leadership skills, 2) medical students caused insecurity and disengagement in other students, 3) medical students felt pressured to be leaders, and 4) there was a need to clarify and understand each other’s profession and the boundaries of one’s own profession.ConclusionStudents were generally favourable to IPE, appreciating the opportunity it offered them to hone their interprofessional leadership, collaboration and communication skills and to learn to address the problem of role blurring. Hence, we judge the Asian context ready to implement IPE, allowing health professions students in Asian countries to reap its benefits. The present study revealed several important reasons underlying students’ positive and negative perceptions of IPE implementation which may be addressed during the interprofessional learning process.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0704-3) contains supplementary material, which is available to authorized users.

Effect of interprofessional clinical education programme length on students’ attitudes towards teamwork

ABSTRACTThis article reports on a study involving a range of health professions students who participated in similar one-semester (short) or two-semester (long) interprofessional clinical education programmes that focused on clinical assessment of senior citizens living independently in the community. Students’ attitudes towards teamwork skills and perceptions of their own teamwork skills both before and after the programmes were assessed using two validated scales. Osteopathic medical student participants reported no significant changes in attitudes towards interprofessional healthcare teamwork skills or their perceptions of their own interprofessional teamwork skills after either the one- or two-semester programmes. For athletic training, speech–language pathology, exercise sciences, public health, and nursing students, though, attitudes towards teamwork skills significantly improved (p < .05) after the one-semester programme; and perceptions of their own team skills significantly improved (p < .05) after both the one- and two-semester programmes. Overall, this study provides some support for interprofessional teamwork attitude change, but with a significant difference between medical as compared to nursing, allied health, and public health students.

Teaching of manual clinical skills in podiatry: theory and recommendations

It is the expectation of employers, regulatory bodies and the public, that graduating podiatrists sufficiently meet certain minimum competencies for that profession, including those for manual skills. However, teaching and evaluation methods seem to be inconsistent between countries, institutions and programs. This may be the consequence of uncertainty regarding the most effective method of teaching such skills. A review of available literature pertaining to psychomotor teaching across a range of health professions was undertaken. As a result of this broad review we present the available evidence and make recommendations pertaining to the teaching of psychomotor skills within the podiatry profession and relate it to current methods. Traditional methods of teaching providing explicit content and appropriate demonstration are still useful. Learning may be promoted in a closed environment on low fidelity models with clear and immediate feedback. Further practice can occur over time (intermittent practice) with possible use of mental practice in between. The task can gradually increase in complexity such as moving from a model to work in a clinical setting such as a university clinic on real patients, as appropriate. Further detail regarding these methods will be provided. This review will support some current practices in clinical teaching and make further recommendations with respect to current evidence.

Transcultural healthcare immersion: A unique interprofessional experience poised to influence collaborative practice in cultural settings

This paper describes a model for interprofessional and transcultural learning established by the author and supported by the University of New England and Ghana Health Mission, Inc. The model for interprofessional immersion in cultural settings represents a guiding framework predicated on a conceptual "brick and mortar" process for building cultural proficiency among individuals and within teams. It encompasses social, clinical and behavioral components (brick) and personal desire, cultural humility and values (mortar). The ``bounty'' aspect of the model is achieved by way of successful student learning outcomes, positive interprofessional and community-based collaborations, and finally, and to be measured over time, favorable patient and population (programmatic) outcomes. In partnership with the Ghana Health Mission, Inc and local community health workers, students and faculty from a range of health professions took part in a cultural-clinical experience known as Transcultural Immersion in Healthcare. The goal of the experience was to advance cultural proficiency and knowledge through intensive cultural immersion. An urban setting in Ghana, located in West Africa served as the setting for this unique experience. The transcultural immersion in healthcare experience achieved its ``bounty'' as seen in the enhanced cultural proficiency of students and faculty, seamless interprofessional communication and collaboration, and provision of primary care and related services to patients and the Ghanaian community. Future research is in development to test the Model for Interprofessional Immersion in Cultural Settings (MIICS) in a variety of other settings and with a cross section of health disciplines.

The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11

Introduction: In recent years, the use of portfolios as learning and assessment tools has become more widespread across the range of health professions. Whilst a growing body of literature has accompanied these trends, there is no clear collated summary of the evidence for the educational effects of the use of portfolios in undergraduate education. This systematic review is the result of our work to provide such a summary.Methods: We developed a protocol based on the recommendations of the Best Evidence Medical Education (BEME) collaboration. Citations retrieved by electronic searches of 10 databases were assessed against pre-defined inclusion/exclusion criteria by two independent reviewers and full texts of potentially relevant articles were obtained. Studies were identified for inclusion in the review by examination of full text articles by two independent reviewers. At all stages, discrepancies were resolved by consensus. Data relating to characteristics of the student population, intervention, outcome...

Participation in continuing professional development by Victorian dental practitioners in 2004

Continuing professional development (CPD) has been long considered an integral component of professional practice across a range of health professions. It is believed to ensure the maintenance of practitioner clinical competence and knowledge of current concepts. This study investigated the participation in and attitudes of Victorian dental personnel to CPD activities. A self-administered cross-sectional survey of a random sample of registered dental care providers (n = 451) was conducted from March to June 2005 using an anonymous, postal, self-administered questionnaire. The response rate was low (48.1 per cent). Nearly 90 per cent of respondents attended a CPD course in 2004, with the mean hours of attendance ranging from 8.3 to 36.9 hours, depending on registration category. Nearly half of the dentists attended more than 20 hours of CPD courses, while less than 20 per cent of prosthetists attended more than 15 hours of CPD courses. Three-quarters of respondents supported mandatory CPD as a condition of registration. There was a high level of participation in continuing professional development activities by surveyed Victorian dental care providers in 2004, although more than half of the dentists and specialists, and nearly two-thirds of therapists, hygienists and prosthetists would fail to meet the new DPBV mandatory requirements for CPD.

Addressing the issue of e‐learning and online genetics for health professionals

Health-care professionals need an appropriate genetics knowledge base to care for patients and their families. However, studies have indicated that nurses and midwives lack the requisite genetics knowledge to practice effectively and safely, with a paucity of resources to address their educational needs. This paper describes an action research study aimed at developing an online genetics resource for students and practitioners in a range of health professions. A literature review of current health-care genetics education was undertaken. In the first phase of the action cycle, a sample of nurses and midwives were surveyed using a questionnaire to discover their perceived learning needs and the acceptability of an e-learning approach. Using the findings, an online resource for health professionals was developed, by means of a life stage structure to expedite accessibility. The developmental process leading to the construction of clinical case studies in this resource (including theory, ethical, and practical issues) and the evaluation strategy are discussed.

Education for new prescribers: a summary of the proceedings of a symposium held at The British Pharmacological Society, December 2005

This symposium was organized as a collaborative venture between the Education Subcommittee and Clinical Section Committee of the British Pharmacological Society in recognition of the slow but steady advent of nonmedical prescribing in the UK, which has created significant opportunities for improved medicines management, together with a crucial responsibility to ensure that new prescribers are appropriately prepared and competent. The intention was to provide a programme that would update Society members on recent developments in the provision of prescribing powers to nurses and other health professionals, and to advertise the Society and its resources to those with a special interest in pharmacology education for new prescribers, who are not currently members of the Society. To this end, the symposium programme focused first on context and then on content. It commenced with a brief history of the extension of prescribing rights (M.A.), followed by an analytical description of an innovatory e-learning programme designed to meet the education-for-prescribing requirements of people from a wide range of health professions (M.B. and M.A.) and an account of related issues and resources from a medical perspective (S.M.). [The DVD referred to in the symposium has since received a gold award from the International Visual Communications Association (presented 25 March 2006).] The second part explored ways in which pharmacology education can be delivered effectively for new prescribers with a limited background in chemistry (H.L.L.), with particular focus on drug interactions and cytochrome P450 (M.L.). This paper provides an overview and summary of the papers, with particular emphasis on the e-learning project.

Not just another multi-professional course! Part 1. Rationale for a transformative curriculum

Undergraduate inter- and multi-professional education has traditionally aimed to develop health professionals who are able to collaborate effectively in comprehensive healthcare delivery. The respective professions learn from and about each other through comparisons of roles, responsibilities, powers, duties and perspectives in order to promote integrated service. Described here is the educational rationale of a multi-professional course with a difference; one that injects value to undergraduate health professional education through the development of critical cross-field knowledge, skills and attitudes that unite rather than differentiate professions. The aim of this course, offered at the Faculty of Health Sciences, University of Cape Town, is to lay an integrated, pan-professional foundation for the advancement of collective commitment to and understanding of national health and social development objectives such as primary health care, human rights and professionalism. Pan-professional refers to curriculum content that is core and of critical relevance to all participating professions. What is learned, how it is learned, how learning is facilitated and how it is applied, has been co-constructed by a multi-professional design team representing a range of health professions (audiology, medicine, occupational therapy, nursing, physiotherapy and speech therapy) and academic disciplines (anthropology, sociology, psychology, history, African studies and social development, information technology and language literacy). Education specialists facilitate the ongoing design process ensuring that the structure and content of the curriculum complies with contemporary adult learning principles and national higher education imperatives. Designing the original curriculum required the deconstruction of intra-professional and disciplinary canons of knowledge and ways of ‘doing things’ in order to identify and develop shared interpretations of critical epistemology and axiology for health professional practice in the South African context. This enabled the alignment of the learning objectives, at first year level, of all the represented professions. The educational rationale guiding the curriculum design process is discussed in Part 1 of two articles. Part 2 describes the ‘nuts and bolts’ or practicalities of the curriculum design process.

A Training Program for Certified Asthma Educators: Assessing Performance

Background. Evidence-based asthma guidelines identify asthma education as an essential element of care. In Canada, a process for certifying asthma educators was established to help provide asthma education to patients. A critical component to certifying asthma educators is their training and evaluation. The purpose of the study was to identify an approach to evaluate participants and to determine if specific characteristics influenced participants' success. Methods. Participants completed a questionnaire that collected demographic, practice, and learner characteristics. Assessment strategies and criteria used to determine the level of success included 1) a written asthma knowledge score; 2) a written educational theory score, and 3) a practice teaching skill score based on three encounters with standardized patients. Standardized patient encounters were scored by using a standard checklist of essential teaching functions. Results. Participants (n = 73) represented a broad range of health professions (respiratory therapists, nurses, pharmacists, and physiotherapists). The average score for written asthma knowledge, educational theory, and practice skill assessment was 82.0 ± 8.0%, 68.6 ± 16.2%, and 80.3 ± 9.7%, respectively. Moderate interrelationships were observed between the practice teaching skills score and years of practice in asthma (r = 0.35; p< 0.01) and percentage of workdays dedicated to asthma care (r = 0.30; p< 0.05). Moderately strong relationships were observed among the three standardized patient encounters. However, there were no associations between participant scores on the written asthma or educational theory examination and the practice skill assessment scores. Conclusions. Participants of an asthma educator training program represent a wide range of disciplines, practice settings, and experience. It is important that asthma educator training programs assess both written knowledge and practice assessments to evaluate participants.