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Clinical Education in Transition: Recommendations and Strategies: A Report of the ASAHP Clinical Education Task Force

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Title: Clinical Education in Transition: Recommendations and Strategies: A Report of the ASAHP Clinical Education Task Force
Authors: Robert J, McLaughlin, Christopher W, O'Brien, Marcie, Weinstein, Roy B, Anderson, Joseph, Cameron, Barbara D, Romig, Scott, Westervelt, Julie, O'Sullivan Maillet
Source: Journal of allied health. 48(4)
Publisher Information: 2020.
Publication Year: 2020
Subject Terms: Patient Care Team, 03 medical and health sciences, Models, Educational, 0302 clinical medicine, Allied Health Occupations, Education, Professional, 4. Education, Evidence-Based Practice, Advisory Committees, Humans, Interdisciplinary Communication, 0305 other medical science, 3. Good health
Description: The practice models, interdisciplinary team functions, intersecting competencies, economies, and settings of contemporary healthcare are all in flux, demanding that educators reconsider traditional health professions clinical education models and partnerships. The Association of Schools Advancing Health Professions (ASAHP) and Allied Health (AH) deans, collectively and individually, must determine the priorities and strategies to advance AH education. This paper offers five recommendations that stem from a review of literature pertaining to current changes in the healthcare sector and higher education that challenge the availability of AH clinical education. Vetted by AH educators and health system representatives, the recommendations subsume proactive strategies that target factors affecting learning in the clinical environment and aim to meet the needs of patients/clients, employers, students, and educators. The recommendations are: 1) Develop meaningful strategic partnerships with healthcare organizations; 2) Assess and integrate interprofessional competencies for efficient and effective interprofessional practice (IPP); 3) Incorporate effective use of healthcare technology into AH education and practice; 4) Advocate within and among healthcare systems, higher education leadership, accreditation and professional organizations, and governmental agencies to foster and support IPP competencies and effective cross-discipline referrals; 5) Drive excellence in clinical education through promotion of research and scholarly activity.
Document Type: Article
Language: English
ISSN: 1945-404X
Access URL: https://pubmed.ncbi.nlm.nih.gov/31800653
Accession Number: edsair.pmid..........67e46bfbf31910efc6ed4213aa51c2bc
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  Data: Clinical Education in Transition: Recommendations and Strategies: A Report of the ASAHP Clinical Education Task Force
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  Data: <searchLink fieldCode="AR" term="%22Robert+J%2C+McLaughlin%22">Robert J, McLaughlin</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+W%2C+O'Brien%22">Christopher W, O'Brien</searchLink><br /><searchLink fieldCode="AR" term="%22Marcie%2C+Weinstein%22">Marcie, Weinstein</searchLink><br /><searchLink fieldCode="AR" term="%22Roy+B%2C+Anderson%22">Roy B, Anderson</searchLink><br /><searchLink fieldCode="AR" term="%22Joseph%2C+Cameron%22">Joseph, Cameron</searchLink><br /><searchLink fieldCode="AR" term="%22Barbara+D%2C+Romig%22">Barbara D, Romig</searchLink><br /><searchLink fieldCode="AR" term="%22Scott%2C+Westervelt%22">Scott, Westervelt</searchLink><br /><searchLink fieldCode="AR" term="%22Julie%2C+O'Sullivan+Maillet%22">Julie, O'Sullivan Maillet</searchLink>
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  Data: <i>Journal of allied health</i>. 48(4)
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  Data: 2020.
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  Data: <searchLink fieldCode="DE" term="%22Patient+Care+Team%22">Patient Care Team</searchLink><br /><searchLink fieldCode="DE" term="%2203+medical+and+health+sciences%22">03 medical and health sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Models%2C+Educational%22">Models, Educational</searchLink><br /><searchLink fieldCode="DE" term="%220302+clinical+medicine%22">0302 clinical medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations%22">Allied Health Occupations</searchLink><br /><searchLink fieldCode="DE" term="%22Education%2C+Professional%22">Education, Professional</searchLink><br /><searchLink fieldCode="DE" term="%224%2E+Education%22">4. Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-Based+Practice%22">Evidence-Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Advisory+Committees%22">Advisory Committees</searchLink><br /><searchLink fieldCode="DE" term="%22Humans%22">Humans</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Communication%22">Interdisciplinary Communication</searchLink><br /><searchLink fieldCode="DE" term="%220305+other+medical+science%22">0305 other medical science</searchLink><br /><searchLink fieldCode="DE" term="%223%2E+Good+health%22">3. Good health</searchLink>
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  Data: The practice models, interdisciplinary team functions, intersecting competencies, economies, and settings of contemporary healthcare are all in flux, demanding that educators reconsider traditional health professions clinical education models and partnerships. The Association of Schools Advancing Health Professions (ASAHP) and Allied Health (AH) deans, collectively and individually, must determine the priorities and strategies to advance AH education. This paper offers five recommendations that stem from a review of literature pertaining to current changes in the healthcare sector and higher education that challenge the availability of AH clinical education. Vetted by AH educators and health system representatives, the recommendations subsume proactive strategies that target factors affecting learning in the clinical environment and aim to meet the needs of patients/clients, employers, students, and educators. The recommendations are: 1) Develop meaningful strategic partnerships with healthcare organizations; 2) Assess and integrate interprofessional competencies for efficient and effective interprofessional practice (IPP); 3) Incorporate effective use of healthcare technology into AH education and practice; 4) Advocate within and among healthcare systems, higher education leadership, accreditation and professional organizations, and governmental agencies to foster and support IPP competencies and effective cross-discipline referrals; 5) Drive excellence in clinical education through promotion of research and scholarly activity.
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      – Text: English
    Subjects:
      – SubjectFull: Patient Care Team
        Type: general
      – SubjectFull: 03 medical and health sciences
        Type: general
      – SubjectFull: Models, Educational
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      – SubjectFull: 0302 clinical medicine
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      – SubjectFull: Allied Health Occupations
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      – SubjectFull: Education, Professional
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      – SubjectFull: 4. Education
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      – SubjectFull: Evidence-Based Practice
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      – SubjectFull: Advisory Committees
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      – SubjectFull: Humans
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      – SubjectFull: Interdisciplinary Communication
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      – SubjectFull: 0305 other medical science
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      – SubjectFull: 3. Good health
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              Y: 2020
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