Canadian Athletic Therapists' Association Education Task Force Consensus Statements

Context: A published commentary from 2 of the current authors acted as a catalyst for raising some key issues that have arisen in athletic therapy education in Canada over the years. Objective: The purpose of this article is to report on the process followed to establish a number of consensus statements related to postsecondary athletic therapy education in Canada. The consensus statements should act as a future plan for entry-level athletic therapy education. Design: Content validation for consensus statements. Setting: Video-conference meetings at 7 Canadian postsecondary colleges/universities. Patients or Other Participants: Canadian Athletic Therapists' Association (CATA) program directors and CATA leaders from education, certification, and program accreditation committees. Main Outcome Measure(s): A Delphi method and modified Ebel procedure were used to gather opinions from participants about athletic therapy education. Results: We created 10 consensus statements, with a series of caveats that are presented in this article. All components received at least 80% consensus from the expert validation group. Conclusions: The final Education Task Force Report was created and content was validated by a group of experts in the topics associated with every consensus statement. The final report was presented to the CATA Board of Directors for adoption and implementation.

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D1. Defense Science Board Task Force, Report on U.S. Strategic Communication, Washington, September 2004 (excerpts).

Journal of Palestine Studies ◽

10.1525/jps.2005.34.3.181 ◽

2005 ◽

Vol 34 (3) ◽

pp. 181-183 ◽

Cited By ~ 1

Keyword(s):

Private Sector ◽

Advisory Committee ◽

Web Site ◽

Task Force ◽

Strategic Communication ◽

Final Report ◽

Task Force Report ◽

Negative Image ◽

World Opinion

The Defense Science Board (DSB) is a federal advisory committee established in 2001 to provide independent advice to the Secretary of Defense. Early in 2004, the DSB created a special task force on U.S. Strategic Communication with the ultimate aim of making recommendations geared to improving America's negative image in world opinion. The ten-member task force, comprising academics and analysts from the private sector working with a panel of government advisers, presented its 111-page final report——which concludes that U.S. strategic communication ““must be transformed““——in August 2004. Footnotes in the excerpts below have been eliminated for space considerations. The entire report can be viewed on the Office of the Under Secretary of Defense for Acquisition, Technology, and Logistics Web site at www.acq.osd.mil.

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The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada?

Canadian Journal of Occupational Therapy ◽

10.1177/0008417416656206 ◽

2016 ◽

Vol 83 (5) ◽

pp. 306-316 ◽

Cited By ~ 2

Author(s):

Ted Brown ◽

Jeffrey L. Crabtree ◽

Joe Wells ◽

Keli Mu

Keyword(s):

United States ◽

Occupational Therapy ◽

Occupational Therapists ◽

The United States ◽

Occupational Therapy Education ◽

Clinical Doctorate ◽

Entry Level ◽

Key Issues ◽

Pros And Cons ◽

Therapy Education

Background. Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master’s level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master’s and clinical doctorate levels. Purpose. This article presents an overview of the types of doctorates available, the pros and cons of moving to the clinical doctorate, and some potential questions that will need to be considered. Key issues. Is the next step in the educational progression of occupational therapy in Canada the entry-level clinical doctorate? What are the potential implications for the profession, our clients, and funders? Implications. Further discourse and investigation of this issue is needed.

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Recommendations from the ASCO Academic Global Oncology Task Force

JCO Global Oncology ◽

10.1200/go.20.00497 ◽

2020 ◽

pp. 1666-1673

Author(s):

Julie R. Gralow ◽

Fredrick Chite Asirwa ◽

Ami Siddharth Bhatt ◽

Maria T. Bourlon ◽

Quyen Chu ◽

...

Keyword(s):

Task Force ◽

Academic Discipline ◽

Career Pathways ◽

Task Force Report ◽

Academic Field ◽

Incidence And Mortality ◽

The Status ◽

Key Issues ◽

Training Research ◽

International Profile

In recognition of the rising incidence and mortality of cancer in low- and middle-resource settings, as well as the increasingly international profile of its membership, ASCO has prioritized efforts to enhance its engagement at a global level. Among the recommendations included in the 2016 Global Oncology Leadership Task Force report to the ASCO Board of Directors was that ASCO should promote the recognition of global oncology as an academic field. The report suggested that ASCO could serve a role in transitioning global oncology from an informal field of largely voluntary activities to a more formal discipline with strong research and well-defined training components. As a result of this recommendation, in 2017, ASCO formed the Academic Global Oncology Task Force (AGOTF) to guide ASCO’s contributions toward formalizing the field of global oncology. The AGOTF was asked to collect and analyze key issues and barriers toward the recognition of global oncology as an academic discipline, with an emphasis on training, research, and career pathways, and produce a set of recommendations for ASCO action. The outcome of the AGOTF was the development of recommendations designed to advance the status of global oncology as an academic discipline.

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