In this article, the author discusses what rubric really is. A rubric is not a technical specification nor is it a checklist for ailing student performances in need of therapy. It is the finest description of what teachers think is important for their students right now, in the service of their learning. Most important, it is a statement of their…

Examines evaluation in continuing education in the health professions as defined as impact on health care provider competence and performance or patient health status. Includes a literature review, case studies, and evaluation instruments. (JOW)

Leadership in new systems of health care and in the integration of the activities of the various health professionals must come from the health professional schools, particularly academic health-sciences centers. Ways in which these centers can be more effective in developing this leadership and cooperation, and related concerns are discussed.…

Serving as a comprehensive reference on all aspects of allied health education and service, this report presents the National Commission on Allied Health Education's recommendations. The recommendations focus on six major areas: strengthening alliances in service and education, determining appropriate content and level of educational programs,…

Suggests a particular way to think about the issue of quality in training, an approach that relates quality to customer satisfaction. Distinguishes between training efforts that are good but not as complete as one would like and those that are second rate. (JOW)

Formal pre- and postdoctoral health professional educations are different. The competencies necessary in a continuing education setting may be unique to this setting or they may be modifications of skills used in the formal setting. This paper provides descriptions of rationales for these competencies. (Author/SSH)

Outlines a six-step model for program planning, presentation, and evaluation for continuing education in the allied health professions. (SK)

Specialized accreditation in the allied health professions can and will fulfill its basic purpose if its efforts are guided by the principle that evaluation must place its emphasis on the outcome of the education process, no matter how difficult it may be to assess. (Author)

The influence of professional accreditation on community college nursing and allied health curricula is discussed in these five papers. First, Robert Evans presents the community college viewpoint, distinguishing between general/institutional and programmatic accreditation, outlining the growth of programmatic accreditation, and citing as concerns…

Health care is demanding increasing resources and attention in numbers of health care workers, in levels of skills required, in time spent in training, and in dollars expended. A greater spectrum of skills is required to cope with increasing health care demands, yet trends toward specialization and fracturing of responsibilities assigned to health…

National competitiveness depends in large part on the practical application of technologies. Educational planners must, therefore, identify key (newly emerging) topics in science and engineering that are likely to have a major evolutionary effect on industry and incorporate these areas into existing vocational and technical curricula. Because…

Points out that the employment of secretaries is expected to rise faster than the average for all occupations through the 1980s. This presents a challenge for business teachers: training students with necessary skills to fill these vacancies. (JOW)

The theme of this issue is the importance of quality in supervised occupational experience (SOE) programs. Contributors discuss planning, principles, the use of SOE as an instructional tool, alternative approaches to SOE, standards, and placement programs. (JOW)

Examines the certification program of the National Board for Professional Teaching Standards (NBPTS), focusing on professionalization, standards, assessment, and certification. Argues that the NBPTS program will ultimately institute more controls on teachers, further distance "professionals" from laypersons, and inhibit collaborative…

Three optometric educators provide separate perspectives on how and why to increase the amount of clinical experience in the optometry program, addressing such issues as how many patient encounters are enough to provide adequate training, salient factors in clinical experience outside patient encounter numbers (facilities and equipment, preceptor,…