CETF Member Publications
| Reference | Secondary Theme | Tertiary Theme/ Explanation |
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Future of Clinical Education | Study that aimed to identify the factors that affect allied health clinical education. |
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Future of Clinical Education | Discussed allied health deans’ perspective and ability to reach a consensus on the definition, goals, and factors influencing clinical education. |
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Future of Clinical Education | Study that aimed to reach a consensus on allied health deans’ perspectives on the future of clinical education. |
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Recommendations and Strategies | Five core recommendations and proposed strategies are identified by the ASAHP deans in regard to allied health clinical education over the next decade. |
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Clinical Education: Accreditation Viewpoint | The viewpoints of executive directors of various accreditation agencies were analyzed in regard to clinical education issues and opportunities. |
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O'Brien, C. W., Anderson, R., Ayzenberg, B., Chute, P., Farnsworth, T., McLaughlin, R., . . . O'Sullivan Maillet, J. (2017). Employers' Viewpoint on Clinical Education. J Allied Health, 46(3), 131-137. |
Clinical Education: Employers’ Viewpoint |
The viewpoints of employers’ were analyzed in regard to clinical education importance, benefits, obstacles, and issues. |
Resource Bibliography
Click on a topic below to view.
Accreditation
Accreditation
| Reference | Secondary Theme | Tertiary Theme/ Explanation |
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Accreditation Standards for Physician Assistant Education | Development, evaluation, and self-analysis of PA programs. The article discusses administration, curriculum and instruction, evaluation, provisional accreditation, and accreditation maintenance. |
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Regulatory Relief for Accreditation | Three goals to address in attempting regulatory relief: protect students, advance innovation, and sustain the strengths of accreditation. |
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CAAHEP Presidential Address | The message from the president, Thomas Skalko, in regard to the Commission on Accreditation of Allied Health Education Programs Annual Conference in 2017. Includes a statement in regard to take-aways from the Association for Specialized and Professional Accreditors. |
Simulation
Simulation
| Reference | Secondary Theme | Tertiary Theme/ Explanation |
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Computer-Based | Relationship between fidelity and learning in computer simulation. |
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Computer-Based | Challenges and barriers in adopting a 3D virtual learning environment. Recommendations for promoting such an environment. |
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Computer-Based | Efficacy of computer-based simulated learning on speech-language pathologist graduate students’ care of pediatric developmental language disorders. |
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Computer-Based | Family nurse practitioner students engagement in a web-based internet conferencing platform following participation in a virtual learning environment. Lessons learned and recommendations were identified. |
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Computer-Based | Examination of the design and development of NERVE: A virtual patient simulation. This simulation is utilized by medical students in regard to their interviewing, examining, and diagnosing skills with patients affected by cranial nerve disorders. |
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Hirumi, A., Reyes, R. J., Johnson, T., Lok, B., Rivera-Gutierrez, D. J., Johnsen, K., … Kleinsmith, A. (2016). Advancing virtual patient simulations through design research and interPLAY: Part II—integration and field test. Educational Technology Research and Development, 64(6), 1301–1335. https://doi.org/10.1007/s11423-016-9461-6 |
Computer-Based | Examination of the efficacy of and ability to integrate NERVE: A virtual patient simulation into the medical school curriculum. |
Honey, M., Connor, K., Veltman, M., Bodily, D., & Diener, S. (2012).Teaching with Second Life®: Hemorrhage management as an example of a process for developing simulations for multiuser virtual environments. Clinical Simulation in Nursing, 8(3), e79–e85. https://doi.org/10.1016/j.ecns.2010.07.003 |
Computer-Based | The lessons learned in developing a simulation in Second Life that is a multiuser virtual environment utilized by nursing students. In this article, this simulation was used to instruct the management of postpartum hemorrhage. |
Nicola-Richmond, K., & Watchorn, V. (2018). Making it real: The development of a web-based simulated learning resource for occupational therapy students. Australasian Journal of Educational Technology, 34(5), 13–26. https://doi.org/10.14742/ajet.3196 |
Computer-Based | Examines the impact of Deakin University’s web-based Occupational Therapy Simulations for Learning resource on occupational therapy students’ development of empathy, active listening, and information gathering skills. |
Boet, S., Bould, M. D., Layat Burn, C., & Reeves, S. (2014). Twelve tips for a successful interprofessional team-based high-fidelity simulation education session. Medical Teacher, 36(10), 853–857. https://doi.org/10.3109/0142159X.2014.923558 |
IPE | Recommendations for developing, implementing, assessing, and evaluating an IPE simulation experience |
Brown MR, Watts P. Primer on interprofessional simulation for clinical laboratory science programs: a practical guide to structure and terminology. Clin Lab Sci. 2016; 29(4):241-246. |
IPE |
Clinical laboratory science program medical simulation with practitioners. |
Buelow JR, Rathsack C, Downs D, Jorgensen K, Karges JR, Nelson D. Building interdisciplinary teamwork among allied health students through live clinical case simulations. J Allied Health. 2008; 37(2):e109-e123. |
IPE | Using a simulation based workshop to educate students on interdisciplinary teamwork |
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Gibbs, D. M., & Dietrich, M. (2017). Using high fidelity simulation to impact occupational therapy student knowledge, comfort, and confidence in acute care. Open Journal of Occupational Therapy, 5(1), 1-18. http://dx.doi.org/10.15453/2168-6408.1225 |
IPE | Interprofessional high fidelity simulation that analyzed occupational therapy doctorate students’ perceived knowledge, comfort, and confidence in handling acutely ill patients in the ICU. |
Shoemaker, M. J., Platko, C .M., Cleghorn, S. M., & Booth, A. (2014). Virtual patient care: An interprofessional education approach for physician assistant, physical therapy and occupational therapy students. Journal of Interprofessional Care, 28(4), 365–367. https://doi.org/10.3109/13561820.2014.891978 |
IPE | Analyzed a virtual patient interprofessional education simulation experience involving physician assistant, physical therapy, and occupational therapy students in order to deem if the learning objectives were met. |
Stow, J., Morphet, J., Griffiths, D., Huggins, C., & Morgan, P. (2017). Lessons learned developing and piloting interprofessional handover simulations for paramedic, nursing, and physiotherapy students. Journal of Interprofessional Care, 31(1), 132–135. https://doi.org/10.1080/13561820.2016.1251404 |
IPE | Discusses the development of interprofessional handover scenarios that utilized simulation and involved paramedic, nursing, and physical therapy students. |
Thomas, E. M., Rybski, M. F., Apke, T. L., Kegelmeyer, D. A., & Kloos, A. D. (2017). An acute interprofessional simulation experience for occupational and physical therapy students: Key findings from a survey study. Journal of Interprofessional Care, 31(3), 317–324. https://doi.org/10.1080/13561820.2017.1280006 |
IPE | Discusses an intensive case simulation laboratory experience that utilizes simulation and standardized patients. In addition, analyzes this experience’s impact on occupational and physical therapy students’ perceptions of confidence and readiness to work in acute care settings. |
Burns, M., Baylor, C., & Yorkston, K. (2017). Patient-provider communication training for dysarthria: Lessons learned from student trainees. Seminars in Speech and Language, 38(3), 229–238 |
Standardized Patients | Patient-provider communication training for students interacting with patients affected by dysarthria and aphasia. |
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Standardized Patients | Implementation of mental health nursing simulations in the form of standardized patients as a result of an inability to place students in traditional settings. |
Fowler, C., & Hoquee, K. (2016). Using geriatric standardized patients and technology to teach counseling and health science students how to work interprofessionally. Adultspan Journal, 15(1), 25–37. https://doi.org/10.1002/adsp.12017 |
Standardized Patients | Standardized patient experience for interprofessional health and behavioral science students in order to provide geriatric-specific training. |
Johnson, G. M., Halket, C. A., Ferguson, G. P., & Perry, J. (2017). Using standardized patients to teach complete denture procedures in second year of dental school. Journal of Dental Education, 81(3), 340-346. |
Standardized Patients | The Midwestern University College of Dental Medicine-Arizona developed an experiential learning event that utilized standardized patients as a means to enhancing students’ understanding of the entire denture process. |
Mason Barber, L. A., & Schuessler, J. B. (2018). Standardized patient simulation for a graduate nursing program. The Journal for Nurse Practitioners, 14(1), e5–e11. https://doi.org/10.1016/j.nurpra.2017.09.017 |
Standardized Patients | Discusses the implementation of a family nurse practitioner standardized patient simulation experience as a means of offering alternative clinical opportunities and feedback as well as to identify deficits in students’ diagnostic reasoning. |
Chunta, K., & Edwards, T. (2013). Multiple-patient simulation to transition students to clinical practice. Clinical Simulation in Nursing, 9(11), e491–e496. https://doi.org/10.1016/j.ecns.2013.04.015 |
Development, Implementation, and Evaluation |
Developing, implementing, and evaluating a multiple-patient simulation scenario for senior nursing students as a means to establishing critical clinical skills. |
Gardner, A. K., Lachapelle, K., Pozner, C. N., Sullivan, M. E., Sutherland, D., Scott, D. J., … Sachdeva, A. K. (2015). Expanding simulation-based education through institution-wide initiatives: A blueprint for success. Surgery, 158(5), 1403–1407. https://doi.org/10.1016/j.surg.2015.03.040 |
Simulation as a Means to Improving Education |
Experiences and lessons learned in regard to simulation, education and training, technology, best practices, and research were discussed. Resulted in the identification of five key areas that need to be addressed in order to support the Consortium of American College of Surgeons Accredited Education Institutes. |
Goolsby, C. A., Goodwin, T. L., & Vest, R. M. (2014). Hybrid simulation improves medical student procedural confidence during EM clerkship. Military Medicine, 179(11), 1223–1227. https://doi.org/10.7205/MILMED-D-14-00072 |
Hybrid Simulation |
Hybrid simulation training, hybrid simulators and standardized patients, that were utilized to enhance students’ procedural skills. Analyzed the curriculum’s impact on emergency medicine students’ procedural skills confidence. |
Li, A. Y.-L., & Carvalho, H. (2016). Active learning in neuroscience: A manipulative to simulate visual field defects. Advances in Physiology Education, 40(4), 462–464. http://dx.doi.org/10.1152/advan.00071.2016 |
Visual Field Defects Teaching Tool |
Analyzed medical students’ knowledge and confidence of visual field pathophysiology after participating in a visual field defects teaching tool experiential learning experience. |
Macauley, K. (2018). Evaluating changes in clinical decision-making in physical therapy students after participating in simulation. Health Professions Education, 4(4), 278-286. https://doi.org/10.1016/j.hpe.2018.06.001 |
Clinical Decision-Making |
Analyzed the impact that simulation has on physical therapy students’ clinical decision-making (CDM). |
Maddox RW, Schmid RJ. New frontiers in medical education: simulation technology at Campbell University School of Osteopathic Medicine. N C Med J. 2014;75(1):59-61. |
Medical Simulation Systems |
The Campbell University School of Osteopathic Medicine is integrating medical simulation systems into their clinical education curriculum in order to allow students to enhance their skills in a controlled environment with a vast array of conditions. |
McGee G, Sopeth L. Occupational therapy student learning in acute care contexts: blending online, classroom, simulation, and fieldwork education. Am J Occup Ther. 2015; 69(Suppl 1):1. |
Fieldwork Readiness |
Discusses simulated learning in a high-acuity medical setting’s impact on the ability to improve self-efficacy and readiness for Level I fieldwork students entering a medical setting. |
Nestel D, Groom J, Eikeland-Husebo S, O'Donnell JM. Simulation for learning and teaching procedural skills: the state of the science. Simul Healthc. 2011; 6(7):s10-s13. |
Procedural Skills |
Analyzes how simulation acts as an appropriate teaching method for enriching procedural skills. |
Ohtake, P. J., Lazarus, M., Schillo, R., & Rosen, M. (2013). Simulation experience enhances physical therapist student confidence in managing a patient in the critical care environment. Physical Therapy, 93(2), 216–228. https://doi.org/10.2522/ptj.20110463 |
Student Confidence and Satisfaction |
Assessed physical therapy students’ level of confidence and satisfaction after managing a critically ill patient in an ICU setting through simulation. |
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Community Settings |
Discusses a simulated community event for nursing students. |
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End of Life Care |
Discusses an end-of-life (EOL) simulation utilized by nursing students in order to prepare for treating patients at the end of life. |
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Student Perceptions |
Examined podiatric medical students’ perceptions of simulations after engaging in a third-year simulation rotation. |
Healthcare Institutional Landscape
Healthcare Institutional Landscape
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Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
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American Hospital Association. Fast facts on U.S. hospitals, 2019. Available at https://www.aha.org/statistics/fast-facts-us-hospitals |
Collection of Hospital Data and Trend Analysis |
Data on utilization, personnel, revenue, expenses, managed care contracts, community health indicators, physician models, etc.
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Becker S, Haefner M. 10 thoughts on hospitals and health systems – 2017. Becker’s Hospital Review, Integration & Physician Issues. 2017 Mar 22. Available at https://www.beckershospitalreview.com/hospital-physician-relationships/10-thoughts-on-hospitals-and-health-systems-2017.html
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Hospitals and Health Systems in 2017 |
Discussed ten topics pertaining to healthcare in 2017. |
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Becker’s Hospital Review. Moody’s: 132 statistics on nonprofit hospital medians. Becker’s Hospital Review, Becker’s Hospital CFO Report. 2013 Aug 26. Available at https://www.beckershospitalreview.com/finance/moody-s-132-statistics-on-nonprofit-hospital-medians-fiscal-year-2012.html
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Annual Medians Report for Nonprofit Hospitals |
Discovered that “providers had a strong balance sheet in fiscal year 2012 but profitability metrics were down compared with FY 2011” (“Becker’s Hospital Review. Moody’s: 132 statistics on nonprofit hospital medians”, 2013) |
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Health Resources and Services Administration (HRSA), US Department of Health & Human Services. Find Shortage Areas: HPSA by State & County. HRSA Web site. https://data.hrsa.gov/tools/shortage-area/hpsa-find. Accessed July 24, 2019.
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Health Professional Shortage Areas |
Means to finding Health Professional Shortage Areas (HPSAs). These are areas that are faced with a shortage of primary, dental, or mental health care. These shortage areas can be categorized according to geographic region, population, or facility. |
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Murphy B. 50 things to know about the hospital industry. Becker’s Healthcare, Becker’s Hospital Review; 2017 Jan 25. Available at https://www.beckershospitalreview.com/hospital-management-administration/50-things-to-know-about-the-hospital-industry-2017.html
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The Healthcare System in 2017 |
50 facts and statistics about the healthcare industry in 2017 that demonstrate how it is changing and evolving. |
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Occupational outlook handbook, fastest growing occupations [Internet]. Washington, DC:U.S. Department of Labor, Bureau of Labor Statistics; 2019 April 12. Available at https://www.bls.gov/ooh/fastest-growing.htm Accessed July 24, 2019.
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Increasing Rates of Employment |
This webpage describes twenty occupations with the highest employment rates between 2016 - 2026. |
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US Census Bureau. The 2012 Statistical Abstract: State Rankings. Resident Population—July 2009. https://www.census.gov/library/publications/2011/compendia/statab/131ed/population.html Accessed July 24, 2019.
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Resident Population Statistics |
Presents statistics from the U.S. Census Bureau on the growth, distribution, and characteristics of the U.S. population.
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US Census Bureau. State and County QuickFacts. North Carolina. US Census Bureau Web site. https://www.census.gov/quickfacts/fact/table/NC/POP060210. Last revised June 27, 2019. Accessed July 24, 2019.
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States and Counties Statistics |
Statistics from the U.S. Census Bureau that are categorized by people, business, and geography for all states, counties, and cities with a population of at least 5,000. |
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PwC. ROI for primary care: building the dream team. PwC. 2016. Available at https://www.pwc.com.au/publications/pdf/health-primary-care-roi-report.pdf
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Primary Care Dream Team |
A report completed by PwC’s Health Research Institute (HRI) identifies that a primary care dream team could result in a sufficient amount of savings as well as assuming a holistic approach that addresses wellness, prevention, and healthcare. |
Supervision
Supervision
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Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
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Davies R, Hanna E, Cott C. “They put you on your toes”: physical therapists' perceived benefits from and barriers to supervising students in the clinical setting. Physiother Can. 2011; 63(2):224-233.
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Benefits and Barriers |
Identified the benefits and barriers to physical therapy clinical supervision. |
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Ladyshewsky RK. Building cooperation in peer coaching relationships:understanding the relationships between reward structure, learner preparedness, coaching skills, and learner engagement. Physiotherapy. 2006; 92(1):4-10.
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Peer-Coaching Relationship |
This study examines the components that influence behavior in peer coaching relationships. In addition, it recommends means to decreasing the influence of competitive and individualistic behavior. Overall, this study provides insight on how to develop high-quality cooperative learning systems. |
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Rodríguez-García, M., Medina-Moya, J. L., González-Pascual, J. L., & Cardenete-Reyes, C. (2018). Experiential learning in practice: An ethnographic study among nursing students and preceptors. Nurse Education in Practice, 29, 41–47. https://doi.org/10.1016/j.nepr.2017.11.001
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Perceptors’ Integration of Knowledge |
Examined the dialogues and processes that occur between nursing students and their preceptors in order to assess how preceptors utilize their knowledge during clinical placements. |
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Weidner TG, Henning JM. Development of standards and criteria for the selection, training, and evaluation of athletic training approved instructors. J Athl Train. 2004; 39(4):335-343.
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Athletic Training Standards |
Discusses the development of standards for selecting, training, and evaluating approved athletic training clinical instructors. |
Clinical Education Models
Clinical Education Models
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Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
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Anderson, E. S., Kinnair, D. J., & Ford, J. (2016). Interprofessional education and practice guide No. 6: Developing practice-based interprofessional learning using a short placement model. Journal of Interprofessional Care, 30(4), 433–440. https://doi.org/10.3109/13561820.2016.1160040
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IPE |
Learning model for establishing practice-based interprofessional education |
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Baird S, Bopp A, Schofer K, Langenberg A, Matheis-Kraft C. An innovative model for clinical teaching. Nurse Educ. 1994; 19(3):23-25.
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Nursing and Clinical Supervision |
The Clinical Teaching Associate Model is utilized by staff nurses in assisting faculty in supervising students and can be used to design a variety of clinical experiences. |
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Batts RG. Retention initiatives in the North Carolina Community College System. N C Med J. 2014;75(1):62-64.
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Increasing Program Retention Rates |
Retention initiatives have a positive impact on the future of healthcare. |
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Brandon DH, Collins-McNeil J, Onsomu EO, Powell DL. Winston-Salem State University and Duke University’s Bridge to the Doctorate program. N C Med J. 2014;75(1):68-70.
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Research-Focused Nursing Doctoral Program |
Transitioning underrepresented minority group graduate nursing students from Winston-Salem State University into a PhD program at Duke University |
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Brandt BF, Quake-Rapp C, Shanedling J, Spannaus-Martin D, Marting P. Blended learning: emerging best practices in allied health workforce development. J Allied Health. 2010; 39(4): e167-e172.
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Blended or Hybrid Learning Model |
Prepare the future workforce to provide services in areas of shortages and to care for the underserved. |
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Brightwell A, Grant J. Competency-based training: who benefits?. Postgrad Med J. 2013; 89(1048):107-110.
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Competency Based Training |
Determines who benefits from a competency based approach to medical education. |
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Byerley JS, Gable K. The pediatrics primary care residency program at the University of North Carolina. N C Med J. 2014;75(1):28-32.
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Sustainability is a Challenge |
Pediatrics Primary Care Residency Program at the University of North Carolina School of Medicine |
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Cox M, Blouin AS, Cuff P, Paniagua M, Phillips S, Vlasses PH. 2017. The role of accreditation in achieving the quadruple aim for health. NAM Perspectives. Washington, DC: National Academy of Medicine; 2017.
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Interprofessional Accreditation System Model |
Propose an interprofessional accreditation system model that can be utilized throughout health professions’ education and health care delivery. This model was proposed in order to achieve the quadruple aim. |
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Cragg, B., Jelley, W., Burrows, M., & Dyer, K. (2013). Implementing and sustaining a rural interprofessional clinical education program. Journal of Research in Interprofessional Practice & Education, 3(2), 1–15.
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National Health Service Sustainability Model |
Identified “facilitators and barriers to implementing an interprofessional clinical education program in rural settings.” The National Health Service Sustainability Model was used to assess the factors (organizational and process factors) that influenced implementation.
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Dizon JMR, Grimmer‐Somers KA, Kumar S. Current evidence on evidence‐based practice training in allied health: a systematic review of the literature. Int J Evid Based Healthc. 2012; 10(4):347-360.
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Evidence-Based Practice Training Program |
Effectiveness of the components of evidence-based practice training programs for allied health professionals in regard to learning outcomes. |
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Doubt L, Paterson M, O'Riordan A. Clinical education in private practice: an interdisciplinary project. J Allied Health. 2004; 33(1):47-50.
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Clinical Placements |
Clinical education issues from the viewpoint of private practitioners. Identified incentives that could increase the number of clinical placements in private practices. |
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Dunfee HJ. Clinical education: past, present, and future. J Phys Ther Educ. 2008; 22(3):3-6.
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Approach to Clinical Education |
Discusses undergraduate and postgraduate medical education following the Flexner report of 1910. Explains that recent changes to the health care system will result in a re-examination of the approach to clinical examination. |
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Geist K, Ander DS, White M, Rossi A, Johanson MA, Davis B. The physical therapist's expertise in the emergency medicine residency curriculum: an academic model for integrated healthcare education. J Phys Ther Educ. 2016; 30(4):17-23.
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Physical Therapists Teaching Medical Residents |
Musculoskeletal training session for emergency room medicine (EM) residents taught by physical therapy faculty. Evaluated the impact of this intervention on the students’ written and clinical examination performance. |
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Giles AK, Carseon NE, Breland HL, Coker-Bolt P, Bowman PJ. Use of simulated patients and reflective video analysis to assess occupational therapy students’ preparedness for fieldwork. Am J Occup Ther. 2014; 68(2): s57-s66.
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Fieldwork Readiness |
Model for a final Comprehensive Practical Exam that utilizes simulated patients and reflective video analysis as a means of evaluating occupational therapy students’ readiness for Level II fieldwork. |
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Gross J, Aysee P, Tracey P. A creative clinical education model. Three Views. 1992; 41(4):156-1
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Preceptor Approach and the “Paired” Model |
States that new models for clinical experiences must be considered. In addition, explains the preceptor approach and the “paired” model for nursing clinical education. Collaboration between education and practice positively impacts patient care. |
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Gubrud-Howe P, Schoessler M. From random access opportunity to a clinical education curriculum. J Nurs Educ. 2001; 47(1):3-4.
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OCNE Learning Models |
OCNE learning models are the foundation for pilot projects that are producing integrated curriculum. States that clinical education should be developed in an appropriate manner that correlates with the learning outcomes and the developmental level of the students. |
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Heck JE, Latessa RA, Beaty N. The third-year longitudinal integrated clerkship at the Asheville campus of the University of North Carolina School of Medicine. N C Med J. 2014;75(1):56-58.
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Integrated Clerkship |
The University of North Carolina School of Medicine has developed an integrated clerkship that instructs third-year medical students to provide patient-centered, primary care-based, and cost-effective health care. |
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Higgs, J. Managing clinical education: the programme. Physiotherapy; 1993; 79(4):239-246.
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Management Framework |
A management framework is discussed that influences clinical education program management and can be utilized for the design, implementation, and evaluation of clinical education programs. |
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Huddleston R. Clinical placements for the professions allied to medicine, part 2. Br J Occup Ther. 1999; 62(7):295-298.
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Disadvantages and Advantages of Model Utilization |
The North West Region research identifies the use of collaborative and role-emerging models. This article examines the advantages and disadvantages of utilizing these models. In addition, this article assesses placement provisions in regard to occupational therapy clinical education. |
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Jette DU, Nelson L, Palaima M, Wetherbee E. How do we improve quality in clinical education? J Phys Ther Educ. 2014; 95(4):6-12.
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Physical Therapy Clinical Education |
Explains the structures, processes, and outcomes of physical therapy clinical education. In addition, this article recommends methods that can be utilized in improving the quality of clinical education in this discipline. |
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King, A., Hall, M., McFarlane, L., Paslawksi, T., Sommerfeldt, S., Hatch, T., Schmitz, C., Bates, H., Taylor, E., & Norton, B. (2017). Launching first-year health sciences students into collaborative practice: Highlighting institutional enablers and barriers to success. Journal of Interprofessional Care, 31(3), 386–393. https://doi.org/10.1080/13561820.2016.1256870
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Institutional Curricular Model |
This article discusses a post-secondary institution’s development of an interprofessional learning pathway, institutional curricular model, pathway launch, and introductory learning experience. It further examines the enablers and barriers to this institution's IPE experience as well as the components that has led to its sustainability. |
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Kirkpatrick H, Byrne C, Martin ML, Roth ML. A collaborative model for clinical education of baccalaureate nursing students. J Adv Nurs. 1991; 16(1):101-107.
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Collaborative Educational Model |
Discusses a collaborative educational model developed by McMaster University School of Nursing and Nursing and Education Departments at Hamilton Psychiatric Hospital that focused on providing students with the opportunity to be exposed to a variety of placements and obtain expert human resources. |
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Knecht-Sabres, L. J. (2013). Experiential learning in occupational therapy: Can it enhance readiness for clinical practice? Journal of Experiential Education, 36(1), 22–36. https://doi.org/10.1177/1053825913481584 |
Students’ Perceived Competence |
Analyzed the effectiveness of occupational therapy experiential learning opportunities in order to assess if there was an improvement in how the students perceived their competence in executing skills within clinical practice. |
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Lamb, G., & Shraiky, J. (2013). Designing for competence: Spaces that enhance collaboration readiness in healthcare. Journal of Interprofessional Care, 27(S2), 14–23. https://doi.org/10.3109/13561820.2013.791671
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Model Development |
Analyzed classroom and campus designs in order to establish themes in regard to design concepts and model development. Furthermore, models were proposed as a means of correlating design concepts to student competencies. |
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LeFlore JL, Anderson M, Michael JL, Engle WD, Anderson J. Comparison of self-directed learning versus instructor-modeled learning during a simulated clinical experience. Simul Healthc. 2007; 2(3):170-177.
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Simulation |
Comparison of instructor-modeled learning with self-directed learning in regard to simulated clinical experiences. |
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Lekkas P, Larsen T, Kumar S, Grimmer K, Nyland L, Chipchase L. No model of clinical education is superior to another: a systematic review. Aust J Physiother. 2007; 53(1):19-28.
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Global Utilization of Allied Health Education Models |
Analyzed what models of undergraduate/entry-level allied health education are being utilized globally. In addition, examined the effect, advantage, and disadvantage of implementing different models into clinical education.
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Lorio, A. K., Gore, J. B., Warthen, L., Housley, S. N., & Burgess, E. O. (2017). Teaching dementia care to physical therapy doctoral students: A multimodal experiential learning approach. Gerontology and Geriatrics Education, 38(3), 313–324. https://doi.org/10.1080/02701960.2015.1115979
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Experiential Learning Module Implementation |
Discusses the implementation of a 12-hour multimodal experiential learning module aimed at increasing the knowledge and confidence of physical therapy students when treating patients with dementia. |
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Mandy S. Facilitating student learning in clinical education. Aust J Hum Commun Disord. 1989; 17:83-89.
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Reflective Learning Model |
Provides recommendations for facilitating student learning through the reflective learning model, a model of clinical supervision, and assesses the impact that this model has on student success. |
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Murphy, L., Wilson, J., & Greenberg, S. (2017). Equine-assisted experiential learning in occupational therapy education. Journal of Experiential Education, 40(4), 366–376. http://dx.doi.org/10.1177/1053825917712732
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Equine-Assisted Experience |
Discusses an equine-assisted experiential learning’s influence on occupational therapy students’ perception of their comfort in executing ambiguity, problem solving, reflection, and activity analysis skills. |
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Niyogi, A., Villona, B., Rubenstein, B. L., Hubbard, S. J., Baiden, F., & Moresky, R. T. (2015). In-service training of physician assistants in acute care in Ghana: Challenges, successes, and lessons learned. African Journal of Emergency Medicine, 5(3), 114–119. https://doi.org/10.1016/j.afjem.2015.01.006
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In-patient Acute Care Course in Ghana |
Discusses the development of an in-service basic acute care course for physician assistants working in Ghana district hospitals in order to increase the amount of professionals skilled in emergency medicine. |
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Nolinske T. Multiple mentoring relationships facilitate learning during fieldwork. Am J Occup Ther. 1995; 49(1):39-43.
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Supervision |
Examines the roles and responsibilities of the student and clinical educator as well as presents the multiple mentoring model of fieldwork supervision. |
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Ogur B, Hirsh D, Krupat E, Bor D. The Harvard Medical School-Cambridge integrated clerkship: an innovative model of clinical education. Acad Med. 2007; 83(4):397-404.
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Medical Mentoring Program |
Explains the components of the Harvard Medical School-Cambridge Integrated Clerkship (HMS-CIC) that is a year-long mentoring program that exposes students to a variety of disciplines and conditions. |
|
Overton A. A postprofessional distance-education program in neurodiagnostics and sleep science. N C Med J. 2014;75(1):71-72.
|
Sleep Medicine |
The University of North Carolina has established a neurodiagnostics and sleep science bachelor’s degree program in response to the growing field of sleep medicine. |
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PwC. Preparing future primary care physicians for the new health economy. PwC, HRI Publications. 2017 March. Available at https://www.pwc.com/us/en/health-industries/health-research-institute/publications/preparing-future-primary-care-physicians.html
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New Health Economy |
Stresses the need for medical education programs to better prepare their students for the New Health Economy and identifies recommendations for accomplishing such a task. In addition, it identifies that primary care is the means to improving health outcomes at a lower cost. |
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Richardson H, Gilmartin MJ, Fulmer T. Shifting the clinical teaching paradigm in undergraduate nursing education to address the nursing faculty shortage. J Nurs Educ. 2012; 51(4):226-232.
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Simulation |
Discusses a clinical teaching model that utilizes high-fidelity simulation for up to fifty percent of nursing students’ clinical education at the New York University College of Nursing. |
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Richter RR, Ruebling I. Model for development of outcome assessment surveys for allied health educational programs. J Allied Health. 2003; 32(3):179-184.
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Survey Development Model |
Explains a model for survey development utilized by Saint Louis University’s physical therapy department as a means of examining the program’s effectiveness in preparing students for their professional careers. |
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Ricketts TC, Fraher EP. Reconfiguring health workforce policy so that education, training, and actual delivery of care are closely connected. Health Aff (Millwood). 2013;32(11):1874-1880.
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Education Correlated with the Delivery of Care |
Discusses the need for education and training to be correlated with the actual delivery of care. Furthermore, explains that regulatory policies and market forces are not aligning with the changing delivery system. |
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Roth MT, Mumper RJ, Singleton SF, et al. A renaissance in pharmacy education at the University of North Carolina at Chapel Hill. N C Med J. 2014;75(1):48-52.
|
Doctor of Pharmacy Program |
Discusses the transformation of the University of North Carolina Eshelman School of Pharmacy doctor of pharmacy program. The basis of this transformation is in enriching student classroom engagement, fostering scientific inquiry and innovation, and providing patient care experience early on in the program. |
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Sawyer KL, Lopopolo R. Perceived impact on physical therapist students of an international pro bono clinical education experience in a developing country. J Phys Ther Educ. 2004; 18(2):40-47.
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International Clinical Education Experience |
Analyzed the perceived impact of an international clinical education experience in Jamaica for physical therapy students to foster their skills in working with diverse cultures and populations. |
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Serpanos, Y. C., & Senzer, D. (2015). Experiential instruction in graduate-level preparation of speech-language pathology students in outer and middle ear screening. American Journal of Speech-Language Pathology, 24(2), 81–87.
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Training Model for OE-ME Screening |
Discusses a piloted training model of experiential instruction in outer and middle ear (OE-ME) screening utilized by speech-language pathology students and instructed by doctor of audiology students. |
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Sheepway L, Lincoln M, Togher L. An international study of clinical education practices in speech-language pathology. Int J Speech-Lang Pathol. 2011; 13(2):174-185.
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Speech-Language Pathology Models |
Identifies the clinical education models utilized in speech-language pathology programs and examines the factors that influence the adoption of such models. |
|
Sheline B, Silberberg M, Blazar M, Halstater B, Michener L. Population health initiatives for primary care at Duke University School of Medicine. N C Med J. 2014;75(1):33-35.
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Primary Care Provider Education |
Discusses initiatives implemented by Duke University School of Medicine that supplies primary care providers with the knowledge, skills, and attitudes needed to enhance healthcare. |
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Triola M, Stuart G. Enhancing health professions education through technology: building a continuously learning health system. Proceedings of a conference sponsored by the Josiah Macy Jr. Foundation; 2015 April; New York, NY: Josiah Macy Jr. Foundation; 2015.
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Technology |
Macy Foundation conference, Enhancing Health Professions Education through Technology focused on integrating and enhancing health professions education and clinical practice as a means to enriching healthcare. |
|
Warne T, Johansson UB, Papastavrou E, Tichelaar E, Tomietto M, Van den Bossche K et al. An exploration of the clinical learning experience of nursing students in nine European countries. Nurs Educ Today. 2010; 30(8):809-815.
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Factors Influencing Nursing Education |
Analyzes the factors that influence nursing students’ learning experiences throughout clinical practice. |
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Wesson, H. K., Plant, V., Helou, M., Wharton, K., Fray, D., Haynes, J., & Bagwell, C. (2017). Piloting a pediatric trauma course in Western Jamaica: Lessons learned and future directions. Journal of Pediatric Surgery, 52(7), 1173–1176. https://doi.org/10.1016/j.jpedsurg.2017.01.003
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Pediatric Trauma Course Development |
Analyzed a pediatric trauma course in Jamaica to assess its impact on course development. |
Service Learning
Service Learning
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Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
|
Atler K, Gavin WJ. Service-learning-based instruction enhances students' perceptions of their abilities to engage in evidence-based practice. Occup Ther Health Care. 2010; 24(1):23-38.
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Student Perceptions |
Occupational therapy student perceptions of their knowledge, skills, and confidence in providing services to adults with neurological conditions. |
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Bennett, D., Sunderland, N., Bartleet, B.-L., & Power, A. (2016). Implementing and sustaining higher education service-learning initiatives: Revisiting Young et al.’s organizational tactics. Journal of Experiential Education, 39(2), 145–163. Retrieved from http://dx.doi.org/10.1177/1053825916629987
|
Development and Sustainability |
Starting and sustaining service-learning initiatives through utilizing Young et al.’s four tactics: faculty champions, interest from various parties, grant opportunities, and student zealots
|
|
Chadwick DG, Wilson MB, Anderson CF. Shaping oral health care in North Carolina with East Carolina University’s community service learning centers. N C Med J. 2014;75(1):36-38.
|
Service Learning |
East Carolina University School of Dental Medicine is utilizing an innovative model of community-based dental education in order to provide care to underserved areas. |
|
Kayser, C. (2017). Cultivating community-responsive future healthcare professionals: Using service-learning in pre-health humanities education. Journal of Medical Humanities, 38(4), 385–395.
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Benefits of Integrating into Education |
Discusses the benefits of integrating service-learning into pre-health humanities education. Through this approach, the community as well as the student benefits. Students, through service-learning, have the opportunity to become a move compassionate, culturally competent, and community-responsive healthcare professional. Lastly, exposing students to this earlier on in their careers positively influences their career socialization process. |
Partnerships
Partnerships
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Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
|
Barnes, J. T., & Pujol, T. J. (2017). Improving student learning and professional preparation in health promotion utilizing partnerships. Kinesiology Review, 6(4), 357–361. Retrieved from https://journals.humankinetics.com/view/journals/krj/6/4/article-p357.xml
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The BS in Health Management: Health Promotion Option Program Partnerships |
On-campus partnerships, Recreation Services, Counseling and Disability Services, and off-campus partnerships. |
|
Conrad SC, Sheldon M, Cavanaugh JT, Croninger W, Osgood W, Robnett R, Simonsen L. Preparing rehabilitation healthcare providers in the 21st century: implementation of interprofessional education through an academic-clinical site partnership. Work. 2012; 41(3):269-275.
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University and Hospital Partnership |
Partnership between an independent university and tertiary care hospital with the IPE goals of educating DPT and MSOT students on the roles of other disciplines. |
|
Shah H, Pennypacker D. The clinical teaching partnership. Nurse Educ. 1992; 17(2):10-12.
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Hospital-based Nurse and University Faculty Member Collaboration |
Discusses effective clinical learning strategies utilized by a hospital-based clinical nurse specialist and a university-based faculty member working in conjunction with one another. |
Cost of Clinical Education
Cost of Clinical Education
|
Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
|
Chung Y, Spelbring LM, Boissoneau R. A cost-benefit analysis of fieldwork education in occupational therapy. Inquiry. 1980; 17(3):216-229.
|
Cost-Benefit Analysis of Occupational Therapy Fieldwork Education |
Eastern Michigan University developed a method for examining the costs and benefits of fieldwork education to the healthcare agency. |
|
Hovey, M., Santiago, M., & Porr, C. A. (2018). Sustaining experiential education in a university agriculture program using alternative funding sources and strategic planning. NACTA Journal, 62(3), 243–248. Retrieved from https://www.nactateachers.org/index.php/volume-62-number-3-september-2018/2770-alternative-funding-sources
|
Funding Sources |
Explained how an equine program at a Kentucky University utilized management and funding sources to integrate experiential learning into the curriculum. |
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Ladyshewsky R, Bird N, Finney JA. The impact on departmental productivity during physical therapy student placements: an investigation of outpatient physical therapy services. Physiother Can. 1994; 46(2):89-93.
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Clinical Placements and Productivity |
This study analyzed the impact of physical therapy student placements on outpatient service productivity. |
|
National Academies of Sciences, Engineering, and Medicine. Future financial economics of health professional education: proceedings of a workshop. Washington, DC: The National Academies Press; 2017.
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Financing Health Professional Education |
This article discusses the presentations held throughout a National Academies of Sciences, Engineering, and Medicine workshop. The workshop was aimed to examine resources for financing health professional education in countries ranging from high to low incomes. In addition, it analyzed different methods that could be utilized in financing investments for health professional education. |
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National Health Service – Improvement. Approved costing guidance: standards; 2020. Available at https://improvement.nhs.uk/resources/approved-costing-guidance-2020/
|
Costing Standards and Collection Guidance: England |
This webpage presents England’s healthcare costing standards and collection guidance for collection year 2020. |
|
Rodger S, Stephens E, Clark M, Ash S, Hurst C, Graves N. Productivity and time use during occupational therapy and nutrition/dietetics clinical education: a cohort study. PloS One. 2012; 7(8):1-9.
|
Clinical Placements and Productivity |
Analyzed output changes in Queensland, Australia as a result of occupational therapy and nutrition/dietetics clinical education placements. Supervisors’ productivity during placements compared to an absence of students was assessed. |
|
Walsh K. The costs of clinical education. Med Teach, 2015; 37(7):605-607.
|
Cost of Clinical Education in Great Britain |
Examines the cost of medical and clinical education in Great Britain. In addition, examines the relationship between educational equality and cost. |
Interprofessional Education
Interprofessional Education
|
Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
|
Hall, L. W., & Zierler, B. K. (2015). Interprofessional education and practice guide No. 1: Developing faculty to effectively facilitate interprofessional education. Journal of Interprofessional Care, 29(1), 3–7. https://doi.org/10.3109/13561820.2014.937483
|
Faculty |
Faculty development course developed by the University of Missouri - Columbia and University of Washington to prepare faculty leaders for IPE. The key lessons learned from this program were identified. |
|
Lie, D. A., Forest, C. P., Kysh, L., & Sinclair, L. (2016). Interprofessional education and practice guide No. 5: Interprofessional teaching for prequalification students in clinical settings. Journal of Interprofessional Care, 30(3), 324–330. https://doi.org/10.3109/13561820.2016.1141752
|
Faculty |
Provides clinical educators with recommendations for teaching in an interprofessional clinical setting. |
|
Watkins, K. D. (2016). Faculty development to support interprofessional education in healthcare professions: A realist synthesis. Journal of Interprofessional Care, 30(6), 695–701. https://doi.org/10.1080/13561820.2016.1209466
|
Faculty |
A thorough examination of interprofessional faculty development programs. |
|
Baxley EG, Cunningham PRG. Meeting North Carolina’s health care needs through interprofessional education and practice. N C Med J. 2014;75(1):65-67.
|
IPE and Healthcare Practice |
IPE and team-based care results in the decrease of harmful events, improvement of healthcare delivery, and supports consistent outcomes. |
|
Fulmer T, Gaines M. Partnering with Patients, Families, and Communities to Link Interprofessional Practice and Education. New York: Josiah Macy, Jr. Foundation; 2014.
|
IPE and Healthcare Practice |
Recommendations for the reform of health professions education and health care practice in conjunction with patients, families, and communities. |
|
Health Professions Network Nursing and Midwifery Office, Hopkins D, editor. Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization, Department of Human Resources for Health; 2010. Available at http://www.who.int/hrh/resources/framework_action/en/index.html Accessed 9/22/18.
|
IPE and Healthcare Practice |
Discusses global interprofessional collaboration, factors that influence collaborative teamwork, and action items that policy-makers can utilize in the healthcare system. |
|
Brashers, V., Owen, J., & Haizlip, J. (2015). Interprofessional education and practice guide No. 2: Developing and implementing a center for interprofessional education. Journal of Interprofessional Care, 29(2), 95–99. https://doi.org/10.3109/13561820.2014.962130
|
Lessons Learned |
Lessons learned in establishing an IPE center ( i.e. The University of Virginia Center for Academic Strategic Partnerships for Interprofessional Research and Education (UVA Center for ASPIRE)). |
|
Brewer, M. L., & Barr, H. (2016). Interprofessional education and practice guide No. 8: team-based interprofessional practice placements. Journal of InterprofessionalCare, 30(6), 747–753. https://doi.org/10.1080/13561820.2016.1220930
|
Lessons Learned |
Key lessons learned from establishing an Interprofessional Practice Programme at Curtin University. |
|
Shrader, S., Hodgkins, R., Laverentz, D., Zaudke, J., Waxman, M., Johnston, K., & Jernigan, S. (2016). Interprofessional education and practice guide No. 7: Development, implementation, and evaluation of a large-scale required interprofessional education foundational programme. Journal of Interprofessional Care, 30(5), 615–619. https://doi.org/10.1080/13561820.2016.1189889
|
Lessons Learned |
Discussed the University of Kansas Medical Centre’s approach to and lessons learned from developing an interprofessional education program. |
|
Lawlis, T. R., Anson, J., & Greenfield, D. (2014). Barriers and enablers that influence sustainable interprofessional education: A literature review. Journal of Interprofessional Care, 28(4), 305–310. https://doi.org/10.3109/13561820.2014.895977
|
Sustainability |
Analyzed the barriers and enablers of IPE across varying stakeholder levels (government and professional, institutional, and individual) and their impact on IPE sustainability. |
|
Willgerodt, M. A., Abu-Rish Blakeney, E., Brock, D. M., Liner, D., Murphy, N., & Zierler, B. (2015). Interprofessional education and practice guide No. 4: Developing and sustaining interprofessional education at an academic health center. Journal of Interprofessional Care, 29(5), 421–425. https://doi.org/10.3109/13561820.2015.1039117
|
Sustainability |
Discusses the lessons learned through the development and ability to sustain the University of Washington’s interprofessional education events. |
|
Hoffman SJ, Rosenfield D, Nasmith L. What attracts students to interprofessional education and other healthcare reform initiatives? J Allied Health. 2009; 38(3): e75-e78.
|
Student |
Analyzes what components of IPE and other health care reform initiatives are viewed as attractive to students, therefore, eliciting their participation. |
|
Loversidge, J., & Demb, A. (2015). Faculty perceptions of key factors in interprofessional education. Journal of Interprofessional Care, 29(4), 298–304. https://doi.org/10.3109/13561820.2014.991912
|
Faculty Members’ Perceptions |
Analyzed pre-licensure medical and nursing faculty members’ perceptions of the key factors in interprofessional education. |
|
Ratka, A. (2013). Transition of pharmacy educators to faculty champions of interprofessional education. American Journal Of Pharmaceutical Education, 77(7), 1-2. https://doi.org/10.5688/ajpe777136
|
Faculty Champions |
Recommended strategies for transitioning pharmacy educators to interprofessional education faculty champions. Furthermore, identifies the characteristics and responsibilities of a faculty champion. |
|
Reeves, S., Boet, S., Zierler, B., & Kitto, S. (2015). Interprofessional education and practice guide No. 3: Evaluating interprofessional education. Journal of Interprofessional Care, 29(4), 305–312. https://doi.org/10.3109/13561820.2014.1003637
|
Evaluation |
States recommendations for evaluating an interprofessional education event as a means of providing evidence to stakeholders and enhancing the field of interprofessional education. |
Improving the Healthcare System
Improving the Healthcare System
|
Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
|
Berwick DM, Nolan TW, Wittington J. The triple aim: care, health and cost. Health Aff (Millwood). 2008;27(3):759-769.
|
The Triple Aim of Healthcare |
An integrator is responsible for achieving the Triple Aim for a single population, must assume the role of partnering with individuals and families, redesigning primary care, managing population health, financial management, and macro system integration. |
|
Muhlestein D, Burton N, Winfield L. The changing payment landscape of current CMS payment models foreshadow future plans. healthaffairs.org, Health Policy Lab. 2017 Feb 3. Available at https://www.healthaffairs.org/do/10.1377/hblog20170203.058589/full/
|
Triple Aim of Healthcare |
Overall, CMS is aiming to improve the quality and reduce the cost of healthcare as a means to advancing towards the triple aim. CMS identifies two specific goals in this article. |
|
Berwick DM, Hackbarth AD. Eliminating waste in US health care. JAMA. 2012;307(14):1513-1516.
|
Reducing Spending |
Six categories of waste include: failures of care delivery, failures of care coordination, overtreatment, administrative complexity, pricing failures, and fraud and abuse |
|
Bodenheimer T, Sinsky C. From triple to quadruple aim: care of the patient requires care of the provider. Annals of Family Medicine, 2014; 12(6):573-576.
|
Quadruple Aim of Healthcare |
Expansion of the Triple Aim to a Quadruple Aim that consists of: improving the experience of care, improving the health of populations, reducing per capita costs of healthcare, and improving the work life of healthcare providers. |
|
Christensen CM, Bohmer RMJ, Kenagy J. Will disruptive innovations cure health care?. Harvard Business Review. 2000 Sep-Oct. Available at https://hbr.org/2000/09/will-disruptive-innovations-cure-health-care
|
Disruptive |
Could lead to lower costs, higher quality, and greater convenience compared to the previous healthcare system. |
|
Coffey DS, Eliot K, Goldblatt E, Grus C, Kishore SP, Mancini ME, et. al. A multifaceted systems approach to addressing stress within health professions education and beyond. Perspectives: Expert Voice in Health and Health Care: National Academy of Medicine [Internet]; 2017. Available at https://nam.edu/wp-content/uploads/2017/01/Multifacted-Systems-Approach-to-Addressing-Stress-Within-Health-Professions-Education-and-Beyond.pdf. Accessed 9/22/18.
|
Healthcare |
Explains the impact of burned-out, stressed, or absent colleagues on the overall functioning of the quality of care. In addition, it discusses the individual and institutional costs associated with this. |
|
Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing,at the Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: National Academies Press; 2011.
|
The Future |
Changing of nurses’ roles, responsibilities, and education in order to improve the healthcare system. |
|
Oostra R. Here’s how to reform healthcare: we must address the social conditions and behaviors that cause illness. Becker’s Hospital Review, Leadership & Management. 2017 Mar 9. Available at https://www.beckershospitalreview.com/hospital-management-administration/here-s-how-to-reform-healthcare-we-must-address-the-social-conditions-and-behaviors-that-cause-illness.html
|
Social |
Identified a key issue within the healthcare system, that it does not address the social determinants of health. The article further explains that the healthcare system has underinvested in this area compared to high-tech clinical care. |
Quality of Healthcare
Quality of Healthcare
|
Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
|
Committee on the Health Professions Education Summit; Board on Health Care Services; Greiner AC, Knebel E, eds. Health Professions Education: A Bridge to Quality. Washington, DC: National Academies Press; 2003.
|
Recommendations |
Recommends approaches to: oversight processes, the training environment, research, public reporting, and leadership. |
|
Leonard M, Graham S, Bonacum D. The human factor: the critical importance of effective teamwork and communication in providing safe care. Qual Saf Health Care. 2004; 13 Suppl 1:i85-i90.
|
Patient Safety Implementation |
Explains patient safety implementation within Kaiser Permanente. In addition, states lessons learned in regard to achieving cultural change, enhancing the quality of the work environment, transfer strategies, success factors, and the methods of expressing the benefits of the areas previously stated. |
|
Newton W, Bradley D. Transforming quality of care in North Carolina. N C Med J. 2013;74(2):119-125.
|
Initiatives for Enhancing Quality of Care |
Discusses initiatives for improving the quality of healthcare across North Carolina. |
|
Thomas SW. New initiatives in allied health in North Carolina. N C Med J. 2014;75(1):45-47.
|
Workforce Preparation Initiatives |
Examines workforce preparation initiatives and innovations that will provide patients with high-quality services in North Carolina. |
Rural Healthcare
Rural Healthcare
|
Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
|
Bushardt RL, Whitt FK, Gregory T. Training physician assistants for rural Appalachia: an academic partnership for interprofessional collaboration. N C Med J. 2014;75(1):53-55.
|
IPE Partnership |
IPE partnership between Wake Forest School of Medicine and the College of Health Sciences at Appalachian State University for physician assistants to practice as primary care providers in medically underserved regions of Western North Carolina. |
|
Crane S, Jones G. Innovation in rural family medicine training: the Mountain Area Health Education Center’s rural-track residency program. N C Med J. 2014;75(1):29-30.
|
Rural-Track Training Program |
The Mountain Area Health Education Center developed the Hendersonville Family Medicine Residency Program as a means of providing accessible care to individuals living in rural North Carolina. |
|
Ellison A. A state-by-state breakdown of 80 rural hospital closures. Becker’s Healthcare, Becker’s Hospital CFO Report; 2016 Dec 13. Available at https://www.beckershospitalreview.com/finance/a-state-by-state-breakdown-of-80-rural-hospital-closures.html
|
Rural hospital |
Lists 80 rural hospitals that have closed between January 2010 and November 2016 according to the North Carolina Rural Health Research Program. A hospital closure is deemed as any hospital that no longer provides inpatient services. In addition, identifies that the majority of hospital closures occur in the south. |
|
Rabinowitz HK, Diamond JJ, Markham FW, Santana AJ. Increasing the supply of rural family physicians: recent outcomes from Jefferson Medical College’s Physician Shortage Area Program (PSAP). Acad Med. 2011;86(2):264-269.
|
Physician Shortage Area Program |
Assessed whether Jefferson Medical College’s Physician Shortage Area Program (PSAP) is continuing to be successful in increasing the rural workforce in response to the shortage of primary care physicians in rural areas. |
RIBN Initiative
RIBN Initiative
|
Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
|
Dickerson K.A community college’s perspective on the RIBN initiative. N C Med J.2014;75(1):68-70.
|
RIBN Initiative |
There is a demand for a more educated nursing workforce. Regionally Increasing Baccalaureate Nurses (RIBN) initiative establishes an educational pathway between community colleges and universities in North Carolina. |
|
Johnson P. The RIBN initiative: a new effort to increase the number of baccalaureate nurses in North Carolina. N C Med J. 2014;75(1):39-44.
|
RIBN Initiative |
To meet the increasing demand for a more educated nursing workforce, the Regionally Increasing Baccalaureate Nurses (RIBN) initiative provides an economically feasible educational pathway between community colleges and universities so that more North Carolina nursing students can achieve a baccalaureate degree at the beginning of their career. |
Clinical Education Sites
Clinical Education Sites
|
Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
|
Gallagher P, Carr L, Wang S, Fudakowski Z. Simple truths from medical students: perspectives on the quality of clinical learning environments. Med Teach. 2012; 34(5):e332-e337.
|
Clinical Education Sites |
Key components of clinical settings that medical students value the most. |
|
Kantor SL. The nursing home as a core site for educating residents and medical students. Acad Med. 2012; 87(5):547-548.
|
Clinical Education Sites |
This article lists the benefits of establishing clinical education opportunities in nursing homes for medical students and residents. In addition, it states that this collaboration would enhance research and improve the quality of care that nursing home residents receive.
|
|
Phillips R, Petterson S, Bazemore A. Do residents who train in safety net settings return for practice? Acad Med. 2013;88(12):1934-1940.
|
Clinical Education Sites |
Analyzed residents’ tendency to return to their practice settings following completion of their residency training. Compared the results between those who received training in a federally qualified health center (FQHC), rural health clinic (RHC), or critical access hospital (CAH).
|
|
Fraher E, Spero J, Lyons J, Newton H. Trends in graduate medical education in North Carolina: challenges and next steps. Report of the Program on Health Workforce Research and Policy, Cecil G. Sheps Center for Health Services Research, University of North Carolina at Chapel Hill. Chapel Hill, NC: Cecil G. Sheps Center for Health Services Research; 2013. http://www.shepscenter.unc.edu/hp/publica tions/GME_Mar2013.pdf. Accessed December 5, 2013.
|
Physician Placements After Residency |
Analyzes Graduate Medical Education in North Carolina in regard to whether physicians remain in-state following residency or if programs are producing physicians that can provide specialized care to at need communities. Lastly, it provides recommendations to ensure that residency training public investments are meeting the needs of the North Carolina health care system.
|
|
Gwyer J, Odom C, Gandy J. History of clinical education in physical therapy. J Phys Ther Educ. 2003; 17(3): 34-43.
|
Physical Therapy Clinical Education |
Describes the structure and format of physical therapy clinical education, number of clinical education sites, characteristics of clinical education faculty, means of assessing student performance, major developments in clinical education, and the factors that will affect the future of clinical education. This is the extensive history of physical therapy clinical education.
|
|
Kacmarek RM, Durbin CG, Barnes TA, Kageler WV, Walton JR, O'Neil EH. Creating a vision for respiratory care in 2015 and beyond. Respir Care. 2009; 54(3):375-389.
|
Future of Respiratory Care |
The American Association for Respiratory Care developed a task force to predict the future of the profession. The article discusses new roles and responsibilities, as well as the means to adopting these new aspects (i.e. education, training, competency- documentation), that could be adopted by respiratory therapists in 2015.
|
|
National Research Council: Committee on Research Universities Board on Higher Education and Workforce Policy and Global Affairs. Research universities and the future of America: ten breakthrough actions vital to our nation's prosperity and security. Washington, DC: The National Academies Press; 2012. 24 p.
|
Strategies to be Utilized by Research Universities |
This book was published in order to recommend strategies for research universities to utilize when striving to contribute to the prosperity, security, and national goals of the United States of America. These strategies focus on the topics of university finance, operations, deploying technology, and regulating higher education institutions.
|
|
Papp I, Markkanen M, von Bonsdorf M. Clinical environment as a learning environment: student nurses' perceptions concerning learning experiences. Nurs Educ Today. 2003; 23(4):262-268.
|
Clinical Education Environment |
Examined nursing students’ perceptions of the clinical learning environment’s impact on clinical learning experiences. |
Discipline Specific Literature
Discipline Specific Literature
|
Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
|
Gwyer J, Odom C, Gandy J. History of clinical education in physical therapy. J Phys Ther Educ. 2003; 17(3): 34-43.
|
Physical Therapy Clinical Education |
Describes the structure and format of physical therapy clinical education, number of clinical education sites, characteristics of clinical education faculty, means of assessing student performance, major developments in clinical education, and the factors that will affect the future of clinical education. This is the extensive history of physical therapy clinical education.
|
|
Kacmarek RM, Durbin CG, Barnes TA, Kageler WV, Walton JR, O'Neil EH. Creating a vision for respiratory care in 2015 and beyond. Respir Care. 2009; 54(3):375-389.
|
Future of Respiratory Care |
The American Association for Respiratory Care developed a task force to predict the future of the profession. The article discusses new roles and responsibilities, as well as the means to adopting these new aspects (i.e. education, training, competency- documentation), that could be adopted by respiratory therapists in 2015.
|
|
National Research Council: Committee on Research Universities Board on Higher Education and Workforce Policy and Global Affairs. Research universities and the future of America: ten breakthrough actions vital to our nation's prosperity and security. Washington, DC: The National Academies Press; 2012. 24 p.
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Strategies to be Utilized by Research Universities |
This book was published in order to recommend strategies for research universities to utilize when striving to contribute to the prosperity, security, and national goals of the United States of America. These strategies focus on the topics of university finance, operations, deploying technology, and regulating higher education institutions.
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Traditional Versus Nontraditional Practices
Traditional Versus Nontraditional Practices
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Reference |
Secondary Theme |
Tertiary Theme/ Explanation |
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DeClute J, Ladyshewsky RK. Enhancing clinical competence using a collaborative clinical education model. Phys Ther. 1991; 73(10):683-689.
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Collaborative Learning Placements |
Clinical competence comparison between students in collaborative learning placements versus those in traditional clinical placements. |
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Gat S, Ratson NZ. Comparison of occupational therapy students’ perceived skills after traditional and nontraditional fieldwork. Am J Occup Ther. 2014; 68(2): e47-e54.
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Student Perceptions |
Comparison of students’ perceptions of their professional and personal skills obtained during community versus traditional fieldwork. In addition, these perceptions were further compared for students’ whose community fieldwork had an active occupational therapist versus those who did not. |
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Hirsh D, Gaufberg E, Ogur B, Cohen P, Krupat E, Cox M, et. al. Educational outcomes of the Harvard Medical School–Cambridge Integrated Clerkship: a way forward for medical education. Acad Med. 2012; 87(5):643-650.
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Medical Student Clerkship |
Comparison of medical students’ knowledge, skills, and attitudes between those who completed the Harvard Medical School-Cambridge Integrated Clerkship (CIC) with those who completed traditional third-year clerkships. |
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Thomas C, Mackey E. Influence of a clinical simulation elective on baccalaureate nursing student clinical confidence. J Nurs Educ. 2012; 51(4):236-239.
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High-fidelity Simulation |
Comparison of high-fidelity simulation and traditional clinical experience on students’ confidence levels. |
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Watson K, Wright A, Morris N, McMeeken J, Rivett D, Blackstock F, et. al. (2012). Can simulation replace part of clinical time? Two parallel randomised controlled trials. Med Educ. 2012; 46(7):657-667.
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Simulated Learning Environment |
Examines simulated learning environments’ ability to replace traditional physical therapy clinical education. |