Reshaping Pharmacy and Allied Health Education for a Post-Pandemic World Using Kotter's Change Model

2022 ◽  
pp. 96-117
Author(s):  
Teresa Seefeldt ◽  
Omathanu Perumal ◽  
Hemachand Tummala
Keyword(s):  
Health Education ◽  
Allied Health ◽  
Rapid Change ◽  
Lessons Learned ◽  
Healthcare Education ◽  
Allied Health Education ◽  
Hybrid Instruction ◽  
Face To Face ◽  
Effective Strategies ◽  
Effective Use

The COVID-19 pandemic brought unprecedented challenges to higher education. The extraordinary challenges created by the pandemic required equally extraordinary efforts from faculty and other stakeholders to rapidly convert face-to-face classes to online/hybrid instruction. This rapid change was facilitated by use of a robust framework for not only making changes in short order but also sustaining the changes to reshape healthcare education for a post-pandemic future. To this end, the chapter discusses the effective use of Kotter's 8-step framework to successfully implement change in healthcare education at a college of pharmacy and allied health professions. This chapter discusses each step of Kotter's 8-step process to create, implement, and sustain change in pharmacy and allied health education. The model integrated people, processes, and effective strategies to create changes amid the pandemic (crisis). Lessons learned and implications for the future in a post-pandemic educational environment are presented.

scholarly journals To what extent is telehealth reported to be incorporated into undergraduate and postgraduate allied health curricula: A scoping review

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0256425
Author(s):  
Kay Yan Hui ◽  
Claudia Haines ◽  
Sophie Bammann ◽  
Matthew Hallandal ◽  
Nathan Langone ◽  
...  
Keyword(s):  
Health Education ◽  
Formal Education ◽  
Allied Health ◽  
Grey Literature ◽  
Health Professions ◽  
Eligibility Criteria ◽  
Allied Health Education ◽  
Face To Face ◽  
Allied Health Professions ◽  
Education Training

Background Telehealth has become a necessity within the medical and allied health professions since the COVID-19 Pandemic generated a rapid uptake worldwide. It is now evident that this health delivery format will remain in use well into the future. However, health education training, most particularly allied health, has been slow to ‘catch up’ and adapt curriculum to ensure graduates are equipped with the knowledge and skills to implement telehealth in the workplace. The aim of this study was to gain a comprehensive understanding of current telehealth curricula in undergraduate and postgraduate allied health education training programs, with a focus on the aims, objectives, content, format, delivery, timeline and assessments. Methods A systematic search of Medline, Embase, PsychINFO, Scopus, ERIC and relevant grey literature was conducted. Students studying allied health degrees through formal education at either postgraduate or undergraduate level were included, while nursing, dentistry and medical students were excluded. The data from the included studies was extracted and tabulated by country, participants, program and content. Results Of the 4484 studies screened, eleven met the eligibility criteria. All studies were published after 2012, highlighting the recency of research in this area. The studies were conducted in four countries (Australia, United Sates of America, United Kingdom, Norway) and participants were from various allied health professions. Of the included studies, four related to undergraduate programs, four to postgraduate programs and for the remaining three, this was not specified. Curricula were delivered through a combination of online and face-to-face delivery, with assessment tasks, where reported, comprising mainly multiple-choice and written tests. Conclusion Published reporting of telehealth curricula within allied health programs is limited. Even the minority of programs that do include a telehealth component lack a systematic approach. This indicates that further primary research would be beneficial in this area.

Allied Health Education and Accreditation

JAMA ◽  
1986 ◽  
Vol 256 (12) ◽  
pp. 1606
Author(s):  
William R. Burrows
Keyword(s):  
Health Education ◽  
Allied Health ◽  
Allied Health Education

Enhancing Health Education with Collaborative Narratives

2014 ◽  
pp. 781-791 ◽  
Author(s):  
Jennifer Lynne Bird ◽  
Eric T. Wanner
Keyword(s):  
Health Education ◽  
Role Models ◽  
Physical Therapist ◽  
Lessons Learned ◽  
Comfort Zone ◽  
Positive Role ◽  
Effective Strategies ◽  
Interdisciplinary Collaborations ◽  
School And Community ◽  
Positive Outlook

This chapter explains the lessons learned when an English professor and a physical therapist decided to work together. Patients in a clinic and students in a classroom share the need for positive role models to teach them effective strategies to enhance their learning. The official research journey focuses on the connections among writing, positive outlook, and healing. The unofficial journey focuses on the lessons learned from the authors teaching each other about their fields of expertise. They encourage readers to accomplish two tasks. First, think about how to get out of your personal comfort zone and change your outlook about the amount of stress in your life. Second, think about how to get out of your professional comfort zone and change your outlook about working with colleagues in other disciplines. By sharing their experiences, the authors provide ideas on how to participate in interdisciplinary collaborations with colleagues in school and community.

Getting Started

2011 ◽  
pp. 54-69
Author(s):  
Maria Elena Corbeil ◽  
Joseph Rene Corbeil
Keyword(s):  
Language Learning ◽  
Online Courses ◽  
Lessons Learned ◽  
Student Survey ◽  
Course Content ◽  
Face To Face ◽  
Mobile Assisted Language Learning ◽  
Learning Programs ◽  
Materials Used ◽  
Effective Use

Podcasting is an excellent way to engage students and to supplement the instructional materials used in face-to-face and online courses and in Mobile-Assisted Language Learning programs. A well-produced weekly podcast can enhance course content, learning activities, and student-teacher interactions, while enabling students to take their learning materials with them wherever they go, thus reinforcing and supporting language acquisition. While there are many resources that delineate how to create a podcast, few address the instructional, technological, and production factors that must be considered for the effective use of podcasting in instruction. This chapter includes a brief review of the literature that addresses the use of podcasts in language learning programs, and offers a simple guide for creating your first podcast, lessons learned, and the results of a student survey on the use of podcasts.

Allied health education and accreditation

JAMA ◽  
1983 ◽  
Vol 250 (12) ◽  
pp. 1566-1569
Author(s):  
H. L. Hedrick
Keyword(s):  
Health Education ◽  
Allied Health ◽  
Allied Health Education

Allied health education and accreditation

JAMA ◽  
1986 ◽  
Vol 256 (12) ◽  
pp. 1606-1610
Author(s):  
W. R. Burrows
Keyword(s):  
Health Education ◽  
Allied Health ◽  
Allied Health Education
Sign in / Sign up

Export Citation Format

Share Document