Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education Proceedings of a Workshop (2017) / Chapter Skim
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3 Competency-Based Accreditation and Collaboration
3 Competency-Based Accreditation and Collaboration
Pages 33-56
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From page 33... ...
• Competency-based professional standards could be incorpo rated across the continuum of education, from the pre-service degree level to residency programs, continuing education, and certification. (Vlasses)
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From page 34... ...
Bringing Education and Practice Accreditors Together for Achieving Quality Throughout the Education to Practice Continuum Leader: Miguel Paniagua, M.D., National Board of Medical Examiners Assisted by: Karen Sanders, M.D., Veterans Health Administration, and David Benton, R.G.N., Ph.D., FFNF, FRCN, FAAN, National Council of State Boards of Nursing With the assistance of Karen Sanders and David Benton, Miguel aniagua led his group through a series of questions related to bringing P accreditation of education and practice closer together. The first question the breakout group addressed was, "What are the challenges in engaging the entire continuum of learners and organizations in the accreditation process?
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From page 35... ...
He also stated that accreditation bodies could be incentivized to work more collaboratively with those outside of their professional siloes in an attempt to lighten the administrative burden on accredited institutions or programs who must answer to multiple accrediting agencies. The importance of word choice and the power of language was also raised as a challenge, as word choice should especially be considered when engaging other professions and trying to share competencies.
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From page 36... ...
He raised possible innovations for partnerships including joint commitments with other professions and looking to fields outside of the health professions, such as the airline industry or information technology, for best practices and lessons learned that could be incorporated into the accreditation process. Building a Competency-Based Accreditation System: Balancing Global Standards with Local Relevance Leader: Zohray Talib, M.D., George Washington University Assisted by: Nelson Sewankambo, M.B.Ch.B., M.Sc., M.Med., FRCP Doctor of Laws (HC)
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As the system grows and develops, there could be oppor unities for feedback, to see if the system is working well and keeping t up with the values and priorities of the society. Opportunities for Encouraging Interprofessional Training Talib said that when encouraging interprofessional training and practice, it is important to first start with the process of building a vision and engaging the community, then work backward into competencies, including interprofessional competencies.
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From page 38... ...
The accreditation system should consider this local context, yet still address priority local health needs ensuring high-quality, locally relevant care. In low-resource settings, there is a tension between the desire to meet global standards while being locally relevant; to address this, one of the group members suggested that high quality, from a global perspective, should reflect the process of accreditation and the degree to which it maintains local standards.
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She added that medical schools are now preparing students to enter residency with 13 expected skills. According to Hinton Walker, the group then discussed where accreditors fit into the process of creating competency-based professional standards.
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, the Health Professions Accreditors Collaborative (HPAC) , and the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education.
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, but also added the licens ing and certification boards, federal agencies, the Council for Higher Education Accreditation, students, parents and families, employers and employees, patients and clients, consumers, accrediting agencies, institutional and program staff or officials, and professional or membership associations. There are many benefits to achieving greater collaboration among stakeholders, said Butlin; including cost savings and efficiencies through economies of scale as well as developing a common understanding among entities and groups in order to add meaning to processes.
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From page 42... ...
According to Butlin, preparing stakeholders for successful accreditation collaboration requires an existent common understanding among partners and buy-in from stakeholders. Stakeholders, such as patients, families, and communities, would need to understand their roles and how they may differ, as well as understand why each one should care about accreditation.
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Abstract submitted by Miguel Paniagua, M.D., Medical Advisor Test Materials Development, National Board of Medical Examiners Assisted by: William Werner, M.P.A., National Board of Medical Examiners In the Fall of 2014, the National Board of Medical Examiners hosted a 2-day meeting with thought leaders in the area of interprofessional collaboration within the health care setting. The aim of the meeting was to identify opportunities to assess and improve the clinical performance of teams of health care professionals and improve patient outcomes.
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From page 44... ...
The accreditation workshop presents a rare opportunity to take a deeper dive into the "eight pillars of effective teamwork" and understand where other members of the education and assessment community prioritize interprofessional team training and performance as part of the accreditation process. Interprofessional Education: Discussion 2 Buy-in for Interprofessional Education (IPE)
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From page 45... ...
is the accrediting agency that protects the interests of the public and the PA profession by defining the standards for PA education and evaluating PA educational programs within the territorial United States to ensure their compliance with those standards. The ARC-PA is an independent accrediting body authorized to accredit qualified PA educational programs leading to the professional credential of PA.
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From page 46... ...
.2 This group has endorsed the Interprofessional Education Collaborative's (IPEC's) core competencies and pledged to pursue the common goal to better prepare students 2 Members of HPAC include the Accreditation Council for Pharmacy Education, the Com mission on Collegiate Nursing Education, the Commission on Dental Accreditation, the C ommission on Osteopathic College Accreditation, the Council on Education for Public Health, and the Liaison Committee for Medical Education.
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High-Stakes Examinations: Discussion 1 High-Stakes Testing: Implications for Accreditation Standards for Health Professions Education Abstract submitted by Mary E Mancini, R.N., Ph.D., NE-BC, FAHA, ANEF, FAAN Associate Dean and Chair, Undergraduate Nursing Programs, Baylor Professor for Healthcare Research, College of Nursing and Health Innovation, The University of Texas at Arlington Accreditation standards associated with simulation centers, such as the Society for Simulation in Healthcare's accreditation program for simulation programs, and specialty accreditation programs for discipline-specific education should be used to define and monitor organizational proficiency in the use of high-stakes testing.
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. High Stakes Examinations: Discussion 2 Setting, Implementing, and Acting on a Bright-Line Outcome Standard3 for Program Pass Rates on a National Board Exam Abstract submitted by Mark Merrick, Ph.D., ATC, FNATA President, Commission on Accreditation of Athletic Training Education The call for transparency and accountability in accreditation has never been greater, and the focus for the public and governmental agencies centers on educational outcomes.
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Innovation: Discussion 1 Accreditation Versus Innovation Abstract submitted by Rick Talbott, Ph.D., FASAHP, FASHA, FAAA Dean, Pat Capps Covey College of Allied Health Professions, University of South Alabama; Past President, Association of Schools of Allied Health Professions; President, Allied Health Professions Political Action Committee The one issue that is of most concern to nonmedical programs and nursing programs is coping with the limitations that many of the professional accreditations agencies put on innovative ways to achieve clinical experience and competence. A major bottleneck in meeting the increasing demand for allied health professionals is the inherent restrictions that many professional accreditation standards put on alternative pathways to clinical competency -- such as an unnecessary degrees or other discipline requirements of preceptors, limitations on the use of simulations and virtual-standardized patients, and sometimes inadvertent but controlling language that restricts innovative solutions to educationally efficacious and opportunity-expanding solutions.
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These abstracts were prepared by the individual workshop speakers listed, and have not been endorsed or verified 4 Videos of the webcast session can be found on the Global Forum on Innovation in Health Professional Education workshop website, www.nationalacademies.org/hmd/Activities/Global/ InnovationHealthProfEducation/2016-APR-21 (accessed September 21, 2016)
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From page 51... ...
is a group of health profession schools worldwide that are guided by a social accountability mandate. THEnet developed, piloted, and published an Evaluation Framework for Socially Accountable Health Professional Education that assists schools in implementing and assessing their social accountability.
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The council decided that we need new answers: a more generalist approach is needed and emphasis should be on connecting people -- connectedness as a precondition for autonomy. To achieve those goals, professionals require generalist competencies -- enabling a professional to provide care and support, based on the general strategy, with the aim to address a broad range of unspecified health and/or well-being (related)
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From page 53... ...
Based on the experience in the Flemish region in Belgium, institutions for health professional education should focus on more generalism and an approach integrating personal autonomy with connectedness and social cohesion. Curriculum design, didactic approaches, clerkships, and skills training of health professionals should be assessed in the light of those developments.
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The results showed a large majority of educators would like a mechanism to demonstrate the quality of their midwifery education programs. This result was somewhat surprising given the large number of responses from countries that already have fairly strong midwifery education program accreditation processes, namely Australia and New Zealand, the European Union, North America, and the United Kingdom.
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From page 55... ...
2011. The International Confederation of Midwives: Global standards for midwifery education (2010)
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