Abstract
Increasing mobility of Americans results in many students' need or desire to move about even during their school years. There are hence many more "transfer" students than school systems experienced a generation ago. When this phenomenon is coupled with varying states of evolution of training programs in different locations, it is not surprising that a number of difficulties arise surrounding articulation of programs with each other, resulting in transfer problems for the students. Four distinctly different types of these difficulties are presented and discussed: (1) those dealing with differences in course content and sequencing within the curricula; (2) those related to discrepancies in hours of credit granted or accepted; (3) those arising out of poor counseling or none; and (4) those centering around evaluation of clinical instruction. Suggestions include (1) divide course content into modules nationally acceptable to allied educators and registrars; (2) get educators together with the Joint Committee for Junior and Senior Colleges to analyze the situation in greater depth and see whether some degree of national standardization can be achieved; (3) better educate counselors regarding allied health curriculum prerequisites; and (4) further educate educators themselves about evaluation of clinical training.
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