Gatekeeping practices of music therapy academic programs and internships: a national survey.
Identifieur interne : 001012 ( Main/Exploration ); précédent : 001011; suivant : 001013Gatekeeping practices of music therapy academic programs and internships: a national survey.
Auteurs : Feilin Hsiao [États-Unis]Source :
- Journal of music therapy [ 0022-2917 ] ; 2014.
Descripteurs français
- KwdFr :
- Adulte (MeSH), Communication interdisciplinaire (MeSH), Compétence professionnelle (MeSH), Humains (MeSH), Internat et résidence (organisation et administration), Internat spécialité paramédicale (organisation et administration), Musicothérapie (enseignement et éducation), Mâle (MeSH), Relations interprofessionnelles (MeSH), Régulation de l'accès aux soins spécialisés (organisation et administration), États-Unis (MeSH).
- MESH :
- enseignement et éducation : Musicothérapie.
- organisation et administration : Internat et résidence, Internat spécialité paramédicale, Régulation de l'accès aux soins spécialisés.
- Adulte, Communication interdisciplinaire, Compétence professionnelle, Humains, Mâle, Relations interprofessionnelles, États-Unis.
English descriptors
- KwdEn :
- Adult (MeSH), Gatekeeping (organization & administration), Humans (MeSH), Interdisciplinary Communication (MeSH), Internship and Residency (organization & administration), Internship, Nonmedical (organization & administration), Interprofessional Relations (MeSH), Male (MeSH), Music Therapy (education), Professional Competence (MeSH), United States (MeSH).
- MESH :
- education : Music Therapy.
- organization & administration : Gatekeeping, Internship and Residency, Internship, Nonmedical.
- Adult, Humans, Interdisciplinary Communication, Interprofessional Relations, Male, Professional Competence, United States.
Abstract
BACKGROUND
Gatekeeping safeguards access to the practice of a profession to ensure the quality of clinical services. It involves selective admission, continuous evaluation, and timely and ethical decisions in response to trainees with severe professional competency problems (SPCP). To date, little information is available concerning gatekeeping practices in the field of music therapy.
OBJECTIVE
This study investigated the extent and outcomes of gatekeeping practices across academic programs and National Roster internship sites approved by the American Music Therapy Association. Specifically, it examined the prevalence of trainees with SPCP, program-wide precautionary measures, common indicators of trainees with SPCP, remedial strategies, and supports and barriers to effective management.
METHODS
Thirty-two academic program directors and 77 internship directors completed an online survey. Responses were compiled into aggregate form (frequencies & percentages) for analysis. Chi-square tests with Yates' correction were applied to compare the differences between academic programs and internships.
RESULTS
A significantly higher percentage of academic programs (93.8%) reported having at least one trainee with SPCP over the past 5 years than did internships (66.2%). The most common indicators of competency problems included inadequate music skill development, emotional instability, limited communication skills, deficient interpersonal skills, defensiveness in supervision, and lack of insight. Typical remedial methods included referral to personal therapy, increased supervision, and repetition of practicum or extension of internship.
CONCLUSIONS
Issues regarding trainees with SPCP are frequently addressed by academic and internship program directors. Improving clarity within professional guidelines and establishing more rigorous and consistent standards across training programs are recommended.
DOI: 10.1093/jmt/thu010
PubMed: 25013947
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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It involves selective admission, continuous evaluation, and timely and ethical decisions in response to trainees with severe professional competency problems (SPCP). To date, little information is available concerning gatekeeping practices in the field of music therapy.</p></div><div type="abstract" xml:lang="en"><p><b>OBJECTIVE</b></p><p>This study investigated the extent and outcomes of gatekeeping practices across academic programs and National Roster internship sites approved by the American Music Therapy Association. Specifically, it examined the prevalence of trainees with SPCP, program-wide precautionary measures, common indicators of trainees with SPCP, remedial strategies, and supports and barriers to effective management.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>Thirty-two academic program directors and 77 internship directors completed an online survey. Responses were compiled into aggregate form (frequencies & percentages) for analysis. Chi-square tests with Yates' correction were applied to compare the differences between academic programs and internships.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>A significantly higher percentage of academic programs (93.8%) reported having at least one trainee with SPCP over the past 5 years than did internships (66.2%). The most common indicators of competency problems included inadequate music skill development, emotional instability, limited communication skills, deficient interpersonal skills, defensiveness in supervision, and lack of insight. Typical remedial methods included referral to personal therapy, increased supervision, and repetition of practicum or extension of internship.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b></p><p>Issues regarding trainees with SPCP are frequently addressed by academic and internship program directors. Improving clarity within professional guidelines and establishing more rigorous and consistent standards across training programs are recommended.</p></div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" IndexingMethod="Curated" Owner="NLM"><PMID Version="1">25013947</PMID><DateCompleted><Year>2015</Year><Month>05</Month><Day>08</Day></DateCompleted><DateRevised><Year>2018</Year><Month>12</Month><Day>02</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Print">0022-2917</ISSN><JournalIssue CitedMedium="Print"><Volume>51</Volume><Issue>2</Issue><PubDate><Year>2014</Year><Season>Summer</Season></PubDate></JournalIssue><Title>Journal of music therapy</Title><ISOAbbreviation>J Music Ther</ISOAbbreviation></Journal><ArticleTitle>Gatekeeping practices of music therapy academic programs and internships: a national survey.</ArticleTitle><Pagination><MedlinePgn>186-206</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1093/jmt/thu010</ELocationID><Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">Gatekeeping safeguards access to the practice of a profession to ensure the quality of clinical services. It involves selective admission, continuous evaluation, and timely and ethical decisions in response to trainees with severe professional competency problems (SPCP). To date, little information is available concerning gatekeeping practices in the field of music therapy.</AbstractText><AbstractText Label="OBJECTIVE" NlmCategory="OBJECTIVE">This study investigated the extent and outcomes of gatekeeping practices across academic programs and National Roster internship sites approved by the American Music Therapy Association. Specifically, it examined the prevalence of trainees with SPCP, program-wide precautionary measures, common indicators of trainees with SPCP, remedial strategies, and supports and barriers to effective management.</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">Thirty-two academic program directors and 77 internship directors completed an online survey. Responses were compiled into aggregate form (frequencies & percentages) for analysis. Chi-square tests with Yates' correction were applied to compare the differences between academic programs and internships.</AbstractText><AbstractText Label="RESULTS" NlmCategory="RESULTS">A significantly higher percentage of academic programs (93.8%) reported having at least one trainee with SPCP over the past 5 years than did internships (66.2%). The most common indicators of competency problems included inadequate music skill development, emotional instability, limited communication skills, deficient interpersonal skills, defensiveness in supervision, and lack of insight. Typical remedial methods included referral to personal therapy, increased supervision, and repetition of practicum or extension of internship.</AbstractText><AbstractText Label="CONCLUSIONS" NlmCategory="CONCLUSIONS">Issues regarding trainees with SPCP are frequently addressed by academic and internship program directors. Improving clarity within professional guidelines and establishing more rigorous and consistent standards across training programs are recommended.</AbstractText><CopyrightInformation>© the American Music Therapy Association 2014. All rights reserved. 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