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Descriptors:
Professional Education; Cognitive Structures; Faculty Development; Professional Occupations; Allied Health Occupations; Health Occupations; Cognitive Processes

Abstract:
When appraising the performance of others, assessors must acquire relevant information and process it in a meaningful way in order to translate it effectively into ratings, comments, or judgments about how well the performance meets appropriate standards. Rater-based assessment strategies in health professional education, including scale and faculty development strategies aimed at improving them have generally been implemented with limited consideration of human cognitive and perceptual limitations. However, the extent to which the task assigned to raters aligns with their cognitive and perceptual capacities will determine the extent to which reliance on human judgment threatens assessment quality. It is well recognized in medical decision making that, as the amount of information to be processed increases, judges may engage mental shortcuts through the application of schemas, heuristics, or the adoption of solutions that satisfy rather than optimize the judge's needs. Further, these shortcuts may fundamentally limit/bias the information perceived or processed. Thinking of the challenges inherent in rater-based assessments in an analogous way may yield novel insights regarding the limits of rater-based assessment and may point to greater understanding of ways in which raters can be supported to facilitate sound judgment. This paper presents an initial exploration of various cognitive and perceptual limitations associated with rater-based assessment tasks. We hope to highlight how the inherent cognitive architecture of raters might beneficially be taken into account when designing rater-based assessment protocols. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Surveys; Qualitative Research; Statistical Analysis; Focus Groups; Attitude Measures; Use Studies; Technology Uses in Education; Technology Integration; Educational Technology; Health Occupations; Strategic Planning; Educational Needs; Medical Education; College Faculty; College Students

Abstract:
A college of health professions at a medical university located in the southeastern United States is striving to increase the use of educational technology among faculty, staff, and students. A strategic planning group was formed and charged with enhancing the use of educational technology within the college. In order to understand the current state of technology use, perceptions of technology, and training needs, surveys and focus groups were conducted. Based on the qualitative and quantitative data obtained, a conceptual model illustrating levels of technology use and factors that influence use was developed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Spatial Ability; Majors (Students); Gender Discrimination; Health Occupations; Doctoral Degrees; Males; Sex Fairness; Equal Education; Womens Education; Undergraduate Study; Graduate Study; STEM Education; Social Bias; Teacher Salaries; Role Models; Mentors

Abstract:
Engineering and teaching are among the most lopsided disciplines in academe's gender split. In 2010, women received 80 percent of the undergraduate degrees awarded in education, the U.S. Education Department reports. And they earned 77 percent of the master's and 67 percent of the doctoral degrees in that field. In engineering, by contrast, women earned just 18 percent of undergraduate, 22 percent of master's, and 23 percent of doctoral degrees. Nationally, women are heading to college in record numbers and now make up 57 percent of undergraduates. Women also earn 60 percent of all master's and 52 percent of all doctoral degrees, according to U.S. Education Department statistics, which include doctorates earned in professional fields like medicine and dentistry. But for all the efforts colleges are making to diversify their departments, some fields of study remain stubbornly single sex. At the undergraduate level, some of the most female-intensive disciplines are in health professions and related clinical sciences, where women make up 85 percent of the majors; in psychology, where 77 percent of majors are women; and in English and foreign languages, with 68 and 69 percent women. Among the more male-dominated fields for undergraduate majors are philosophy and religious studies, at 63 percent, and mathematics, at 57 percent. Perhaps nowhere has the gender gap been more pronounced, or more studied, than in science, technology, engineering, and mathematics--the STEM fields. Women are still a minority in those fields despite more than a decade of outreach. Researchers at Rice University found that both male and female scientists view gender discrimination as a factor in women's decisions not to pursue a science career or to opt for biology over physics. Not surprisingly, the gender distribution of professors in the STEM disciplines is similarly skewed. Many still view science and math as male fields and humanities and art as female. Boys and men tend to score higher in spatial skills that are important in fields like engineering, but with the right support and exposure, girls can be just as successful. The problem is, they often don't get that encouragement. There are fewer role models and mentors in traditionally male fields, and even academics who profess to support women often harbor hidden biases. For schools of education, the problem is attracting men. Low teacher salaries are the most common explanation for gender imbalance. Men might also be discouraged by the diminishing status of teachers and the suspicion that many people have about the motives of men working with children. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Education; Public Health; Allied Health Occupations; Health Occupations; Health Personnel; Health Promotion

Abstract:
Since its founding in 1950, the Society for Public Health Education (SOPHE) has evolved in response to the changing needs of both the public and the profession. This SOPHE Presidential Address provides a brief review of SOPHE's history and the legacy of its achievements over some 60 years. It also describes how new challenges being created by the pending organizational realignment between SOPHE and the American Association for Health Education, which promises to further unify the profession, along with changing American community demographics, can provide an opportunity for SOPHE to strengthen the health education profession by becoming more inclusive and further redefining Dorothy Nyswander's concept of the "Open Society" and the role health educators play as agents of change. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Personality Theories; Service Occupations; Career Counseling; Counseling Techniques; Vocational Evaluation; College Students; Labor Market; Employment Opportunities; Professional Occupations; Health Occupations

Abstract:
This article presents the basic tenets of Holland's (1997) theory of vocational personalities and work environments and discusses its use by employment counselors in service occupations. The authors describe Holland's 6 personality types and research on the theory, as well as formal and informal assessment and counseling strategies within the context of the theory's use and resources for employment counselors. Growth trends within service occupations and the fastest growing occupational groups within the service sector are identified. A case study of a 20-year-old college student that combines Holland's theory with labor market trends in service occupations is presented. (Contains 1 table, 5 online resources and 7 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Pluralism; Ethnicity; Health Occupations; Asian Americans; Career Choice; Pacific Islanders; Urban Schools; High School Students; Career Development; Social Support Groups; Self Concept; Program Evaluation; Career Counseling; Measures (Individuals); Pretests Posttests

Abstract:
The authors evaluated a health careers program in a U.S. urban public high school. After small subgroups of the original sample were removed, participants included 162 Asian American and Pacific Islander students. Analyses of covariance indicated that, compared with the comparison group, the treatment group reported significantly higher levels of social support, school engagement, interest in learning, vocational expectations, and ethnic identity. Implications for multicultural counseling in schools are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum; Geriatrics; Allied Health Occupations Education; Health Occupations; Patients; Semi Structured Interviews; Structured Interviews; Health Services; Older Adults; Case Studies; Competence; Incentives; Gerontology; Stereotypes; Barriers; Educational Improvement; Medical Education

Abstract:
Purpose: Relative to the overall population, older adults consume a disproportionally large percentage of health care resources. Despite advocacy and efforts initiated more than 30 years ago, the number of providers with specialized training in geriatrics is still not commensurate with the growing population of older adults. This contribution provides a contemporary update on the status of geriatric education and explores how geriatric coverage is valued, how geriatric competence is defined, and how students are evaluated for geriatric competencies. Design and Methods: Semi-structured interviews were conducted with curriculum representatives from 7 health profession disciplines in a case study of one academic medical center. Findings: Geriatric training varies across health professions' disciplines. Although participants recognized the unique needs of older patients and valued geriatric coverage, they identified shortage of time in packed curricula, lack of geriatrics-trained educators, absence of financial incentive, and low student demand (resulting from limited exposure to older adults and gerontological stereotyping) as barriers to improving geriatric training. Implications: Progress in including geriatric training within curricula across the health professions continues to lag behind need as a result of the continuing presence of barriers identified several decades ago. There remains an urgent need for institutional commitment to enhance geriatric education as a component of health professions curricula. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Human Capital; Health Occupations; Professional Recognition; Pharmacy; Education Work Relationship; Foreign Countries; Ethics; Job Skills; Skill Development; Ethnography; Case Studies; Labor Force; Moral Values; Ideology; Foreign Policy; Transfer of Training; Cultural Context; Financial Support

Abstract:
The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown increasing enthusiasm for consolidating this existing paradigm. To debate whether professional skills development should indeed be insulated from such scepticism, this paper examines one strategy adopted by the health professions. Called "task shifting," this strategy involves re-delegating professional tasks to nonprofessional cadres according to a skills-based toolkit. Challenging the context-free approach to using this toolkit, this paper presents ethnographic evidence derived from a case study of pharmacy workforce issues in Malawi. It was found that task shifting was inhibited by a perception barrier about the moral and intellectual superiority of the pharmacists. Pharmacy technicians were judged to be unfit for a professional task because of a perceived lack of professional status, power and ethics. On tracing the origin of the inherent professional prowess assigned to the pharmacists, it was found that professionalism was an ideology borrowed from external sources, "inter alia," colonial legacies and global health governance. This study exposes our hidden assumption about an axiomatic transferability of Anglo-American skills development models to a postcolonial, aid-dependent context. This paper therefore suggests redefining this toolkit by bridging health research into dialogue with non-health disciplinary concerns such as postcolonialism and aid-dependence. In conclusion, it argues that professional skills development is context-laden; and in need of a human-centred approach that involves true indigenous participation-challenges not unlike those faced by the vocational skills discourse. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Race; Health Occupations; Patients; Census Figures; Hispanic Americans; Population Trends; Health Services; Cultural Awareness; Labor Force; Access to Health Care

Abstract:
The 2010 Census summary data and demographic projections for the country accentuate the astronomical growth of the Latino/a population. Mirroring these demographic trends, there is a critical shortage of Latino/as in the healthcare industry which negatively impacts the ability of the field to provide quality and culturally congruent healthcare to the largest racial/ethnic group in the country. According to Komaromy et al. (1996) it is imperative to have a diverse healthcare workforce because patients tend to gravitate to healthcare providers from their own race. Diversity in healthcare is necessary not only to reflect the demographics of the country but also because diverse perspectives are necessary for the advancement, increased access to and equity in healthcare (Mitchell & Lassiter, 2006). [This paper was prepared for the Hispanic Association of Colleges and Universities Hispanic Higher Education Research Collective (H3ERC).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; College Graduates; Engineering; Bachelors Degrees; Masters Degrees; Health Occupations; Sciences; Tables (Data)

Abstract:
This report presents data from the 2008 National Survey of Recent College Graduates (NSRCG) on the characteristics of men and women who received bachelor's or master's degrees in science, engineering, or health fields from U.S. institutions during the two academic years 2006 and 2007. The data reflect the employment, educational, and demographic status of individuals as of the survey reference week of 1 October 2008. The data presented in this report measure the number of individuals with recently acquired science, engineering, and health degrees and do not necessarily coincide with the data on degree completions from the Integrated Postsecondary Education Data System (IPEDS). IPEDS is conducted by the U.S. Department of Education, National Center for Education Statistics. The IPEDS completions data file represents a count of degrees that graduates were awarded, whereas the NSRCG data represent estimates of graduates (persons). The data tables present information on the number and median salaries of recent graduates by field of major, occupation, and various demographic characteristics. Tables are presented separately for bachelor's and master's degree recipients. Complementary tables for the two degree levels are numbered sequentially so that odd-numbered tables are for bachelor's degree recipients and even-numbered tables are for master's degree recipients. Appended are: (1) Technical Notes; (2) Codes Used in Major Degree, Occupation, and Sampling Field; and (3) Survey Questionnaire. (Contains 54 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1224K)