National commission for allied and health-care professions act 2021 and the central council of occupational therapy

2021 ◽  
Vol 53 (1) ◽  
pp. 1
Author(s):  
AnilKumar Srivastava ◽  
Neeraj Mishra
2018 ◽  
Vol 10 (2) ◽  
pp. 3-54 ◽  
Author(s):  
Randal Trey Bierman ◽  
Mei Wa Kwong ◽  
Christine Calouro

The Center for Connected Health Policy conducted a scan of current state policy affecting occupational therapy (OT) and physical therapy (PT) practice, supervision, and additional requirements for using telehealth. While most states have established telehealth policies for other health care professions, this 50-state scan shows that many states made some reference to telehealth practice for OT (37 states) and PT (40 states). The states that adopted these policies also tended to adopt them in either law or regulation, but not both, and showed no discernable patterns favoring either. Additionally, eight states included OT and PT within telehealth laws that concurrently apply to multiple health professions. More commonly, states enacted policy within laws or regulations specific to OT and PT. Most policies including limitations on telehealth practice for OT and PT did not appear to create requirements that are more restrictive than what is generally seen in telehealth across all states.


1999 ◽  
Vol 10 (2) ◽  
pp. 250-251
Author(s):  
Roberto E. Torres ◽  
Brenda McGadney ◽  
Richard L. Douglass

Author(s):  
Stephen Wilmot

AbstractIn recent years there have been several calls in professional and academic journals for healthcare personnel in Canada to raise the profile of postcolonial theory as a theoretical and explanatory framework for their practice with Indigenous people. In this paper I explore some of the challenges that are likely to confront those healthcare personnel in engaging with postcolonial theory in a training context. I consider these challenges in relation to three areas of conflict. First I consider conflicts around paradigms of knowledge, wherein postcolonial theory operates from a different base from most professional knowledge in health care. Second I consider conflicts of ideology, wherein postcolonial theory is largely at odds with Canada’s political and popular cultures. And finally I consider issues around the question of Canada’s legitimacy, which postcolonial theory puts in doubt. I suggest ways in which these conflicts might be addressed and managed in the training context, and also identify potential positive outcomes that would be enabling for healthcare personnel, and might also contribute to an improvement in Canada’s relationship with its indigenous peoples.


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