• The reestablishment of the Forum on Allied Health Data could bring together many groups to generate needed data (O’Daniel).
  • An allied health research institute could focus on, among other things, the relationship between allied health education and patient-level health outcomes (Chapman).

EDUCATION AND TRAINING

  • Better high school preparation, outreach to students, and articulation agreements among educational institutions can improve the creation of and movement up career ladders within and among allied health professions (Chapman).
  • A core set of skills conferred by allied health education and training programs could give people the background to move up career ladders (Swift).
  • Allied health personnel can be trained in innovative as well as traditional practice settings. Learning about case management, care coordination, patient navigation, and other innovative practice models can be very valuable for future allied health workers (Fraher).
  • Allied health students, like medical students, increasingly will need to have soft skills that enable them to interact and communicate smoothly and professionally with each other and with patients in new team-based health care environments (Donini-Lenhoff).
  • Young people are using new technologies to learn and communicate differently, yet these technologies have not been incorporated into education or practice (Salsberg).
  • Accreditation of programs needs to be much tougher to ensure that education and training programs are up to date and relevant. Though standards exist for accreditation, no mandate exists for accreditation to be certified, and oversight of accreditation is lacking (Swift).
  • Accreditation also needs to ensure that programs can evolve so people receive the training that employers need (Swift).
  • Data are required to demonstrate that the balance between certification and flexibility is based on evidence and not on impressions or interest group pressure (Salsberg).
  • The development of for-profit educational institutions is challenging the not-for-profit sector to become quicker and better (Salsberg).
  • A study is needed to look at the barriers to diversity in the allied health professions and the roles of educational and professional organizations in increasing diversity (Fraher).


The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement