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Student Learning Outcomes Assessment in Allied Health Education: Déjà vu

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This paper discusses the multiple factors that influence student learning outcomes assessment in allied health programs. There is increasing emphasis on assessing student learning outcomes in higher education. To faculty in allied health programs this emphasis may seem redundant, since many allied health professions require licensure which could be seen as the ultimate student learning outcome assessment. Additionally, clinical programs are influenced by accreditation via two pathways, and the perspectives of clinical and traditional academic programs are often very different. This paper discusses and clarifies these issues, and proposes that a clinical perspective applied to the academic setting may in fact be advantageous in student learning outcomes assessment.
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Document Type: Research Article

Publication date: May 1, 2008

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  • The Journal of Faculty Development, founded in 1983, is an independent, peer-reviewed journal. Issued three times per year, it is a medium for the exchange of information regarding faculty development in post-secondary educational institutions.
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