Journal of allied health 

About: Journal of allied health is an academic journal published by Association of Schools Advancing Health Professions. The journal publishes majorly in the area(s): Health care & Allied health professions. It has an ISSN identifier of 0090-7421. Over the lifetime, 1579 publications have been published receiving 17246 citations.

A WHO report: framework for action on interprofessional education and collaborative practice.

Abstract: This article summarizes the key features of the World Health Organization's Framework for Action on Interprofessional Education and Collaborative Practice. The Framework is a call for action to policy-makers, decision-makers, educators, health workers, community leaders, and global health advocates to move toward embedding interprofessional education and collaborative practice in all of the services they deliver.

A clinical education and practice placements in the allied health professions: an international perspective.

Abstract: This report describes the outcomes of extensive discussions surrounding clinical education and practice placement issues undertaken by an international group of allied health educators (in audiology, occupational therapy, physiotherapy, and speech pathology) who have met since 2001 as part of Universitas 21 Health Sciences annual meetings The report outlines key issues associated with clinical education and practice placements from an international perspective and across these four allied health professions The allied health practice context is described in terms of the range of allied health educational programs in Universitas 21 and recent changes in health and tertiary education sectors in represented countries Some issues and benefits related to supervision during allied health students' practice placements are addressed A new approach is proposed through partnership such that frameworks for the provision of practice placements can be created to facilitate student learning and educate and support clinical educators A set of guidelines that can enhance partnerships and collaborative practice for the benefit of clinical education within complex and changing health/human service and educational environments is proposed

Assessing professional perceptions: design and validation of an Interdisciplinary Education Perception Scale.

Abstract: The increased growth of interdisciplinary education programs in the allied health professions has presented the need for alternate forms of assessment that go beyond basic performance indicators These assessments would gauge professionally oriented perceptions and related affective domains for participants in such programs The present study describes the design and validation of an Interdisciplinary Education Perception Scale (IEPS) to meet that added assessment need In addition to presenting the instrument and its scoring procedures, this study also offers cross-disciplinary normative data and statistical power estimates for appropriate use of the IEPS in evaluative and related research settings

Core competencies for health care professionals: what medicine, nursing, occupational therapy, and physiotherapy share.

Abstract: This paper describes the amalgamation of the core competencies identified for medicine, nursing, physical therapy, and occupational therapy and the "harmonization" of these competencies into a framework for interprofessional education. The study was undertaken at a Canadian university with a Faculty of Health Sciences comprised of three schools (namely, medicine, nursing, and rehabilitation therapy). Leaders in interprofessional education began to identify the common standards for the core competencies expected of learners in all three schools at commensurate levels to facilitate the integration of educational curricula aimed at interprofessional education across the Faculty. The model that was created serves as a basis for curriculum design and assessment of individuals and groups of learners from different domains across and within the four professions. It particularly highlights the relevance of cross-disciplinary competency teaching and 360-degree evaluation in teams. Most importantly, it provides a launch pad for clarifying performance standards and expectations in interdisciplinary learning.

Academic Misconduct: Results of Faculty and Undergraduate Student Surveys.

Abstract: Educators in health-related fields are particularly sensitive to academic misconduct because undergraduate students who falsify academic work in such fields can go on to endanger the health and well being of the very people they are meant to assist. This paper presents the results of a survey of 104 faculty and 314 undergraduate students regarding their experience with academic misconduct. Faculty and student definitions of misconduct are compared, the incidence of cheating within each category is reported, and the projected efficacy of methods for controlling misconduct are examined. Major findings include the following: faculty and students differed significantly in their definitions of 24 of the 36 described behaviors, 82% of the surveyed undergraduate students admitted to engaging in some form of academic misconduct during their college careers, few differences in cheating patterns were related to year in school (class) or gender, and faculty and students differed on the impact that changes in environment and procedure were expected to have on cheating.