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OBJECTIVE: Lifelong learning is considered to be an ele- ment of professionalism for healthcare professionals. Accreditation standards for health professions educa- tional programs require that lifelong learning be pro- moted in the curriculae; however, tools to assess whether these standards are met are sparse. This study evaluated the internal structure of student responses on a transdis- ciplinary adaptation of the Jefferson Scale of Physician Lifelong Learning-Medical Students Version (JeffSPLL- MS). METHODS: The Jefferson Scale of Lifelong Learning- Health Professions Students Version (JeffSLL-HPS) was administered to 180 students in eight entry-level health professions' programs. Confirmatory factor analyses were performed to investigate internal structure. RESULTS: JeffSPLL-MS and JeffSLL-HPS mean scores were similar. Cronbach's alpha for the JeffSLL-HPS was 0.85. Results of the confirmatory factor analysis revealed a three-factor structure of the JeffSLL-HPS that was con- sistent with that of the JeffSPLL-MS. The Cronbach's alphas for the three factors on the JeffSLL-HPS were 0.78, 0.73, and 0.62. CONCLUSIONS: The JeffSLL-HPS's internal structure is similar to that of the JeffSPLL-MS. The tool may be valuable for faculty and administrators in health professions programs for assessing their goal of meeting accreditation standards and to assess the extent to which their students value the importance of lifelong learning. J Allied Health 2014; 43(3)446-149.
LIFELONG LEARNING has been considered an ele- ment of professionalism1 and is critical for safe and competent practice throughout the careers of all healthcare professionals. In addition to the acquisi- tion of relevant knowledge and skills, one of the goals of health professions education is to foster the devel- opment of professionalism.2 Accreditation standards for entry-level health professions educational pro- grams mandate that lifelong learning be emphasized in the curriculae.3-10 For example, the Accreditation Council for Occupational Therapy Education (ACOTE) states, " A graduate from an ACOTE- accredited occupational therapy program must be pre- pared to be a lifelong learner and keep current with evidence-based practice."6 Similarly, the Commission on Accreditation in Physical Therapy Education (CAPTE), in defining academic quality, states, " Qual- ity also mandates an educational experience that pre- pares individuals for lifelong learning, which is essen- tial to future practice."8 As interprofessional curriculae evolve, educators need to appreciate the similarities and differences among disciplines to maxi- mize student success.11 Although there is a clear...