Search

Objective: To investigate multiskilling in dietetics education programs, perceived benefits and barriers to multiskilling, and current and anticipated areas of cross training in the dietetics curriculum., Subjects and Design: A descriptive survey was conducted using a researcher-developed questionnaire. The questionnaire was pilot tested and mailed in April 1996 to the directors of all 565 accredited and approved dietetics education programs in the United States. Reminder postcards were mailed in May 1996. Responses were received from 276 program directors (48.8%)., Statistical Analysis Performed: Chi(2) analysis and analysis of variance were performed to compare responses by program type. t Tests and correlations compared responses by program size., Results: Faculty and students from programs with supervised experiences were more likely to be involved with cross training and multidisciplinary teams than were faculty and students from didactic programs. Dietetic technician programs identified the smallest number of benefits and coordinated programs reported the most barriers to cross training. Programs with fewer graduates were more involved with multiskilling. Programs currently included a mean (+/-standard deviation) of 9.1+/-6.3 out of 47 possible cross-training areas in their curricula., Applications: A number of dietetics education programs provide opportunities for students to become multiskilled or cross trained, usually during supervised practice. The challenge for educators is to continue to find innovative ways to train and prepare students for future roles and responsibilities. Dietetics practitioners, especially those who are preceptors or mentors for students, also need to consider how they will meet the demands of future practice.

As a professional and educational service, psychotherapy supervision looms large in importance. Yet if psychotherapy supervision is to most viably advance in the century ahead, a number of pressing measurement, research, and training/practice needs cry out to be better addressed. Ten such needs are identified by drawing on recent major research reviews and other substantive supervision publications. The author concludes that better addressing these needs would expand and fortify the empirical base of psychotherapy supervision and also enhance its training and practice base.

Behind every successful healthcare executive, there is likely to be a good mentor, or maybe two or three. Without structured programs, however, some fear the art of mentoring may be squeezed out of existence. Time, or the lack thereof, is taking its toll, and mentoring is in danger of becoming a casualty of the hectic world of healthcare.

This paper identifies and discusses 10 broad-based themes or conclusions that could be drawn about the field of psychotherapy supervision now. These conclusions focus on various facets of clinical supervision theory, research, and practice; in so doing, they bring to light current supervision issues, problems, advances, and needs that seemingly merit our attention and consideration.

The concept of leadership may be the most widely studied and least understood topic in the domain of social services. Leadership has been described as a major force in the profession's transition to pharmaceutical care and effective program development. Pharmacy practice residency programs are a major means of developing and sustaining leadership for the growth of the profession. Three concepts that are explored include: (1) some insight into noncognitive elements of residency training that are critical to the development of professional practice, (2) analysis of leadership perceived to be critical for pharmacists, and (3) a definition of how residency training can develop professional leaders to meet the challenges for pharmacy.

Practice-based pharmacy training has a long history, particularly in institutional pharmacy practice. Formal pharmacy residency training programs and accreditation standards were first developed in the early 1960s. Practitioners now practice in a much different environment. Residency programs and accreditation standards have changed dramatically to meet the needs of practitioners, patients, and employers. The authors trace the evolution of programs from general internships through clinical practice and specialty residencies and fellowships and the development of standards and competency-based training.

Chiropractors have been excluded from postgraduate training in medical hospitals since the time such programs were mandated following World War II. Recently, a chiropractic residency program has been established at Lindell Hospital in St. Louis, Missouri. This paper briefly describes the development of this program and the functions carried out by the chiropractic resident in the hospital environment. It then attempts to define a future direction for such residency programs.

The contributions of residency training programs to pharmacy's development into a clinical profession are described. Residency programs supply institutional pharmacy with mature, highly skilled clinical and managerial practitioners, and ASHP's accreditation process ensures the programs' quality. Residents develop values, philosophy, and vision that breed innovation and advancement of the profession. As pharmacy departments strive to meet the standards set by the accreditation program, the level of services rises; subsequently, higher standards are established and practice advances accordingly. Future residency training for community practice and the movement toward the Pharm.D. as the sole entry-level degree for practitioners must be evaluated in terms of effect on patient care and on pharmacy school and hospital resources. Planning for future pharmacy education and manpower needs should involve the whole profession, but the needs of community and hospital pharmacy may differ. A goal for the future is entry-level residency training for all hospital pharmacists, with the Pharm.D. degree as a prerequisite. Such a residency program would focus on clinical practice and provide experience in all pharmaceutical services and the overall management of a pharmacy department; it would be a prerequisite for advanced specialized residency programs. Managers of departments providing clinical services will need an entry-level clinical residency followed by a specialized residency in administration. In their 25-year history, residency programs have contributed greatly to the profession. Efforts to develop quality residency training sites and promote them to pharmacy graduates should continue.