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


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.

  • Impact factor
  • 5-year impact
  • Cited half-life
  • Immediacy index
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  • Article influence
  • Website
    Journal Of Allied Health website
  • Other titles
    Journal of allied health
  • ISSN
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  • 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
    • Must request permission from 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: 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 The research used community-engaged research methods including historical document reviews, windshield tours, and community member and partner interviews.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: 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: Previous evaluation of staff training in self-management of chronic disease reports poor implementation in primary health care settings. It was hypothesized that after 4 years of funding for staff training, implementation rates would have improved. Fifty-six primary health care staff who had recently undertaken training in self-management in chronic disease were asked to complete a survey regarding the implementation of the training in their workplace. There was a 43% response rate across 12 organizations. Of the respondents, 87.5% reported implementing the training into practice. Confidence of staff in implementing training remains problematic. Staff who identify as having low-level confidence may benefit from peer mentoring in the workplace.
    Journal of allied health 01/2014; 43(1):e1-3.
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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: 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: 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: 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: 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: Arthur W. Schlesinger, Jr., who served as "court historian" and Special Assistant to President John F. Kennedy, was asked not long after the chief executive was assassinated on November 22, 1963 to assess the administration's impact. He responded by indicating that a quasi-categorical demurral best characterized the situation, by which he meant it still was much too early to be able to provide a full assessment of the achievements of the Kennedy presidency. Currently, self-appointed pundits on both sides of the political divide do not lack opinions on the value or lack thereof of the Patient Protection and Affordability Act, which became the law of the land on March 23, 2010. Yet, to invoke Schlesinger's point of view, it remains somewhat premature to issue a fully informed judgment on the value of this legislation because many of its main provisions have not been fully implemented as of mid-summer 2013. A useful term that underlies this essay is entelechy, which in one sense of the word means that there always are new forms of knowledge destined to emerge, but which despite that inevitability, observers of the health scene may be taken utterly by surprise.
    Journal of allied health 01/2013; 42(3):127-34.
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    ABSTRACT: Empathy is a human emotion that is important in the effective provision of health care and amenable to change through explicit and implicit experiences in an individual's life. This study measured levels of empathy in students pursuing doctoral degrees in physical therapy and compared the influence of professional education at different institutions on these levels. Our cross-sectional, two-cohort, multisite study used a modified version of the Jefferson Scale of Physician Empathy, Student Version, to investigate empathy levels at enrollment, mid-curriculum, and end-of-curriculum. Statistical tests of differences were performed between institutions, within institutions for each cohort across the three time points, and within institutions between cohorts. Data were analyzed using descriptive statistics, ANOVA, and the least squared difference test. Alpha was set at 0.05 for main test of difference and 0.04 for all post-hoc tests. For both cohorts, empathy levels differed significantly between institutions at program entry (Cohort 1, p=0.0150; Cohort 2, p=0.0273); within institutions the two cohorts were similar at the beginning of the first semester. In Cohort 1, no significant changes occurred within any institution; students at the two institutions with higher entering scores maintained their higher scores at the end of the last didactic semester. Students in Cohort 2 showed significant differences in empathy levels at the end of the last didactic semester within and between institutions (p=0.0251; p<0.0001). Empathy levels may differ at enrollment for PT students at different institutions even with similar recruitment approaches and no significant differences in student demographics between institutions. Despite uniform accreditation requirements for curriculum content, significant differences between institutions did exist in the last didactic semester in Cohort 2 but not Cohort 1. The direction and magnitude of such changes were not explained by institutional characteristics. This study challenges assumptions that measurements of empathy in students at one institution can be generalized to students at other institutions and that one cohort in the same institution can predict another cohort.
    Journal of allied health 01/2013; 42(1):10-6.
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    ABSTRACT: Interprofessional education in health care today is a prioritized area. Among many studies on interprofessional learning, few focus on student expectations prior to interprofessional education for health professionals at an advanced level. The purpose of the study was to explore and describe expectations of post-professional graduate students enrolled in an interprofessional master's degree program for health professionals. Prior to entering their programs of study, a questionnaire with three questions was given to 42 participants from six professions: biomedical analysis, dietetics, nursing, occupational therapy, physiotherapy, and social work. Their responses were analyzed using inductive qualitative content analysis. Four categories of expectations emerged regarding the interprofessional program and future learning experiences: (1) increased professional competence for clinical practice and research; (2) enhanced interprofessional collaboration; (3) personal development; and (4) increased quality of patient care. Most individual answers covered more than one category. Expectations when entering an interprofessional master's degree program for health professionals include sociocultural learning, which enables students to contribute to increased quality of care. That the students expected not only increased skills for interprofessional collaboration and personal development but also for professional competence is of special interest and needs attention in research and practice.
    Journal of allied health 01/2013; 42(1):3-9.
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    ABSTRACT: It is difficult to provide real-world learning experiences for students to master clinical and communication skills. The purpose of this paper is to describe a novel instructional method using self- and peer-assessment, reflection, and technology to help students develop effective interpersonal and clinical skills. The teaching method is described by the constructivist learning theory and incorporates the use of educational technology. TEACHING METHOD: The learning activities were incorporated into the pre-clinical didactic curriculum. The students participated in two video-recording assignments and performed self-assessments on each and had a peer-assessment on the second video-recording. The learning activity was evaluated through the self- and peer-assessments and an instructor-designed survey. This evaluation identified several themes related to the assignment, student performance, clinical behaviors and establishing rapport. Overall the students perceived that the learning activities assisted in the development of clinical and communication skills prior to direct patient care. The use of video recordings of a simulated history and examination is a unique learning activity for preclinical PT students in the development of clinical and communication skills.
    Journal of allied health 01/2013; 42(2):e37-44.
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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: Allied health professionals treat clients in varying degrees of distress with complex needs in a wide range of services. A client could be experiencing a chronic or life-changing illness, have a trauma from a critical event, have preexisting mental illness, be dealing with significant health or personal loss, be using substances, or experiencing a depression. At some point an allied health professional will treat a client who may have a diagnosed depression, appear depressed, or have thoughts of suicide. Mental health of clients is everyone's responsibility, especially those working in health. This article aims to increase allied health professionals' understanding of some risk factors and clinical features a client at risk may have and will discuss some initial options of management. It is recommended the allied health professional and organisation be aware of risk factors for suicide but not rely too heavily on risk screening. The worker should have basic skills in recognising poor mood and have a list of useful questions to ask in a crisis. Know your local crisis and supportive mental health services, create links with them, have ongoing professional education and protocols for managing clients at-risk, and be acutely aware of your role and limitations.
    Journal of allied health 01/2013; 42(1):56-61.
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    ABSTRACT: Only 10% of health professionals are from racial/ethnic minority groups, and much research has been focused on encouraging minorities to enter a health career. The lack of health workforce diversity has many implications for the effective delivery of care to an increasingly diverse US population. The goal of this analysis is to examine the influence of personal health experiences on interest in a health career. "Personal Health Experiences" is a newly created scaled variable that assesses the influence of direct and indirect health experiences of respondents. In a sample of 134 predominantly minority 10th graders from underprivileged neighborhoods, the scale had adequate psychometric properties (range 1-7; mean 4.44, SD 1.46, median 4.60, Cronbach's alpha 0.72), and multivariate regression modeling revealed that it predicted increased "Interest in Health Careers" (B=0.46, SE 0.10, p<0.01). Future research is needed to determine the role that personal health experiences play in career choices and one's success in health career decisions. Such information could, for example, help to refine health profession recruitment strategies.
    Journal of allied health 01/2013; 42(3):135-40.
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    ABSTRACT: Occupational therapy educators are challenged to prepare students entering the profession to be skilled in assessment, critical thinking, self-analysis, and decision-making. Simulation is an effective strategy used in medical and nursing curriculums to develop or enhance critical thinking, self-analysis, and decision-making skills. Through simulated learning activities, such as encounters with standardized patients (SP), students develop skills in decision-making, clinical reasoning, and interpersonal communication, skills necessary to function effectively in the current health care environment. This paper describes the process for integrating SP encounters in a professional healthcare curriculum for occupational therapy graduate students. Evidence that supports the use of simulation in healthcare curriculums for health profession students is explored. An example of an SP encounter in one occupational therapy course is described to illustrate how students engage in higher-level thinking as they administer an assessment tool and interact with an SP. The process of developing and evaluating the SP encounter is described and the outcomes are presented. The authors believe the SP experience is a viable teaching method in preparing competent, reflective practitioners for tomorrow's healthcare environment.
    Journal of allied health 01/2013; 42(4):229-35.
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    ABSTRACT: Bedside rounding is an historical clinical model that brings together care providers and the patient to discuss the plan of care. Interprofessional clinical rounding is an approach that uses this historical model to involve multiple health professions. This study was conducted to determine if a model of interprofessional clinical rounding could be implemented successfully in an acute care setting. Teams consisting of medical, nursing, and pharmacy students were assigned to work with the attending physician (AP) in the colorectal surgery service. Prior to the rounding experience, students met to review and discuss patients' data from their discipline-specific perspective and then made a presentation of the case to the AP, who used these presentations as an educational opportunity, asking probing questions. A structured observation form was used to assess the team members' interaction during this process, and a debriefing was held at the conclusion of each experience. Results of the observations suggested that most students were very engaged in the process, while summaries of the debriefing revealed a high level of satisfaction among participants. All groups suggested that they had a better understanding of the roles of other professions as a result of the increased communication and claimed that the process resulted in a more patient-centered approach. They also claimed that the additional information provided through the team approach resulted in a more integrated plan of care because input is provided from these different perspectives. Interprofessional bedside rounding can be implemented successfully, resulting in a more effective experience for health professions students.
    Journal of allied health 01/2013; 42(4):197-201.

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