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Objective: To understand student perceptions, interest and intentions of pursuing public health as a result of COVID-19 during educational experiences. Participants: Two hundred seventy-seven students completed the survey representing 38 states and two countries. Methods: An online survey was administered to current undergraduate and graduate students at two institutions. Results: The difference between the ease of attaining a public health job for nonpublic health and public health students was significant prior to (p =.002) and during the pandemic (p =.015). There was an increase of 5.8% in student interest in continuing education in public health. 13% of respondents agreed the pandemic had been handled appropriately at the national level and 33% at the state level, and 57% expressed distrust of future responses. Conclusions: This study demonstrates a positive influence of COVID-19 on the desire to seek further education and careers in public health, highlights a lack of confidence in effective future pandemic responses. [ABSTRACT FROM AUTHOR]

We aim to collate and analyze current evidence for implementing cultural safety measures among patients, health professionals, in the education of health professionals, and within healthcare organizations. A second aim is to understand how to best assess the effectiveness of cultural safety interventions. Our third aim is to provide guidance on how culturally safe environments can be implemented in the US healthcare system. Culturally safe environments can improve health inequities among underrepresented groups. However, there is a paucity of evidence on how cultural safety can be implemented among patients, health professionals, in the education of health professionals, and within healthcare organizations in the United States (US). This scoping review will examine the US and international literature on cultural safety implemented by healthcare professionals and the experiences of their patients; educational interventions to improve cultural safety in health professional education; and the organization and systems-level initiatives that create culturally safe environments. Physician groups will not be included as power differentials between physician groups and patients are different from those among other health professionals and patients. Due to the wealth of experience and cultural safety literature in this area from countries outside of the US, international studies will be included. This review will search national and international literature to inform cultural safety practices in the US and will be conducted in accordance with the JBI methodology and PRISMA-ScR extension. Key search sources will include CINAHL, MEDLINE, the Cochrane Library, PsycINFO, Social Work Abstracts, and GoogleScholar from 1988–2022. Reviewed sources will be in English and will include unpublished studies and grey literature. All sources will be reviewed by at least two independent reviewers, with a third independent reviewer to achieve consensus when necessary. Results will be presented in alignment with the four conceptual layers that create culturally safe environments: patients, health professionals, health professionals' education, and healthcare organizations and systems. This scoping review aims to collect, analyze, and disseminate an extensive overview of cultural safety in healthcare to inform guidance on how best to implement culturally safe healthcare and education for health professionals in the US. [ABSTRACT FROM AUTHOR]

Students who participate in service-learning courses are given the opportunity to apply the knowledge they develop in the classroom to real-world settings while meeting community needs. This study explores how service-learning pedagogy contributes to interpersonal professional skill development in pre-health undergraduate students attending a small, liberal arts college in the mid-Atlantic region of the United States. Students were enrolled in a required course within the health and exercise science department and were pursuing health-related careers. They partnered with local organizations where they engaged marginalized community members in physically active games and programs to promote health. Students then participated in reflective assignments that were qualitatively analyzed. In total, 103 essays and 10 focus groups were coded and interpreted. Three themes emerged as pre-health professional skills developed through the course: communication, perspective taking, and motivating others. Students indicated that service-learning experiences helped them improve in these areas or brought awareness to their struggles with these skills. This study describes how service-learning pedagogy can be used to expand the interpersonal skills of undergraduate students necessary to promote health in all related professions. [ABSTRACT FROM AUTHOR]

Objective: Given the substantial increases in student educational loan debt in recent years, the objective was to assess trends in educational debt-to-income ratios for graduates of pharmacy, medicine, dentistry, optometry, and veterinary medicine programs in the United States in the 2017-2022 period., Methods: A retrospective analysis of 2017-2022 data for educational debt and income for select health professions was conducted. Annual income data were collected from the American Community Survey, and educational debt data were collected from health professions organizations. Educational debt-to-income ratios for each health profession were calculated, as was the mean change per year in debt-to-income ratio., Results: With the exception of medicine, educational debt consistently exceeded income across the selected health professions in the 2017-2022 period. Debt-to-income ratios of pharmacists and the remaining health professionals decreased on average per year between 2017 and 2022. Physicians had the lowest debt-to-income ratios and dentists had the highest debt-to-income ratios in the study period., Conclusion: Debt-to-income ratios fell below the 2017 levels for the health professions of interest, suggesting that average growth in income outpaced that of debt for the study period. Regardless, debt remains high and may influence health care professionals' postgraduate training and career decisions, and in turn affect access to health care. Therefore, a call to action is proposed to address educational debt burden. Several strategies are suggested, including federal policy changes, implementing tuition reductions or minimal increases, facilitating financial aid options, and reducing underlying costs of health professions programs., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

Medical professionals exert enormous influence over the lives of persons with disabilities by providing medical care and by generating medical research and medical information about them that form the basis for policies and practices that affect their everyday lives. Yet persons with disabilities remain substantially underrepresented within the U.S. Department of Health and Human Services' workforce, among academic medical centers' employees, and in the health professions. The U.S. HHS and academic medical centers appear to be noncompliant with their obligations to engage in disability affirmative action under sections 501 and 503 of the Rehabilitation Act. This essay describes these requirements and contrasts them with medical leaders' "well‐being" agendas. It also describes ongoing medical research on "burnout" being conducted on medical employees and further enabled through the Dr. Lorna Breen Health Care Provider Protection Act. The essay calls for a wholesale change in approaches to persons with disabilities within the health and medical professions. [ABSTRACT FROM AUTHOR]

Clinical pharmacists have advanced training that enables them to manage medication therapy, including prescribing, titrating, and discontinuing medications, in order to achieve therapeutic goals. In some countries, such as the United States, advances in training, responsibility, legal frameworks, and public acceptance of new roles have proceeded in parallel to expand the scope and contribution of clinical pharmacists over several decades. In this manuscript, we detail seven discrete key parameters of professional advancement for clinical pharmacists, corresponding to the seven areas in which they must advance in order to contribute fully to delivering high-quality medical care. For each key parameter, we briefly summarize the progress made in the United States to date, as well as goals for future progress. We then compare this to the development of the analogous key parameter in Israel. We found that on some key parameters, the development of clinical pharmacy in Israel lags behind the United States. This manuscript can provide a roadmap for the future advancement of clinical pharmacy in Israel, toward its full realization as a profession that can contribute to delivering high-quality medical care. [ABSTRACT FROM AUTHOR]

Introduction: The Sex and Gender Health Education (SGHE) Summit was a national collaboration that engaged educational thought leaders from various health professions to advance curricula by integrating sex- and gender-based evidence into health education. Materials and Methods: The SGHE Summit was held over a 2.5-day period April 2018 at the University of Utah. Pre- and postsummit surveys assessed attitudinal and knowledge changes. Results: A total of 246 health care professionals and trainees from U.S. and International Institutions attended. One hundred fifty-seven presummit surveys and 115 postsummit surveys were completed. Postsummit beliefs: SGHE is critical to precision medicine (100%); it is essential to include female animals in preclinical research studies (96%); sex and gender concepts could be used to improve men's health (99%). A teaching tool summarizes the initial questions to consider in SGHE. Conclusion: The SGHE Summit was the first multiprofessional large-scale national effort focused on the integration of sex and gender knowledge into the education of all health professionals. Summit participants now represent a national network of educators and clinicians who recognize the centrality of sex and gender to health professionals' knowledge and practice. These educational efforts will ultimately ensure a more personalized health care delivery. [ABSTRACT FROM AUTHOR]

Aims: To examine the perceived knowledge, attitudes and beliefs regarding climate change and health of academic faculty and students in programmes for health professionals and to identify barriers/facilitators to and resources required for curriculum integration., Design: Cross-sectional survey eliciting quantitative and open-ended responses., Methods: A 22-question survey to assess climate-health knowledge/attitudes/beliefs was distributed to all students and faculty (n = 224) at one academic institution in the United States. Open-ended questions addressed barriers, facilitators and required resources. Descriptive statistics are reported, and thematic analysis was used to identify themes from open-ended responses., Results: Response rate was 15%. Most respondents (76%) were between 20 and 34 years old. The majority were from nursing (39%), occupational therapy (13%) and communication speech disorders (12.5%). Most respondents perceived climate change as relevant to direct patient care (78%) and believed that it is impacting the health of individuals (86%) and should be integrated into curricula (89%). Yet, most (60%) reported modest to no knowledge about the health impacts. Faculty reported little to no comfort teaching climate change and health concepts (76%). Open-ended responses identified student/faculty receptivity and professional/clinical relevance as important facilitators of successful integration. Barriers included intensity of programmes; time and competing curricular priorities; and a lack of faculty expertise, resources, institutional and professional commitment., Conclusions: Most health professions students and faculty indicated that educating future health professionals about climate change and health is important, but existing barriers must be addressed., Impact: This study addressed student and faculty perceptions of integrating climate change and health into health professions curricula. Discipline-specific and interprofessional educational approaches are necessary to optimize future health professionals' efforts to prevent and mitigate climate change impacts for at-risk patients, communities and populations., (© 2023 John Wiley & Sons Ltd.)

This paper describes the Centers of Excellence in Primary Care Education (CoEPCE), a seven-site collaborative project funded by the Office of Academic Affiliations (OAA) within the Veterans Health Administration of the United States Department of Veterans Affairs (VA). The CoEPCE was established to fulfill OAA's vision of large-scale transformation of the clinical learning environment within VA primary care settings. This was accomplished by funding new Centers within VA facilities to develop models of interprofessional education (IPE) to teach health professions trainees to deliver high quality interprofessional team-based primary care to Veterans. Using reports and data collected and maintained by the National Coordinating Center over the first six years of the project, we describe program inputs, the multicomponent intervention, activities undertaken to develop the intervention, and short-term outcomes. The findings have implications for lessons learned that can be considered by others seeking large-scale transformation of education within the clinical workplace and the development of interprofessional clinical learning environments. Within the VA, the CoEPCE has laid the foundation for IPE and collaborative practice, but much work remains to disseminate this work throughout the national VA system.

Diversity in dietetics, like other health professions, has remained stagnant despite the increase of racial and ethnic minority groups in the United States. We examined how Latina and Black women, enrolled in a university outreach program, make sense of a critical media literacy program during career introduction to dietetics. Our findings revealed that the women did not identify with the dietetics major and profession due to stereotypical images. Cliché messages were used as a discourse method. The need to explore public discourse to understand identity formation and barriers to entry into health profession careers is discussed. [ABSTRACT FROM AUTHOR]

The purpose of the American Dental Education Association (ADEA) Men of Color in the Health Professions Summit, held in August 2022 at ADEA's headquarters in Washington, DC, was to gather key thought leaders across a myriad of health professions and healthcare organizations and schools to cultivate intentional cross-disciplinary efforts in championing the need to address the low number of men of color entering not only dental, but also medicine, pharmacy, and health-related research careers. A pivotal follow-up step from the inaugural ADEA President's Symposium on Men of Color in the Health Professions at the March 2022 ADEA Annual Session & Exhibition in Philadelphia, the summit brought together academic health professions leaders, government agencies, health professions associations, and other key stakeholders to develop an action plan to support men of color entering the health professions. Moving the needle forward and increasing opportunities for underrepresented men of color in the health professions requires all academic health professions to work together. Highlights of the Summit included a keynote presentation by David Satcher, MD, PhD, the 16th Surgeon General of the United States; workgroup consensus statement development; health career pathways program presentations; strategic forecasting regarding challenges and opportunities in developing a coalition of health professions organizations to support men of color in the health professions; and frameworks for exploring coalition building., (© 2023 The Authors. Journal of Dental Education published by Wiley Periodicals LLC on behalf of American Dental Education Association.)

The current nutrition education curricula for students in U.S. medical schools, and schools of other health professions, such as nursing and oral health, do not provide enough opportunity to gain knowledge of the interactions among micro- and macronutrients, their role in maintaining optimal body functions, factors that interfere with these interactions, or, importantly, how to integrate this knowledge into medical practice. There is a need to better prepare healthcare professionals for identifying nutrition risk and managing hospitalized patients, especially those with chronic conditions, using an interprofessional, team-based approach. A major goal of this report is to revisit current nutrition training programs for physicians and other healthcare professionals in order to explore opportunities for providing healthcare providers with the essential tools of preventative and therapeutic nutrition intervention strategies. The issues addressed include whether a consensus exists on how to integrate basic and applied nutrition into the general healthcare professional curriculum, and if so, at which stages of training and at what depth should these integrations occur; how nutrition education is dealt with and achieved throughout all the health professions; and whether current nutrition education models are sufficient. To help address these issues, the report will review current nutrition education practices-their strengths and weaknesses-as well as evaluate promising new initiatives, and offer proposals for new directions for nutrition education training of future generation of medical practitioners. [ABSTRACT FROM AUTHOR]

The article discusses highlights of a November 2007 conference convened by the Josiah Macy, Jr. Foundation to address several issues concerning continuing education (CE) in the health professions in the United States. Participants concluded that CE failed to focus adequately on enhancing clinician performance and patient care, relies too much on lectures, is inappropriately financed, and fails to encourage or emphasize newer technologies and point-of-care learning.

Introduction: The global medical technology industry brings thousands of devices to market every year. However, significant gaps persist in the scientific literature, in the medical device approval process, and in the realm of postmarketing surveillance. Although thousands of drugs obtain approval only after review in randomized controlled trials, relatively few new medical devices are subject to comparable scrutiny.Objective: To improve health outcomes, we must enhance our scrutiny of medical devices, and, without simply deferring to the Food and Drug Administration, we must ask ourselves: Who is responsible for evaluating the safety and effectiveness of medical devices?Conclusions: Technology assessments by independent organizations are a part of the solution to this challenge and may motivate further research focused on patient outcomes. [ABSTRACT FROM AUTHOR]

To fulfill the Healthy People 2010 Objective 1.7, "Increase the proportion of… health professional training schools whose basic curriculum for health care providers includes the core competencies in health promotion and disease prevention," the Healthy People Curriculum Task Force has developed a curriculum framework for clinical prevention and population health for all the health professions. This framework has four components: 1) evidence base for practice; 2) clinical preventive services, including health promotion; 3) health systems and health policy; and 4) community aspects of practice. Within these four common components are nineteen domains, for which each health profession is identifying its own educational objectives. An inventory of knowledge and skills is being developed. A prerequisite to promoting change in the teaching of dental prevention and population oral health is to better understand the current status. Sixty-six of sixty-eight U.S. and Canadian dental schools provided input on the teaching of one important aspect of this wider topic--dental caries prevention--before a December 2002 Clinical Preventive Dentistry Leadership Conference in Cincinnati, OH. In clinical teaching, 68 percent of dental schools included caries risk assessment and also reevaluated preventive outcomes, but while 65 percent included remineralization procedures, only 38 percent specifically reevaluated this outcome. Faculty members have commonalities in attitudes about the advantages and problems in improving teaching in clinical prevention, yet dental schools act individually in curricular design and implementation. The conference introduced a method of conceptualizing change, so that dental schools might address organizational barriers in clinical curriculum development. Even with the new common curriculum framework, other barriers to improved dental prevention and population oral health exist: these include organizational change in dental schools, dental practices, and dental clinics; reimbursement issues and incentives; and lack of accepted and explicit standards in dental care. [ABSTRACT FROM AUTHOR]

The article discusses the revised guidelines of American Society of Health-System Pharmacists (ASHP) on handling hazardous drugs in the U.S. The guide related to the standards of ASHP was developed by the society's Council of Professional Affairs and sanctioned by its Board of Directors. Moreover, the purpose, background and recommendations of the guidelines are included.

The interdisciplinary education of health professionals in the USA has increasingly been tied to renewed efforts directed toward quality improvement in the healthcare system, where problems with communication, collaboration, and cooperation are seen as endemic. Many of the published reports and recommendations on interdisciplinary programming, however, have omitted or downplayed the difficulties and challenges of developing and sustaining efforts in this area. Through the presentation of a detailed case study and the exploration of two laws of interdisciplinary programming proposed from it, this paper explores the fundamental difficulties of developing and, more importantly, sustaining interdisciplinary health professions programs in higher educational settings. The utilization of strategies based on emerging forces in the healthcare system and in higher education itself is suggested for initiating interdisciplinary projects, and structural and procedural factors are explored as critical in guaranteeing the long-term sustainability of such programs. Recommendations for the successful development and implementation of interdisciplinary programs in higher educational contexts are suggested, focusing particularly on the role of an advocate in the top down and bottom up development and maintenance of the resources needed for the success of such programs. [ABSTRACT FROM AUTHOR]

How do health professionals with fundamentally different philosophies toward health, and different status levels, manage power in their work relationships? This paper argues that taking a negotiated order interactionist approach, which contends that the social order shapes behavior but is continuously negotiated through social interactions, and synthesizing it with a countervailing powers perspective can yield insight into the power dynamics between health professionals. It focuses on the birth field, with attention to the relationship between two very different types of birth professionals: obstetricians and doulas. Unlike doctors, who maintain a dominant place in health care and subscribe to a biomedical perspective of birth, doulas hold a low-status position and take a holistic approach toward birth, which may cause conflict in the labor room. In-depth interviews with 43 birth doulas based in the US (May–July 2018) found that the doula–doctor relationship is a complex story of power, deference, and countervailing responses. Doulas reported that doctors are more receptive to them now than in the past but that this is an outcome of creative countervailing responses involving deferential maneuvers and direct challenges to physician authority. Doulas' strategic management of their relationships with health professionals has allowed them entry to the hospital, permitting them to represent a holistic voice in the labor room. A minority of doulas have begun to develop relationships with doctors that constitute a collaborative approach toward birth care, indicating that changes in standard care are possible. By revealing how a subordinate actor can challenge physicians and effect change in care, this study contributes to scholarship seeking to understand the nature of unequal relationships between health professionals in a context of biomedical dominance. • Explores the relationship between doulas and doctors in the United States. • By acting deferentially, doulas' relationships with doctors have improved. • Doulas challenge physician authority in primarily indirect but also direct ways. • A minority of doulas have collaborative relationships with doctors. [ABSTRACT FROM AUTHOR]

Students from public urban secondary schools in the United States are often academically underprepared for post-secondary education. There are multiple social and structural factors contributing to this including living in communities where there are high rates of poverty, insufficient funding for public urban schools, and lack of rigor in their curriculum. Urban public post-secondary institutions struggle to bridge the gap to support students who are underprepared and in need of educational, financial, and social assistance. The purpose of this paper is to describe a partnership that was created between a public urban high school and a neighboring public urban university to address the issues underrepresented racially and ethnically (URE) diverse students encounter in order to not only better prepare them for the transition to post-secondary education, but to help them succeed once they arrive on campus. This partnership demonstrates that community cooperation to bridge the gap to support students who are underprepared is possible and benefits everyone involved. Preparing urban students for the successful transition to post-secondary education, particularly in the area of health professions can have a long-term impact on reducing racial inequities in health care., (Copyright © 2021 Elsevier Inc. All rights reserved.)

Introduction: Current projections anticipate a dramatic shift from historical population demographics in the United States. Racial and ethnic minorities are expected to constitute the majority of the population by 2050. However, racial minorities continue to be underrepresented in medical school admissions and the physician workforce. Creating a medical student and physician workforce that reflects population demographics of their patients will be an important determinant in promoting public health and health equity., Methods: Medical student led educational outreach programming targeting middle and high school students is one way by which current medical students can actively work to systematically address barriers to aspiring URiM medical students., Results: Opportunities for medical students to implement meaningful educational outreach programming are limited only by personal motivation and institutional support. Implementation of these programs would provide college and medical school candidacy support for aspiring medical students while providing personal development and education benefits to medical students implementing the program., Conclusion: The authors call on medical students across the country to join in pursuit of health equity and a diverse physician workforce that reflects the evolving demographics of the United States. Medical students can impact the health of local communities through implementation of educational outreach programming to facilitate access to medical education for middle and high school students., (Copyright © 2020 National Medical Association. Published by Elsevier Inc. All rights reserved.)

Introduction: Diversity among healthcare professionals lags behind the increasing racial and ethnic diversity of the United States' population. Increasing diversity of the health professional workforce may be one strategy to influence healthcare disparities. This study sought to understand factors associated with highly satisfying and impactful clinical shadowing experiences among underrepresented minority (URM) students in a health professional development program for urban high school students., Methods: We analyzed data from students' summer clinical shadowing experiences in 2016 and 2017. We sought to determine if preceptor factors (e.g. racial and gender concordance with students), or patient related variables (e.g. racial concordance with students, the volume of patients per session) were associated with overall satisfaction with shadowing, the desire to pursue a similar career as their preceptor, and viewing their preceptor as a role model. After each shadowing experience, students completed evaluation forms. Chi-square tests were used for data analysis., Results: Over two summers, 65 high school juniors participated in an average of 14 half-day clinical shadowing sessions; 59 of these students identify as URMs. Among URM students, racial/ethnic concordance between preceptor and student was significantly associated with viewing the preceptor as a role model (p = 0.028). Witnessing a greater number of patient-provider encounters (≥five patients per session) was associated with higher satisfaction with the experience (p = 0.0002), and viewing the preceptor as a role model (p = 0.04)., Conclusion: To increase diversity of the healthcare workforce, URM students need high volume patient-provider encounters. Racial and/or ethnic concordance of URM students and preceptors may provide for preferable role models., (Copyright © 2020 National Medical Association. Published by Elsevier Inc. All rights reserved.)

Objective. To evaluate educational debt-to-income trends in pharmacy, dentistry, medicine, optometry, and veterinary medicine in the United States from 2010 to 2016. Methods. A retrospective analysis of educational debt and income for selected health professions was conducted. Data on student loan debt were collected from professional organizations and data on income were collected from the American Community Survey. Ratios of the mean educational debt of graduating students to the median annual income for their respective profession were calculated for 2010 through 2016. Average change per year in debt, income, and debt-to-income ratio were calculated. Results. Debt-to-income ratios for all selected health professions except medicine exceeded 100%. For physicians, debt-to-income ratios ranged from 89% to 95%. On average, physicians (-0.3 percentage point) and optometrists (-0.5 percentage point) had negative changes in their debt-to-income ratios from 2010 to 2016. Average increases per year in debt-to-income ratio of veterinarians, pharmacists, and dentists were 5.5, 5.7, and 6.0 percentage points, respectively. From 2010 to 2016, dentists had the largest average increase per year in debt ($10,525), while physicians had the largest average increase per year in income ($6667) and a minimal average debt increase per year ($5436). Pharmacists had the second largest average increase per year in debt ($8356). Conclusion. Educational debt-to-income ratios in the United States increased considerably over the past decade among pharmacists, dentists, and veterinarians and can negatively impact health professionals as well as patient care. Innovative strategies are needed to alleviate the educational debt burden., (© 2019 American Association of Colleges of Pharmacy.)

Background: Undergraduate students across health professions are required to be capable users of evidence in their clinical practice after graduation. Gaining the essential knowledge and clinical behaviors for evidence-based practice can be enhanced by theory-based strategies. Limited evidence exists on the effect of underpinning undergraduate EBP curricula with a theoretical framework to support EBP competence. A systematic review was conducted to determine the effectiveness of EBP teaching strategies for undergraduate students, with specific focus on efficacy of theory-based strategies., Methods: This review critically appraised and synthesized evidence on the effectiveness of EBP theory-based teaching strategies specifically for undergraduate health students on long or short-term change in multiple outcomes, including but not limited to, EBP knowledge and attitudes. PubMed, CINAHL, Scopus, ProQuest Health, ERIC, The Campbell Collaboration, PsycINFO were searched for published studies and The New York Academy of Medicine, ProQuest Dissertations and Mednar were searched for unpublished studies. Two independent reviewers assessed studies using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument., Results: Twenty-eight studies reporting EBP teaching strategies were initially selected for review with methodological quality ranging from low to high. Studies varied in course duration, timing of delivery, population and course content. Only five included papers reported alignment with, and detail of, one or more theoretical frameworks. Theories reported included Social Cognitive Theory (one study), Roger's Diffusion of Innovation Theory (two studies) and Cognitive Apprenticeship Theory (one study). Cognitive Flexibility Theory and Cognitive Load Theory were discussed in two separate papers by the same authors. All but one study measured EBP knowledge. Mixed results were reported on EBP knowledge, attitudes and skills across the five studies., Conclusions: EBP programs for undergraduate health students require consideration of multiple domains, including clinical behaviors, attitudes and cognitive learning processes; Interventions grounded in theory were found to have a small but positive effect on EBP attitudes. The most effective theory for developing and supporting EBP capability is not able to be determined by this review therefore additional rigorous research is required.

This study was conducted to determine the level and types of participation of social workers in the activities of the Geriatric Education Centers (GECs). Through an online survey of GECs, the level of participation of social work professionals was compared with those in dentistry, nursing, medicine, and pharmacy, during the years 2010 to 2014. Thirty-one percent (14) of the 45 GECs completed the survey. The results found increases in participation for both social workers and nurses for both GEC activities and involvement in leadership positions within the centers. The GECs also identified caregiver and provider education and continuing education as activities in which social workers have had an increased interest in recent years. Implications from this study can inform the programming efforts of the new Geriatric Workforce Enhancement Program (GWEP) and other geriatric education programs.

Puprose: This study is to describe the development and validation of the Hocus Focus Magic Performance Evaluation Scale (HFMPES) which is used to evaluate the competency of health professions personnel in delivering magic tricks as a therapeutic modality., Methods: A two-phase validation process was used. Phase I content validation involved 16 magician judges who independently rated the relevance of each of the five items in the HFMPES and established the veracity of its content. Phase II was to evaluate the psychometric properties of the HFMPES. This process involved 2 magicians using the HFMPES to independently evaluate 73 occupational therapy graduate students demonstrating three magic tricks., Results: The HFMPES achieved an excellent scale-content validity index of .99. Exploratory factor analysis of the HFMPES scores revealed one distinct factor with alpha coefficients ≥.8 across the three magic tricks. The construct validity of the HFMPES scores was further supported by the evidence from the known-groups analysis in which Mann-Whitney U test showed significant difference in HFMPES scores between participants with different levels of experience in delivering the three magic tricks. The inter-rater reliability coefficients were ≥.75 across the three magic tricks, which indicated that evaluation of the competency of health professions personnel in delivering the three magic tricks can be evaluated precisely., Conclusion: Preliminary evidence supported the content and construct validity of the HFMPES with good internal consistency and inter-rate reliabilities in evaluating health professions personnel's competency in delivering magic tricks.

Purpose: This study was to examine occupational therapy (OT) students' attitudes toward rehabilitating inmates and validate an instrument used to measure their attitudes., Methods: OT students (n=128) from one university in Alabama, United States, completed an online survey exploring their attitudes toward rehabilitating inmates, which was assessed using the Rehabilitation Orientation Scale (ROS), a 7-point scale. Dimensional structure, internal consistency reliability, construct validity, and relations to other variables of the ROS was evaluated using factor analyses, Cronbach's alpha, known-groups method, and univariable correlations, respectively., Results: Unidimensionality of the ROS was confirmed with an alpha coefficient of .90. The mean ROS score of the respondents was 5.1; a score toward 7 indicated a more supportive attitude. About 60% of the respondents reported supportive attitudes (i.e., an ROS score ≥5). Respondents' ROS scores were significantly higher than those of the public and criminal justice professionals. Female students reported a more supportive attitude than males. Multiple regression analysis indicated that respondents' consideration of working in prison settings after graduation and their perception that OT has a role in prison settings were significantly associated with support for rehabilitating inmates, after controlling for gender and an acquaintance with someone who has been incarcerated., Conclusion: Results indicated that the ROS demonstrated adequate psychometric properties as it applied to this population. The majority of respondents reported supportive attitudes toward rehabilitating inmates. Consideration of working in prison settings after graduation and the perception that OT has a role in prison settings were two independent factors associated with respondents' attitudes toward rehabilitating inmates.

A workforce of knowledgeable professionals is critical to the discovery and application of best health care practices; yet, today in the United States, the professional health workforce is not consistently prepared to provide safe, high-quality health care, even as the nation spends more per capita on health care than any other country. The Institute of Medicine recently recommended creation of a continuing professional development institute (CPDI) supported as a public–private initiative. The CPDI would coordinate and guide efforts that align: (a) content and knowledge among health professions; (b) regulation across states and national continuing professional development (CPD) providers; and (c) the financing of CPD, not only for improving professional performance and patient outcomes, but also for strengthening the scientific basis for the practice of CPD. With a strong scientific foundation, the community of health professions educators and regulators may advance the development of health care practitioners, enhance the discipline of CPD, and improve health outcomes for patients. [ABSTRACT FROM AUTHOR]

State legislation that authorizes any healthcare profession is known as the Practice Act. In order for a profession to establish a recognizable national presence and be integrated into mainstream medicine, all the state Practice Acts must evidence consistency. The extent to which state Practice Acts fail to exhibit consistency can inhibit the ability of the profession to grow and become successful. We looked at the histories of other health professions, along with the 45 acupuncture Practice Acts in the USA, in order to understand the time worn paths that lead to integration in the mainstream and how the acupuncture profession might benefit., (Copyright © 2015 Elsevier Inc. All rights reserved.)

There is not a comprehensive global analysis of continuing professional development (CPD) and continuing education (CE) in the major health professions in published literature. The aim of this article is to summarize findings from the US and international literature on CPD and CE practices in the health professions, comparing the different requirements and frameworks to see what similarities and challenges exist and what the future focus should be for the pharmacy profession. A literature review was conducted on CPD and CE in selected health professions, namely pharmacy, medicine, nursing, ophthalmology, dentistry, public health, and psychology. Over 300 papers from the health professions were retrieved and screened. Relevant articles based on the abstracts and introductions were summarized into tabular form by profession, minimum requirements for licensure, nature of credits, guidelines on how to record CE and CPD activities, and specific CE and CPD definitions. Wide variations exist among the health professions. Lessons learned from this information can be used to further clarify and define the role of CE and CPD and self-directed lifelong learning in pharmacy and the health professions.