A study of attitudes among three groups of allied health educators toward educational and allied health concepts



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The purpose of this study was to determine the relationship, if any, between master's degree graduate training of allied health educators and their attitudes toward educational and allied health concepts. Five dimensions of concepts were selected. They were: (1) General Education Acts (individualized instruction, student teaching, student evaluation and teaching), (2) Faculty Development (faculty evaluation by peers, continuing education, faculty evaluation by students, faculty tenure, and faculty evaluation by program directors), (3) Student Oriented Allied Health Educational Concepts (allied health students, upward career mobility and lateral career mobility), (4) Faculty Oriented Allied Health Educational Concepts (core curriculum, program accreditation, and clinical affiliations), and (5) Allied Health Issues (allied health team approach to patient care, collective bargaining in the health professions, and health maintenance organizations). Historically, allied health students have been taught by physicians, basic scientists, and allied health practitioners who had virtually no training in teaching or in the pedagogy of education. In response to the need of preparing allied health educators, Baylor College of Medicine, Texas A&M University, and the University of Houston in 1972 established a parallel graduate program in Allied Health Teacher Education and Administrative Leadership. A total of 38 individuals had graduated with a Master of Education degree or a Master of Science degree in education and 32 students were enrolled in the program at the time of this study. The population of this study consisted of students in and graduates of the master's degree portion of the Baylor College of Medicine program (program affiliates) and faculty from schools of allied health professions located geographically contiguous to the Houston, Texas area (non-program affiliates) and who had received a master's degree other than in education as their most advanced degree. Program affiliates consisted of 60 subjects, and non-program affiliates consisted of 68 subjects. Teacher perception has been suggested to be a function of one's basic educational attitudes. It was hypothesized that there would be no significant differences in attitudes between students and graduates, and between program affiliates and non-program affiliates, towards the five dimensions of concepts. Therefore ten null hypotheses were stated. [...]



Allied health personnel--Education