Skill domains for allied health professions.
Seven highly generalizable cognitive affective skill domains have been postulated as broad goals worthy of being incorporated into educational programs in the helping professions. Previous research found that, allowing for marked differences between disciplines, helping professionals perceived all the skill domains to be required areas of competence for effective professional practice and to be relatively teachable. However, with the exception of basic professional/technical skills, the professionals were less sure such competencies should be used as criteria for student selection and evaluation and were certain these skill areas are not being used in this manner. This study replicates and extends previous research by focusing exclusively on education in the allied health professions. New findings are virtually identical to those found in other disciplines. The contrast between what is needed and can be done and what is felt should be and is being done bodes ill for efforts to establish explicit affective curricular goals and instructional procedures in allied health professional education.
D002983:Clinical Competence; D003071:Cognition; D003479:Curriculum; D006040:Goals; D006281:Health Occupations / Q000193:education*; D006801:Humans