Research Success in Schools of Allied Health Professions

Although the value of research within schools of allied health professions is widely accepted, its practice is limited, and the means of achieving success is poorly understood. This project aimed to characterize schools that have achieved research success, to explore the activities that allow schools to become successful, and to evaluate the metrics by which research success may be monitored. Using data from the 2016 ASAHP Institutional Survey (n=83 schools) and interviews with leadership at top-funded schools, we examined the relationships between external research funding, publications, and program rank for ASAHP member schools and explored the characteristics of well-funded schools. The hallmarks of success include high and clear expectations of faculty, significant levels of institutional investment in research infrastructure, and protected time for faculty research. Institutional support for publishing, including support for pilot studies, statistical analysis, and writing, may be important first steps in achieving research success. While average program rank is higher among schools with research funding than schools without it, program standing alone is not highly correlated with overall research success among ASAHP member institutions.

Similarities and Differences Between Physician Assistant Program and Medical School Mission Statement Themes

PURPOSE

The purpose of this study was to examine the concordance of US physician assistant (PA) program mission statements with those of US public- and private-sponsored medical schools. With the exception of a broader medical school focus on research, the authors hypothesized that little difference in mission statement congruence would be found in a comparison of medical schools and PA programs.

METHODS

Mission statements of 209 of the 210 accredited US PA programs as of May 2016 were obtained and analyzed. Keywords and phrases were identified, coded, and analyzed using NVivo. Themes that previously reported medical school mission statement analyses (including education, research, service, primary care, diversity, prevention, provider distribution, and cost control) were examined. Additional themes of evidence-based medicine (EBM), interprofessional care, patient safety, and quality improvement were included in the analyses.

RESULTS

Analyses revealed similar emphasis in both PA programs and medical schools on themes of education, prevention, and cost control, with dissimilar emphases on themes of research, service, primary care, diversity, and provider distribution. Physician assistant programs were more likely to emphasize interprofessional care than EBM, patient safety, or quality improvement.

CONCLUSIONS

In the comparison of mission statements of medical schools and PA programs, much less congruence was found than had been hypothesized. Although this study examined the similarities and differences between the mission statements of US medical schools and PA programs, it did not examine the extent to which programs succeeded in meeting the stated missions. Additional research is necessary to understand the factors that determine whether mission statements are actualized in measurable deliverables.

The Future of Clinical Education: Opportunities and Challenges from Allied Health Deans' Perspective

ISSUE

There is limited information and consensus on the future of clinical education and the key factors impacting allied health (AH) clinical training. AH deans identified both opportunities and challenges impacting clinical education based on a proposed educational model.

METHODS

From July 2013 to March 2014, 61 deans whose institutions were 2013 members of the Association of Schools of Allied Health Professions (ASAHP) participated in a three-round Delphi survey. Agreement on the relative importance of and the ability to impact the key factors was analyzed. Impact was evaluated for three groups: individual, collective, and both individual and collective deans. AH deans' responses were summarized and refined; individual items were accepted or rerated until agreement was achieved or study conclusion.

RESULTS

Based on the deans' ratings of importance and impact, 159 key factors within 13 clinical education categories emerged as important for the future of clinical education. Agreement was achieved on 107 opportunities and 52 challenges.

CONCLUSIONS

The Delphi technique generated new information where little existed specific to AH deans' perspectives on AH clinical education. This research supports the Key Factors Impacting Allied Health Clinical Education conceptual model proposed earlier and provides a foundation for AH deans to evaluate opportunities and challenges impacting AH clinical education and to design action plans based on this research.

The Future of Clinical Education: Using Futuristic Scenarios to Explore Allied Health Deans' Perspectives on Clinical Education

ISSUE

There is limited information and consensus on the future of clinical education. The Delphi technique was selected to identify agreement among Association of Schools of Allied Health Professions' (ASAHP) allied health deans on the future (2018-2023) of allied health (AH) clinical education.

METHODS

Sixty-one AH deans, 54.9% (61 of 111) of the ASAHP membership, expressed opinions about clinical education through a three-round Delphi study. In conjunction with a conceptual model, four futuristic scenarios were used to encourage deans' feedback on the key factors impacting the future of clinical education.

RESULTS

The responses to the four scenarios showed ways the external environment influences which activities the deans recommend. The results presented, by individual scenario and in totality, provide relevant and timely information on the importance and transformation of AH clinical education and its future.

DISCUSSION

Futuristic scenarios, in combination with the Delphi technique, generated information where little exists specific to AH deans' perspectives on AH clinical education. The results offer deans opportunities for future strategic improvements.

CONCLUSION

The use of the futuristic scenarios was suitable for guiding deans' responses and reaching agreement on the future of AH clinical education. These contributions reflect the imminent conditions and healthcare environment identified in the various scenarios and provide additional insight on key factors impacting the future for AH clinical education.

Balancing Two Cultures: American Indian/Alaska Native Medical Students' Perceptions of Academic Medicine Careers

American Indians and Alaska Natives (AI/AN) remain underrepresented in the academic medicine workforce and little is known about cultivating AI/AN medical students' interest in academic medicine careers. Five structured focus groups were conducted including 20 medical students and 18 physicians. The discussion guide explored factors influencing AI/AN trainees' academic medicine career interest and recommended approaches to increase their pursuit of academia. Consensual qualitative research was employed to analyze transcripts. Our research revealed six facilitating factors, nine dissuading factors, and five recommendations towards cultivating AI/AN pursuit of academia. Facilitators included the opportunity to teach, serving as a role model/mentor, enhancing the AI/AN medical education pipeline, opportunities to influence institution, collegiality, and financial stability. Dissuading factors included limited information on academic career paths, politics, lack of credit for teaching and community service, isolation, self-doubt, lower salary, lack of positions in rural areas, lack of focus on clinical care for AI/AN communities, and research obligations. Recommendations included heighten career awareness, recognize the challenges in balancing AI/AN and academic cultures, collaborate with IHS on faculty recruitment strategies, identify concordant role models/mentors, and identify loan forgiveness programs. Similar to other diverse medical students', raising awareness of academic career opportunities especially regarding teaching and community scholarship, access to concordant role models/mentors, and supportive institutional climates can also foster AI/AN medical students' pursuit of academia. Unique strategies for AI/AN trainees include learning how to balance AI/AN and academic cultures, collaborating with IHS on faculty recruitment strategies, and increasing faculty opportunities in rural areas.

[Current states and future aspects of graduate schools for adult graduate students: experiences of the master's course as a medical technologist]

The educational system for medical technologists (MTs) has gradually shifted from a three-year technical school system to a four-year university system. It is worthwhile for MTs to advance to a graduate school, in order to improve their routine-work skills, performances, and also to advance their own research as well as to learn how to direct younger MTs. Recently, MTs who advance to the graduate school as adult graduate students are increasing. In this article, the current states and future aspects of the graduate school of Iwate Medical University are reported. In our Department of Central Clinical Laboratory in Iwate Medical University Hospital, three of my colleagues have completed the master's course of the graduate school as adult graduate students, and three are currently attending the school. Nevertheless, none of them has advanced to the doctor's course yet. The primary reason why they do not advance is the heavy burden on any adult graduate students physically, mentally, and financially to study in the graduate school and carry out routine duties at the same time. Thus, in order to encourage MTs to go or to graduate school education, it is important to arrange systems which will enable MTs to advance to the graduate school as adult graduate students. I believe there are three key elements to make this possible. Firstly, prepare easier access to curriculums for MTs to study special fields and learn special skills. Secondly, arrange an increase in the salary scheme depending on the degree attained from the graduate school. Thirdly, provide financial support for graduate school expenses. In conclusion, it is expected that a large number of MTs will advance to the graduate school if these changes for a better educational environment are made.

Connecting students to institutions: the relationship between program resources and student retention in respiratory care education programs

BACKGROUND

Respiratory care education programs are being held accountable for student retention. Increasing student retention is necessary for the respiratory therapy profession, which suffers from a shortage of qualified therapists needed to meet the increased demand. The present study investigated the relationship between student retention rate and program resources, in order to understand which and to what extent the different components of program resources predict student retention rate.

METHODS

The target population of this study was baccalaureate of science degree respiratory care education programs. After utilizing a survey research method, Pearson correlations and multiple regression analysis were used for data analysis.

RESULTS

With a 63% response rate (n = 36), this study found a statistically significant relationship between program resources and student retention rate. Financial and personnel resources had a statistically significant positive relationship with student retention. The mean financial resources per student was responsible for 33% of the variance in student retention, while the mean personnel resources per student accounted for 12% of the variance in student retention. Program financial resources available to students was the single best predictor of program performance on student retention.

CONCLUSIONS

Respiratory care education programs spending more money per student and utilizing more personnel in the program have higher mean performance in student retention. Therefore, respiratory care education programs must devote sufficient resources to retaining students so that they can produce more respiratory therapists and thereby make the respiratory therapy profession stronger.

The transformation of research in the health professions at the University of South Carolina

During the past six years, there has been a remarkable transformation of research, faculty, and interdepartmental, interinstitutional collaboration in the health professions at the University of South Carolina (USC). The author describes the context in which this transformation has occurred and the factors that caused the USC medical school to move from a position of relative insularity from the other colleges within the university--conducting little extramural research, and regarding its relationship with its teaching hospitals as distal, associated institutions--to a position of full integration into the Division of Health Sciences with very significant growth in externally funded research and closer-than-ever-before working relationships with its two teaching hospitals. The author hopes that the model of interinstitutional collaboration USC is developing throughout the region will be thought worthy of emulation elsewhere. In this article, the author reviews the transformation of research in the school of medicine and the other health professions schools--specifically, nursing, pharmacy, public health, and social work--at USC during the past six years. He explains how these changes were effected while the school continued to support its original mission.

Promoting minority access to health careers through health profession-public school partnerships: a review of the literature

Partnerships between health profession schools and public schools provide a framework for developing comprehensive, creative solutions to the problem of minority underrepresentation in health careers. This review examines the functioning of partner relationships, focusing on elements of the social context that determine success or failure, and stages of partnership development. Influential aspects of the social context include cultural differences between personnel in higher education and K-12 institutions, the resources available to the partnership, and constraints on partnership activity. Stages of the process that partner institutions must negotiate include initiation, ongoing management, and institutionalization. Strategies to improve minority student achievement are reviewed, including specific types of programmatic interventions and best practices. Strategies available to partnerships for improving minority achievement include academic enhancement, science or math instructional enrichment, career awareness and motivation, mentoring, research apprenticeship, reward incentives, and parental involvement. Of these, academic enhancement and instructional enrichment have the greatest potential for improving minority student outcomes. Partnerships need to take a sustained multipronged approach, providing intensive interventions that target students, teachers, and curricula at appropriate educational stages. Documenting program impact is critical for attracting more resources to increase minority access to health careers: sponsoring organizations should dedicate funds for assessment of the partnership's functioning and for rigorous evaluation of interventions.

An innovative program to fund health-oriented student projects and research

The price of a university education has increased over the years. As a result, students often graduate with thousands of dollars of debt. Conducting research or developing class projects that require personal expenditures can be overwhelming, if not impossible. Participation in research and in developing projects can enhance a student's educational experience. In an effort to address cost issues and provide an optimal learning experience for all students through participation in projects and research, the College of Health Sciences at the University of Texas at El Paso (UTEP) collaborated with a regional foundation to fund health-oriented students' projects and research. Approximately 100 projects have been funded in amounts from 200 dollars to 10,000 dollars at UTEP. Similar programs can be replicated at other US universities. Establishing a general fund and identifying contributors may be a viable option, although finding a foundation or agency to fund the project poses a challenge.

Clinical education in two-year colleges: cost-benefit issues

Allied health program directors and administrators need to be aware of the costs and benefits of their clinical training programs to assure continued availability of training facilities for students. In a pilot study, program directors and administrators who are members of the National Network of Health Career Programs in Two-year Colleges (NN2) were surveyed concerning items to include in a cost-benefit-analysis tool, intangible and tangible costs and benefits of clinical education programs, and evaluation of a tool to analyze costs and benefits. Surveys were sent to 138 NN2 members, with 58 responding. Clinical sites were primarily in independent hospitals or health care systems. Most programs had preceptor-to-student ratios of 1:1-1:2, with few students being paid for clinical work. The respondents identified costs as staff time, materials and supplies, equipment, and others. Benefits were orientation and recruitment savings; increased professionalism, job satisfaction, and work quality of staff; ability to maintain and upgrade staff skills and knowledge; and student assistance with clinical coverage. Few programs were required to perform cost analysis. Allied health clinical education programs continue to depend on the willingness of health care facilities to accept students for clinical training.

University-based clinical laboratory science programs: strategies for survival

OBJECTIVE

To describe the current status of clinical laboratory science (CLS)/medical technology (MT) programs regarding the impact of budgetary cutbacks and to identify successful strategies for program survival.

DESIGN

Mail survey.

SETTING

University-based CLS/MT programs accredited by the Committee on Allied Health Education and Accreditation (CAHEA).

PARTICIPANTS

All CAHEA-accredited, university-based CLS/MT programs in Ohio and bordering states and all "big-ten" programs as listed in the Allied Health Education Directory 21st edition (n = 19).

INTERVENTION

None.

OUTCOME MEASURES

Program directors' perceptions of: the potential threat of program closure, the impact of budget cutbacks, and successful strategies to enhance program viability.

RESULTS

A total of 13 programs responded, for a response rate of 68%. The majority of the respondents (66%) indicated that they were experiencing budget cutbacks that affected either their operating budgets or their staffing configurations, or both. Although program closure had been discussed in many programs, directors felt that their programs would not be threatened with closure in the next three years. Only one program had intentionally decreased student enrollment. Strategies implemented by program directors fall into one of four categories: curriculum restructure, use of nontraditional instructional staff, revenue generation, and use of innovative teaching strategies.

CONCLUSION

CLS/MT programs are experiencing budget cutbacks consistent with the overall trend in institutions of higher education. In light of the trend toward program closures and decreasing entering practitioners, educators must address issues that relate to program viability. CLS/MT program directors are seeking and instituting changes to enhance the status of their programs in their respective institutions. These strategies are similar to those reported by other higher-education administrators. Further research and evaluation are necessary to determine the outcomes of such measures.

The marketing gap in health care education

Through an analysis of some of the implications of Health Service re-organisation for colleges (and faculties), this paper argues the need for marketing practices in colleges and identifies a 'marketing gap' between the approaches commonly employed and those needed to secure a significant future role.

Geriatric education centers address medication issues affecting older adults

Serious problems have been identified in the prescribing of medications for elderly patients and use of prescription and nonprescription drugs by older persons. Overuse, underuse, and inappropriate use of drugs by the elderly have been widely documented, and the harmful consequences have been described. This paper reviews information concerning the need for action to improve health professionals' knowledge and skills with respect to drugs and the elderly and activities being undertaken by geriatric education centers (GECs) to enhance these capacities. Grant support for the centers from the Health Resources and Services Administration, a Public Health Service component agency, began in 1983. In fiscal year 1992 there are 31 centers operating in 26 States. The centers are multi-institutional and conduct four types of educational activities. These include review of pharmacological issues for multidisciplinary groups, specialized training for pharmacists, discipline-specific programs focusing on medication issues, and activities aimed at educating the public. Examples of the GECs' educational activities are given.

[Model for estimating costs per student at the medical sciences campus]

The information about cost is considered at present essential for decision making in institutions of higher education. The way this information is collected, and the determination of the variables and cost objectives to be considered on the model depend on the particular characteristics and the objectives of the institution. This article describes the model developed for estimating costs per student and per year of study in the program, in the Medical Sciences Campus of the University of Puerto Rico. The information about costs is never completely precise yet, the model presented has tried to consider, whenever possible, all the cost elements that contribute to approximate the estimates to the real costs.

Paying for clinical education: fact or fiction?

Changes in the health care system, brought on by cost control measures, are expected to have an impact on clinical education opportunities in allied health. There has been speculation that clinical facilities, upon which academic programs depend for clinical education, will begin charging fees for allowing students to rotate through their facilities. A survey was conducted of 43 schools and colleges of allied health, comprising 274 programs in 46 different disciplines to ascertain the extent to which programs were paying for clinical education. Two basic research questions were addressed: (1) to what extent are academic institutions supporting direct costs for clinical education of students and (2) to what extent are academic institutions exchanging resources with clinical facilities in which their students are receiving clinical education? Data were collected on cash payments made to clinical facilities, payment of preceptors, academic faculty in direct supervision of students in the clinics, tuition credit bank for clinical supervisors, university provision of inservice training for the clinical faculty, and university provision of equipment for use by students in the clinical facility. Results indicate that very few programs are making cash payments--2.2% in academic health centers and 10.6% in non-academic health centers (four-year colleges). In lieu of cash payments, a number of resource exchanges take place between educational institutions and clinical facilities.

Documenting effective coordination of medical education programs in response to medical underservice

The Federal government has in the past initiated a variety of programs in an effort to address the issue of medical underservice throughout the United States. The results of two such programs sponsored by the University of Colorado Health Sciences Center are examined. Their federal and state support have been decreased at a time when encouraging progress was being made in reducing rural Coloradoans' inaccessibility to medical care, although much of the state remains designated a primary care health manpower shortage area. This paper challenges the Federal Government's policy of temporarily "seed" funding programs whose interventions require several years to complete, under the assumption that state legislatures will eagerly pick up financial support for all that document continuing need and effectiveness. It also describes the difficulties this policy and prevailing state legislative attitude pose for program evaluators in performing their professional function.

Grants to schools of medicine, osteopathy, dentistry, public health, veterinary medicine, optometry, pharmacy, and podiatry for support of their education programs--PHS. Final regulation

These final regulations revise existing regulations governing capitation grants to health professions schools to incorporate amendments made to sections 770-772 of the Public Health Service Act (the PHS Act) by the Health Professions Training Assistance Act of 1985, Pub. L. 99-129, enacted October 22, 1985.

The marketing concept applied to an education program

Dietetic education programs seeking to maintain their enrollment levels may find it necessary to adopt more sophisticated marketing strategies. This article describes the application of the marketing process to an extended degree dietetic program that serves a national audience. It also presents a strategy for initiating a marketing study and marketing orientation by analyzing its internal program data. The article discusses the specific market characteristics of the program's primary market segments, and it presents further implications for dietitians at work in health care facilities, in businesses, or in private practice.

Cost avoidance in a regional continuing education center

Continuing education is a professional fact of life. There are numerous reasons why health professionals continue their education: the knowledge explosion makes existing theory and practice obsolete; society is ever changing and becoming increasingly complex; professionals are required to improve the quality of services rendered because of increased demands for accountability; some individuals change roles (e.g., direct care provider to administrator) within a profession, or even change professions; and some professions (e.g., medicine, nursing) require documentation of participation for relicensure and/or recertification to practice. While there are compelling reasons for health professionals to continue their education, the state of economic affairs is such that both continuing education (CE) providers and participants must seek ways to avoid and/or reduce costs related to CE. This paper consists of a case study description of what one regional continuing education center has done to reduce costs without reducing services.

Public Health Service--financial distress grants to health profession schools. Final regulations

The Public Health Service is issuing regulations to implement the program of financial distress grants to health professions schools to assist them in meeting their costs of operation, if they are in serious financial distress, or in meeting accreditation requirements, if they have a special need for assistance in meeting these requirements, and to carry out appropriate operational, managerial, and financial reforms. These grants are authorized under the Public Health Service Act.

Public Health Service--Grants for construction of teaching facilities, educational improvements, scholarships and student loans; grants for nurse practitioner traineeship programs. Interim-final regulations

These regulations set forth requirements for grants to schools of nursing, medicine, and public health, to public or nonprofit private hospitals, and to other nonprofit entities to meet the costs of traineeships for the training of nurse practitioners. Trainees must reside in health manpower shortage areas and sign a commitment with the Secretary to practice full-time as nurse practitioners in areas having shortages of primary medical care manpower.