Framework for an interprofessional experience addressing health and disability for health professional students.

BACKGROUND AND PURPOSE: A Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. EDUCATIONAL ACTIVITY AND SETTING: 72 students were assigned to interprofessional teams of 10-11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FINDINGS: Quantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SUMMARY: Interprofessional education and experiential learning opportunities are good ways to facilitate "real" patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.

150th anniversary of veterinary education and the veterinary profession in North America: part 4, US veterinary colleges in 2011 and the distribution of their graduates.

This fourth article in an ongoing series of articles published in the Journal of Veterinary Medical Education on veterinary education and the veterinary profession provides information on the colleges and schools that exist in the US in 2011. This article provides a brief description of the educational programs and recent accreditation of the veterinary schools at Western University of the Health Sciences and Ross University on the Island of St. Kitts. Without taking into consideration Caribbean colleges, the number of veterinary student positions in US colleges has increased by approximately 24% in the past decade. The number of students attending veterinary colleges is unevenly distributed across the country with many of the more populous states having fewer students per 100,000 people than less populous states. The percentage of veterinarians who reside in the state of their alma mater also varies widely with alumni from some colleges remaining in the state of the college from which they graduated (e.g., Texas A&M and the University of California at Davis) and the graduates of other colleges (e.g., Cornell University and the University of Pennsylvania) being more widely distributed across the country. The location of veterinarians is also provided by state and adjusted for population and state size.

Addressing inequities in access to primary health care: lessons for the training of health care professionals from a regional medical school.

Attention to the inequitable distribution and limited access to primary health care resources is key to addressing the priority health needs of underserved populations in rural, remote and outer metropolitan areas. There is little high-quality evidence about improving access to quality primary health care services for underserved groups, particularly in relation to geographic barriers, and limited discussion about the training implications of reforms to improve access. To progress equity in access to primary health care services, health professional education institutions need to work with both the health sector and policy makers to address issues of workforce mix, recruitment and retention, and new models of primary health care delivery. This requires a fundamental shift in focus from these institutions and the health sector, to each view themselves as partners in an integrated teaching, research and service-oriented health system. This paper discusses the challenges and opportunities for primary health care professionals, educators and the health sector in providing quality teaching and clinical experiences for increasing numbers of health professionals as a result of the reform agenda. It then outlines some practical strategies based on theory and evolving experience for dealing with some of these challenges and capitalising on opportunities.

A multicenter, multidisciplinary evaluation of 1701 healthcare professional students' LGBT cultural competency: Comparisons between dental, medical, occupational therapy, pharmacy, physical therapy, physician assistant, and social work students.

BACKGROUND: Efforts to characterize healthcare professional students' lesbian, gay, bisexual, and transgender (LGBT) cultural competency are necessary to recommend educational initiatives. Very few studies have evaluated LGBT cultural competency across multiple healthcare disciplines, and no known studies have included students of other healthcare disciplines such as occupational therapy, pharmacy, physical therapy, and physician assistant. METHODS: Healthcare professional students (N = 1701) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., LGBT patients and LGBT curricular hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores, annual LGBT patients, and annual LGBT curricular hours were compared across healthcare disciplines. RESULTS: While students reported very high Attitudinal Awareness (M = 6.48, SD = 0.92), they endorsed moderate Basic Knowledge (M = 5.54, SD = 1.16) and low Clinical Preparedness (M = 3.78, SD = 1.28). After controlling for several demographic and experiential variables, there were significant differences among healthcare disciplines on LGBT-DOCSS scores, with social work students reporting the highest on all scores, and dental students reporting the lowest on all scores except Clinical Preparedness. There were also significant differences among healthcare disciplines on annual LGBT patients [mean range: 0.57 (dental) to 7.59 (physician assistant)] and annual LGBT curricular hours [mean range: 0.51 (occupational therapy) to 5.64 (social work)]. Experiential variables were significant predictors for Overall LGBT-DOCSS, Clinical Preparedness, and Basic Knowledge (all p < 0.001); LGBT patients was also a significant predictor for Attitudinal Awareness (p < 0.05). CONCLUSIONS: Taken together, significant differences in LGBT cultural competency exist across healthcare disciplines, which may result from inadequate experiences with LGBT patients and LGBT curricular education. Future efforts should consider increasing LGBT patient contact hours and LGBT formal education hours to enhance healthcare students' LGBT cultural competency.

Historical profile of gender in Turkish veterinary education.

Women in Turkey were first given the opportunity to attend schools of higher education in 1914. Following the establishment of the Turkish Republic in 1923, a number of social, judicial, and economic reforms took place that enabled women to participate actively in both the public and private sectors, and, as a consequence, the number of women students in higher education increased rapidly. The first woman graduated from the veterinary school in Ankara in 1935, becoming the first female veterinarian in the country. Since that time, the number of female veterinary graduates in Turkey has steadily increased.

The prevalence of mentoring programs in the transition from student to practitioner among U.S. dental hygiene programs.

Mentoring of students to assist them in the transition to clinical practice has been utilized in a number of health professions but has only been recently introduced in dental and dental hygiene education. A survey was sent to all U.S. dental hygiene program directors to determine the prevalence of mentoring programs in the dental hygiene curriculum that utilize practicing dental hygienists as mentors to facilitate the transition from student to practitioner. Results showed that less than 30 percent of dental hygiene programs are using this type of student mentoring. Dental hygiene program directors reported that the main benefit mentoring provided was "real world" experiences to their students. Lack of formal structure to the mentoring program was the most frequently cited weakness of existing programs. Programs not utilizing mentoring programs listed inadequate time in the existing dental hygiene curriculum as the main obstacle for not implementing a mentoring program. Student mentorship in other health professions has been shown to not only enhance personal and professional growth, but also to increase job satisfaction and retention. Further research, however, is needed on student mentoring programs in the dental and allied dental fields.

Training of professionals in post-graduation courses in public health and primary healthcare in the municipality of Rio de Janeiro, Brazil. / A formação de profissionais na pós-graduação em saúde pública e atenção primária à saúde no município do Rio de Janeiro, Brasil.

UNLABELLED: This paper examines post-graduation professional training and qualification courses in the fields of public health and primary healthcare. Its aim is to reflect on the construction and methodological proposal of two courses given by ENSP/Fiocruz in partnership with the Municipality of Rio de Janeiro, over the years 2010 to 2014: The Professional Master's Degree in Primary Healthcare (MPAPS), and Specialization in Public Health. METHODOLOGY: Systematization of academic documents of the courses, with preparation of emerging analytical categories (theoretical management-interface history, field of pedagogy). RESULTS/DISCUSSION: Two classes of the MPAPS course (n=24 students per group) and five of the Specialization course (average 30 per group) were held in the period, with approval rates at the 90%-80% level, with curriculum structure adjusted to the local situation. As challenges that were implemented, we highlight: 1) On the epistemological level: development of competencies for professional training that would produce results coherent with health, as social/cultural production; 2) from the learning point of view: preparation of dynamics that give value to the students, their social-cultural context and experiences; 3) work environments and relationships, bringing their structured analysis into the learning environment.

Holding a mirror to society? The sociodemographic characteristics of the University of Otago's health professional students.

AIM: To describe the sociodemographic characteristics of students accepted into eight health professional programmes at the University of Otago. METHODS: Student data were obtained from the University of Otago's central student records system. Data were obtained in anonymous, summary form. New Zealand population data were obtained from Statistics New Zealand. Descriptive statistics were calculated. RESULTS: In 2010 health professional students at the University of Otago were largely from outside the Otago region (88.1%). 59.6% were female and 84.8% were either New Zealand citizens or permanent residents. Within the domestic student cohort, 65.0% of students self-identified as being within the New Zealand European and Other category (compared with 75.3% of the national population), 34.2% as Asian (compared with 11.1%), 6.3% as Maori (compared with 15.2%), and 2.3% as Pacific (compared with 7.7%). A large proportion of students came from high socioeconomic areas and only 3.4% of students had attended secondary schools with a socioeconomic decile of less than 4. CONCLUSION: Schools and Faculties within the University of Otago's Division of Health Sciences do not achieve the sociodemographic mirror of society we hope for, and we strive to improve both our selection processes, within the constraints and limitations of the available selection tools, and our student support mechanisms. We will continue to refine these policies and work with other key stakeholders in better preparing school leavers for health professional programmes.

A formação de profissionais na pós-graduação em saúde pública e atenção primária à saúde no município do Rio de Janeiro, Brasil / Training of professionals in post-graduation courses in public health and primary healthcare in the municipality of Rio de Janeiro, Brazil

Resumo Visando discutir a formação profissional na pós-graduação para o sistema público de saúde que integre os campos da saúde pública e da atenção primária à saúde (APS), este artigo tem por objetivo refletir sobre a construção e proposta metodológica de dois cursos desenvolvidos pela ENSP/Fiocruz em parceria com o Município/RJ, entre 2010-2014: Mestrado Profissional/APS (MPAPS) e Especialização em Saúde Pública. Metodologia: sistematização de documentos acadêmicos dos cursos, com elaboração de categorias analíticas emergentes (histórico gerencial-interface teórica, campo pedagógico). Resultados/Discussão: Duas turmas de MPAPS (n = 24 alunos/turma) e cinco de Especialização (média de 30/turma) foram desenvolvidas no período, com aprovação em torno de 90-80%, com estrutura curricular ajustada à realidade local. Destacam-se como desafios implementados: 1) no plano epistemológico: desenvolvimento de competências para formação profissional que produzissem sentidos coerentes à saúde, como produção social/cultural; 2) na perspectiva da aprendizagem: elaboração de dinâmicas que valorizassem os sujeitos da aprendizagem, seus contextos socioculturais e experiências; 3) ambientes e relações do trabalho, comproblematização das mesmas, trazendo-as para o ambiente de aprendizagem.

Abstract This paper examines post-graduation professional training and qualification courses in the fields of public health and primary healthcare. Its aim is to reflect on the construction and methodological proposal of two courses given by ENSP/Fiocruz in partnership with the Municipality of Rio de Janeiro, over the years 2010 to 2014: The Professional Master’s Degree in Primary Healthcare (MPAPS), and Specialization in Public Health. Methodology: Systematization of academic documents of the courses, with preparation of emerging analytical categories (theoretical management-interface history, field of pedagogy). Results/discussion: Two classes of the MPAPS course (n=24 students per group) and five of the Specialization course (average 30 per group) were held in the period, with approval rates at the 90%–80% level, with curriculum structure adjusted to the local situation. As challenges that were implemented, we highlight: 1) On the epistemological level: development of competencies for professional training that would produce results coherent with health, as social/cultural production; 2) from the learning point of view: preparation of dynamics that give value to the students, their social-cultural context and experiences; 3) work environments and relationships, bringing their structured analysis into the learning environment.

Dental auxiliaries wanted! Please apply.

This paper reviews changes over the last decade in the numbers and demographic characteristics of dental auxiliary students, as well as changes in levels of financial compensation for dental auxiliaries. Responding to dental team workforce shortages reported by dentists across the nation, the ADA, state and local dental and dental team organizations have been working to promote recruitment and retention programs for dental assisting dental hygiene, and laboratory technology. By now you have heard about it, read about it, and probably have been part of it. Dental practices are changing and dentists are eagerly seeking increasing numbers of auxiliaries. But in reality, fewer and fewer dental assistants, dental hygienists, and dental technicians are available, and that situation is unlikely to change. An earlier series of reports in The Dental Assistant reviewed auxiliary training programs, salaries, changing working arrangements, and related developments occurring in the 1970s through the mid-1980s. The following presentation updates this review through 1990 and continues to emphasize the dwindling numbers of dental auxiliaries and their lack of adequate financial compensation.

Evaluación de necesidades de información laboral de los alumnos de 3° de Fisioterapia / Evaluation of labour information needs of 3.rd students of Physical Therapy

Este trabajo presenta un estudio de las necesidades de información laboral (búsqueda, formación y asesoramiento de empleo) de los alumnos de 3.° de Fisioterapia. Información tanto en el ámbito privado (consultas privadas) como en el ámbito público (bolsas de trabajo, oposiciones, etc.). El diseño de investigación seleccionado fue de carácter descriptivo tipo encuesta. Los resultados obtenidos con este estudio muestran la carencia de información laboral de estos alumnos, así como la necesidad de la creación de unas guías de asesoramiento al respecto. (AU)

Dinâmica das graduações em saúde no Brasil: subsídios para uma política de recursos humanos / Dynamics of the graduations in health in Brazil: subsidies for a politics of human resources

RESUMO A Rede Observatório de Recursos Humanos em Saúde (ROREHS), instituída pela Portaria. nº 26/MS, de 21/09/1999, é regulamentada, no Brasil, pela Secretaria de Gestão do Trabalho e da Educação na Saúde, do Ministério da Saúde (Portaria 01/SEGETES, de 11/3/ 2004). Compõe um projeto de âmbito continental da Organização Panamericana da Saúde, implantado em diversos países da América Latina e Caribe, propiciando o mais amplo acesso a informações e análises sobre os processos de formação, desenvolvimento, regulação, gestão e formulação de políticas e de programas setoriais de recursos humanos em saúde. Integrada por instituições de ensino, pesquisa e serviços (denominadas de Estações de Trabalho), a ROREHS possui como objetivos desenvolver estudos e metodologias para análise da implementação de políticas de saúde em seus aspectos relacionados com recursos humanos no campo da gestão, formação e regulação das profissões e ocupações de saúde; monitorar os aspectos demográficos, políticos e sociais da oferta e da demanda da força de trabalho do setor (das profissões e ocupações de saúde); acompanhar, analisar e orientar o desenvolvimento das estratégias e metodologias de formação e capacitação de recursos humanos de saúde; acompanhar e analisar as relações de trabalho e emprego no setor da saúde; desenvolver estudos, metodologias e indicadores que possibilitem a avaliação da eficiência, eficácia e efetividade do trabalho em saúde; fomentar o desenvolvimento de mecanismos de gerência da força de trabalho, especialmente nos aspectos relativos à contratação, remuneração e incentivos; acompanhar as demandas da regulação do exercício profissional e das ocupações na área da saúde; desenvolver estudos e análises sobre as políticas de recursos humanos em saúde no Brasil; subsidiar as ações das esferas de governo e dos entes governamentais para elaboração de políticas de gestão e regulação do trabalho e de educação na saúde. A Coordenação Geral da ROREHS é exercida pela Secretari...

Dinâmica das graduações em saúde no Brasil: subsídios para uma política de recursos humanos / Dynamics of the graduations in health in Brazil: subsidies for a politics of human resources

A Rede Observatório de Recursos Humanos em Saúde (ROREHS), instituída pela Portaria. nº 26/MS, de 21/09/1999, é regulamentada, no Brasil, pela Secretaria de Gestão do Trabalho e da Educação na Saúde, do Ministério da Saúde (Portaria 01/SEGETES, de 11/3/ 2004). Compõe um projeto de âmbito continental da Organização Panamericana da Saúde, implantado em diversos países da América Latina e Caribe, propiciando o mais amplo acesso a informações e análises sobre os processos de formação, desenvolvimento, regulação, gestão e formulação de políticas e de programas setoriais de recursos humanos em saúde. Integrada por instituições de ensino, pesquisa e serviços (denominadas de Estações de Trabalho), a ROREHS possui como objetivos desenvolver estudos e metodologias para análise da implementação de políticas de saúde em seus aspectos relacionados com recursos humanos no campo da gestão, formação e regulação das profissões e ocupações de saúde; monitorar os aspectos demográficos, políticos e sociais da oferta e da demanda da força de trabalho do setor (das profissões e ocupações de saúde); acompanhar, analisar e orientar o desenvolvimento das estratégias e metodologias de formação e capacitação de recursos humanos de saúde; acompanhar e analisar as relações de trabalho e emprego no setor da saúde; desenvolver estudos, metodologias e indicadores que possibilitem a avaliação da eficiência, eficácia e efetividade do trabalho em saúde; fomentar o desenvolvimento de mecanismos de gerência da força de trabalho, especialmente nos aspectos relativos à contratação, remuneração e incentivos; acompanhar as demandas da regulação do exercício profissional e das ocupações na área da saúde; desenvolver estudos e análises sobre as políticas de recursos humanos em saúde no Brasil; subsidiar as ações das esferas de governo e dos entes governamentais para elaboração de políticas de gestão e regulação do trabalho e de educação na saúde. A Coordenação Geral da ROREHS é exercida pela Secretari...