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)

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)

Examines the concept of competency-based education, describes an experience-based model for its development, and discusses some empirically derived rules-of-thumb for its application in allied health. (HD)

Historical models of health care provided by allied health clinicians give guidance for health care service into the next century. The fates of physicians and clinicians are intertwined and both professions face major changes. (SK)

Presents a model of the organization of the admissions procedures in the School of Allied Health Sciences at the University of Texas Health Science Center in Dallas. The purposes of the committee and its working relationship with the programs of the school, the administration, and registrar's office are outlined. (Author/HD)

Traces the development of tenure from its origins to modern times. External and internal pressures and constraints that have led to a debate on the nature and need for the existence of tenure are described. The traditional and alternative tenure models are set forth. (Author/CT)

A tested approach to a systematic progression of learning from the classroom to the clinical internship is presented. A basic model, TAR (theory, application, and reinforcement), is described. Analysis of data from clinicians, students, and faculty indicated that the TAR model provides a needed integrating structure. (Author/CT)

Synthesis of a five-stage collaboration model and an alliance model resulted in an interprofessional alliance model, which describes stages and relationships in collaboration among health professionals. The model shows how successful collaboration is correlated with the level of caring, personal knowledge, and social support in the relationships.…

The developmental process and model described included three phases: formation of the conceptual base, curriculum development by a Task Force, and organization of courses. The effectiveness of the model and its applicability in the development of other curricula in a Health Science Center setting are considered. (Author)

Describes an application of Leavitt's Organizational Model for systems analysis of schools of allied health. A meta-analysis of studies reported in this journal was conducted to provide administrative insight for the model's dimensions of task, structure, technology, and people. (Author/CT)

Outlines a six-step model for program planning, presentation, and evaluation for continuing education in the allied health professions. (SK)

The authors describe a continuum of collaborative interdisciplinary professional practice that can be used for teaching students in health care settings. This model enables students to make clear career decisions about the types of interdisciplinary practice best suited to their interpersonal style and professional needs. (Author/CH)

Describes a competency-based, computer-managed instruction model that was developed and used in revising and managing the curricula of dietetic internship and physical therapy certificate programs. Results indicate that this approach to curriculum development is desirable and practical and has the potential for effectively serving future…

Examines strategies for determining scope and emphasis in which competencies should be reflected in allied health curricula. Techniques for solving problems likely to occur when conducting needs assessment in the allied health field are presented. A model for integrating needs assessment activities into project development is included. (MF)