Journal of allied health (J Allied Health)

Publisher: Association of Schools of Allied Health Professions; American Society of Allied Health Professions, Association of Schools of Allied Health Professions

Journal description

The Journal of Allied Health is the official publication of the Association of Schools of Allied Health Professions (ASAHP) . The Journal is the only interdisciplinary allied health periodical, publishing scholarly works related to research and development, feature articles, research abstracts and book reviews.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Journal Of Allied Health website
Other titles Journal of allied health
ISSN 1945-404X
OCLC 1785629
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Association of Schools of Allied Health Professions

  • Pre-print
    • Archiving status unclear
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • Permission must be obtained from the publisher
    • 12 months embargo
  • Conditions
    • On institutional server only
    • Must link to publisher version
    • Publisher's version/PDF may be used
    • Applies to Journal of Allied Health
  • Classification
    ​ white

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: To help protect healthcare personnel (HCP) from infection and to prevent possible disease transmission to their patients, the Advisory Committee on Immunization Practices (ACIP) recommends vaccination of all HCP, including students. We sought to gather information on the vaccination policies of U.S. health professional (i.e., non-physician HCP) programs and to compare those requirements to current ACIP recommendations. METHODS. A self-administered, internet-based survey sent to 2,779 U.S. health professional programs was used to collect data on program demographics; student vaccination requirements; deadlines for adherence, consequences for non-adherence, and permitted exemptions to these requirements; and factors influencing the program's vaccination policy. RESULTS. The response rate was 75%. Among 2,077 responding programs, 19% required all ACIP-recommended vaccines for HCP-87% required measles, mumps, and rubella; 84% required hepatitis B; 75% required varicella; 48% required tetanus, diphtheria, and acellular pertussis (Tdap); and 32% required influenza. Programs reviewing requirements at least annually and those that reported the ACIP influenced requirements were significantly more likely to require varicella, Tdap, and influenza vaccine. During the 2009-2010 influenza season, only 59% of programs offered influenza vaccine to students. CONCLUSION. Health professional schools should update their vaccination requirements annually to be consistent with ACIP recommendations.
    Journal of allied health 01/2014; 43(1):12-21.
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    ABSTRACT: Many occupational therapy education programs use face-to-face interviewing as part of the admissions process. As programs and the applicant pool size have grown, interviewing in the traditional way has become labor intensive. Recent surveys show that in the U.S., about 99% of medical programs use the interview for admissions, as do 81% of physical therapy and 63% of occupational therapy programs. Most health science professions, including occupational therapy, value noncognitive traits such as integrity, empathy, ethical judgment, and professionalism. It has been found that traditional interviews do not really assess these noncognitive skills and traits that are desired. Instead, they are actually biased and may be influenced more by feelings of "like and dislike" than the candidate's actual abilities. It has been shown that the use of objective structured clinical examination-style stations provide greater reliability and validity than the traditional interview and are able to assess different noncognitive attributes. One such process involves the use of multiple mini-interviews (MMI), and evidence supporting its use for admission to medical school was first established in studies at McMaster University. Other disciplines have taken an interest in this process, including nursing and physician assistant programs, and have found the same results. This article discusses the evidence found in these studies and our experience in using the MMI process for admissions to an entry-level occupational therapy program.
    Journal of allied health 01/2014; 43(1):57-61.
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    ABSTRACT: Health care professionals are expected to uphold high ethical standards. Recently, ethical practices in health care have received increased scrutiny and study in an effort to ensure that clinicians meet such high ethical standards in serving their patients and clients. The American Academy of Audiology's Code of Ethics establishes professional standards that allow for the proper discharge of an audiologist's responsibilities while maintaining the integrity of the profession. Under this code, student academy members are included and required to abide by the code, the same as practicing members. The code is composed of a preamble and eight principles. The present study provides an overview of students' perceptions across a broad spectrum of ethical topics governing our profession. Specifically, this study examined audiology students' perceptions of preceptor ethics relating to these eight principles using an online survey. Responses were collected from 143 of 600 audiology students contacted and indicated that they believed that their preceptors consistently followed each of the eight principles. Results also indicated that students believe fellow students also behave ethically and that it is the primary responsibility of academic faculty, not preceptors, to teach ethics. It can be concluded that preceptors are perceived by their students to be acting with high ethical standards. However, more research and discussion may be needed to determine who should teach these ethics to students.
    Journal of allied health 01/2014; 43(1):45-50.
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    ABSTRACT: Progressive solutions are needed to solve the oral health chronic disease problem in the U.S. The importance of oral health coupled with urgent community oral health needs, shortage of primary providers, and emphasis on interprofessional collaboration make the timing ripe for allied health training and practice in oral health preventative services. A successful model is described that addressed the unmet oral health care needs of low-income and at-risk children. The model is a guide for integrating an oral health screen, fluoride varnish, anticipatory guidance, and dental referrals into allied health practice. An alternative oral health provider approach was used to address the low rate of early caries detection, preventative oral care, and access for underserved children. A comprehensive system for the administrative and clinical components of the project, including implementation plan, clinical protocols, prescriptive authority, a dental home referral system, clinical training and competency testing, was developed. The interprofessional project increased oral health services capacity and practice acceptance of oral health screening and fluoride varnishing among dietitians. Oral health care services provide allied health practitioners with unique opportunities to impact the poor access and unmet needs of at risk children and adults and to improve overall health.
    Journal of allied health 01/2014; 43(1):e5-9.
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    ABSTRACT: Oklahoma's health ranking is seventh to last in America. More specifically, the health in the four zip codes surrounding the Oklahoma University Health Science Center (OUHSC) in is among the lowest in the state. The primary purpose of this study was to understand, in collaboration with community members and partners, why health disparity persists in this area. The specific aims for this study included: uncovering trends and patterns related to health in the area surrounding the OUHSC and partnering with families who live in the surrounding neighborhoods to understand perspectives regarding persistence of health disparity. The research used community-engaged research methods including historical document reviews, windshield tours, and community member and partner interviews. The five themes reflecting the triangulation of data were: "they don't care" (i.e., the university and community decision-makers), "sense of mistrust," "unconducive environment," "diminished sense of community," and "wrong side of the tracks." These results suggest feelings of ineffective communication, consistently overlooked racial tension, a lack of willingness to understand, and impoverished environments as primary contributors to the persistence of health disparity. The poor health in the communities surrounding the OUHSC cannot be remedied by the availability of allied health programs alone but require relationship building, listening, and mobilizing the community.
    Journal of allied health 01/2014; 43(1):3-11.
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    ABSTRACT: The purpose of this study was to explore the role of teachable moments in the clinical setting and factors that may affect clinical instructors' use of teachable moments. In order to address this purpose, a survey exploring perceptions regarding the role of teachable moments, learning styles on teachable moments, and barriers associated with finding teachable moments was developed by the authors, the Teachable Moments Mentorship Survey. Seventy-four health care professionals who attended a conference on clinical education, held a license in their professional area, and had experience as a clinical instructor completed the survey. Upon examination of the data, two distinct types of barriers emerged, flexible and inflexible. The authors provide a framework for addressing these barriers associated with clinical supervision within the clinical environment.
    Journal of allied health 01/2014; 43(1):32-7.
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    ABSTRACT: An audience of journal editors from all over the world gathered in September 2013 for the Seventh International Congress on Peer Review and Biomedical Publication. According to one speaker, "Most results in clinical research are false positives or substantially exaggerated." This negative assessment of the peer-reviewed literature was one of many reminders that the field of biomedical publishing remains a work in progress nearly two and a half decades after meeting organizers launched the Peer Review Congress to promote research into the field and hold one another accountable.
    Journal of allied health 01/2014; 43(1):1.
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    ABSTRACT: The purpose of the study was to determine factors that attract physician assistants (PAs) to rural settings, and what they found satisfying about their practice and community. A cross-sectional survey design was used. All PAs who were practicing in both nonmetropolitan counties and rural communities in metropolitan counties, in a single midwestern US state, served as the population for the study. A total of 414 usable questionnaires were returned of the 1,072 distributed, a 39% response rate. Factor analysis, descriptive statistics, Pearson's correlation analysis, and robust regression analyses were used. Statistical models were tested to identify antecedents of four job satisfaction factors (satisfaction with professional respect, satisfaction with supervising physician, satisfaction with authority/ autonomy, and satisfaction with workload/salary). The strongest predictor of all four job satisfaction factors was community satisfaction, followed by importance of job practice. Additionally, the four job satisfaction factors had some significant associations with importance of socialization, community importance, practice attributes (years of practice, years in current location, specialty, and facility type), job responsibilities (percentage of patient load not discussed with physician, weekly hours as PA, inpatient visits), and demographics (marital status, race, age, education).
    Journal of allied health 01/2014; 43(1):22-31.
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    ABSTRACT: This paper describes the development, methods and results of a novel interprofessional student-led aged care clinic. The clinic was established to facilitate the interprofessional education of students approaching graduation in dietetics, medicine, nursing, occupational therapy, pharmacy, physiotherapy, podiatry, social work, and speech pathology. Students worked together in a primary care clinic established to support patients >70 years old who had recently been discharged home from an acute hospital admission. The students completed a screening interview of patients in mixed-discipline teams, established health care needs, and wrote referrals for appropriate support services. A mixed-methods evaluation approach was taken; the effects of the clinic on students (n=70) and educators (n=14) were evaluated. A subgroup of students (n=42) and educators (n=12) participated in focus groups designed to enable evaluation of learning outcomes. Students reported developing an expanded perspective of issues that affect the health of older people, felt that they gained knowledge about the practical roles and referral pathways of other disciplines, and described enhanced interprofessional communication skills. Educators reported that they observed the students' development of communication and referral skills and expanded awareness of health domains that they would not previously have considered.
    Journal of allied health 01/2014; 43(1):51-6.
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    ABSTRACT: Cultural competency training for health professionals is now a recognised strategy to address health disparities between minority and white populations in Western nations. In Australia, urgent action is required to "Close the Gap" between the health outcomes of Indigenous Australians and the dominant European population, and significantly, cultural competency development for health professionals has been identified as an important element to providing culturally safe care. This paper describes a compulsory interprofessional first-year unit in a large health sciences faculty in Australia, which aims to begin students on their journey to becoming culturally competent health professionals. Reporting primarily on qualitative student feedback from the unit's first year of implementation as well as the structure, learning objects, assessment, and approach to coordinating the unit, this paper provides a model for implementing quality wide-scale, interprofessional cultural competence education within a postcolonial context. Critical factors for the unit's implementation and ongoing success are also discussed.
    Journal of allied health 01/2014; 43(1):38-44.
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    ABSTRACT: To determine whether the clinical competencies of musculoskeletal outpatient physiotherapists improve if they participate in an annual in-service education programme designed around clinical practice needs. A within-subject, without-control, experimental, pre-test post-test study. Clinical and educational facilities of Doncaster and Bassetlaw Hospitals NHS Foundation Trust and locality-based outpatient facilities. Participants were 37 specialist musculoskeletal outpatient physiotherapists (band 6 and 7), working for Doncaster and Bassetlaw Hospitals NHS Foundation Trust. Participants completed three separate modules of in-service education through an academic year, based on learning outcomes identified from observation and performance rating of their clinical competencies. Each module lasted 7 hours, with supporting clinical assistance sessions and self-directed learning time. The primary outcome measure was a (participant) performance rating (from novice to expert) of 20 clinical competencies scored by experienced clinical educators before and after completion of the in-service education programme. A secondary, qualitative outcome measure (a purpose-made, semi-structured questionnaire) given after the programme explored participants' experiences and perceptions of the in-service education programme. Seven competencies were identified as the focus of the programme because their performance ratings were the lowest. All seven of these competencies improved following the programme. Communication scores improved by 6%, clinical reasoning by 4%, functional analysis of movement by 6%, use of research in practice by 4%, and critical appraisal of evidence by 4.6%. Performance of structural differentiation and the range of manual handling skills demonstrated were the only competencies to show a statistically significant improvement of 14.6% and 12%, respectively (p≤0.025(. Thematic analysis of the questionnaires revealed that 96% of respondents felt that their practice had changed positively over the year because of the programme. Providing a structured and bespoke in-service education programme over an academic year may help to improve the rating of clinical competencies and give participants the perception that their clinical practice has changed because of the programme.
    Journal of allied health 01/2013; 42(1):33-9.
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    ABSTRACT: The acute care setting requires a unique skill set for all health care providers, including Doctor of Physical Therapy (DPT) students. This study explores high-fidelity human simulation (HFHS) training in a DPT education program to achieve learning objectives specific to preparation of DPT students for acute care clinical practice. Twenty-three DPT students participated in a HFHS acute care experience, provided feedback about the learning experience, and completed a survey regarding preparedness for clinical practice. Student feedback was interpreted to gain content validity of the learning experience, and descriptive statistics were used to analyze survey results. In this pilot study, students identified four learning objectives met during the simulation experience: interprofessional communication, preparation of the treatment environment, patient safety, and discharge planning. Following the experience, 91.5% of the students reported more confidence in interprofessional communication, and 67% were more knowledgeable in discharge disposition. All students agreed that simulations should be part of the curriculum, and 95.2% reported simulation valuable in preparation for clinical practice. As a result of HFHS training in the DPT program, students' educational objectives were met, and simulation was deemed valuable in integrating prior learning and providing an enhanced understanding of the acute care setting. The findings support continued investigation of the effectiveness of simulation to prepare DPT students for acute care clinical practice.
    Journal of allied health 01/2013; 42(1):25-32.
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    ABSTRACT: The demand for nuclear medicine technologists (NMTs) in Kuwait has increased, especially with the introduction of multimodality imaging systems. In order to increase the number of NMTs in the workforce and retain the existing NMTs, there should be a better way to motivate them. To find out how satisfied NMTs are and the factors that motivate them. An interview was conducted with 40 randomly selected NMTs to explore deep-seated emotions and attitudes that were related to motivation. Questions about the recognition NMTs receive from the general public, whether they are acknowledged as significant contributors to health services, ways to improve the standing of NMTs in society, and the clarity of the job description were included. A questionnaire survey was then conducted with 100 randomly selected NMTs. The questions were designed to elicit wider perspective of the information obtained from the interviews. The results show a need for attention in the Ministry of Health to NMTs for recognition, motivation, and improvement. Giving the NMTs their own identity and opportunities to be part of decision-making in the health team would influence more students to join nuclear medicine departments and give more self-confidence to the existing NMTs.
    Journal of allied health 01/2013; 42(4):189-96.
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    ABSTRACT: Physical therapist practice is grounded in patient management principles encompassing all body systems and focuses on prevention, education, and functional outcomes. As such, management of the integumentary system crosses all practice settings, emphasizing the importance that basic integumentary content be adequately addressed during entry-level education. The purpose of this qualitative study was to compare the self-reported integumentary knowledge and skill of recent graduates to profession-determined expectations for education. Participants were 7 licensed physical therapists experienced in wound management. Semi-structured interview data were recorded, transcribed, and coded. A matrix compiling professional expectations for integumentary education was utilized to identify topics as absent, covered only briefly, or covered only during clinical rotations. Compression, vascular screening, infection, factors impacting healing, modalities, dressings, wound measurements, topicals, and sutures/staples were among the most commonly reported areas of deficiency. While integumentary care makes up a small percentage of physical therapy practice, it is a significant part of a comprehensively educated therapist. This study found participants did not perceive themselves to have received the minimum entry-level integumentary knowledge and skill deemed necessary by the profession. Study results are supported by current literature and demonstrate the need for integumentary curriculum review in entry-level programs.
    Journal of allied health 01/2013; 42(1):40-5.
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    ABSTRACT: Educational practices at colleges and universities around the world went unchanged for several centuries. Students gathered in classrooms and large halls to hear lectures read by faculty. A companion means of enlightenment was in the form of seminars that involved smaller numbers of students. Apart from lectures and discussions, key sources of information consisted of printed textbooks. Those modes of pedagogy remain in effect to the present day, but in recent times have been altered because of the Internet. One result has been to produce a polar opposite modality in the form of initiatives by Capella University and the College for America, which enroll students in online programs without courses, teaching professors, grades, deadlines, or credit hour requirements, but with a path to genuine college credit.
    Journal of allied health 01/2013; 42(2):63.
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    ABSTRACT: Service-learning (SL) is a pedagogical tool that has several purported benefits. In the health sciences, we have established an integrated curricular SL thread that includes self-contained course experiences and the provision of pro bono physical therapy services in on- and off-campus Service-Learning Clinics (SLC). SL is integrated across the curriculum through four SL courses. Student provision of pro bono services is the centerpiece of the SL course series with students providing patient management in on- and off-campus clinics. The purpose of this case report is to examine how participation in the off-campus SLC may impact the development of professionalism in a sample of eight students. In this project, student perceptions of the role of the off-campus SLC experiences in the development of professionalism and core values were assessed through three methods: student interviews, completion of the physical therapy Core Values Self-Assessment form, and analysis of student reflection papers. Students reported core values compassion/caring and accountability most frequently in the context of their off-campus SL experiences. Student responses suggest SL is a beneficial learning model in providing a framework to the curricular emphasis on professionalism. While the role of SL in the development of professionalism and core values is not entirely clear, this pedagogical model appears to have a positive impact on the professional education of these students.
    Journal of allied health 01/2013; 42(1):e25-32.