Training the Future Child Health Care Workforce to Improve the Behavioral Health of Children, Youth, and Families Proceedings of a Workshop (2017) / Chapter Skim
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5 Accreditation, Certification, and Credentialing
5 Accreditation, Certification, and Credentialing
Pages 45-58
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From page 45... ...
(Beveridge) • A recent effort to develop a consensus definition for family peer support services has sought to convert these activities into a recognized profession.
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From page 46... ...
and t the Accreditation Council for Continuing Medical Education (ACCME) are responsible for graduate medical education and continuing medical education, respectively.
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From page 47... ...
NOTES: ACCME = Accreditation Council for Continuing Medical Education, A CGME = Accreditation Council for Graduate Medical Education, LCME = L iaison Committee on Medical Education, MCAT = Medical College Admission Test, USMLE = United States Medical Licensing Examination. SOURCE: Whelan (2016)
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From page 48... ...
to validate their knowledge and competencies in providing care related to common pediatric developmental, behavioral, and mental health conditions. In addition, behavioral and psychological concerns have ranked fourth or fifth on the pediatric nurse practitioner exam, which tests pediatric nurse practitioners on essential job tasks related to common primary care, since 2008.
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From page 49... ...
Certification is followed by recertification, annually for primary care nurse practitioners and every 3 years for pediatric mental health specialists. An analysis of nurse practitioners who provide behavioral health care found that they average 11.5 years of experience, spend 80 percent of their work time seeing patients with behavioral health conditions, and provide behavioral health services from 10 to 40 or more hours per week.
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From page 50... ...
of ACGME accredits residency programs based on the structure of the program, the curriculum of the program, the patient care experiences that residents have when they are engaged in the program, the qualifications and number of the faculty members, working conditions, and the outcomes of training based on faculty evaluations and APB exam pass rates. With regard to behavioral health care, the PRC has what McMillan called minimal requirements.
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From page 51... ...
To overcome this disadvantage, the ABP and other medical boards have been developing Entrustable Professional Activities (EPAs) , which are agreed-upon lists of activities within a given specialty or subspecialty that a physician would be expected to be able to perform competently and without supervision, with the milestone assessed within that context.
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From page 52... ...
The board has begun working on maintaining certification in behavioral health, and it is seeking to identify ways for those already in practice to improve their knowledge, skills, and practice. CURRICULAR CHANGE DRIVEN BY ACCREDITATION Jeffrey Hunt, professor in the Division of Child and Adolescent Psychiatry at the Alpert Medical School of Brown University, briefly talked about how curricular change can be driven by ACGME.
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From page 53... ...
C-TECC functions not only as a training clinic, but also as a connection between the university clinical science program and the broader academic and behavioral health community. Students are trained to be experts in evidence-based practices, as well as trainers and consultants to community providers.
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From page 54... ...
An important step in this process in New York State was the development of a consensus definition for family peer support services, with activities falling into eight broad categories: outreach and information, engagement, bridging and transition support, advocacy, self-efficacy and empowerment, community connections and natural support, parent skill development, and promoting effective family-driven care. Family peer advocates are different than other workers who support families, said Burger.
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From page 55... ...
PEP, which is the required training for all credentialed family peer advocates, was developed in 2005 to meet the growing workforce demands. Designed specifically for individuals doing family peer support work, it was developed by clinical partners, family peer advocates, and researchers and is delivered by a team of family peer advocates and a clinical partner.
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From page 56... ...
Accreditation and certification require mastering many granular details, which can risk losing sight of the ultimate objective. Furthermore, when an organization takes on an accreditation role, it becomes the tester.
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From page 57... ...
One promising approach, she suggested, would be to take advantage of the interoperability of behavioral health records to provide an input into the maintenance of the certification process so that physicians do not need to spend as much time away from their patients and families. McMillan pointed to the importance of continuing education for remaining up to date in a field.
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