scholarly journals International Athletic Training and Therapy: Comparing Partners in the Mutual Recognition Agreement

2019 ◽  
Vol 14 (4) ◽  
pp. 245-254
Author(s):  
Eva M. Frank ◽  
Siobhán O'Connor ◽  
Glen Bergeron ◽  
Greg Gardner
Keyword(s):  
United States ◽  
Athletic Training ◽  
Clinical Education ◽  
Mutual Recognition ◽  
The United States ◽  
Academic Education ◽  
Certification Exams ◽  
Mutual Recognition Agreement ◽  
Mutual Recognition Arrangement ◽  
Therapy Education

Context The globalization of athletic training and therapy is advancing and professionals have more opportunities to transition to international working environments. Objective To compare the American, Canadian, and Irish athletic training and therapy education, accreditation, and certification processes. Background The Mutual Recognition Arrangement recognized the equivalency of athletic training and therapy in the United States, Canada, and Ireland, and thereby provides an avenue for nationally credentialed professionals to obtain equivalent credentials in one of the aforementioned countries. Synthesis As a comparison, this article demonstrated that there was a commonality among countries, but also highlighted the unique jurisdictional differences that our members should be aware of should they want to transition to partner countries. Results We performed a comparative analysis of the education, accreditation, and certification processes among the United States, Canada, and Ireland. Specific differences were noted among supervision methods, clinical education methods, and certification exams. All of these are grounded in the Mutual Recognition Agreement. Recommendation(s) We recommend that the Mutual Recognition Agreement be held as a basis for future partnerships with other countries. Conclusion(s) This article provided an overview and highlighted the similarities among academic education, domains, and content areas covered under the Mutual Recognition Agreement among athletic training and therapy programs in the United States, Canada, and Ireland. The education programs, accreditation procedures, and certification systems, although differing in structure, were consistent in delivering content that aligns with the Mutual Recognition Agreement.

scholarly journals Portability of United States Athletic Training Education in an International Setting

2018 ◽  
Vol 13 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Hideyuki Izumi ◽  
Masaaki Tsuruike
Keyword(s):  
United States ◽  
Athletic Training ◽  
Mutual Recognition ◽  
Correlation Coefficients ◽  
Athletic Training Education ◽  
The United States ◽  
Cross Sectional Study ◽  
Average Score ◽  
Cross Sectional ◽  
International Environment

Context: United States-educated athletic trainers (ATs) are expected to have more opportunities in the international environment as the number of mutual recognition agreements grows. However, no information is available from existing studies regarding the portability of current US athletic training education in an international environment. Objective: To determine if there are differences in the practices and perceptions of ATs' tasks between US-educated Japanese ATs and Japan-educated Japanese ATs. Design: Cross-sectional study. Setting: Analysis of secondary datasets from the Global Practice Analysis Survey. Patients or Other Participants: Two hundred seventeen Japanese ATs in Japan, of whom 34 were educated in the United States and 183 completed the required coursework to be certified by Japan Sports Association. Main Outcome Measure(s): Fisher exact tests were used (P < .05) to determine the difference in each of 24 task ratings in terms of the criticality, importance, and frequency dimensions between the 2 groups. Further, Spearman's ranked correlation, in which rankings were based on the average score of 4-point Likert scales (P < .05), were used to compare priorities regarding the 24 tasks between the 2 groups. Results: Differences were identified for only 2 tasks among 72 (24 tasks for 3 dimensions) in task-level evaluations. The correlation coefficients were as follows: criticality = 0.92 (P < .01), importance = 0.93 (P < .01), and frequency = 0.92 (P < .01). Conclusions: There were negligible differences in the practice patterns and perceptions between those trained in Japan and those who were US trained, indicating that US athletic training education prepares Japanese students well to work in Japan and may be portable internationally.

Free Movement and Discrimination: Evidence from Europe, the United States, and Canada

2013 ◽  
Vol 15 (1) ◽  
pp. 91-110 ◽  
Author(s):  
Willem Maas
Keyword(s):  
United States ◽  
European Union ◽  
International Migration ◽  
Mutual Recognition ◽  
The United States ◽  
Free Movement ◽  
The European Union ◽  
Good Test ◽  
The Right ◽  
The Eu

Abstract This article surveys some general lessons to be drawn from the tension between the promise of citizenship to deliver equality and the particularistic drive to maintain diversity. Democratic states tend to guarantee free movement within their territory to all citizens, as a core right of citizenship. Similarly, the European Union guarantees (as the core right of EU citizenship) the right to live and the right to work anywhere within EU territory to EU citizens and members of their families. Such rights reflect the project of equality and undifferentiated individual rights for all who have the status of citizen. But they are not uncontested. Within the EU, several member states propose to reintroduce border controls and to restrict access for EU citizens who claim social assistance. Similar tensions and attempts to discourage freedom of movement also exist in other political systems, and the article gives examples from the United States and Canada. Within democratic states, particularly federal ones and others where decentralized jurisdictions are responsible for social welfare provision, it thus appears that some citizens can be more equal than others. Principles such as benefit portability, prohibition of residence requirements for access to programs or rights, and mutual recognition of qualifications and credentials facilitate the free flow of people within states and reflect the attempt to eliminate internal borders. Within the growing field of migration studies, most research focuses on international migration, movement between states, involving international borders. But migration across jurisdictional boundaries within states is at least as important as international migration. Within the European Union, free movement often means changing residence across jurisdictional boundaries within a political system with a common citizenship, even though EU citizenship is not traditional national citizenship. The EU is thus a good test of the tension between the equality promised by common citizenship and the diversity institutionalized by borders.

A Comparison of Funding Patterns in Professional Occupational Therapy Education Programs

1994 ◽  
Vol 14 (3) ◽  
pp. 157-169 ◽  
Author(s):  
Winnie Dunn ◽  
Mary Ann Boyle
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
The United States ◽  
Education Programs ◽  
Occupational Therapy Education ◽  
Time Period ◽  
Time Periods ◽  
Therapy Education ◽  
Model Programs ◽  
First Time

This study compared data collected from two questionnaires completed by faculty in professional occupational therapy education programs in the United States. The questionnaires asked respondents to describe their funding requests over two time periods; 1985 through 1987 and 1988 through 1990. The data from the first time period was reported elsewhere (Boyle, Dunn, & Kielhofner, 1990); this article presents the data from the second inquiry and compares the data from the two time periods to show trends. Programs submitted a total of 24 requests intramurally and 194 requests extramurally for a total of 218 requests during the second time period. Programs received full or partial funding for 115 proposals, a total of nearly $15 million, which was an increase of approximately $2 million. Research was funded at $1,865,500 ( n=35), a more than $1 million increase from the first time period. Programs received $5,725,790 for training ( n=35), $28,450 for model programs ( n=2), $1,326,614 for research and demonstration ( n=6), and $5,804,689 for other activities ( n=37).

scholarly journals Survey of Respiratory Therapy Education Program Directors in the United States

2011 ◽  
Vol 56 (12) ◽  
pp. 1906-1915
Author(s):  
T. A. Barnes ◽  
R. M. Kacmarek ◽  
C. G. Durbin
Keyword(s):  
United States ◽  
Education Program ◽  
Program Directors ◽  
The United States ◽  
Respiratory Therapy ◽  
Therapy Education

The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada?

2016 ◽  
Vol 83 (5) ◽  
pp. 306-316 ◽  
Author(s):  
Ted Brown ◽  
Jeffrey L. Crabtree ◽  
Joe Wells ◽  
Keli Mu
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
The United States ◽  
Occupational Therapy Education ◽  
Clinical Doctorate ◽  
Entry Level ◽  
Key Issues ◽  
Pros And Cons ◽  
Therapy Education

Background. Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master’s level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master’s and clinical doctorate levels. Purpose. This article presents an overview of the types of doctorates available, the pros and cons of moving to the clinical doctorate, and some potential questions that will need to be considered. Key issues. Is the next step in the educational progression of occupational therapy in Canada the entry-level clinical doctorate? What are the potential implications for the profession, our clients, and funders? Implications. Further discourse and investigation of this issue is needed.

scholarly journals Short-Term, Faculty-Led Study Abroad Program in Japan

2019 ◽  
Vol 14 (4) ◽  
pp. 259-268 ◽  
Author(s):  
Daisuke Shibata
Keyword(s):  
United States ◽  
Health Care ◽  
Study Abroad ◽  
Athletic Training ◽  
Health Care Professionals ◽  
The United States ◽  
Short Term ◽  
Cultural Competencies ◽  
English Speaking ◽  
Study Abroad Program

Context Although cultural competencies in athletic training education exist, there are limited international athletic training educational opportunities available. Study abroad experiences help students gain international and multicultural perspectives. The lack of study abroad opportunities is more pronounced in non–English-speaking countries. Objective The purpose of this article is to describe experiences with developing and conducting a short-term, faculty-led study abroad program in Japan. Essential elements and recommendations based on the study abroad program are interwoven throughout the article. Background The diversity in the United States and among the collegiate student-athlete population has increased. However, the population of athletic training professionals does not match this diversity. This mismatch has increased attention to the demand to find ways to nurture cultural competencies in athletic trainers. Simultaneously with changes in the United States, growth of the athletic training profession and athletic training educational programs is noticeable in Japan and other non–English-speaking countries. A well-designed study abroad program can expose students to the unique perspectives of athletic training and/or related health care professions and nurture cultural competency. Recommendations(s) A short-term, faculty-led study abroad program should include an assistant and local facilitator, multiple site visits, at least a day without guidance from the program, an adequate balance between academic and cultural activities, program dinners, opportunities for students to present and share their experiences, and a focus on keeping the trip safe. Conclusion(s) The short-term, faculty-led study abroad program in Japan offered unique opportunities for athletic training students to gain knowledge of and an appreciation for athletic training in diverse cultures and to incorporate these experiences into their future personal and professional practice. Further information and data are required to provide an optimum education for students to learn and apply cultural competencies as health care professionals.

scholarly journals The Safe Third Country Agreement and Global Order

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Zoe Wilkins
Keyword(s):  
United States ◽  
Mutual Recognition ◽  
The United States ◽  
English School ◽  
Global Order ◽  
Refugee Protection ◽  
Theoretical Approaches ◽  
Bilateral Agreement ◽  
Principles Of Justice ◽  
International Refugee Regime

The Safe Third Country Agreement (SCTA) is a bilateral agreement between Canada and the United States that involves the mutual recognition of each party as an effective refugee host. This paper argues that although the agreement appears to be pro-refugee protection, in practice it functions as a non-arrival measure, barring refugees from entering Canada. The paper invokes the English School approach to investigate how both parties use the STCA to capitalize on values of order, while appearing to empower the principles of justice prevalent in international refugee norms. Using SCTA provisions, different theoretical approaches, and a thorough inventory of international refugee regime norms, the analysis seeks to contextualize the SCTA. The paper concludes that civil society’s push towards justice and refugee protection forces governments to consider values outside of order, with the potential of addressing both concerns harmoniously.

scholarly journals Telemedicine Training in Undergraduate Medical Education: Mixed-Methods Review (Preprint)

2018 ◽  
Author(s):  
Shayan Waseh ◽  
Adam P Dicker
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Education ◽  
Mixed Methods ◽  
Undergraduate Medical Education ◽  
Clinical Education ◽  
Medical Schools ◽  
The United States ◽  
Health Care Environment ◽  
Liaison Committee

BACKGROUND Telemedicine has grown exponentially in the United States over the past few decades, and contemporary trends in the health care environment are serving to fuel this growth into the future. Therefore, medical schools are learning to incorporate telemedicine competencies into the undergraduate medical education of future physicians so that they can more effectively leverage telemedicine technologies for improving the quality of care, increasing patient access, and reducing health care expense. This review articulates the efforts of allopathic-degree-granting medical schools in the United States to characterize and systematize the learnings that have been generated thus far in the domain of telemedicine training in undergraduate medical education. OBJECTIVE The aim of this review was to collect and outline the current experiences and learnings that have been generated as medical schools have sought to implement telemedicine capacity-building into undergraduate medical education. METHODS We performed a mixed-methods review, starting with a literature review via Scopus, tracking with Excel, and an email outreach effort utilizing telemedicine curriculum data gathered by the Liaison Committee on Medical Education. This outreach included 70 institutions and yielded 7 interviews, 4 peer-reviewed research papers, 6 online documents, and 3 completed survey responses. RESULTS There is an emerging, rich international body of learning being generated in the field of telemedicine training in undergraduate medical education. The integration of telemedicine-based lessons, ethics case-studies, clinical rotations, and even teleassessments are being found to offer great value for medical schools and their students. Most medical students find such training to be a valuable component of their preclinical and clinical education for a variety of reasons, which include fostering greater familiarity with telemedicine and increased comfort with applying telemedical approaches in their future careers. CONCLUSIONS These competencies are increasingly important in tackling the challenges facing health care in the 21st century, and further implementation of telemedicine curricula into undergraduate medical education is highly merited.

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