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On organizational models for clinical education
1La Trobe University, School of Human Communication Sciences, Melbourne, Victoria, Australia. john.bench@latrobe.edu.au
Journal of Allied Health
|October 3, 1999
Summary
Organizing clinical education requires different models. The study explores external, internal, and bridging models for allied health programs, analyzing their pros and cons for effective clinical training.
Area of Science:
- Allied Health Education
- Medical Pedagogy
- Healthcare Workforce Development
Background:
- Preclinical allied health education is typically centralized.
- Clinical education is complex, needing diverse settings and teachers.
- Current models for clinical education organization require evaluation.
Purpose of the Study:
- To explore and analyze three distinct models for organizing allied health clinical education.
- To evaluate the advantages and disadvantages of each organizational model.
- To inform the development of effective clinical training strategies.
Main Methods:
- Comparative analysis of three organizational models: external, internal, and bridging.
- Examination of theoretical and practical aspects of each model.
- Assessment of faculty, setting, and approach variations.
Main Results:
- The external model separates theory and clinical practice.
- The internal model integrates theory and clinical practice within one institution.
- The bridging model connects separate educational and clinical institutions.
Conclusions:
- Each model presents unique benefits and drawbacks for allied health clinical education.
- Model selection impacts the integration of theoretical knowledge and practical skills.
- Further research can optimize clinical education delivery through strategic organizational choices.