scholarly journals Strengthening health professions education and training: The power of evidence-based approaches

2017 ◽  
Vol 9 (3) ◽  
pp. 91
Author(s):  
G Mubuuke
Keyword(s):  
Health Professions ◽  
Education And Training ◽  
Health Professions Education ◽  
Evidence Based ◽  
And Training

scholarly journals Incorporating an Equity Agenda into Health Professions Education and Training to Build a More Representative Workforce 

2020 ◽  
Vol 65 (1) ◽  
pp. 149-159 ◽  
Author(s):  
Kristin J. Effland ◽  
Karen Hays ◽  
Felina M. Ortiz ◽  
Brittni A. Blanco
Keyword(s):  
Health Professions ◽  
Education And Training ◽  
Health Professions Education ◽  
And Training

scholarly journals Future Directions for Implementing Nutrition Across the Continuum of Medical and Health Professions Education and Training, and Research

2013 ◽  
Vol 27 (S1) ◽  
Author(s):  
Penny M Kris‐Etherton ◽  
Sharon Akabas ◽  
Charlotte Pratt ◽  
Edward Saltzman ◽  
Nancy Krebs ◽  
...  
Keyword(s):  
Health Professions ◽  
Education And Training ◽  
Health Professions Education ◽  
Future Directions ◽  
Training And Research ◽  
And Training ◽  
The Continuum

The Division of Laborers: Allied Health Professions

1973 ◽  
Vol 3 (3) ◽  
pp. 435-444 ◽  
Author(s):  
Carol A. Brown
Keyword(s):  
Health Services ◽  
Allied Health ◽  
Medical Profession ◽  
Health Professions ◽  
Education And Training ◽  
Health Occupations ◽  
Allied Health Professions ◽  
Professional Societies ◽  
And Training ◽  
Radiology And Pathology

As health services have become hospital-centered, many specialized health occupations have been created. The author maintains that these allied health occupations conflict with the medical profession for occupational territory, and that the development of these subordinate occupations has been controlled by the medical profession to its own benefit. This control is achieved through domination of professional societies, education and training, industrial rules and regulations, and government licenses. Detailed examples of the process of control are provided from the fields of radiology and pathology.

A call to action: next steps to advance diagnosis education in the health professions

Diagnosis ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Mark L. Graber ◽  
Eric Holmboe ◽  
Joan Stanley ◽  
Jennifer Danielson ◽  
Stephen Schoenbaum ◽  
...  
Keyword(s):  
Literature Review ◽  
Faculty Development ◽  
Health Professions ◽  
Education And Training ◽  
The State ◽  
Assessment Tools ◽  
Common Language ◽  
Quality And Safety ◽  
Call To Action ◽  
And Training

Abstract Objectives Improving diagnosis-related education in the health professions has great potential to improve the quality and safety of diagnosis in practice. Twelve key diagnostic competencies have been delineated through a previous initiative. The objective of this project was to identify the next steps necessary for these to be incorporated broadly in education and training across the health professions. Methods We focused on medicine, nursing, and pharmacy as examples. A literature review was conducted to survey the state of diagnosis education in these fields, and a consensus group was convened to specify next steps, using formal approaches to rank suggestions. Results The literature review confirmed initial but insufficient progress towards addressing diagnosis-related education. By consensus, we identified the next steps necessary to advance diagnosis education, and five required elements relevant to every profession: 1) Developing a shared, common language for diagnosis, 2) developing the necessary content, 3) developing assessment tools, 4) promoting faculty development, and 5) spreading awareness of the need to improve education in regard to diagnosis. Conclusions The primary stakeholders, representing education, certification, accreditation, and licensure, in each profession must now take action in their own areas to encourage, promote, and enable improved diagnosis, and move these recommendations forward.

Education and training in evidence-based urology

2011 ◽  
Vol 29 (3) ◽  
pp. 325-329 ◽  
Author(s):  
Charles D. Scales ◽  
Keyword(s):  
Education And Training ◽  
Evidence Based ◽  
And Training

scholarly journals Neuron Model of Interprofessional Education and Evidence-Based Practice

2020 ◽  
Vol 11 (3) ◽  
pp. 15
Author(s):  
Dixon Thomas ◽  
Jason Cooper ◽  
Mark Maas
Keyword(s):  
Curriculum Design ◽  
Interprofessional Education ◽  
Neuron Model ◽  
Evidence Based Practice ◽  
Health Professions ◽  
Health Professions Education ◽  
Evidence Based ◽  
Great Effort ◽  
New Concepts ◽  
Article Type

Interprofessional education (IPE) and evidence-based practice (EBP) are relatively new concepts in health professions education in many parts of the world. These critical reforms are implemented with great effort. As clinical practice has become more collaborative and evidence-based, teamwork and research need to be well integrated in the curriculum. However, many stakeholders struggle to visualize the work of IPE and EBP in the context of health professions education and practice. The Neuron Model, using parts of the neuron, is designed to detail how IPE and EBP integrate in health professions curriculum design or reveal a hidden curriculum. Evidence-based interprofessional care has been implemented with limitations in academic health systems.  Lack of a common understanding of how it works is a limitation. The neuron model thus aims to visualize IPE and EBP in health professions education and practice.   Article Type: Commentary

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