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

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Botulinum toxin A (Botox A) is widely prescribed for the management of spasticity due to stroke, and many patients receive repeated injections because the paralyzing effect diminishes after 3 to 4 months. There are many studies that report local complications of Botox A at the injected site. However, little is known about non-local or systemic adverse events with repeated injections. The purpose of this research was to examine published data about adverse effects of repeated Botox A injections. MEDLINE, CINAHL, and PEDro databases were searched for articles that report adverse effects from Botox A injections for reduction of post-stroke spasticity in adults. Based on studies selected for review, the adverse effects from Botox A injections can be classified into local, systemic, and subclinical types. Systemic and subclinical adverse effects are not commonly reported and need further studies. Therapists and the rehabilitation team need to be aware of the potential of these risk factors that may affect the participation of patients undergoing rehabilitation, and therefore other alternatives to these injections may need to be considered.
    Journal of allied health 09/2015; 44(3):140-144.
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    ABSTRACT: While health professions educators espouse the need to develop lifelong learning skills in students, little is written about such attempts. The purpose of this study was to assess the effectiveness of educational and awareness interventions designed to promote self-regulated learning processes as a means to improve lifelong learning skills. First-year students in respiratory care and radiologic imaging sciences took the Learning and Study Skills Inventory (LASSI) in fall and spring semesters. They made the decision to use or not use educational resources in an online course focused on self-regulated learning skills. All students maintained a journal and responded to prompts about changes in their study skills. Final grades, reported in percentages, from selected required courses for fall and spring semesters were recorded. There were no substantive effects of the intervention (LASSI and online resources) as measured by the LASSI and course averages. Qualitative analysis indicated that students valued the LASSI and the online resources and that they altered their study skills as they perceived the need. Suggestions for future work include continued use of the LASSI, integration of self-regulated learning strategies into courses with role-modeling by faculty, and the use of microanalytic protocols.
    Journal of allied health 09/2015; 44(3):177-182.
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    ABSTRACT: The purpose of this retrospective descriptive study was to determine if direct access to physical therapy (PT) in a university health center placed patients at risk for adverse events. Direct access to PT is underutilized, even though it has been reported to reduce medical costs; however, there is a paucity of evidence on the clinical risks related to this practice. The University of Colorado at Boulder instituted a direct access musculoskeletal injury clinic in 2000. A retrospective analysis was performed on patient visits to Wardenburg Student Health Center from January 1, 2001 to December 31, 2011. Descriptive statistics were analyzed for the number of new patients examined with and without a referral, documented patient adverse events, and any disciplinary or legal action against a physical therapist. During the 10-year data collection period, 12,976 patients accessed PT without a referral. There were no reported unidentified cases of serious medical pathology or adverse events and none of the PTs had their credentials or licenses modified or revoked for disciplinary action. Patients managed through direct access are at minimal to no risk for negligent care when evaluated and treated by PTs in a university student health center setting.
    Journal of allied health 09/2015; 44(3):164-168.
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    ABSTRACT: This study investigated the perceptions of deans and faculty members of the Association of Schools of Allied Health Professions (ASAHP) concerning the degree to which their institutions implement and integrate the structural, human resource, political, and symbolic frames or dimensions of interprofessional education (IPE). The study identified correlations among these frames/dimensions, including their relationship with overall IPE program progress and success. This study utilized a nonexperimental comparative descriptive and correlational survey design. The instrument was developed by the researchers and administered online using a readily accessible data collection process. Data were analyzed using descriptive and inferential statistics. Content validity and reliability were established prior to full implementation of the survey. Results revealed high levels of interest but lower levels of progress and success in implementing the various frames/dimensions of IPE. Strong correlations existed between the structural, human resource, political, and symbolic dimensions of IPE, and these dimensions individually and collectively predicted overall IPE program progress and success. The differences between interest and performance raised important questions and led to conclusions about leadership effectiveness, organizational clarity, and the process of implementing the organizational change needed for effective IPE at ASAHP institutions.
    Journal of allied health 09/2015; 44(3):152-157.
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    ABSTRACT: Assessing the learning styles of nontraditional graduate students and their adaptation to the fieldwork context is important for the achievement of educational success. A non-experimental mixed-methods design examining learning styles, fieldwork performance, and adaptation to the clinical setting in a sample of 84 graduate nontraditional occupational therapy students. Kolb's Learning Style Inventory and the Fieldwork Performance Evaluation were the outcome measures. Select participants completed a 1-hr interview and reflection on their fieldwork. The Accommodating style was favored (n=37, 44%) with a strong preference for the active experimentation phase of learning (n=38, 45%). MANOVA tests confirmed a significant relationship of learning styles (F(7,71)=2.62, p=0.018) and phases of learning (F(21,198.7)=2.10, p<0.01) with fieldwork performance. Qualitative data indicated that students experiencing difficulty during fieldwork conveyed low self-awareness about their learning approach and used limited diversity of methods to adapt to the fieldwork setting. Recognizing learning styles and adjusting the approach to the learning conditions have relevance for maximizing outcomes. Educators in allied health fields may consider designing instructional activities that advance students' awareness of their preferences and support the use of diverse approaches for success in various learning contexts.
    Journal of allied health 09/2015; 44(3):145-151.
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    ABSTRACT: Postsecondary education institutions have enjoyed increased access to student populations with the advent of online programs. Diploma mills have also been able to proliferate in this newly realized and ever expanding academic market. In response, the US Department of Education implemented new regulations in 2010 that require institutions to adhere to state authorization requirements to continue eligibility to receive Title IV funding. The regulations were challenged in federal court and the regulations were rescinded, due to a failure to properly vet the regulations. The Department of Education has drafted and vetted a new set of regulations that have yet to be implemented. State authorization has left institutions scrambling to find a pragmatic solution to conform to the regulations, which has led to the creation of the State Authorization Reciprocity Agreements. These agreements permit states to acknowledge the accreditation merit of institutions from other states and satisfy federal requirements. It will likely be several years before the full effect of state authorization and online education will be realized.
    Journal of allied health 09/2015; 44(3):188-192.
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    ABSTRACT: Proficiency in areas of task completion, information processing, and time management are important attributes for successful academic performance and can be assessed using the Learning Assessment Study Strategies Inventory (LASSI). The purpose of this study was to determine if there were differences in learning strategies across four behavioral profiles using the DISC style analysis (Dominance, Influence, Steadiness, Compliance). Graduate health professions students (n=247) were administered the DISC and LASSI to assess study strategy categories based on their natural DISC behavioral style. A one-way ANOVA was used to assess differences for 10 LASSI category scores across the four DISC profiles; scores were also compared with national percentile scores. The D and C profiles were above the 75th percentile for information processing, but below the 50th percentile for self-testing. The S profile had significantly lower scores (p<0.005) for information processing and was below the 50th percentile for anxiety (i.e., higher anxiety). The I profile was below the 50th percentile for time management and concentration to academic tasks. The data are in close agreement with recognized behaviors specific for each behavioral style and suggest that behavioral style should be considered an important factor in academic performance.
    Journal of allied health 09/2015; 44(3):158-163.
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    ABSTRACT: While the ink still was drying on this issue of the Journal of Allied Health, the Patient Protection and Affordable Care Act (ACA) reached the ripe old age of 5-and-1/2 years. Simply mentioning this law to a great many members of Congress is the equivalent of administering a prick with a hot needle. Depending on whose opinions are sought, this significant piece of social legislation is considered either a monumental health policy triumph (according to a majority of Democrats) or a pitiful debacle (according to a majority of Republicans) in both chambers. Their respective points of view are aided and abetted by a small army of cheerleaders on the sidelines who inhabit pundit domains in foundations, think tanks, university policy centers, and radio/TV talk shows. Except in rare instances, neither side will admit that their opponents might be correct about some aspects of the law, because there really is not much pleasure derived from doing so. Despite their many enthusiastic proclamations regarding the ACA, it is not possible for both sides of the present controversy to be entirely correct. Hence, this essay represents an effort to describe various benefits associated with this key piece of legislation, along with some of its shortcomings.
    Journal of allied health 09/2015; 44(3):132-139. DOI:10.1177/0272684X15613906
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    ABSTRACT: Athletic trainers (ATs) are increasingly used in ambulatory care settings. This study piloted a new survey instrument to assess the value that ATs add to these settings. The survey collected data on six domains: 1) general facility characteristics, 2) AT staffing characteristics, 3) other staffing characteristics, 4) patient characteristics, 5) billing practices, and 6) participation in innovations. A national sample of physician practices using ATs was recruited to participate in a web-based survey. The study found that ATs were among the most common clinical occupations in the practice. Practices were almost all "very satisfied" with the services provided by ATs with equal expectations to either maintain or increase the number of ATs. While most practices invested in training and continuing education units, the larger practices were more likely to do so. Practices were more likely to bill for AT services if ATs had a national provider identifier. The mean number of clinical visits, rate of billing, patient scheduling, wait times, and participation in innovations did not vary significantly by the number of ATs employed. Overall, the study found evidence that ambulatory care practices see value in hiring ATs.
    Journal of allied health 09/2015; 44(3):169-76.
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    ABSTRACT: The SEARCH NH project (Student Experiences and Rotations in Community Health in New Hampshire) was a 3-year collaboration of the New Hampshire Area Health Education Center, four educational institutions, and four community health centers. The purpose was to introduce students in the health professions to interprofessional care in underserved areas. It was funded by the National Health Services Corps. The background of the project, its development, and findings are described. Seventy-four students from undergraduate and graduate nursing programs, a physician assistant program, and a medical school participated. Prior to a focused immersion experience in a community health center, they were exposed didactically to concepts of interprofessional care. Findings from the collaborative project are reported using a clinical microsystems framework to analyze student reflections on their experiences and resultant learning. In quotes offered as exemplars, students report increased appreciation of the clinical microsystem's 5 Ps: purpose, professionals, patients, patterns, and processes in interprofessional work.
    Journal of allied health 06/2015; 44(2):91-5.
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    ABSTRACT: Over the past 10 years, the University of Newcastle Department of Rural Health, based in Tamworth, New South Wales, has supported increased opportunities for short- and long-term rural dietetic placements through an ongoing collaboration between Hunter New England Local Health District dietitians and University of Newcastle academic staff, using an innovative student placement model. A recent strategy has been the implementation of year-long student attachments to a rural area in an attempt to improve long-term recruitment and retention of staff to rural and remote areas. This paper describes the dietetic student placement model and outcomes to date. There has been an increase in the number and diversity of student placements in Tamworth, from 2 student placements in 2002 to 33 in 2013 and a maximum increase of 317 student weeks. Students have rated the short- and long-term options highly. Intention to work rurally after graduation was reported at 49% for the 2011/2012 cohort of students. Seventy-three percent of all year-long students have obtained work in a rural setting after graduation. An increased exposure to a rural location has the potential to increase the recruitment of staff in rural areas.
    Journal of allied health 06/2015; 44(2):117-22.
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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 03/2014; 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 03/2014; 43(1):45-50.
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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 03/2014; 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 03/2014; 43(1):38-44.
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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 03/2014; 43(1):22-31.