The authors describe a continuum of collaborative interdisciplinary professional practice that can be used for teaching students in health care settings. This model enables students to make clear career decisions about the types of interdisciplinary practice best suited to their interpersonal style and professional needs. (Author/CH)

A workshop showed clinical faculty how to evaluate marginal or borderline students by identifying problems, gathering data, and designing interventions. Case scenarios demonstrated how to deal with the stress of assessing marginal students. (SK)

Survey responses from 136 of 216 dental hygiene programs indicated that 31% included interdisciplinary activities in the curriculum; only 15% included both clinical and instructional interdisciplinary coursework. However, 74% felt that students would benefit from interdisciplinary experiences. (SK)

An approach to clinical instruction based on the Learning Vector Model was implemented, with 15 clinical instructors and 9 medical technology students as participants. The implementation of the model and the reactions of students and instructors were evaluated using attitudinal questionnaires, interviews, and observations. Perceived advantages and…

A survey was conducted of 43 schools of allied health, comprising 274 programs, to ascertain the extent to which programs were paying for clinical education. Results indicate that few programs are making cash payments--2.2 percent in academic health centers and 10.6 percent in nonacademic health centers. Resource exchanges take place between…

The State University of New York at Buffalo offers its volunteer clinical faculty (VCF) several benefits and privileges. A survey of 233 VCF examined benefit value and use. Results indicated that VCF value, in priority order: tuition waivers, library privileges, faculty parking, photocopying service, clinical faculty awards, use of recreational…

This paper examines critically the rationale behind providing HP/DP (health promotion and disease prevention) education for allied health professionals and discusses the implications of such education for professional preparation programs. (Author/CT)