Abstract: Initiatives focused on equity, inclusion, and support for underrepresented groups are making higher education more accessible, yet the transition from an academic setting to the clinical workplace can pose significant challenges for students, especially those who have relied on academic accommodations. While these accommodations facilitate success in the classroom, they may not fully equip students for the demands of professional practice. This case report examines the perspectives of two graduate faculty at a Mid-Atlantic university, focusing on the relationships between academic accommodations and technical standards in health profession programs. The report explores how technical standards and accommodations influence students’ readiness for clinical settings and their potential for professional success. Three key themes emerged: (1) Preparation for Clinical Success, highlighting participants’ views on how accommodations and technical standards contribute to students' academic and clinical success; (2) Assumptions and Uncertainties, revealing representatives' lack of knowledge and hesitancy regarding technical standards, along with a disconnect between administration and faculty in updating and incorporating inclusion principles into these standards, and (3) Preservation of University Standards and Reputation, which underscores the importance of maintaining institutional integrity while supporting diverse learning needs. The complex interplay between accommodation policies and technical standards requirements highlights the need for continual assessment to effectively prepare students for workplace demands.Abstract: Initiatives focused on equity, inclusion, and support for underrepresented groups are making higher education more accessible, yet the transition from an academic setting to the clinical workplace can pose significant challenges for students, especially those who have relied on academic accommodations. While these accommodations facilitate success ...Show More
Abstract: A major policy change was made in 1997 when the Royal Government of Cambodia began to privatize higher education institutions (HEIs). As a result of this reform, there were 189 HEIs in 2024, up significantly from just 8 in the late 1990s. To uphold and ensure the quality of higher education, the Accreditation Committee of Cambodia was established in 2003 as a formal legal mechanism for accreditation. Student Service is essential for improving higher education quality and students’ learning outcomes. Student Services was the fifth of nine standard criteria used to assess the quality of higher education in Cambodia. However, researchers and relevant higher education sectors have not yet shown interest in the student service area in the higher education system in Cambodia. This qualitative research study aims to explore stakeholders involved in supporting student services in higher education in Cambodia. The semi-structured interview was deployed with a purposive sampling of ten key informants from relevant institutions. This interview was in a face-to-face format. The key finding of this research revealed that seven stakeholders support student service in Cambodia's higher education. They are parent ministry, industry and community, development partner, higher education institutions, parent and guardians, religion, and student and alumni. Based on the findings, enhancing and maintaining student service quality requires the involvement of all stakeholders, high commitment, cohesive cooperation, and the upholding of student interests. Particularly, higher education institutions (HEIs) should prioritize creating a supportive environment that facilitates seamless student service processes.Abstract: A major policy change was made in 1997 when the Royal Government of Cambodia began to privatize higher education institutions (HEIs). As a result of this reform, there were 189 HEIs in 2024, up significantly from just 8 in the late 1990s. To uphold and ensure the quality of higher education, the Accreditation Committee of Cambodia was established i...Show More
Abstract: A significant lack of diversity in the healthcare workforce exists throughout most health professions and contributes differences in treatments and access to care among groups underrepresented in medicine (URM). Substantial research has been gathered indicating a series of health disparities that disproportionately impact racial and ethnic minorities. The PA profession has been no exception to these challenges in diversity, though recent changes in accreditation standards now require programs to increase recruitment efforts for these populations. This article identifies recruitment strategies and methods of holistic review utilized by PA programs successful in increasing their URM student populations. Recruitment methods highlighted in this paper have been organized into 3 types: pipeline programs, mentorship programs, and general recruitment efforts. Community collaborations and partnerships with pre-pa and diversity organizations have proven successful in promoting URM population success in health professions, while altering admissions methods to favor qualitative measures has also proven beneficial. With these efforts, reflection on successes seen in other PA programs in the development of pipeline programs, utilization of recruitment efforts, and adaptation of admissions strategies should serve as rough guides for next steps in their program’s development. Having representative diversity on admissions committees and increasing recruitment efforts specific to DEI communities should be considered minimum steps taken by programs to advance diversity in the PA profession.
Abstract: A significant lack of diversity in the healthcare workforce exists throughout most health professions and contributes differences in treatments and access to care among groups underrepresented in medicine (URM). Substantial research has been gathered indicating a series of health disparities that disproportionately impact racial and ethnic minoriti...Show More