Health Professional Perspectives about the Future of Clinical Education: An ASAHP Clinical Education Committee Report.

In 2018, the Clinical Education Task Force (CETF) of ASAHP presented five recommendations to address clinical education needs. In 2019, the ASAHP Interprofessional Education Task Force (IPTF) established a regional summit for academic and industry constituents to improve health professional education and training. This article describes the steps taken to render a one-day St.

Clinical Education in Transition: Recommendations and Strategies: A Report of the ASAHP Clinical Education Task Force.

The practice models, interdisciplinary team functions, intersecting competencies, economies, and settings of contemporary healthcare are all in flux, demanding that educators reconsider traditional health professions clinical education models and partnerships. The Association of Schools Advancing Health Professions (ASAHP) and Allied Health (AH) deans, collectively and individually, must determine the priorities and strategies to advance AH education. This paper offers five recommendations that stem from a review of literature pertaining to current changes in the healthcare sector and higher education that challenge the availability of AH clinical education.

What Do Faculty in Health Professions Need to be Competent Educators? Results from a School-Wide Needs Assessment.

Background: Teaching may be the one responsibility most distinctly identified with being a faculty member, but may be the one for which faculty is least prepared. We performed a needs assessment to understand the educational needs of health professions faculty.

Methods: Faculty completed a survey examining the extent to which they valued and felt competent in 36 education-related skills within six categories, including instructional methods, curriculum development, assessment, instructional design, learners and learning, and diversity and inclusion.

Clinical education from a specialized accreditation viewpoint: a report of the ASAHP clinical education task force.

Unlabelled: Access to clinical education poses national challenges to allied health training programs. Clinical education is paramount to providing future health professionals with experiences that support competencies for success in their individual fields.

Method: The ASAHP Clinical Education Task Force interviewed 14 executive directors of various specialized accreditation agencies on clinical education issues and opportunities.

A novel colorectal and cervical cancer education program: findings from the community network for cancer prevention Forum Theater program.

Medically underserved populations continue to be disproportionately burdened by cancer. The exact reason for this disparity has not been fully elucidated, but likely involves multiple factors. We explored the potential utility of a novel community-based cancer education program called Forum Theater (FT), aimed at raising awareness about colorectal (CRC) and cervical cancer (CxC) screening among African-American, Hispanic, and Vietnamese populations.

Self-assessment of cancer competencies and physician assistant cancer education: instrument development and baseline testing.

Purpose: Although the benefits of primary and secondary prevention of cancer are well recognized among health care providers, insufficient knowledge or skill often leads to inadequate assessment and management, particularly in the primary care setting. The scant literature on physician assistant (PA) cancer-related competencies suggests that PAs may not be well-prepared in this arena. Thus, curriculum reform in PA education is paramount for improving PAs' abilities to provide cancer risk assessment and management services.

Development and implementation of a health behavioral counseling curriculum for physician assistant cancer education.

A health behavioral counseling curriculum grounded in Motivational Interviewing and the Transtheoretical Model of behavior change was developed to enhance knowledge and clinical skill among physician assistant (PA) students in managing cancer risk behaviors. A literature and curriculum review informed course content, teaching strategies, and learning activities. The course was evaluated over two pilot years.

Educating physician assistants as agents in cancer control: issues and opportunities.

Background: Lifestyle factors (eg, smoking, diet) and compliance with screening recommendations play a role in cancer risk, and emerging technologies (eg, new vaccines, genetic testing) hold promise for improved risk management.

Methods: However, optimal outcomes from cancer control efforts require better preparation of health professionals in risk assessment, risk communication, and implementing health behavioral change strategies that are vitally important to cancer control.

Results And Conclusion: Although physician assistants (PAs) are substantively engaged in cancer-related service delivery in primary care settings, few models exist to facilitate integration of cancer control learning experiences into the curricula used in intense, fast-paced, 24- to 30-month PA training programs.