Responses from 47 percent of 310 deans/directors of allied health education programs revealed an average of 35.5 percent of allied health faculty achieving tenure, compared to 58.2 percent for campuses generally. Most noted a trend toward more rigorous tenure criteria. (SK)

Andreassen and Berman suggest that more investment in the nation's infrastructure would result in new jobs in construction-related industries, although the impact on total employment would not be large. Pfleeger and Wallace examine industry and occupational employment alternatives for the health care field. (JOW)

Barriers to interdisciplinary teamwork in allied health education include loss of revenue, schedule conflicts, differences in degree level, identity and status protection, and content control issues. Ways to foster teamwork include all-inclusive cross-enrollment, web-based curricula, and hiring of faculty across disciplinary lines. (SK)

A proceedings summary of the American Association of Dental Schools' 76th annual meeting lists and abstracts 247 presentations on a wide variety of topics related to dental education and dental practice. Presentations are also indexed by author, subject, and keyword. (MSE)

A survey at Armstrong Atlantic State University (South Carolina) obtained responses from 167 students and 24 faculty in an allied-health occupations interdisciplinary core curriculum. Both groups agreed the courses had a positive impact on students. Faculty enjoyed interdisciplinary teaching despite increased workload and had opportunities for…

A survey of 430 allied-health preceptors found they were rewarded by seeing students grow in the clinical setting; low student motivation and poor behavior frustrated them; they expected students to have appropriate skills; and health care restructuring is decreasing their internal rewards. (Author/JOW)

National Vocational Qualifications (NVQs) were used to train 17 nurses' aides. Compared to conventionally trained aides, the NVQ group performed considerably better and in some cases outperformed qualified nurses in the quality of patient care. (SK)

A graduate course in health care accounting and finance was presented by an interdisciplinary team of accounting, nursing, and allied health faculty. Recommendations for the course included early planning, team teaching, integration, student engagement in presentations, cross-listing of classes, case study method, and team projects. (SK)

The literature reveals disagreement over the degree of intervention facilitators should make in problem-based learning (PBL). PBL requires a shift to a constructivist teaching philosophy. Instructors who serve as facilitators need training in PBL methods and group dynamics in order to be effective. (SK)

Nursing and radiology students (n=15) at the University of Malta who completed an interdisciplinary module on primary health care reported they found the theoretical material applicable to practice; the module enabled them to learn about their potential role in primary health care. (SK)

Considers some consequences of altering intracellular calcium supply by magnesium concentration changes. Focuses on using this procedure as an exercise with allied health students as they witness therapeutic uses of magnesium and other calcium entry inhibitors. (DDR)

Improvement of health care will require international cooperation. This will necessitate reorientation in training, teamwork, and democratization of the health system, based on patients' real needs. (SK)

A North American-European university consortium engages in exchange of allied health students and faculty, joint research projects, seminars, study tours, shared resources, and intensive training programs. (SK)

The Georgia State University College of Health and Human Sciences and the health care system in the republic of Georgia are engaged in a partnership to establish a professional training program and continuing education for allied health professions in the former Soviet state. (SK)

Describes a 516-hour course designed by nurses to train unlicensed patient-care assistants for acute-care settings. The course includes theory, skills laboratory, and hospital and nursing home clinical experiences. (SK)