Allied Health Education: Current and Future Trends

Bissett, Michelle; Tuttle, Neil Alan; Cardell, Elizabeth

doi:10.1007/978-981-13-6106-7_12-1

Cited by 2 publications

(4 citation statements)

References 28 publications

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“…WIL encompasses a range of activities including professional workplace placements, as well as online or virtual and/or simulated work environments. The extent and format of the WIL aspect of the curriculum varies in structure, models [9], supervisory arrangements, length and type of placement, and timing within the program [6,7,[9][10][11]. The value of WIL in supporting students' progression towards being a work-ready graduate is identified by the professions [11,12], the regulatory bodies (see for example [10]), the tertiary institutions that deliver the programs [13,14], and students [15,16].…”

Section: Definitions Of Work Integrated Learningmentioning

confidence: 99%

“…The extent and format of the WIL aspect of the curriculum varies in structure, models [9], supervisory arrangements, length and type of placement, and timing within the program [6,7,[9][10][11]. The value of WIL in supporting students' progression towards being a work-ready graduate is identified by the professions [11,12], the regulatory bodies (see for example [10]), the tertiary institutions that deliver the programs [13,14], and students [15,16]. However, despite the acknowledged importance of placements, a common language and conceptual understanding of the pedagogic processes underpinning WIL is lacking [17,18].…”

Section: Definitions Of Work Integrated Learningmentioning

confidence: 99%

“…WIL also helps students to develop general professional skills such as effective communication and teamwork [14], in addition to discipline-specific technical skills. This occurs through the application of theoretical knowledge first introduced in the university context [11,14,20]. Boud et al [21] argue that authentic workplace learning experiences support students' capacity for problem-solving, decision-making and reflexivity.…”

Section: The Accreditation and Benefits Of Wilmentioning

confidence: 99%

“…Health professional regulatory or professional bodies ensure that AH education programs provide sufficient and quality WIL opportunities, as outlined in the disciplinespecific professional competencies and educational accreditation standards. Such bodies regularly monitor education providers' adherence to said standards, ensuring that successful graduates from that program can be considered safe and competent practitioners [11] and thus eligible to practice their profession as registered or accredited health professionals. The educational accreditation standards outline what is to be learned and how [25], with tertiary providers using these standards to design and implement their curricula.…”

Section: The Accreditation and Benefits Of Wilmentioning

confidence: 99%

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Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis

Penman,

Raymond,

Kumar

et al. 2023

IJERPH

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A key role of allied health (AH) professional regulatory and professional bodies is to ensure that AH education programs provide work-integrated learning (WIL) opportunities for students. The requirements are outlined via the respective profession’s educational accreditation standards. Although a significant component of the AH professional degrees, researchers have not explored how standards specific to WIL are developed, nor how WIL might be conceptualised through the standards. This study explored how WIL is conceptualised through comparing the WIL education standards across Australian AH professions. Using a non-experimental explanatory mixed-methods research design, a document analysis of Australian education program accreditation standards (and associated documents) for 15 AH professions was undertaken. Data analysis included inductive textual and thematic analyses to compare AH professionals’ conceptualisation of WIL. This study found a high degree of variation in how AH professions describe WIL. While there was a common requirement for students to demonstrate competency in WIL, requirements for WIL quantity, assessment and supervision varied. Four key themes were identified regarding the contribution of WIL to curriculum and student learning: (1) the relationship between WIL and the program curriculum; (2) WIL as a learning process; (3) learning from diverse WIL contexts; and (4) developing competence through WIL. Overall, the diversity in the standards reflected differing understandings of what WIL is. Thus, in the absence of frameworks for designing accreditation standards, the risk is that some AH professions will continue to perpetuate the myth that the primary purpose of WIL is to provide a bridge between theory and practice.

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Section: Definitions Of Work Integrated Learningmentioning

confidence: 99%

Section: Definitions Of Work Integrated Learningmentioning

confidence: 99%

Section: The Accreditation and Benefits Of Wilmentioning

confidence: 99%

Section: The Accreditation and Benefits Of Wilmentioning

confidence: 99%

See 2 more Smart Citations

Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis

Penman,

Raymond,

Kumar

et al. 2023

IJERPH

View full text Add to dashboard Cite

show abstract

Developing criteria for a profession to be considered as profession of allied health in Malaysia: a qualitative study from the Malaysian perspective

Lapchmanan,

Hussin,

Mahat

et al. 2024

BMC Health Serv Res

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Background The Malaysian Allied Health Profession Act (Act 774) regulates the practice of allied health practitioners in Malaysia, with two described professions viz. allied health profession (AHP) and profession of allied health (PAH). While AHPs have been clearly identified by the law, comprehensive implementation of the act requires development of specific criteria in defining any profession as PAH in the Malaysian context. Hence, the research aims to explore and identify the criteria for defining such professions for healthcare policy direction in Malaysia. Methods This research utilised two methods of qualitative research (document review and focus group discussions (FGDs) involving 25 participants from four stakeholders (higher education providers, employers, associations and regulatory bodies). Both deductive and inductive thematic content analysis were used to explore, develop and define emergent codes, examined along with existing knowledge on the subject matter. Results Sixteen codes emerged from the FGDs, with risk of harm, set of competency and skills, formal qualification, defined scope of practice, relevant training and professional working within the healthcare team being the six most frequent codes. The frequencies for these six codes were 62, 46, 40, 37, 36 and 18, correspondingly. The risk of harm towards patients was directly or indirectly involved with patient handling and also relates to the potential harms that may implicate the practitioners themselves in performing their responsibilities as the important criterion highlighted in the present research, followed by set of competency and skills. Conclusions For defining the PAH in Malaysia, the emerged criteria appear interrelated and co-exist in milieu, especially for the risk of harm and set of competency and skills, with no single criterion that can define PAH fully. Hence, the integration of all the empirically identified criteria must be considered to adequately define the PAH. As such, the findings must be duly considered by policymakers in performing suitable consolidation of healthcare governance to formulate the appropriate regulations and policies for promoting the enhanced framework of allied health practitioners in Malaysia.

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Allied Health Education: Current and Future Trends

Cited by 2 publications

References 28 publications

Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis

Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis

Developing criteria for a profession to be considered as profession of allied health in Malaysia: a qualitative study from the Malaysian perspective

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