Coordination issues in accreditation.
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Accreditation↗
Biomedical subjects
M L Seibert
Publications and source records attributed to M L Seibert.
Allied health applicant pools and employment opportunities--1987.
This study sought information relative to student capacity and enrollment, quality of applicants, numbers in the applicant pool, and program directors' estimates of the job market and salaries, as well as overall impressions of their respective professions in six allied health disciplines: medical technology, physical therapy, radiologic technology, occupational therapy, dietetics/nutrition, and medical record administration. Of 105 four-year colleges and universities surveyed, 252 programmatic responses were received from 83 institutions (79% response rate). Generally, the status of these six allied health professions appeared very good, with a 2 to 1 overall ratio of applicants to graduates, and an almost 6 to 1 ratio in physical therapy. The average GPA for incoming allied health students was 3.01. Job opportunities were considered plentiful, and 93% of program directors rated the overall outlook for their respective professions as good to excellent. However, there were four areas that program officials may wish to examine more closely: excessive length of some professional programs, numbers of minorities in the institutions surveyed, entry-level salaries for several professions, and a somewhat less positive atmosphere in medical technology as compared to the other five disciplines.
Allied Health Personnel↗
Establishing criteria for competency-based education.
Requisite to the development of competency-based curricula in the medical laboratory sciences is the translation of competency statements into terminal performance objectives so that the achievement of career-entry competence can be measured. To truly represent competence in practice, the conditions and standards of acceptable performance for the objectives must be those expected of career-entry practitioners on their jobs. A method is presented for the establishment of conditions under which the behaviors specified in competency statements are carried out in the "real world" of medical laboratory practice and the verification of standards of accuracy and speed in performance that represent competence at career entry. The career-entry practitioner is defined as the graduate of a medical laboratory education program who has been working in the field for six months to one year. The specification of that target group for verification of career-entry competence is explained. The necessity for use of the clinical laboratory for evaluation of career-entry competence of students prior to graduation through acheivement of terminal performance objectives is stressed.
Behavior↗