Argues that there is justification for retaining the traditional idea of a profession. Considers forces that have contributed to the erosion of the traditional notion, what a true profession is not, what distinguishes a profession philosophically from other activities, and where in this schema allied health and other new health professions fit.…

Enumerates observations that have served as the basis for encouraging continued improvement in educational and professional standards in the allied health professions. (JOW)

Presents a five-part framework for an information infrastructure: (1) aggregating (digital storage); (2) organizing (imposing higher-level structure); (3) using (retrieval processes); (4) tool building (designing and developing technologies for steps 1-3); and (5) policy making (metadata, selection criteria, use policies). Applies the framework to…

Discusses the issues facing the allied health profession including employment opportunities, education, and specialization. (JOW)

A survey of 1,562 clinical laboratory scientists ranked critical thinking behaviors used in practice. Important behaviors were cognitive, behavioral, affective, and situated/contextual. Findings support a view of critical thinking as a metaprocess that spans learning domains. (Contains 17 references.) (SK)

During the 1982-83 academic year, 10 members of the College of Health Deans participated in a five-round Delphi study to identify objectives for schools of the allied health professions and trends in health and health care through the year 1991. Results of this study are reported and discussed. (Author/CT)

Provides abstracts of 84 presentations on educational models, telecommunications, distance learning, human resources development, research, interprofessional roles, educational challenges, and innovations in allied health. (SK)

Current economic conditions have produced a resurgence of concern among health professions educational institutions about the costs of accreditation. Appropriate methods of cost determination must be established and widely applied. This report describes a methodology that was successfully applied in one school and may serve as a model for other…

The author addresses trends of importance in planning future allied health education programs and discusses issues that must be faced in order to strengthen allied health education and service. Also highlights several recommendations of the National Commission on Allied Health Education. (CT)

The author summarizes the findings and recommendations of the National Commission on Allied Health Education. He stresses that the new emphasis in allied health education is on widening the range of services, including preventive services, and on appropriate use of services. (CT)

Suggests that schools of allied health may have to collaborate with professional organizations in identifying individual deficiencies in clinical practice and in offering remedial, continuing education programs that address these deficiencies. The rationale for the assumption of this unique responsibility for determining and maintaining clinical…

Multiple regression models are formulated which analyze the usefulness of AHPAT (Allied Health Professions Admission Test) as a predictor of success in allied health programs. Models are estimated by using data from the four baccalaureate programs in the School of Allied Health Professions at SUNY--Stony Brook. (CT/Author)

This study replicates and extends previous research on skill domains by focusing exclusively on education in the allied health professions. Barriers to the achievement of affective educational goals are identified. (CT)

Describes the development of a gerontology curriculum in a college of health sciences and the interaction of gerontological concepts with the health professions curricula of the college. Some survey data on the characteristics of students enrolled in gerontology courses are presented. (CT/Author)

Cultural competence is being recognized as an essential skill by allied health accrediting and professional organizations. However, more information is needed on the types and content of courses or other activities intended to explore cultural, ethnic, and racial diversity issues related to health care. (SK)