Romig Barbara D, O'Sullivan Maillet Julie O, Chute Patricia M, McLaughlin Robert J
SHRP Department, University of Medicine and Dentistry of New Jersey, 3665 Hollenshade Drive, Rochester Hills, MI 48306, USA. Tel 248 622-7494, fax 248 475-9003.
J Allied Health. 2013 Fall;42(3):151-6.
Access to clinical education poses national challenges to allied health training programs. Clinical education is paramount to providing future health professionals with experiences that support competencies for success in their individual fields.
The ASAHP Clinical Education Task Force interviewed 14 executive directors of various specialized accreditation agencies on clinical education issues and opportunities.
Interview questions were compiled and analyzed by members of the task force. Similarities across disciplines were found on the high value of clinical education, key reasons for clinical education, and the expansion of interprofessional education. Major differences included the use of simulation and its replacement for clinical hours, measurement of quality of education and student feedback, and the use of portfolio assessment.
Of 14 professions surveyed, all respondents regarded clinical education as "very important" to student competency and certification. A common theme was that decisions regarding clinical education were under the auspices of the training programs as long as students were able to demonstrate specified competencies as per the standards in each field. Most directors acknowledged the need to accommodate changes in clinical education methodology and some discussed related changes in accreditation requirements.
The 100% participation by executive directors spoke to the willingness of the accreditation agencies to share information on education of the future healthcare workforce. The clinical education environment is poised for innovation in methods to teach skill development and build competencies. ASAHP partnership and teamwork with specialized accreditation agencies is a fruitful avenue for creating and maintaining excellence in clinical education.
获得临床教育给联合健康培训项目带来了全国性挑战。临床教育对于为未来的健康专业人员提供支持其在各自领域取得成功所需能力的经验至关重要。
美国联合健康专业院校协会（ASAHP）临床教育特别工作组采访了14位不同专业认证机构的执行董事，探讨临床教育问题与机遇。
特别工作组成员对访谈问题进行了整理与分析。各学科在临床教育的高价值、临床教育的关键原因以及跨专业教育的扩展方面存在相似之处。主要差异包括模拟教学的使用及其对临床学时的替代、教育质量的衡量与学生反馈，以及档案袋评估的使用。
在接受调查的14个专业中，所有受访者都认为临床教育对学生能力和认证“非常重要”。一个共同的主题是，只要学生能够按照各领域的标准展示特定能力，临床教育相关决策就由培训项目主导。大多数主任承认有必要适应临床教育方法的变化，一些人还讨论了认证要求的相关变化。
执行董事100%的参与表明认证机构愿意分享有关未来医疗劳动力教育的信息。临床教育环境正准备在教授技能发展和培养能力的方法上进行创新。ASAHP与专业认证机构的合作及团队合作是在临床教育中创造和保持卓越的富有成效的途径。
