Exploring the Role of Accreditation in Enhancing Quality and Innovation in Health Professions Education Proceedings of a Workshop (2017) / Chapter Skim
Currently Skimming:
5 Moving Forward
5 Moving Forward
Pages 79-100
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 79... ...
• Accreditation expectations of continuing education providers can be adjusted in order to incentivize groups and institutions to provide interprofessional continuing education. (Vlasses)
|
From page 80... ...
The panelists drew from three different professions and included Judith Halstead of the National League for Nursing Commission for Nursing Education Accreditation; Rick Talbott, representative of the Association of Schools of Allied Health Professions; and Peter Vlasses of the Accreditation Council for Pharmacy Education. This session focused on how accreditation could be used as a mechanism to advance interprofessional education (IPE)
|
From page 81... ...
, that have been incorporated across the Health Professions Accreditors Collaborative. He presented a case study of the Canadian system, specifically the University of Toronto, where the medical school and the main hospital have collaborated to foster interprofessional education and collaborative practice.
|
From page 82... ...
He expressed hope that eventually accreditors will transition from being viewed as the policemen to instead being seen as facilitators and improvers. Question 2: What Would Be Necessary Components in the Education–Practice–Accreditation System to Improve the Quality of Health Professions Education and Health Care?
|
From page 83... ...
Accord ng to i Vlasses, as mentioned, the dean at the University of Toronto and the chief executive officer of their hospital agreed to establish standards for preparing a team-oriented health workforce that can work together to deliver better patient outcomes. He believes that the changing health care financial system is the biggest driver creating urgent need for improved quality of health professions education and health care.
|
From page 84... ...
Patricia Hinton Walker, Uniformed Services University of Health Sciences, started off the discussion saying that two examples raised throughout this workshop and other Forum activities -- One Health and the social determinants of health -- are examples of where stakeholders are changing curricula and their approaches in order to incorporate these topics into education and improve health outcomes. David Benton, National Council of State Boards of Nursing, agreed with Hinton Walker.
|
From page 85... ...
They each have different missions and values, and so effort and time is required to bring stakeholders together to decide what an education, practice, and accreditation system means. Question 3: Should Accreditors Play a More Active Role in Fostering Faculty Development in Education Program Quality Improvement?
|
From page 86... ...
However, Talbott qualified this by stating that he does not believe accreditors should play a role in specifying the mechanisms by which faculty development is executed. Group Discussion Bjorg Palsdottir from the Training for Health Equity Network echoed Vlasses's point, saying that faculty may have mostly technical skills because of their experience, and they may not have skills involving education elements such as community engagement or communication.
|
From page 87... ...
John McCarty from the Accreditation Review Commission on Education for the Physician Assistant congratulated Talbott on identifying the issue of what an "active role" means. To McCarty, the active role that accreditors play is holding institutions responsible for developing faculty and reminding them through accreditation standards.
|
From page 88... ...
He reiterated that continuing education is an area that requires attention in this space; rather than core competencies, he said, the focus is more on joint commitment to collaborative work. In terms of IPE, he raised the possibility of incentivizing groups and institutions offering interprofessional continuing education by harmonizing the accreditation expectations of continuing education providers.
|
From page 89... ...
to develop the Conjoint Committee on Continuing Education (of health professions) , which evolved from the Conjoint Committee of Continuing Medical Education.
|
From page 90... ...
He believes accreditation can help advance the health professions toward innovation and positive change, and they can also help challenge institutions to continually self-evaluate and improve. One possibility, he said, is if accreditation is part of an ongoing rather than episodic quality improvement process.
|
From page 91... ...
In addition, continuing competence and continuing education is a challenge that regulators are being asked to pursue to ensure competence of health professionals. Revalidation as part of the regulatory, accreditation, and certification process should be considered, he said.
|
From page 92... ...
. They see it as developing into an unfolding case study where FIGURE 5-1 The assessment model of NCJ (nursing clinical judgment)
|
From page 93... ...
Benton described what they developed as a "tuning framework." This addressed three cycles of education: first, reviewing principles and reflecting on how to define a bachelor's degree, a master's degree, and a doctorate degree; secondly, agreeing on this definition across the member states, and examining the common core competencies associated with the bachelor's degree preparation of any discipline (such as theology, engineering, nursing) ; and third, listing subject-specific competencies within each discipline.
|
From page 94... ...
Jeffries then reflected a on the suggested common competencies that could be promoted among all professions and accreditors such as One Health and the social determinants of health. She also noted that accreditors can help with program quality improvement and can hold institutions responsible for faculty development.
|
From page 95... ...
The operational elements of accreditation and the strategic thinking processes are important, but Cox suggested that the discussion be framed around social accountability, specifically health and well-being, instead of heath care alone. He presented an increasingly accepted vision for health professional education with well-being as its most encompassing element.
|
From page 96... ...
Cox specifically saw continuing professional development as the most important focus for IPE. To explain his perspective on the learning continuum and interprofessional education, Cox referenced one section of a model developed by the IOM Committee on Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes (IOM, 2015; see Figure 5-3)
|
From page 97... ...
He warned that increased health professional education funding is unlikely at a time when many nations are struggling with their finances and have competing priorities. Moving funding to where it is most needed might be more successful but will require agreement among key stakeholders, he said.
|
From page 98... ...
, which are embedded in institutional or organizational mesosystems (in green) , all of which is encompassed by the education and health care macrosystem (in red)
|
From page 99... ...
The linkage between education and clinical practice is in the clinical microsystem, he said -- through patient or community. MOVING FORWARD To close the workshop, Eric Holmboe from the Accreditation Council for Graduate Medical Education led a discussion on ideas for moving the conversation forward.
|
From page 100... ...
2015. Measuring the impact of interprofessional education on collaborative practice and patient outcomes.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.