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

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.

  • Impact factor
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  • 5-year impact
    0.00
  • Cited half-life
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  • Immediacy index
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  • Eigenfactor
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  • Article influence
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  • 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
    • 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: 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: 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: 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: 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: 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: 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: 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: 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: 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: The reliability and validity of various Objective Structured Clinical Examinations (OSCEs) have been well documented in the medical and nursing literature. The purpose of this study was to examine the effect of exam preparation methods on student performance and student satisfaction for an OSCE used to assess doctoral physical therapist students. Sixty-five physical therapist students from two post-professional physical therapist programs were randomized to a rubric exam preparation group and a nonrubric exam preparation group for a musculoskeletal OSCE. The OSCE was a midterm practical exam for a peripheral joint musculoskeletal course. Upon completion of the exam, all students completed a post-exam satisfaction survey. The results of the 2 x 2 ANCOVA that examined performance and satisfaction on the OSCE indicated a significant interaction between the group assignment and program, p<0.028, for performance, and that satisfaction scores between the rubric and nonrubric groups and program were not significant for any of the questions asked on the post-examination survey. Despite the reported benefit of utilizing rubrics, the findings of this study did not show a difference in student performance or satisfaction when using a rubric to prepare for an OSCE.
    Journal of allied health 01/2013; 42(4):214-22.
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    ABSTRACT: Teaching evidence-based practice (EBP) skills is a core component in the education of health care professionals. Methods to assess individual student development of these skills are not well studied. The purpose of this study was to estimate the standard error of measurement (SEM) and minimal detectable change (MDC) for the modified Fresno Test (MFT) of Competence in EBP in first-year physical therapy students. Using a test-retest design, the MFT was administered two times to 35 participating first-year physical therapy students. Tests were scored by two trained physical therapist educators. Mean test scores clustered near the middle of the 232 point scoring range, 107 points (SD 14.9) and 103 points (SD 18.9). Inter-rater reliability [ICC (2, 1)] for scorers was 0.83 (95%CI 0.74-0.96). Intra-rater reliability was 0.85 (95%CI 0.60-0.97) and 0.94 (95%CI 0.86-0.99). Test-retest reliability [ICC (2, 1)] was 0.46 (95%CI 0.16-0.69), with a calculated SEM of 11 points, a confidence in a single measurement of 18.2 points, and MDC90 (90% confidence) of 25.7 points. Knowledge about estimates of SEM and MDC for specific student populations is important to assess change in individual student performance on the modified FT.
    Journal of allied health 01/2013; 42(3):169-74.
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    ABSTRACT: Undergraduate communication sciences and disorders students' attitudes toward speech-language pathology (SLP) clinical services to children and adults prior to and following community-based observations were examined. Participants (n=25) completed an online survey to elicit their opinions regarding their perceptions of their observation experiences. Findings revealed that after completion of community-based SLP clinical observations, 16 (64%) respondents reported a continued interest in a child-based clinical focus; 12 (48%) respondents continued to consider a clinical interest in adults, while 5 respondents (20%) changed career interests to an adult focus based on their observation experiences. Findings support the notion that observations of SLP appear to significantly influence students' career choices. Clinical observations typically occur at the junior/senior undergraduate levels; therefore, suggestions are offered for inclusion of gerontology education embedded throughout the undergraduate communication sciences and disorders curricula to foster and expand students' knowledge of aging, and to prepare our students to meet the healthcare challenges of elders in the 21st century.
    Journal of allied health 01/2013; 42(3):141-6.
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    ABSTRACT: Based on a growing body of literature documenting improved cost and quality outcomes related to good team care, interprofessional education (IPE) has been widely endorsed as critical to preparing the future healthcare workforce. This study evaluated the effect of a longitudinal team-based 2-year IPE curriculum on attitudes toward health care teams. Analyses included comparison of baseline measures to the end of the 2-year curriculum of each of the six participating disciplines (medicine, nursing, occupational therapy, pharmacy, physical therapy, and couple and family therapy). Differences between the disciplines were also analyzed. A significant improvement on a 14-item quality of care and teamwork of health professionals subscale of the Attitudes Toward Health Care Teams scale was found. Students surveyed in each of the six disciplines demonstrated significant improvements in attitudes toward quality of care and teamwork from the baseline measure at the beginning of the IPE program to the end of the 2-year program. There were no significant differences noted between disciplines. Assessment of attitudes toward health care teams assisted in evaluation and ongoing quality improvement of the IPE program and could potentially be used in other interprofessional programs that focus on health care teamwork. Next steps include longitudinal assessment of students throughout their programs and into practice to explore the sustainability of attitudes and behaviors, as well as impact on patient outcomes.
    Journal of allied health 01/2013; 42(2):120-4.
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    ABSTRACT: This paper describes an interprofessional capability framework which builds on the existing interprofessional competency and capability frameworks from the United Kingdom, Canada, and the United States of America. Existing published frameworks generally make reference to being client-centred and to the safety and quality of care, and locate interprofessional collaborative practice as the central theme or objective. In contrast, this framework interlinks all three elements: client-centred services, safety and quality of services, and interprofessional collaborative practice. The framework is clear and succinct with an accompanying visual representation that highlights all key features. The framework has informed curriculum which incorporates a common first-year, case-based educational workshops and practice placements within a large complex health sciences faculty of approximately 10,000 students from 22 disciplines. The articulation of these key elements of health practice has facilitated students, academic staff, and community health professionals to develop a shared understanding of interprofessional education and practice. The design, implementation, and evaluation of learning outcomes, learning experiences, and assessments have been transformed with the introduction of this framework, which is highly applicable to other contexts.
    Journal of allied health 01/2013; 42(2):e45-9.
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    ABSTRACT: Specific characteristics of occupational therapy students were examined before and after matriculating through a master's of occupational therapy educational program to see if any characteristics changed during the didactic portion of the program and to see how specific characteristics could be determined using noncognitive variables in occupational therapy education admissions. This study used a quantitative pre- and post-test design, incorporating volunteer students to take the CPI 260® personality test. All participants signed consent forms prior to the first administration of the CPI 260®. The final tally included 14 occupational therapy students. Twenty-five of the 26 characteristics on the CPI 260® were not found to change significantly over time. Only 1 characteristic was found to be significant (p≤0.05), and that was a lower median score on "achievement via conformance." This was considered to be a positive result, because the profession needs less conformity and more innovation to enhance its professionalization. This pilot study provides a reasonable indicator that health care professional educational programs should consider the use of noncognitive variables for admissions if they wish to bring individuals into the professions who have specific characteristics. Admission committees can identify specific characteristics they desire and then identify activities that demonstrate that characteristic. A tool to assist in identifying core professionalization activities among OT school candidates is presented.
    Journal of allied health 01/2013; 42(2):112-9.
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    ABSTRACT: This study investigated a pretest strategy that identified physical therapist assistant (PTA) students who were at risk of failure on the National Physical Therapy Examination (NPTE). Program assessment data from five cohorts of PTA students (2005-2009) were used to develop a stepwise multiple regression formula that predicted first-time NPTE licensure scores. Data used included the Nelson-Denny Reading Test, grades from eight core courses, grade point average upon admission to the program, and scores from three mock NPTE exams given during the program. Pearson correlation coefficients were calculated between each of the 15 variables and NPTE scores. Stepwise multiple regression analysis was performed using data collected at the ends of the first, second, and third (final) semesters of the program. Data from the class of 2010 were then used to validate the formula. The end-of-program formula accounted for the greatest variance (57%) in predicted scores. Those students scoring below a predicted scaled score of 620 were identified to be at risk of failure of the licensure exam. These students were counseled, and a remedial plan was developed based on regression predictions prior to them sitting for the licensure exam.
    Journal of allied health 01/2013; 42(2):79-83.
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    ABSTRACT: This paper describes an active, collaborative learning project that occurred during a kinesiology course for first-year graduate students in physical (PT) and occupational therapy (OT) that was taught by faculty from both disciplines and designed to promote teamwork and integration of kinesiology concepts. The project required the students to describe and illustrate an assigned functional task, including the involved bony structure, joint mechanics, and muscle actions for joints of the lower extremities. Students from the PT and OT cohorts were intentionally mixed into groups of five students. They were provided with a topic for the assignment and a clear grading rubric. Each group gathered information from a variety of sources to address the topic. The final project was a poster that was presented to the class through an elaborate schedule that required all members of an individual group to present their poster to the group when they arrive at their poster. The presentations were well done and received high marks overall. Student scores were much less critical than faculty scores and included very few comments. The high scores awarded by course faculty indicated the thoroughness of the detail in the posters, as well as the preparedness of the students. An informally determined majority of students commented that being required to present the entire poster required them to comprehend material from the entire course, which we viewed as a positive learning experience.
    Journal of allied health 01/2013; 42(4):e91-6.

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