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PubMed2003

Lessons learned from implementing multidisciplinary health professions educational models in community settings.

This article addresses sustainability elements for multidisciplinary health professions education in communities. The results are based on a 5 year program involving multiple health professions education institutions in seven states within the USA. We offer observations and suggestions to others who plan and implement multidisciplinary programs for health professions educators. Our findings are based on the outcomes of the Community Partnerships in Health Professions Education (CPHPE) initiative funded by the W. K. Kellogg Foundation. Data sources included pre and post surveys of students and faculty, site visits, published evaluations and site reports, and a 2 year follow-up evaluation after the external funding phase. Elements of the partnership that facilitated the sustainability of the models were: leadership, complementary missions, curriculum that mirrors clinical community practice, change from outside in, partnership boards, and faculty development. Those elements that were barriers to sustaining the efforts were: professional identities and territorial boundaries, structural differences, costs, and unclear goals. The multidisciplinary components of the community partnership initiative were the most challenging. However, in most programs, they did succeed and are currently in place. By paying attention to the elements that enhance and detract from teaming, one can plan for more successful multidisciplinary education.

Allied Health Personnel↗
PubMed2001

Legislative advocacy for health professions educators.

Because much of health professions education in the US is publicly financed, the actions of politicians have profound effects on the organization of health professions education. The success of health professions education programs, therefore, depends in part on the ability of educators to advocate for change in the legislature. Successful legislative advocacy requires a general understanding of the legislative process and the needs of politicians combined with effective communications strategy. The tools of individual legislative advocacy include position papers, letter writing, politician meetings and visits, and using the media. Professional associations advocate on behalf of their members through coalitions, key contact programs, grassroots campaigns, and lobbyists. Successful legislative advocacy depends on credibility and the development of long-term relationships with members of the legislature. The process of legislative advocacy is straightforward and should be viewed as an integral part of health professions education.

Journal Article↗
PubMed2006

A collaborative approach to developing a validated competence-based curriculum for health professions students.

PROBLEM: Curricula are developed to educate health professions students to provide efficient and effective health services. In addition to learning their disciplinary perspective, today's students must master the concepts of multidisciplinary team care. Traditionally, curriculum was developed based primarily on the perspectives of the discipline faculty, administration and accrediting agencies. However, now there are multiple groups (other academic educators, consumers and employers of health care providers) who may hold differing perspectives about outcomes expected from these programs. PURPOSE: The purpose of this investigation was to use an innovative methodology to generate and validate a curriculum for health professions students from multiple disciplines. METHOD: A multi-phased method using focus groups, surveys, dissemination and affirmation was presented to identify the concepts and best practices that should be included. RESULTS: Several performance-based themes evolved during the interviews and a questionnaire was generated. Academic educators, consumers and employers of health care providers indicated agreement that the components on the survey were realistic and important for health professions students to achieve. Thus, outcomes for a curriculum were validated. The faculty rated several components of the curriculum as less realistic for students to achieve than did the consumers and employers. This investigation suggests it may be necessary for faculty to assist providers and parents in developing more realistic expectations about what students can achieve during their educational program. The approach used in this current project moves the field of the health professions curriculum development to a different level when compared with the traditional curriculum development approaches and should be used by others concerned with multi-professional education to assure the validity of the curricula.

Cooperative Behavior↗
PubMed1988

Industrial hygiene is a viable profession.

All of the criteria selected to measure the performance of our profession are positive and collectively proclaim our profession to be very viable. Phenomenal successes have occurred during its less than a century emergence. It is especially important that the next decades of practice continue this acceleration and not level off into complacency, a period of expanded practice but, essentially, in applying the same already-established methods of practice. Such stagnation could seriously hinder our effectiveness, our technical growth in the application of our special knowledge and skills, and our outreach to newer technologies and their milieu. Should this happen, newer sciences and professionals will emerge to fill the void instead of our profession solving attendant problems. As discussed under the section on definition, our practice is extending beyond plant boundaries. Programs such as identifying asbestos and other hazardous construction material with their removal and decontamination, radon identification and control in homes, and indoor contamination problems are areas where industrial hygiene techniques and procedures are directly involved. Industrial hygienists are obviously participating in these programs, and without fanfare. Should newer areas be more formally recognized and incorporated into the definition of industrial hygiene practice, it is appropriate to ask if the term industrial hygiene is sufficiently and firmly established to identify such to public, legislative, and other bodies, or could another more suitable term be used? We should keep in mind that protecting worker health is the mainstay of our profession. Our science and supporting bodies which have brought us to our present recognition and state of excellence should remain intact both in fact and in principle.(ABSTRACT TRUNCATED AT 250 WORDS)

Certification↗
PubMed1998

Quality management of occupational health services: the necessity of a powerful medical profession.

Over the past few years there has been a growing interest in quality management in occupational health services. In this article the central role of the medical profession in this area is highlighted from a personal point of view. It is argued that a powerful and active profession is needed as a countervailing power in the field of tension between employees and the company, and for balancing the interests of these two main clients. Therefore, the medical profession should develop a policy on quality and apply quality management on national and local levels to reach a high professional level. In this way the profession can maintain the clinical autonomy that is necessary to be a countervailing power. Elements of such quality management are national guidelines, local peer review and intercolleagual visitation. These activities must be incorporated in the quality management of the occupational health services unit.

Humans↗
PubMed1997

Changing health professions education in West Virginia.

The education of students in medicine, nursing, pharmacy, and dentistry in the seven health professions schools of the University System of West Virginia has undergone remarkable changes since 1991 to become more responsive to community needs. The changes have also enabled the schools to remain in sync with other anticipated changes in health care delivery. A primary care, community-based academic system has been developed, and students, campus-based faculty, community-based field professors, and lay community members collaborate to identify and resolve problems important to the communities located in the 42 counties designated Under-served Health Professions Service areas, and five additional rural counties. The system is governed by a board consisting of a majority of community members not employed by the health care system, and the deans of the seven health professions school; all members function as equals in reaching decisions. In the new system, all health professions students in the University System of West Virginia are required to complete a rural rotation of 12 weeks. The five-years demonstration project that began the new system started in 1991 with four rural sites. By 1996, the system had expanded greatly and consisted of 13 consortia of communities with a total of over 100 rural primary care centers plus several small rural hospitals, public health departments, and other health and social services agencies. The 1996 West Virginia legislature approved funds for the higher education budget that will support and sustain this primary care, community-based academic system.

Community Health Services↗
PubMed1997

Teaching medicine as a profession in the service of healing.

As society, including the medical profession, moves into a new century, the rate of change in the relationship between professions and society is unprecedented. All societies need healers, and in the English-speaking world the services of the physician-healer have been organized around the concept of the professional. The great increase in both state control and corporate involvement has seriously intruded into the traditional autonomy enjoyed by both the medical profession and individual physicians, and further changes can be expected. More physicians are becoming either employees or managers in the state or corporate sector, while others are being forced to compete in a marketplace that rewards entrepreneurial behavior. It is the responsible behavior of the professional that will protect the role of the healer. Medicine has been rightly criticized for placing undue emphasis on both income and power and for protecting incompetent or unethical colleagues; and it has failed to accept responsibility for injustices or inequities in health care systems and has moved slowly to address new diseases or issues. Nonetheless, all evidence indicates that society still values the healer-professional and does not wish to abandon professionalism as a concept--it appears to prefer an independent and knowledgeable professional to deal with its problem rather than the state or a corporation. For this reason, medicine's professional associations and academic institutions must ensure that all physicians understand professionalism and accept its obligations. In doing so, the objective should be to encourage the moral and intellectual growth of physicians by setting standards based on higher aspirations than can or should be enforced. In facing the complex world of our future, such action will both serve society and maintain the integrity of the profession.

Education, Medical, Undergraduate↗
PubMed1998

Service-learning: community-campus partnerships for health professions education.

In 1995, the Health Professions Schools in Service to the Nation (HPSISN) program was launched under the auspices of the Pew Health Professions Commission as a national demonstration of an innovative form of community-based education called service-learning. The foundation of service-learning is a balanced partnership between communities and health professions schools and a balance between serving the community and meeting defined learning objectives. This article offers a definition of service-learning and an outline of its core concepts; it also describes how service-learning differs from traditional clinical education in the health professions. Further, the author discusses how service-learning programs may benefit students, faculty, communities, higher education institutions, and the relationships among all these stakeholders. The article concludes with brief descriptions of recommended resources for integrating service-learning into the medical school curriculum.

Community Health Services↗
PubMed1998

A compendium of higher education opportunities in health professions education.

The authors assembled a compendium of programs world-wide that are dedicated to teaching individuals how to direct, research, or improve the education of health professionals. To accomplish this task, in 1996 and 1997 they interviewed and corresponded with researchers in the health professions and with staffs of faculty development fellowship programs listed in the 1966 Fellowship Directory for Family Physicians, and consulted several postings on the DR-ED listserv. To be included in the compendium, the program had to be specifically focused on health professions education. Out of 51 possible programs, 17 were identified. The authors then sent a questionnaire to the staffs of these 17 programs, asking for program descriptions and information about curricula, students, graduates, costs, and financial aid. Detailed data were received from 15 programs from three continents. Eleven programs offered master's-level degrees and five offered PhD degrees. The majority had flexible study-time arrangements. Graduates of such courses have already assumed leadership position in health professions education and research around the world. The authors hope that their compendium of programs will help guide health professionals who seek to improve their skills in health professions education.

Data Collection↗
PubMed2002

Health professions students' perceptions of interprofessional relationships.

PURPOSE: To make a preliminary assessment of the perceptions of health professions students about interprofessional cooperation. METHOD: Health professions students (588 students from eight professions) at the Iowa Geriatric Education Center's partner institutions received a questionnaire of demographics questions and the Interdisciplinary Education Perception Scale (IEPS). The IEPS is an 18-item questionnaire that uses a six-point Likert-type scale to measure attitudes toward interprofessional cooperation on four factors: competence and autonomy, perceived need for cooperation, perception of actual cooperation, and understanding others' value. RESULTS: Total mean IEPS scores differed significantly among professional groups (p =.001), with physician assistant students scoring highest (most positive attitudes) and chiropractic students scoring lowest. The medical students' mean total score was significantly lower than was that of physician assistant students (p =.003) and higher than was that of chiropractic students (p =.000), but medical students' scores did not differ significantly at the alpha =.05 level from those of osteopathy, physical therapy, nursing, podiatry, or social work students. CONCLUSION: This study provides the first normative data for the IEPS for students from these eight health professions. This instrument may be valuable when designing an evaluation scheme for training programs that have interdisciplinary components, which may be increasingly prevalent in the future.

Adult↗
PubMed2005

Preparing health professions students for terrorism, disaster, and public health emergencies: core competencies.

The recent increased threat of terrorism, coupled with the ever-present dangers posed by natural disasters and public health emergencies, clearly support the need to incorporate bioterrorism preparedness and emergency response material into the curricula of every health professions school in the nation. A main barrier to health care preparedness in this country is a lack of coordination across the spectrum of public health and health care communities and disciplines. Ensuring a unified and coordinated approach to preparedness requires that benchmarks and standards be consistent across health care disciplines and public health, with the most basic level being education of health professions students. Educational competencies establish the foundation that enables graduates to meet occupational competencies. However, educational needs for students differ from the needs of practitioners. In addition, there must be a clear connection between departments of public health and all other health care entities to ensure proper preparedness. The authors describe both a process and a list of core competencies for teaching emergency preparedness to students in the health care professions, developed in 2003 and 2004 by a team of experts from the four health professions schools of Columbia University in New York City. These competencies are directly applicable to medical, dental, nursing, and public health students. They can also easily be adapted to other health care disciplines, so long as differences in levels of proficiency and the need for clinical competency are taken into consideration.

Allied Health Personnel↗
PubMedDate not supplied

The profession of clinical engineering.

This paper reviews the sociology of professions, examines the background and historical development of professions, and then reviews the present status of the profession of clinical engineering. The historical components of the professionalization process are investigated along with the societal perceptions, the role of education, and the functions of professional societies. The progress of an occupation toward professionalization involves: the appearance of training schools; establishment of university educational programs; licensure or certification; a formal code of ethics; and establishment of one or more national professional associations. A rationale is presented here for the formation of a clearly identified professional society for clinical engineers based on: (1) The need to identify the territory of the clinical engineer by defining the body of knowledge on which clinical engineering is based; (2) The need to structure the educational system of clinical engineering; (3) The need to represent the clinical engineer in the healthcare system; and (4) The need to gain status as a profession.

Biomedical Engineering↗
PubMed2000

Skills needed for promotion in the nursing profession.

OBJECTIVE: This research was designed to identify skills (interpersonal versus technical) important to promotion within the nursing profession. Also studied was the difference between actual and perceived importance of the skills. BACKGROUND: For many technical and academic professions, career advancement is attained through promotions. These promotions often take one further away from the front line; thus, the technical skills so important in one's early career become less important. Interpersonal skills, on the other hand, increase in importance when one is supervising other professionals. Though research has described this phenomenon, it is not known exactly where the shift in importance occurs or what the precise nature of the shift may be. Further research in this area is particularly important to management development programs in technical, scientific professions. METHODS: A policy-capturing approach was used to identify the skills important to managerial advancement in the nursing profession. Two hundred nineteen nurse administrators from a large Southeastern United States hospital rated hypothetical candidates for managerial positions. At the lowest-level management position studied, a greater number of technical skills significantly influenced promotion decisions than at middle management. Significant differences were found between decision-makers' perceptions of skill importance and the skills' actual importance to promotion decisions. RESULTS: The present research indicate that a greater number of technical skills are important for promotion to CN3 than for promotion to ANM. The results also suggest decision-makers are not always 100% accurate in their insight regarding the specific factors influencing their personnel decisions.

Adult↗
PubMed1981

The composition of the nursing profession in South Africa in the mid-seventies and its implications for provision of health care.

An analysis of the composition of the nursing profession in South Africa reveals that the nurses were a heterogenous group with diverse dialects and cultures drawn from all social classes. Because of the unifying influence of the statutory control through the South African Nursing Council and the two official languages the nurses were organized into a strong and a stable profession. The predominant religion was Christianity, and the large majority of nurses were female, mainly young and married. The 116 189 member-strong profession was constituted by registered nurses, enrolled nurses, and nursing assistants. Although there was a variety of post-basic specialities for registered nurses there was still a good number of these nurses who were singly qualified, a certain portion who were doubly qualified and a minority who were triply qualified. A number of temporarily or permanently non-practising nurses constitute a reserve force to be relied on in a national emergency. This quantitative and qualitative state of the nursing profession had several implications for patient care. Some aspects reveal weak areas. The recommended remedial planning and re-organization arises from the obvious need and scope for improvement.

Adolescent↗
PubMed1995

The feminization of the medical profession in Israel.

Two factors have caused major changes in the gender composition of the Israeli medical profession in recent years: (i) a wave of immigration from the former USSR, which increased the doctor population by approximately 70% and which included a majority of women physicians, and (ii) the entry of more Israeli women into medical school. This report presents the current gender status of the Israeli medical profession, regarding students and physicians, and the choice of medical specialty and academic seniority, and compares gender differences in Israel with those in other countries. Traditional patterns of specialization persist in Israel, with women still concentrated in primary care (family medicine, paediatrics and psychiatry). In addition, women still face obstacles in entering the more prestigious (mainly surgical) specialties. Whilst the number of women in academic medicine has increased over the last decade, women are still concentrated in the lowest echelons of academic medicine. However, the steady trend towards the feminization of medicine will inevitably lead to an increase of women in all areas of the medical profession. Because cross-cultural studies have repeatedly revealed that women doctors have a more humanistic and personalized approach to patient care, a higher ratio of women in the profession should have a qualitative effect in this direction, despite the bureaucratic and fiscal constraints incumbent upon practising doctors. As more women become role models for medical students, their approach will influence the education of the doctors of the future.

Career Choice↗
PubMed2005

Changing educational paradigms in transfusion medicine and cellular therapies: development of a profession.

The transfusion medicine profession can be easily compared and contrasted with an early 1900 ironclad ship operating in the rough seas of the 21st century. Without modifying the old ship to today's standards, even the captain and crew will begin to expect the ship to meet its demise. The unfortunate passengers, on the other hand, do not expect that they are on an old obsolete ship and, instead, are innocent victims stuck on a doomed course. The old ironclad ship must change into a sleek cruiser and utilize the latest available technology so that its well-educated and competent captain and crew can safely navigate even the most challenging waters. The transfusion medicine profession must transform itself into a state-of-the-art ship so that it, like the refurbished ironclad ship, can be set on cruise control through the open seas. The question facing our industry is do we have the courage to utilize modern technology and to commit the funds necessary to develop, implement, and maintain our existence? It is difficult to plot a steady course into the future because of existing challenges that stand ready to sink our profession, including economic wrangling over regulation, technologic changes, generation conflict, and political differences that threaten our excellence. The primary purpose of this article is to focus on the educational needs that affect all personnel involved in transfusion medicine. In addition, this article will address potential adverse outcomes and investigate possible resolutions to avoid the "sinking ship." Within the next 5 to 7 years, without a corrective course of action, our profession will be at the bottom of the clinical ladder, remembered more for its demise and tragic ending than for its accomplishments. It is hoped, successful implementation of changes in educational paradigms in transfusion medicine may lead to a renaissance within our workforce-generations working together, each sharing and learning from one another.

Accreditation↗
PubMed1980

The evaluation of competence: validity issues in the health professions.

Problems regarding the validity of competence evaluation in the health professions are widespread and difficult to resolve. This article begins by describing the origins and purpose of health professions competence evaluation, and proceeds to offer definitions of the terms competence and validity. Factors affecting the validity of competence evaluation in the health professions, including characteristics of the decision situation and the type of information customarily used to reach competence decisions, are discussed. Subsequently, an alternative model is described that holds promise for increasing the validity of competence evaluation. The article concludes with a call for greater conceptual clarity when competence evaluation in the health professions is planned and conducted.

Evaluation Studies as Topic↗
PubMed1994

Consequences of feminization of a profession: the case of Canadian pharmacy.

Although the influx of women into formerly entirely male-dominated professions has attracted much commentary from members of these professions, little investigation of the consequences of rapid, large-scale feminization has been undertaken for particular professions. The results of a pilot study in Canadian pharmacy suggest that fears of shortages due to women working part-time while they raise their children, are unfounded. However, our survey results suggest that women are differentially drawn into pharmacies run by corporations rather than independent businesses. This may allow them to reorient pharmacy away from its business base and towards its chosen new professional jurisdiction of counselling. On the other hand, the demise of independent pharmacy, that traditionally attracted males, may bring with it less control by pharmacists over what they do in everyday practice. The possibility that similar processes are operating in other feminizing professions with entrepreneurial components, such as dentistry and optometry, should be investigated.

Canada↗