Sample records for accredited postgraduate programme

  1. European online postgraduate educational programme in neonatology-the way forward?

    PubMed

    Hall, Michael A; Cuttini, Marina; Flemmer, Andreas W; Greisen, Gorm; Marlow, Neil; Schulze, Andreas; Smith, Susan; Valls-i-Soler, Adolf; Truffert, Patrick; Conole, Gráinne; de Laat, Maarten

    2009-04-01

    The provision of specialist postgraduate training is increasingly challenging for the acute medical specialties. There are often small numbers of trainees and tutors in any one centre, and service commitments may limit attendance at educational activities. Online learning can provide high-quality education to trainees from large geographical areas. We report the outcomes of an experimental educational project which provided an online postgraduate programme in neonatology. Ninety trainees from 14 countries, primarily European, participated. Six educational modules in neonatal topics were delivered over a 1-year period, within a "Virtual Learning Environment". Trainees were divided into multi-national groups; two online tutors supported each group. Analysis of online activity demonstrated that active participation was high initially (100%) but gradually declined to 46% in the final module; tutor participation followed a similar pattern. Eighty-six trainees were contactable at the end of the programme, and 67 (78%) completed an evaluation questionnaire. Of these, 92% reported that participation had "added value" to their training, attributable to the high-quality curriculum, the educational resources, collaborative networking and the sharing of best practice. Eleven (79%) tutors completed the questionnaire, with all reporting that participation was of educational value. The main limiting factor for trainees and tutors was insufficient time. This project confirms that multi-national online education in neonatology is feasible and transferable, but for this approach to be viable formal accreditation and protected time for both trainees and tutors are required.

  2. An outcome-based assessment process for accrediting computing programmes

    NASA Astrophysics Data System (ADS)

    Harmanani, Haidar M.

    2017-11-01

    The calls for accountability in higher education have made outcome-based assessment a key accreditation component. Accreditation remains a well-regarded seal of approval on college quality, and requires the programme to set clear, appropriate, and measurable goals and courses to attain them. Furthermore, programmes must demonstrate that responsibilities associated with the goals are being carried out. Assessment leaders face various challenges including process design and implementation, faculty buy-in, and resources availability. This paper presents an outcome-based assessment approach that facilitates faculty participation while simplifying the assessment and reporting processes through effective and meaningful visualisation. The proposed approach has been implemented and used for the successful ABET accreditation of a computer science programme, and can be easily adapted to any higher education programme.

  3. An Outcome-Based Assessment Process for Accrediting Computing Programmes

    ERIC Educational Resources Information Center

    Harmanani, Haidar M.

    2017-01-01

    The calls for accountability in higher education have made outcome-based assessment a key accreditation component. Accreditation remains a well-regarded seal of approval on college quality, and requires the programme to set clear, appropriate, and measurable goals and courses to attain them. Furthermore, programmes must demonstrate that…

  4. The Impact of Programme Accreditation on Portuguese Higher Education Provision

    ERIC Educational Resources Information Center

    Sin, Cristina; Tavares, Orlanda; Amaral, Alberto

    2017-01-01

    The paper analyses the impact of programme accreditation in Portugal further to the operations of the Agency for Assessment and Accreditation of Higher Education, which were initiated in 2009. Tracking the evolution of study programmes, the paper found that, out of the initial 5262 programmes on offer in 2009/2010, 40% have been either…

  5. Quality Assessment and Development in the Course of the EFMD CEL Programme Accreditation

    ERIC Educational Resources Information Center

    Meier, C.; Seufert, S.; Euler, D.

    2012-01-01

    This paper reviews the experiences and learnings derived from the European Foundation for Management Development's programme accreditation teChnology-Enhanced Learning (EFMD CEL) programme accreditation. The EFMD CEL quality framework is briefly described, and an overview of the programmes that have pursued accreditation is presented.…

  6. Facilitating the Transition to Postgraduate Attainment: The Experience of One Postgraduate, Pre-Registration Physiotherapy Programme

    ERIC Educational Resources Information Center

    Spearing, Rachel

    2014-01-01

    Students on the MSc Physiotherapy (pre-registration) programme at Manchester Metropolitan University work at postgraduate level, whilst studying to become physiotherapists. To facilitate the transition to postgraduate attainment, students participated in two sessions designed to inform them about assessment processes and standards. The hypothesis…

  7. Levers for change: an investigation of how accreditation programmes can promote consumer engagement in healthcare.

    PubMed

    Hinchcliff, Reece; Greenfield, David; Hogden, Anne; Sarrami-Foroushani, Pooria; Travaglia, Joanne; Braithwaite, Jeffrey

    2016-10-01

    To examine how consumer engagement (CE) can be promoted through Australian accreditation programmes. A nation-wide qualitative study completed in 2012. All eight Australian States and Territories. Two-hundred and fifty-eight healthcare stakeholders from the acute, primary and aged care sectors. Forty-seven individual and group interviews were undertaken. Questions elicited views on the dimensions and utility of CE promotion by accreditation programmes. Healthcare stakeholders' views on the dimensions and utility of CE promotion by accreditation programmes. Four mechanisms of CE promotion were identified. Two involved requirements for health service organizations to meet CE-related standards related to consumer experience and satisfaction surveys, and consumer participation in organizational governance processes. Two mechanisms for promoting CE through accreditation processes were also identified, concerning consumer participation in the development and revision of standards, and the implementation of accreditation surveys. Accreditation programmes were viewed as important drivers of CE, yet concerns were raised regarding the organizational investments needed to meet programmes' requirements. Accreditation programmes use diverse mechanisms as levers for change to promote CE in healthcare. These mechanisms and their inter-relationships require careful consideration by accreditation agencies and health policymakers to maximize their potential benefits, while maintaining stakeholder engagement in programmes. © The Author 2016. Published by Oxford University Press in association with the International Society for Quality in Health Care. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  8. The Erasmus programme for postgraduate education in orthodontics in Europe: an update of the guidelines.

    PubMed

    Huggare, J; Derringer, K A; Eliades, T; Filleul, M P; Kiliaridis, S; Kuijpers-Jagtman, A; Martina, R; Pirttiniemi, P; Ruf, S; Schwestka-Polly, R

    2014-06-01

    In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled 'Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the 'Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programme.

  9. Postgraduation retention of medical students from Otago and Auckland medical programmes.

    PubMed

    Shelker, William; Poole, Phillippa; Bagg, Warwick; Wood, Ian; Glue, Paul

    2014-01-24

    Auckland and Otago medical programmes have different methods for selecting students. This study compared postgraduate retention in New Zealand (NZ) of medical graduates from the two medical programmes, to assess whether different selection methods influenced retention. Other variables assessed included entrance category and age at graduation. Anonymised databases were created of all graduates from the Otago Faculty of Medicine (1999-2011) and the Auckland medical programme (2000-2012). Demographic and entry category data were recorded. Retention was defined as presence on the NZ Medical Register in December 2012. Risk differences (RD) were calculated to compare retention between the two medical programmes using the Mantel-Haenszel method. The influence of medical programme entrance category on retention was also tested. The influence of covariates on retaining graduates on the register was evaluated using a multiple logistic regression model. The postgraduate retention of graduates of the two medical programmes over 13 years was identical (Auckland 74.9%, Otago 73.6%, P=0.48). Retention of graduate and non-graduate entry students from both medical programmes was similar by 6 years after graduation. Age during medical school did not affect retention. University of attendance had no effect on postgraduation retention of students on the NZ Medical Register, suggesting that retention is not influenced by the different student selection methods at each programme. The data presented shows that New Zealand graduates regardless of programme completed show a similar profile in terms of retention.

  10. Action Learning in Postgraduate Executive Management Education: An Account of Practice

    ERIC Educational Resources Information Center

    Ruane, Meadbh

    2016-01-01

    The merits of action learning as a change tool and enabler of deep learning are well recognised. However, there is a gap in the literature of participants' stories regarding their experiences on accredited postgraduate executive programmes underpinned by an action learning philosophy. The following account of practice addresses this gap and…

  11. How to Retain Postgraduate Students in Engineering Programmes: A Practical Perspective

    ERIC Educational Resources Information Center

    Le, Khoa N.; Tam, Vivian W. Y.

    2008-01-01

    Six factors for pursuing an engineering postgraduate programme at Griffith University including (i) programme quality; (ii) employment prospects; (iii) practicality; (iv) personal interest; (v) popularity; and (vi) reputation; and 11 factors for not pursuing this engineering programme including (i) employment prospects; (ii) degree of difficulty;…

  12. Information use skills in the engineering programme accreditation criteria of four countries

    NASA Astrophysics Data System (ADS)

    Bradley, Cara

    2014-01-01

    The need for twenty-first century information skills in engineering practice, combined with the importance for engineering programmes to meet accreditation requirements, suggests that it may be worthwhile to explore the potential for closer alignment between librarians and their work with information literacy competencies to assist in meeting accreditation standards and graduating students with high-level information skills. This article explores whether and how information use skills are reflected in engineering programme accreditation standards of four countries: Canada, the USA, the UK, and Australia. Results indicate that there is significant overlap between the information use skills required of students by engineering accreditation processes and librarians' efforts to develop information literacy competencies in students, despite differences in terms used to describe these skills. Increased collaboration between engineering faculty and librarians has the potential to raise student information literacy levels and fulfil the information use-related requirements of accreditation processes.

  13. Exploring the Value of Professional Body Accreditation for Masters Programmes

    ERIC Educational Resources Information Center

    Carrivick, Jonathan L.

    2011-01-01

    Masters programmes face a range of pressures including the drive for increased numbers, for widening participation and for increasingly vocational approaches. Maintaining quality and consistency of knowledge and skill sets between programmes is becoming difficult. This paper critically appraises the value of accreditation of a UK Masters programme…

  14. Strengthening medical education in haematology and blood transfusion: postgraduate programmes in Tanzania

    PubMed Central

    Makani, Julie; Lyimo, Magdalena; Magesa, Pius; Roberts, David J.

    2017-01-01

    Summary Haematology and blood transfusion, as a clinical and laboratory discipline, has a far-reaching impact on healthcare both through direct patient care as well as provision of laboratory and transfusion services. Improvement of haematology and blood transfusion may therefore be significant in achieving advances in health in Africa. In 2005, Tanzania had one of the lowest distributions of doctors in the world, estimated at 2·3 doctors per 100 000 of population, with only one haematologist, a medical doctor with postgraduate medical education in haematology and blood transfusion. Here, we describe the establishment and impact of a postgraduate programme centred on Master of Medicine and Master of Science programmes to build the capacity of postgraduate training in haematology and blood transfusion. The programme was delivered through Muhimbili University of Health and Allied Sciences (MUHAS) with partnership from visiting medical and laboratory staff from the UK and complemented by short-term visits of trainees from Tanzania to Haematology Departments in the UK. The programme had a significant impact on the development of human resources in haematology and blood transfusion, successfully training 17 specialists with a significant influence on delivery of health services and research. This experience shows how a self-sustaining, specialist medical education programme can be developed at low cost within Lower and Middle Income Countries (LMICs) to rapidly enhance delivery of capacity to provide specialist services. PMID:28369755

  15. Accreditation system for technical education programmes in India: A critical review

    NASA Astrophysics Data System (ADS)

    Prasad, G.; Bhar, C.

    2010-05-01

    This paper gives an overview of the Indian technical education system with regard to both its quantitative and qualitative scenario and upholds the value of accreditation in quality improvement and quality assurance of educational programmes. The paper presents a comparison of accreditation systems being followed in some important countries, including India, that are signatories or provisional members of Washington Accord. It also looks into the reasons of the sparse level of accreditation work completed by the National Board of Accreditation (NBA) since its inception. While mentioning strengths of the NBA accreditation system, the paper points out some shortcomings in the policy, self-assessment questionnaire, criteria, weightage assigned to criteria and rating scheme followed by NBA. Some important recommendations have also been made to render the accreditation system more effective and acceptable to various stakeholders of the technical education sector in India.

  16. Accreditation of Engineering Programmes: European Perspectives and Challenges in a Global Context

    ERIC Educational Resources Information Center

    Augusti, Giuliano

    2007-01-01

    The EUR-ACE Socrates-Tempus project (September 2004/March 2006) proposed a decentralized European system for accreditation of engineering programmes in the "Bologna process" area (European Higher Education Area) at the First and Second Cycle (FC and SC) level (but including "Integrated Programmes", i.e. programmes leading…

  17. Strengthening medical education in haematology and blood transfusion: postgraduate programmes in Tanzania.

    PubMed

    Makani, Julie; Lyimo, Magdalena; Magesa, Pius; Roberts, David J

    2017-06-01

    Haematology and blood transfusion, as a clinical and laboratory discipline, has a far-reaching impact on healthcare both through direct patient care as well as provision of laboratory and transfusion services. Improvement of haematology and blood transfusion may therefore be significant in achieving advances in health in Africa. In 2005, Tanzania had one of the lowest distributions of doctors in the world, estimated at 2·3 doctors per 100 000 of population, with only one haematologist, a medical doctor with postgraduate medical education in haematology and blood transfusion. Here, we describe the establishment and impact of a postgraduate programme centred on Master of Medicine and Master of Science programmes to build the capacity of postgraduate training in haematology and blood transfusion. The programme was delivered through Muhimbili University of Health and Allied Sciences (MUHAS) with partnership from visiting medical and laboratory staff from the UK and complemented by short-term visits of trainees from Tanzania to Haematology Departments in the UK. The programme had a significant impact on the development of human resources in haematology and blood transfusion, successfully training 17 specialists with a significant influence on delivery of health services and research. This experience shows how a self-sustaining, specialist medical education programme can be developed at low cost within Lower and Middle Income Countries (LMICs) to rapidly enhance delivery of capacity to provide specialist services. © 2017 John Wiley & Sons Ltd.

  18. The provision of accredited higher education on dementia in six European countries: An exploratory study.

    PubMed

    Hvalič-Touzery, Simona; Skela-Savič, Brigita; Macrae, Rhoda; Jack-Waugh, Anna; Tolson, Debbie; Hellström, Amanda; de Abreu, Wilson; Pesjak, Katja

    2018-01-01

    The World Health Organization has identified developing the knowledge and skills of healthcare professionals who are involved in dementia care as a priority. Most healthcare professionals lack the necessary knowledge, skills and understanding to provide high quality dementia care. While dementia education amongst most UK university health and social care programmes is inconsistent, we know little about the provision of dementia education in European universities. To examine the provision of accredited higher education on dementia in European countries, to illustrate that it is highly variable despite universities being the major provider of education for healthcare professionals internationally. An exploratory research design was used. The providers of higher education undergraduate and postgraduate programmes in the Czech Republic, Portugal, Scotland, Slovenia, Spain, Sweden. Higher Education Institutions who provide undergraduate and postgraduate education in the fields of nursing, medicine, psychology, social work, physiotherapy, occupational therapy, and gerontology in six European countries. The data was collected using a structured questionnaire. Researchers in each country conducted an internet-based search using the websites of Higher Education Institutions to identify existing accredited dementia education. These searches revealed a lack of dementia education in undergraduate health and social care study programmes. Three of the six countries offered postgraduate study programmes on dementia. There was a significant variation amongst the countries in relation to the provision of dementia education at undergraduate, postgraduate and doctoral levels. Dementia is a global challenge and educating and upskilling the workforce is a policy imperative. To deliver the best dementia care, investment in interprofessional evidence-based education is required if we are to respond effectively and compassionately to the needs of people living with dementia and their

  19. Recognition Organisations That Evaluate Agencies Accrediting Medical Education Programmes: "Quis Custodiet Ipsos Custodes?"

    ERIC Educational Resources Information Center

    van Zanten, Marta

    2017-01-01

    The goals of agencies that accredit medical education programmes or institutions are to ensure high quality student experiences and to certify the readiness of graduates to further their training or begin practice as physicians. While accreditation provides a level of legitimacy, the agencies conducting the reviews vary in their organisation,…

  20. Health service accreditation: report of a pilot programme for community hospitals.

    PubMed Central

    Shaw, C. D.; Collins, C. D.

    1995-01-01

    Voluntary accreditation in the United Kingdom is being used by health care providers to improve and market their services and by commissioners to define and monitor service contracts. In a three year pilot scheme in the south west of England, 43 out of 57 eligible community hospitals volunteered to be surveyed; 37 of them were ultimately accredited for up to two years by the hospital accreditation programme. The main causes for non-accreditation related to safety, clinical records, and medical organisation. Follow up visits in 10 hospitals showed that, overall, 69% of recommendations were implemented. An independent survey of participating hospitals showed the perceived benefits to include team building, review of operational policies, improvement of data systems, and the generation of local prestige. Purchasers are increasingly influenced by accreditation status but are mostly unwilling to finance the process directly. None the less, the concept may become an important factor moderating the quality of service in the new NHS. PMID:7711585

  1. Postgraduate Work-Based Learning Programmes in English Higher Education: Exploring Case Studies of Organizational Practice

    ERIC Educational Resources Information Center

    Smith, Paul; Preece, David

    2009-01-01

    The first part of the paper outlines and discusses the nature of work-based learning (WBL) and WBL programmes, and the overall direction of government strategy towards WBL programmes in Higher Education (HE) in England, with particular reference to postgraduate programmes, policy documents, and the WBL literature. Drawing upon case study research,…

  2. Accreditation of Library and Information Science Programmes in the Gulf Cooperation Council Nations

    ERIC Educational Resources Information Center

    Rehman, Sajjad ur

    2012-01-01

    This paper investigates the accreditation possibilities and prospects for the library and information science education programmes located in the six member nations of the Gulf Cooperation Council. This paper has been based on the findings of a study focused on the evaluation practices of these programmes and the perceptions of the leading…

  3. Chinese Postgraduate Choices When Considering a UK Business and Management Programme

    ERIC Educational Resources Information Center

    Manns, Yihan; Swift, Jonathan

    2016-01-01

    This research investigated Chinese students' decision making processes for enrolling on a postgraduate taught business and management programme in a UK university, based on structured interviews, followed by a survey of just over 450 respondents. The validity and reliability of the research instrument were assessed prior to issuing the survey.…

  4. Investigation of the conditions affecting the joining of Hungarian hospitals to an accreditation programme: a cross-sectional study

    PubMed Central

    Margitai, Barnabás; Dózsa, Csaba; Bárdos-Csenteri, Orsolya Karola; Sándor, János; Gáll, Tibor; Gődény, Sándor

    2018-01-01

    Objective Quantitative studies have shown the various benefits for having accreditation in hospitals. However, neither of these explored the general conditions before applying for an accreditation. To close this gap, this study aimed to investigate the possible association between joining an accreditation programme with various hospital characteristics. Design A cross-sectional study was implemented using the databases of the 2013 Hungarian hospital survey and of the Hungarian State Treasury. Setting Public general hospitals in Hungary. Participants The analysis involved 44 public general hospitals, 14 of which joined the preparatory project for a newly developed accreditation programme. Main outcome measures The outcomes included the percentage of compliance in quality management, patient information and identification, internal professional regulation, safe surgery, pressure sore prevention, infection control, the opinions of the heads of quality management regarding the usefulness of quality management and clinical audits, and finally, the total debt of the hospital per bed and per discharged patient. Results According to our findings, the general hospitals joining the preparatory project of the accreditation programme performed better in four of the six investigated activities, the head of quality management had a better opinion on the usefulness of quality management, and both the debt per bed number and the debt per discharged patient were lower than those who did not join. However, no statistically significant differences between the two groups were found in any of the examined outcomes. Conclusions The findings suggest that hospitals applying for an accreditation programme do not differ significantly in characteristics from those which did not apply. This means that if in the future the accredited hospitals become better than other hospitals, then the improvement could be solely contributed to the accreditation. PMID:29391381

  5. Postgraduate Programmes on Environmental Water Resources Engineering and Management in Greek Universities

    ERIC Educational Resources Information Center

    Latinopoulos, Pericles; Angelidis, Panagiotis

    2014-01-01

    The management of complex water problems is nowadays being practised through new ways and approaches. Therefore, water engineers, planners and managers should be appropriately educated through modern undergraduate curricula and by well-designed postgraduate specialisation programmes. Within this framework, a study of the specific characteristics…

  6. Statistics Anxiety among Postgraduate Students

    ERIC Educational Resources Information Center

    Koh, Denise; Zawi, Mohd Khairi

    2014-01-01

    Most postgraduate programmes, that have research components, require students to take at least one course of research statistics. Not all postgraduate programmes are science based, there are a significant number of postgraduate students who are from the social sciences that will be taking statistics courses, as they try to complete their…

  7. An assessment of implementation of Community-Oriented Primary Care in Kenyan family medicine postgraduate medical education programmes

    PubMed Central

    Shabani, Jacob; Taché, Stephanie; Mohamoud, Gulnaz; Mahoney, Megan

    2016-01-01

    Background and objectives Family medicine postgraduate programmes in Kenya are examining the benefits of Community-Oriented Primary Care (COPC) curriculum, as a method to train residents in population-based approaches to health care delivery. Whilst COPC is an established part of family medicine training in the United States, little is known about its application in Kenya. We sought to conduct a qualitative study to explore the development and implementation of COPC curriculum in the first two family medicine postgraduate programmes in Kenya. Method Semi-structured interviews of COPC educators, practitioners, and academic stakeholders and focus groups of postgraduate students were conducted with COPC educators, practitioners and academic stakeholders in two family medicine postgraduate programmes in Kenya. Discussions were transcribed, inductively coded and thematically analysed. Results Two focus groups with eight family medicine postgraduate students and interviews with five faculty members at two universities were conducted. Two broad themes emerged from the analysis: expected learning outcomes and important community-based enablers. Three learning outcomes were (1) making a community diagnosis, (2) understanding social determinants of health and (3) training in participatory research. Three community-based enablers for sustainability of COPC were (1) partnerships with community health workers, (2) community empowerment and engagement and (3) institutional financial support. Conclusions Our findings illustrate the expected learning outcomes and important community-based enablers associated with the successful implementation of COPC projects in Kenya and will help to inform future curriculum development in Kenya. PMID:28155322

  8. Factors affecting implementation of accreditation programmes and the impact of the accreditation process on quality improvement in hospitals: a SWOT analysis.

    PubMed

    Ng, G K B; Leung, G K K; Johnston, J M; Cowling, B J

    2013-10-01

    The objectives of this review were to identify factors that influence implementation of hospital accreditation programmes and to assess the impact of the accreditation process on quality improvement in public hospitals. Two electronic databases, Medline (OvidSP) and PubMed, were systematically searched. "Public hospital", "hospital accreditation", and "quality improvement" were used as the search terms. A total of 348 citations were initially identified. After critical appraisal and study selection, 26 articles were included in the review. The data were extracted and analysed using a SWOT (strengths, weaknesses, opportunities, threats) analysis. Increased staff engagement and communication, multidisciplinary team building, positive changes in organisational culture, and enhanced leadership and staff awareness of continuous quality improvement were identified as strengths. Weaknesses included organisational resistance to change, increased staff workload, lack of awareness about continuous quality improvement, insufficient staff training and support for continuous quality improvement, lack of applicable accreditation standards for local use, and lack of performance outcome measures. Opportunities included identification of improvement areas, enhanced patient safety, additional funding, public recognition, and market advantage. Threats included opportunistic behaviours, funding cuts, lack of incentives for participation, and a regulatory approach to mandatory participation. By relating the findings to the operational issues of accreditation, this review discussed the implications for successful implementation and how accreditation may drive quality improvement. These findings have implications for various stakeholders (government, the public, patients and health care providers), when it comes to embarking on accreditation exercises.

  9. Enabling Connections in Postgraduate Supervision for an Applied eLearning Professional Development Programme

    ERIC Educational Resources Information Center

    Donnelly, Roisin

    2013-01-01

    This article describes the practice of postgraduate supervision on a blended professional development programme for academics, and discusses how connectivism has been a useful lens to explore a complex form of instruction. By examining the processes by which supervisors and their students on a two-year part-time masters in Applied eLearning…

  10. CPSP/HSE Postgraduate Overseas Rotational Programme: Residents' Perspective.

    PubMed

    Gondal, Khalid Masood; Iqbal, Uzma; Arif, Seema; Ahmed, Arslan; Khan, Umair Ahmed

    2016-04-01

    To get direct upward feedback from the residents of first batch of CPSP/HSE Postgraduate Scholarship Programme. Mixed methods qualitative research study. CPSP, Regional Office, Lahore, in June 2015. It is a mixed-method study that was conducted in June, 2015. Data was collected through an email survey with 33 medical residents doing their rotation in Ireland; and focus group discussions were carried out with 8 residents, who had successfully completed their rotation. Data were collected through pre-designed questionnaires comprising of open- and close-ended questions. The data were entered into SPSS version 21 and analyzed. The mean age of residents was 29.9 ±1.1 years, 7 (21.2%) were females and 24 (72.7%) respondents were males. Residents agreed that HSE programme has improved their evidence-based decision making (mean score of 3.3 ±1.2) and enhanced professionalism (mean score of 3.6 ±1.1). They disagreed that training has polished their procedural skills (mean score 2.4 ±1.2). The identified strengths of the programme are: adopting a systematic approach towards patients, evidence-based decision making, better exposure and opportunities, financial stability and development of communication skills. The weaknesses are: less exposure to procedural skills, difficulty in synopsis and dissertation writing and difficulty in adjustment with rotational schedules. Residents of CPSP/HSE Programme believed that CPSP/HSE has improved their professionalism, communication skills and increased their future opportunities for career growth. Better communication between CPSP focal person and residents will help sort out many minor but important issues.

  11. The motivation to learn: efficacy and relevance of the Oswestry postgraduate orthopaedic training programme.

    PubMed Central

    Morgan-Jones, R. L.; Wade, R.; Richardson, J. B.

    1998-01-01

    The efficacy and relevance of medical education has come under increased scrutiny in recent years. The shortening of basic surgical training and the introduction of 'seamless' higher surgical training has placed greater emphasis on the quality of education provided/facilitated by trainers. Additionally, study leave budgets are under increasing pressure from trainees wishing to attend courses or conferences, and regional postgraduate deans who wish to see a proportionally greater amount of training on an 'in-house' basis. Against this background we have reviewed the learning opportunities available on the Oswestry postgraduate programme to see if these opportunities provide adequate motivation to learn for the trainee. PMID:9771229

  12. Mapping the Structure of MBA (AMBA-Accredited) Programmes in the UK and France

    ERIC Educational Resources Information Center

    Paucar-Caceres, Alberto

    2008-01-01

    Purpose: The purpose of the paper is to determine possible grouping of similar MBA programmes offered by 45 British and French business schools accredited by the Association of Master Business Administration (AMBA) as of January 2006. Design/methodology/approach: The study uses the statistical co-plot method reported in a similar study of leading…

  13. Introduction of formal debate into a postgraduate specialty track education programme in periodontics in Japan.

    PubMed

    Saito, A; Fujinami, K

    2011-02-01

    To evaluate the formal debate as an active learning strategy within a postgraduate specialty track education programme in periodontics. A formal debate was implemented as an active learning strategy in the programme. The participants were full-time faculty, residents and dentists attending special courses at a teaching hospital in Japan. They were grouped into two evenly matched opposing teams, judges and audience. As a preparation for the debate, the participants attended a lecture on critical thinking. At the time of debate, each team provided a theme report with a list of references. Performances and contents of the debate were evaluated by the course instructors and audience. Pre- and post-debate testing was used to assess the participants' objective knowledge on clinical periodontology. Evaluation of the debate by the participants revealed that scores for criteria, such as presentation performance, response with logic and rebuttal effectiveness were relatively low. Thirty-eight per cent of the participants demonstrated higher test scores after the debate, although there was no statistically significant difference in the mean scores between pre- and post-tests. At the end of the debate, vast majority of participants recognised the significance and importance of the formal debate in the programme. It was suggested that the incorporation of the formal debate could serve as an educational tool for the postgraduate specialty track programme. © 2011 John Wiley & Sons A/S.

  14. The future of postgraduate training.

    PubMed

    Walsh, Kieran

    2014-01-01

    Improvements to postgraduate training have included newly designed postgraduate curricula, new forms of delivery of learning, more valid and reliable assessments, and more rigorous evaluation of training programmes. All these changes have been necessary and have now started to settle in. Now therefore is an appropriate time to look to the future of postgraduate training. Predicting the future is difficult in any course of life-however an examination of recent trends is often a good place to start. In this regard the recent trend to start to produce more doctors and healthcare professionals of the type that the population needs is likely to continue for some time to come. Medical education will also need to be more flexible in the future. The more flexible that training programmes are, the more likely that we will have experts that are sufficiently flexible to meet a range of different challenges throughout the rest of their careers. Medical education will also become more seamless in the future (at present there are probably too many major milestones and transitions in medical education). In the future educators will make much more use of technology enhanced learning, e-learning and simulation in postgraduate medical education. There will also be more pressure on postgraduate training programmes to offer value for money and to be able to demonstrate such value for money. Postgraduate medical education of the future will also be a more personalised and adaptive experience. It will be far more based on learners' individual needs and will be more responsive to those needs. Lastly postgraduate education will be much more closely supervised than it has been in the past. A common theme running through these changes will be patient centredness. This will mean safer training programmes that produce the type of doctors that patients and populations need.

  15. Accreditation of residency training in the US.

    PubMed Central

    Armbruster, J. S.

    1996-01-01

    In the US, accreditation and certification of residency training are functions of separate public sector agencies. Accrediting decisions are made directly by 26 Residency Review Committees, which represent the primary medical specialties and function under the authority of the Accreditation Council for Graduate Medical Education. The accrediting bodies may consider only educational issues and are prohibited by the government from controlling physician supply. Only the programme, not the institution in which it is conducted, is accredited. The US residency is a structured educational programme that is expected to provide comparable experience to all enrolled residents. Length of training may vary from two to six years depending on the specialty. Additional training may be obtained in subspecialty programmes, which are subsets of the primary specialty residencies and are also reviewed for accreditation. These have increased in significant number in recent years as subspecialisation has proliferated in the US. PMID:8935597

  16. Factors Affecting the Impact of Teacher Education Programmes on Teacher Preparedness: Implications for Accreditation Policy

    ERIC Educational Resources Information Center

    Ingvarson, Lawrence; Beavis, Adrian; Kleinhenz, Elizabeth

    2007-01-01

    The purpose of this study was to provide guidance to policy-makers about the standards that might be appropriate for accrediting teacher education programmes. The study was commissioned by the Victorian Institute of Teaching (VIT), a statutory body established in 2001 by the Victorian state government with responsibility for the registration…

  17. Neurology expertise and postgraduate training programmes in the Arab world: a survey.

    PubMed

    Benamer, Hani T S

    2010-01-01

    Neurological disorders are increasingly recognised as a major public health problem, especially in the developing world. Having adequate neurology expertise to tackle this issue is essential. A 17-item survey was conducted to gather information about the number, training and location of neurologists and supportive facilities available to them in the 16 middle- and high-income Arab countries. Data about the availability of postgraduate training programmes was collected. Surveys were returned from all targeted countries. The population per neurologist ranges from 35,000 to just over two million, and the most neurologists are based in large cities. Most of the practising neurologists had received extensive training in neurology and/or passed specialty exams. The majority had all or part of their training abroad. Neuro-radiological and neuro-physiological investigations are generally available in most surveyed countries but neuro-genetics and neuro-immunology services are lacking. Neurology training programmes are available in ten Arab countries with a total of 504-524 trainees. The availability of neurologists, supportive services and training programmes varies between Arab countries. Further development of neurology expertise and local training programmes are needed. Copyright 2010 S. Karger AG, Basel.

  18. Do Accredited Undergraduate Accounting Programmes in Australia Meet the Needs and Expectations of the Accounting Profession?

    ERIC Educational Resources Information Center

    Bayerlein, Leopold; Timpson, Mel

    2017-01-01

    Purpose: The purpose of this paper is to assess the overall alignment of undergraduate accounting degree programmes from all Certified Practicing Accountants Australia and Chartered Accountants Australia and New Zealand accredited higher education providers in Australia with the profession's minimum educational expectations (MEEs).…

  19. Professional Field in the Accreditation Process: Examining Information Technology Programmes at Dutch Universities of Applied Sciences

    ERIC Educational Resources Information Center

    Frederik, Hans; Hasanefendic, Sandra; van der Sijde, Peter

    2017-01-01

    In this paper, we analyse 53 Dutch accreditation reports in the field of information technology to assess the mechanisms of the reported involvement of the professional field in the undergraduate programmes of universities of applied sciences. The results of qualitative content analysis reveal a coupling effect in reporting on mechanisms of…

  20. From Theory to Practice: Beginner Teachers' Experiences of the Rigour of the Postgraduate Certificate in Education Programme

    ERIC Educational Resources Information Center

    Nomlomo, Vuyokazi; Sosibo, Zilungile

    2016-01-01

    This article focuses on how recent graduates perceive the rigour of the Postgraduate Certificate in Education (PGCE) initial teacher education (ITE) programme. The article is based on qualitative data collected from a purposely selected sample of 19 beginner teachers who graduated from two higher education institutions that offer PGCE programmes…

  1. Challenges of Designing Interdisciplinary Postgraduate Curricula: Case Studies of Interdisciplinary Master's Programmes at a Research-Intensive UK University

    ERIC Educational Resources Information Center

    Gantogtokh, Orkhon; Quinlan, Kathleen M.

    2017-01-01

    This study, based on case study analyses of two interdisciplinary programmes in a research-intensive university in the UK, focuses on the challenges involved in designing, coordinating, and leading interdisciplinary postgraduate curricula, including workload, student heterogeneity, and difficulties in achieving coherence. Solutions and approaches…

  2. Evaluation of current Australian health service accreditation processes (ACCREDIT-CAP): protocol for a mixed-method research project.

    PubMed

    Hinchcliff, Reece; Greenfield, David; Moldovan, Max; Pawsey, Marjorie; Mumford, Virginia; Westbrook, Johanna Irene; Braithwaite, Jeffrey

    2012-01-01

    Accreditation programmes aim to improve the quality and safety of health services, and have been widely implemented. However, there is conflicting evidence regarding the outcomes of existing programmes. The Accreditation Collaborative for the Conduct of Research, Evaluation and Designated Investigations through Teamwork-Current Accreditation Processes (ACCREDIT-CAP) project is designed to address key gaps in the literature by evaluating the current processes of three accreditation programmes used across Australian acute, primary and aged care services. The project comprises three mixed-method studies involving documentary analyses, surveys, focus groups and individual interviews. Study samples will comprise stakeholders from across the Australian healthcare system: accreditation agencies; federal and state government departments; consumer advocates; professional colleges and associations; and staff of acute, primary and aged care services. Sample sizes have been determined to ensure results allow robust conclusions. Qualitative information will be thematically analysed, supported by the use of textual grouping software. Quantitative data will be subjected to a variety of analytical procedures, including descriptive and comparative statistics. The results are designed to inform health system policy and planning decisions in Australia and internationally. The project has been approved by the University of New South Wales Human Research Ethics Committee (approval number HREC 10274). Results will be reported to partner organisations, healthcare consumers and other stakeholders via peer-reviewed publications, conference and seminar presentations, and a publicly accessible website.

  3. [The significance of hierarchy in postgraduate education].

    PubMed

    Rupprecht, H

    1999-01-01

    There are structures of hierarchy in the postgraduate education. The postgraduate education is organized as a programme the young doctor has to absolve. The instruction and the control of the implementation of that programme must be carried out by a competent and experienced older physician, who is responsible for the correctness of that, the young doctor has to learn in his postgraduate education. The older physician unequivocally is integrated in the hierarchy above the young doctor legitimated by his knowledge, his experience and his personality. The hierarchy demonstrates itself as an indication of the moral integrity of the community and of each only individual.

  4. The National Accreditation Board for Hospital and Health Care Providers accreditation programme in India.

    PubMed

    Gyani, Girdhar J; Krishnamurthy, B

    2014-01-01

    Quality in health care is important as it is directly linked with patient safety. Quality as we know is driven either by regulation or by market demand. Regulation in most developing countries has not been effective, as there is shortage of health care providers and governments have to be flexible. In such circumstances, quality has taken a back seat. Accreditation symbolizes the framework for quality governance of a hospital and is based on optimum standards. Not only is India establishing numerous state of the art hospitals, but they are also experiencing an increase in demand for quality as well as medical tourism. India launched its own accreditation system in 2006, conforming to standards accredited by ISQua. This article shows the journey to accreditation in India and describes the problems encountered by hospitals as well as the benefits it has generated for the industry and patients.

  5. Post-graduate education for medical specialists focused on patients with medically unexplained physical symptoms; development of a communication skills training programme.

    PubMed

    Weiland, Anne; Blankenstein, Annette H; Willems, Mariëtte H A; Van Saase, Jan L C M; Van der Molen, Henk T; Van Dulmen, Alexandra M; Arends, Lidia R

    2013-09-01

    Stepwise description of the development of a post-graduate communication skills training programme for medical specialists focused on patients with medically unexplained physical symptoms (MUPS) to improve specialist interaction with MUPS patients. Using the 'intervention mapping approach' we accomplished a needs assessment (literature study and pilot) to formulate intervention objectives and identify methods and techniques for a MUPS-focused communication skills training programme for medical specialists. A 14-h training programme which consists of experiential learning, role-play and feedback. Using skills from Cognitive Behavioural Therapy, medical specialists are stimulated to explore interrelating factors that reinforce symptoms, to reassure patients effectively and to provide plausible and understandable explanations for MUPS. Dealing with complex referrals and informing GPs properly are also practiced. By applying the 'intervention mapping approach' we were able to create a feasible and promising intervention to improve specialist interaction with MUPS patients. Intervention effects are currently being assessed in a randomized controlled trial. If the RCT demonstrates sufficient effectiveness and efficiency of the MUPS focused communication skills training programme for medical specialists the intervention could be embedded in post-graduate education of medical specialists and residents. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  6. Assessment and Accreditation for Languages: The Emerging Consensus?

    ERIC Educational Resources Information Center

    Hubner, Anke, Ed.; Ibarz, Toni, Ed.; Laviosa, Sara, Ed.

    Chapter titles include the following: "Language Teaching, Accreditation and the Social Purpose of Adult Education" (Liam Kane); "Student Attitudes to Learning, Assessment and Accreditation" (Fran Beaton); "Assessment on a Fully Accredited Open Language Programme: Achieving Beneficial Backwash in a Standardised Scheme" (Dounia Bissar); "Introducing…

  7. Mentoring portfolio use in undergraduate and postgraduate medical education.

    PubMed

    Dekker, Hanke; Driessen, Erik; Ter Braak, Edith; Scheele, Fedde; Slaets, Joris; Van Der Molen, Thys; Cohen-Schotanus, Janke

    2009-10-01

    Mentoring is widely acknowledged as being crucial for portfolio learning. The aim of this study is to examine how mentoring portfolio use has been implemented in undergraduate and postgraduate settings. The results of interviews with six key persons involved in setting up portfolio use in medical education programmes were used to develop a questionnaire, which was administered to 30 coordinators of undergraduate and postgraduate portfolio programmes in the Netherlands and Flanders. The interviews yielded four main aspects of the portfolio mentoring process--educational aims, individual meetings, small group sessions and mentor characteristics. Based on the questionnaire data, 16 undergraduate and 14 postgraduate programmes were described. Providing feedback and stimulating reflection were the main objectives of the mentoring process. Individual meetings were the favourite method for mentoring (26 programmes). Small group sessions to support the use of portfolios were held in 16 programmes, mostly in the undergraduate setting. In general, portfolio mentors were clinically qualified academic staff trained for their mentoring tasks. This study provides a variety of practical insights into implementing mentoring processes in portfolio programmes.

  8. The Use of MOOCs in Transnational Higher Education for Accreditation of Prior Learning, Programme Delivery, and Professional Development

    ERIC Educational Resources Information Center

    Annabi, Carrie Amani; Wilkins, Stephen

    2016-01-01

    Purpose: The purpose of this paper is to investigate how, and the extent to which, massive open online courses (MOOCs) might be used in the accreditation of students' prior learning, in programme delivery at international branch campuses, and for lecturers' professional development (PD) in transnational higher education.…

  9. Students' experiences of blended learning across a range of postgraduate programmes.

    PubMed

    Smyth, Siobhan; Houghton, Catherine; Cooney, Adeline; Casey, Dympna

    2012-05-01

    The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education. Copyright © 2011 Elsevier Ltd. All rights reserved.

  10. Peer Review and the Dilemmas of Quality Control in Programme Accreditation in South African Higher Education: Challenges and Possibilities

    ERIC Educational Resources Information Center

    Cross, Michael; Naidoo, Devika

    2011-01-01

    The paper scrutinises the dynamics and the nature of peer review in the programme evaluation and accreditation process within the context of diverse individual and institutional legacies in South Africa. It analyses the peer review process and highlights the contestation at political, policy and epistemological levels. The paper argues that,…

  11. The Contribution of Professional Accreditation to Quality Assurance in Higher Education

    ERIC Educational Resources Information Center

    de Paor, Cathal

    2016-01-01

    This article examines the extent to which the professional accreditation of professional higher education programmes can complement other quality assurance endeavours being carried out. An analysis of a sample of professional accreditation reports for pharmacy education programmes in Ireland provides insight into the priorities of the regulatory…

  12. An Exploration of Student Teachers' Perspectives at the Start of a Post-Graduate Master's Programme on Inclusive and Special Education

    ERIC Educational Resources Information Center

    Kamenopoulou, Leda; Buli-Holmberg, Jorun; Siska, Jan

    2016-01-01

    In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the…

  13. Towards a Whole-School Approach to the Pastoral Care Module in a Postgraduate Certificate of Education Programme: A South African Experience

    ERIC Educational Resources Information Center

    Schoeman, Sonja

    2015-01-01

    This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners' academic engagement and performance. A non-experimental survey research…

  14. Professionalism in Career Guidance and Counselling--How Professional Do Trainee Career Practitioners Feel at the End of a Postgraduate Programme of Study?

    ERIC Educational Resources Information Center

    Allan, Graham; Moffett, Janet

    2016-01-01

    This paper explores the extent to which students on a vocational postgraduate programme identify with characteristics and competences that define a professional career guidance and counselling practitioner. Literature suggests professionalism in careers work is characterised by a focus on the needs of the client with the practitioner in a…

  15. The Impact of Postgraduate Studies on the Teachers' Practice

    ERIC Educational Resources Information Center

    Ion, Georgeta; Iucu, Romita

    2016-01-01

    This paper analyses the perceptions of teachers involved in postgraduate studies of the importance of their study programme for their profession, describes the benefits of postgraduate studies for their practice and examines the strategies used to enhance the impact research they undertake on their teaching. A questionnaire was administered to 161…

  16. The effect of dual accreditation on family medicine residency programs.

    PubMed

    Mims, Lisa D; Bressler, Lindsey C; Wannamaker, Louise R; Carek, Peter J

    2015-04-01

    In 1985, the American Osteopathic Association (AOA) Board of Trustees agreed to allow residency programs to become dually accredited by the AOA and Accreditation Council for Graduate Medical Education (ACGME). Despite the increase in such programs, there has been minimal research comparing these programs to exclusively ACGME-accredited residencies. This study examines the association between dual accreditation and suggested markers of quality. Standard characteristics such as regional location, program structure (community or university based), postgraduate year one (PGY-1) positions offered, and salary (PGY-1) were obtained for each residency program. In addition, the faculty to resident ratio in the family medicine clinic and the number of half days residents spent in the clinic each week were recorded. Initial Match rates and pass rates of new graduates on the ABFM examination from 2009 to 2013 were also obtained. Variables were analyzed using chi-square and Student's t test. Logistic regression models were then created to predict a program's 5-year aggregate initial Match rate and Board pass rate in the top tertile as compared to the lowest tertile. Dual accreditation was obtained by 117 (27.0%) of programs. Initial analyses revealed associations between dually accredited programs and mean year of initial ACGME program accreditation, regional location, program structure, tracks, and alternative medicine curriculum. When evaluated in logistic regression, dual accreditation status was not associated with Match rates or ABFM pass rates. By examining suggested markers of program quality for dually accredited programs in comparison to ACGME-only accredited programs, this study successfully established both differences and similarities among the two types.

  17. Hospital accreditation: staff experiences and perceptions.

    PubMed

    Bogh, Søren Bie; Blom, Ane; Raben, Ditte Caroline; Braithwaite, Jeffrey; Thude, Bettina; Hollnagel, Erik; Plessen, Christian von

    2018-06-11

    Purpose The purpose of this paper is to understand how staff at various levels perceive and understand hospital accreditation generally and in relation to quality improvement (QI) specifically. Design/methodology/approach In a newly accredited Danish hospital, the authors conducted semi-structured interviews to capture broad ranging experiences. Medical doctors, nurses, a quality coordinator and a quality department employee participated. Interviews were audio recorded and subjected to framework analysis. Findings Staff reported that The Danish Healthcare Quality Programme affected management priorities: office time and working on documentation, which reduced time with patients and on improvement activities. Organisational structures were improved during preparation for accreditation. Staff perceived that the hospital was better prepared for new QI initiatives after accreditation; staff found disease specific requirements unnecessary. Other areas benefited from accreditation. Interviewees expected that organisational changes, owing to accreditation, would be sustained and that the QI focus would continue. Practical implications Accreditation is a critical and complete hospital review, including areas that often are neglected. Accreditation dominates hospital agendas during preparation and surveyor visits, potentially reducing patient care and other QI initiatives. Improvements are less likely to occur in areas that other QI initiatives addressed. Yet, accreditation creates organisational foundations for future QI initiatives. Originality/value The authors study contributes new insights into how hospital staff at different organisational levels perceive and understand accreditation.

  18. A certification/accreditation model for Haemophilia Centres in Italy

    PubMed Central

    Mannucci, Pier Mannuccio; Menichini, Ivana

    2014-01-01

    Background The Italian Association of Haemophilia Centres has developed a voluntary programme of professional accreditation of Haemophilia Centres, run by its members. Participation in the programme, which aims to foster staff involvement in clinical governance, includes both medical personnel and nurses. Materials and methods Accreditation is awarded provided the candidate Haemophilia Centre is able to adhere to a pre-established set of quality standards and meet a number of clinical and organisational requirements, previously defined on the basis of evidence-based medicine. Self-evaluation is the first step in the programme, followed by a site visit by a team of peer professionals experienced in quality auditing. Results The programme has so far involved 21 Italian Haemophilia Centres. The comparison between self- and peer-evaluation revealed less discrepancies for disease-related than for organisational requirements, the latter being met to a lesser degree by most Haemophilia Centres. Discussion This programme of professional accreditation developed by the Italian Association of Haemophilia Centres has the potential to describe, monitor and improve clinical and organisational performances in the management of patients with haemophilia and allied inherited coagulation disorders. It should also be seen as a contribution to the implementation of the strategy for improving professional governance in Haemophilia Centres. PMID:24922289

  19. Peer mentoring: evaluation of a novel programme in paediatrics

    PubMed Central

    Eisen, Sarah; Sukhani, Seema; Brightwell, Alex; Stoneham, Sara; Long, Andrew

    2014-01-01

    Background Mentoring is important for personal and professional development of doctors. Peer mentoring is a core skill in the UK paediatric postgraduate curriculum. However, there is a paucity of peer mentoring programmes aimed at postgraduate doctors in training (postgraduate trainees), and there are no such schemes within paediatrics described in the literature. We developed a regional peer mentoring programme for postgraduate trainees in paediatrics to assess demand and need for peer mentoring and to explore the benefits for both peer mentees and mentors. Programme design Junior postgraduate trainees, randomly selected from volunteers, received peer mentoring from more senior trainees for 1 year. Peer mentors were selected by competitive application and undertook tailored training followed by an experiential learning programme. The programme was evaluated using structured questionnaires. Results 90% (76/84) of first-year postgraduate trainees in paediatrics applied to participate, demonstrating high demand. 18 peer mentor–mentee pairs were matched. Peer mentors and mentees reported high satisfaction rates, acquisition of new and transferable skills and changed behaviours. All peer mentors intended to use the skills in their workplace and, later, as an educational supervisor. Conclusions Our programme represents a novel approach to meeting the demonstrated demand and the curriculum requirement for peer mentoring, and enabled peer mentors and mentees to develop a valuable and versatile skill set. To our knowledge, it is the first such programme in paediatrics and provides a feasibility model that may be adapted locally to allow education providers to offer this important experience to postgraduate trainees. PMID:24152570

  20. Peer mentoring: evaluation of a novel programme in paediatrics.

    PubMed

    Eisen, Sarah; Sukhani, Seema; Brightwell, Alex; Stoneham, Sara; Long, Andrew

    2014-02-01

    Mentoring is important for personal and professional development of doctors. Peer mentoring is a core skill in the UK paediatric postgraduate curriculum. However, there is a paucity of peer mentoring programmes aimed at postgraduate doctors in training (postgraduate trainees), and there are no such schemes within paediatrics described in the literature. We developed a regional peer mentoring programme for postgraduate trainees in paediatrics to assess demand and need for peer mentoring and to explore the benefits for both peer mentees and mentors. Junior postgraduate trainees, randomly selected from volunteers, received peer mentoring from more senior trainees for 1 year. Peer mentors were selected by competitive application and undertook tailored training followed by an experiential learning programme. The programme was evaluated using structured questionnaires. 90% (76/84) of first-year postgraduate trainees in paediatrics applied to participate, demonstrating high demand. 18 peer mentor-mentee pairs were matched. Peer mentors and mentees reported high satisfaction rates, acquisition of new and transferable skills and changed behaviours. All peer mentors intended to use the skills in their workplace and, later, as an educational supervisor. Our programme represents a novel approach to meeting the demonstrated demand and the curriculum requirement for peer mentoring, and enabled peer mentors and mentees to develop a valuable and versatile skill set. To our knowledge, it is the first such programme in paediatrics and provides a feasibility model that may be adapted locally to allow education providers to offer this important experience to postgraduate trainees.

  1. Evaluating the effect of Japan's 2004 postgraduate training programme on the spatial distribution of physicians.

    PubMed

    Sakai, Rie; Tamura, Hiroshi; Goto, Rei; Kawachi, Ichiro

    2015-01-24

    In 2004, the Japanese government permitted medical graduates for the first time to choose their training location directly through a national matching system. While the reform has had a major impact on physicians' placement, research on the impact of the new system on physician distribution in Japan has been limited. In this study, we sought to examine the determinants of physicians' practice location choice, as well as factors influencing their geographic distribution before and after the launch of Japan's 2004 postgraduate medical training programme. We analyzed secondary data. The dependent variable was the change in physician supply at the secondary tier of medical care in Japan, a level which is roughly comparable to a Hospital Service Area in the US. Physicians were categorized into two groups according to the institutions where they practiced; specifically, hospitals and clinics. We considered the following predictors of physician supply: ratio of physicians per 1,000 population (physician density), age-adjusted mortality, as well as measures of residential quality. Ordinary least-squares regression models were used to estimate the associations. A coefficient equality test was performed to examine differences in predictors before and after 2004. Baseline physician density showed a positive association with the change in physician supply after the launch of the 2004 programme (P-value < .001), whereas no such effect was found before 2004. Urban locations were inversely associated with the change in physician supply before 2004 (P-value = .026), whereas a positive association was found after 2004 (P-value < .001). Urban location and area-level socioeconomic status were positively correlated with the change in hospital physician supply after 2004 (P-values < .001 for urban centre, and .025 for area-level socioeconomic status), even though in the period prior to the 2004 training scheme, urban location was inversely associated with the change in physician supply

  2. Postgraduate Educational Practice in Australian Geography: Change and Stasis

    ERIC Educational Resources Information Center

    Fincher, Ruth

    2012-01-01

    Within Australia most Departments of Geography have been merged with programmes in Environmental Studies or Earth Sciences, and have been cast as multidisciplinary contributors to the increasingly vocational concerns of universities. One outcome is that named Geography programmes for postgraduates are not growing in institutional prominence in…

  3. Postgraduate education for nurses: the Middlesex model.

    PubMed

    Caldwell, K

    2001-04-01

    Nurse education has been subject to many changes and much debate and criticism over recent years. What has become increasingly evident is that with the changing nature of nursing within society, nursing curricula have to be more flexible and dynamic if they are to meet a multiplicity of needs. There is also a need to recognize that many levels of curricula will be required to prepare the nurses of the future. At Middlesex University the development of specialist practice programmes at postgraduate diploma level, and preparation of nurses for a higher level of practice at masters level has required the development of a new curriculum model which allows both the individualization of academic programmes to meet the needs of nurses, their clients and the organization in which they work, and the integration of development and learning through practice. This model is built on the results of an evaluation of an existing postgraduate programme in interprofessional health care. Key features of the curriculum development include a structured collaboration between student, practice mentor and academic supervisor, and the use of a professional development portfolio to individualize the academic programme and facilitate autonomous learning. Copyright 2001 Harcourt Publishers Ltd.

  4. International recognition of basic medical education programmes.

    PubMed

    Karle, Hans

    2008-01-01

    This document aims to formulate a World Federation for Medical Education (WFME) policy and to open debate on the subject on international recognition of basic medical education institutions and programmes. We carried out a systematic review of international quality assurance of medical education and recognition methodology, including accreditation procedures and alternative quality assurance methods, with a focus on the role of the WFME in international recognition of basic medical education programmes. In order to further the intentions of the WFME, the Federation will: continue its activity to establish new Global Directories of Health Professions Education Institutions (GDHPEI); set up a planning working group to prepare the work of the international advisory committee for GDHPEI; develop a database of relevant accrediting and recognising agencies; continue its project on the promotion of proper national accreditation; establish a working group to develop principles to be used in the evaluation of medical schools and other health professions education institutions and their programmes for the purpose of international recognition, especially when proper accreditation is not feasible, and work with partners on training programmes for advisors and assessors. The new directory for medical schools, which will include qualitative information about basic medical education programmes, will provide a basis for the meta-recognition of medical schools' programmes by stimulating the establishment of national accreditation systems and other quality assurance instruments.

  5. A novel method of assessing quality of postgraduate psychiatry training: experiences from a large training programme.

    PubMed

    Bizrah, Mukhtar; Iacoponi, Eduardo; Parker, Elizabeth; Rymer, Janice; Iversen, Amy; Wessely, Simon

    2013-06-14

    Most assessments of the quality of postgraduate training are based on anonymised questionnaires of trainees. We report a comprehensive assessment of the quality of training at a large postgraduate psychiatry training institute using non-anonymised face-to-face interviews with trainees and their trainers. Two consultant psychiatrists interviewed 99 trainees and 109 trainers. Scoring of interview responses was determined by using a pre-defined criteria. Additional comments were recorded as free text. Interviews covered 13 domains, including: Clinical, teaching, research and management opportunities, clinical environment, clinical supervision, adequacy of job description, absence of bullying and job satisfaction. Multiple interview domain scores were combined, generating a 'Combined' score for each post. The interview response rate was 97% for trainers 88% for trainees. There was a significant correlation between trainee and trainer scores for the same interview domains (Pearson's r = 0.968, p< 0.001). Overall scores were significantly higher for specialist psychiatry posts as compared to general adult psychiatry posts (Two tailed t-test, p < 0.001, 95% CI: -0.398 to -0.132), and significantly higher for liaison psychiatry as compared to other specialist psychiatry posts (t-test: p = 0.038, 95% CI: -0.3901, -0.0118). Job satisfaction scores of year 1 to year 3 core trainees showed a significant increase with increasing seniority (Linear regression coefficient = 0.273, 95% CI: 0.033 to 0.513, ANOVA p= 0.026). This in-depth examination of the quality of training on a large psychiatry training programme successfully elicited strengths and weakness of our programme. Such an interview scheme could be easily implemented in smaller schemes and may well provide important information to allow for targeted improvement of training. Additionally, trends in quality of training and job satisfaction amongst various psychiatric specialities were identified; specifically speciality

  6. Stress and burnout in postgraduate dental education.

    PubMed

    Divaris, K; Polychronopoulou, A; Taoufik, K; Katsaros, C; Eliades, T

    2012-02-01

    High levels of stress and burnout have been documented among dental students and practicing dentists, but evidence among dental residents and postgraduate students is lacking. Ninety-nine postgraduate students enrolled in clinical, non-clinical and PhD programmes in the Athens University School of Dentistry completed the Graduate Dental Environment Stress (GDES) questionnaire and the Maslach Burnout Inventory. Perceived stress was measured in two domains, academic (GDES-A) and clinical (GDES-C) and burnout was measured using the scales of emotional exhaustion (EE), depersonalisation (DP) and personal accomplishment (PA). Analyses relied on descriptive, univariate and multivariate methods based on ANOVA and generalised linear models. Participants' mean age was 30 years; two-thirds were women and practised dentistry independently of their graduate studies. Residents in clinical programmes reported significantly higher levels of perceived stress compared to non-clinical and PhD students (P<0.05). There were no gender differences in perceived stress. Forty per cent of respondents were burnout 'cases' on the EE scale, while this proportion was 38% for reduced PA and smaller, 13% for DP. Perceived stress was positively correlated with all burnout dimensions, whereas independent dental practice and higher age had a protective effect. High rates of burnout manifestations were detected among this sample of Greek postgraduate dental students. Perceived stress correlated with burnout and was more pronounced among those enrolled in clinical residency compared to non-clinical and PhD programmes. © 2011 John Wiley & Sons A/S.

  7. Marathon Running, Accreditation of Study Programmes and Professional Development in Consultancies: Are They All about the Same? A Cognitive Perspective on Transfer of Training

    ERIC Educational Resources Information Center

    Gruber, Hans

    2013-01-01

    Three challenges are presented which address problems of transfer of training: running marathon, accreditation of study programmes, professional development in consultancies. It is discussed in-how-far and why different approaches to transfer of training stress commonalities or differences between these challenges. The results are used to analyse…

  8. EC4 European Syllabus for Post-Graduate Training in Clinical Chemistry and Laboratory Medicine: version 3 - 2005.

    PubMed

    Zerah, Simone; McMurray, Janet; Bousquet, Bernard; Baum, Hannsjorg; Beastall, Graham H; Blaton, Vic; Cals, Marie-Josèphe; Duchassaing, Danielle; Gaudeau-Toussaint, Marie-Françoise; Harmoinen, Aimo; Hoffmann, Hans; Jansen, Rob T; Kenny, Desmond; Kohse, Klaus P; Köller, Ursula; Gobert, Jean-Gérard; Linget, Christine; Lund, Erik; Nubile, Giuseppe; Opp, Matthias; Pazzagli, Mario; Pinon, Georges; Queralto, José M; Reguengo, Henrique; Rizos, Demetrios; Szekeres, Thomas; Vidaud, Michel; Wallinder, Hans

    2006-01-01

    The EC4 Syllabus for Postgraduate Training is the basis for the European Register of Specialists in Clinical Chemistry and Laboratory Medicine. The syllabus: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. The syllabus is not primarily meant to be a training guide, but on the basis of the overview given (common minimal programme), national societies should formulate programmes that indicate where knowledge and experience is needed. The main points of this programme are: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. Knowledge in biochemistry, haematology, immunology, etc.; Pre-analytical conditions; Evaluation of results; Interpretations (post-analytical phase); Laboratory management; and Quality insurance management. The aim of this version of the syllabus is to be in accordance with the Directive of Professional Qualifications published on 30 September 2005. To prepare the common platforms planned in this directive, the disciplines are divided into four categories: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. Knowledge in biochemistry, haematology, immunology, etc.; Pre-analytical conditions; Evaluation of results; Interpretations (post-analytical phase); Laboratory

  9. Developing a customised approach for strengthening tuberculosis laboratory quality management systems toward accreditation

    PubMed Central

    Trollip, Andre; Erni, Donatelle; Kao, Kekeletso

    2017-01-01

    Background Quality-assured tuberculosis laboratory services are critical to achieve global and national goals for tuberculosis prevention and care. Implementation of a quality management system (QMS) in laboratories leads to improved quality of diagnostic tests and better patient care. The Strengthening Laboratory Management Toward Accreditation (SLMTA) programme has led to measurable improvements in the QMS of clinical laboratories. However, progress in tuberculosis laboratories has been slower, which may be attributed to the need for a structured tuberculosis-specific approach to implementing QMS. We describe the development and early implementation of the Strengthening Tuberculosis Laboratory Management Toward Accreditation (TB SLMTA) programme. Development The TB SLMTA curriculum was developed by customizing the SLMTA curriculum to include specific tools, job aids and supplementary materials specific to the tuberculosis laboratory. The TB SLMTA Harmonized Checklist was developed from the World Health Organisation Regional Office for Africa Stepwise Laboratory Quality Improvement Process Towards Accreditation checklist, and incorporated tuberculosis-specific requirements from the Global Laboratory Initiative Stepwise Process Towards Tuberculosis Laboratory Accreditation online tool. Implementation Four regional training-of-trainers workshops have been conducted since 2013. The TB SLMTA programme has been rolled out in 37 tuberculosis laboratories in 10 countries using the Workshop approach in 32 laboratories in five countries and the Facility-based approach in five tuberculosis laboratories in five countries. Conclusion Lessons learnt from early implementation of TB SLMTA suggest that a structured training and mentoring programme can build a foundation towards further quality improvement in tuberculosis laboratories. Structured mentoring, and institutionalisation of QMS into country programmes, is needed to support tuberculosis laboratories to achieve

  10. Mandatory Accreditation for Special Educational Needs Co-Ordinators: Biopolitics, Neoliberal Managerialism and the Deleuzo-Guattarian "War Machine"

    ERIC Educational Resources Information Center

    Done, Elizabeth J.; Murphy, Mike; Knowler, Helen

    2015-01-01

    Recent changes to policy directives now require newly appointed Special Educational Needs Coordinators (SENCOs) in UK mainstream schools to be qualified teachers. Training and accreditation through a nationally approved postgraduate award is now mandatory. Concepts drawn from poststructuralist biopolitics and critiques of neoliberal educational…

  11. The impact of national accreditation reform on survey reliability: a 2-year investigation of survey coordinators' perspectives.

    PubMed

    Greenfield, David; Hogden, Anne; Hinchcliff, Reece; Mumford, Virginia; Pawsey, Marjorie; Debono, Deborah; Westbrook, Johanna I; Braithwaite, Jeffrey

    2016-10-01

    Accrediting health care organizations against standards is a recognized safety and quality intervention. The credibility of an accreditation programme relies on surveying reliability. We investigated accreditation survey coordinators' perceptions of reliability issues and their continued relevancy, during a period of national accreditation reform. In 2013 and 2014, questionnaire surveys were developed using survey coordinators' feedback of their experiences and concerns regarding the accreditation process. Each year, a purpose-designed questionnaire survey was administered during the accrediting agency survey coordinator training days. Participants reported that survey reliability was informed by five categories of issues: the management of the accreditation process, including standards and health care organizational issues; surveyor workforce management; survey coordinator role; survey team; and individual surveyors. A new accreditation system and programme did not alter the factors reported to shape survey reliability. However, across the reform period, there was a noted change within each category of the specific issues that were of concern. Furthermore, consensus between coordinators that existed in 2013 appears to have diminished in 2014. Across all categories, in 2014 there was greater diversity of opinion than in 2013. The known challenges to the reliability of an accreditation programme retained their potency and relevancy during a period of reform. The diversity of opinion identified across the coordinator workforce could potentially place the credibility and reliability of the new scheme at risk. The study highlights that reliability of an accreditation scheme is an ongoing achievement, not a one-off attainment. © 2016 John Wiley & Sons, Ltd.

  12. Engineering Post-Graduate Programmes: A Quality and Productivity Analysis

    ERIC Educational Resources Information Center

    Soares de Mello, Joao Carlos C. B.; Gomes, Eliane Goncalves; Meza, Lidia Angulo; Soares de Mello, Maria Helena C.; Soares de Mello, Adelino Jose R.

    2006-01-01

    Post-graduate courses are periodically evaluated in accordance with not always very clear criteria by CAPES (Co-ordinating Committee for Teaching Staff Improvement). These criteria try to measure, among other things, academic productivity (including quantity and quality of scientific production), number of classes given by teachers, time to…

  13. Problems of postgraduate medical training in Nigeria.

    PubMed

    Ike, S O

    2004-01-01

    Postgraduate medical training in Nigeria has been in dire straits for about two decades now. That it has continued to survive, is a tribute to the average resident doctor who has become immunized, and who has grown a thick skin of armour, as well the spirit of altruism of the medical teachers--consultants (young and old), who despite odds, have kept their focus clear, above the murky waters of national distraction and daunting socio economic challenges. A review of relevant literature on medical education in Nigeria was undertaken by manual library search. This paper x-rays the strong points that have still prevailed to hold the rudiments and ideals of postgraduate medical training in a viable position up to date. It discusses the weaknesses and threats--potential and real--to the training programme. This paper attempts to search, and actually hopes, for silver lining in the Nigerian sky as possible solution lifelines that may yet re-engineer the programme.

  14. Plagiarism: a case study of quality improvement in a taught postgraduate programme.

    PubMed

    Marshall, Tom; Taylor, Beck; Hothersall, Ellie; Pérez-Martín, Leticia

    2011-01-01

    Plagiarism is a common issue in education. Software can detect plagiarism but little is known about prevention. To identify ways to reduce the incidence of plagiarism in a postgraduate programme. From 2006, all student assignments were monitored using plagiarism detection software (Turn It In) to produce percentage text matches for each assignment. In 2007, students were advised software was being used, and that plagiarism would result in penalties. In 2008, students attending a key module took part in an additional interactive seminar on plagiarism. A separate cohort of students did not attend the seminar, allowing comparison between attendees and non-attendees. Between 2006 and 2007, mean percentage text match values were consistent with a stable process, indicating advice and warnings were ineffective. Control chart analysis revealed that between 2007 and 2008, mean percentage text match changes showed a reduced text match in all nine modules, where students attended the interactive seminar, but none where students did not. This indicated that the interactive seminar had an effect. In 2008, there were no occurrences of plagiarism. Improvements were maintained in 2009. Advice and warnings against plagiarism were ineffective but a subsequent interactive seminar was effective at reducing plagiarism.

  15. A novel method of assessing quality of postgraduate psychiatry training: experiences from a large training programme

    PubMed Central

    2013-01-01

    Background Most assessments of the quality of postgraduate training are based on anonymised questionnaires of trainees. We report a comprehensive assessment of the quality of training at a large postgraduate psychiatry training institute using non-anonymised face-to-face interviews with trainees and their trainers. Methods Two consultant psychiatrists interviewed 99 trainees and 109 trainers. Scoring of interview responses was determined by using a pre-defined criteria. Additional comments were recorded as free text. Interviews covered 13 domains, including: Clinical, teaching, research and management opportunities, clinical environment, clinical supervision, adequacy of job description, absence of bullying and job satisfaction. Multiple interview domain scores were combined, generating a ‘Combined’ score for each post. Results The interview response rate was 97% for trainers 88% for trainees. There was a significant correlation between trainee and trainer scores for the same interview domains (Pearson’s r = 0.968, p< 0.001). Overall scores were significantly higher for specialist psychiatry posts as compared to general adult psychiatry posts (Two tailed t-test, p < 0.001, 95% CI: -0.398 to −0.132), and significantly higher for liaison psychiatry as compared to other specialist psychiatry posts (t-test: p = 0.038, 95% CI: -0.3901, -0.0118). Job satisfaction scores of year 1 to year 3 core trainees showed a significant increase with increasing seniority (Linear regression coefficient = 0.273, 95% CI: 0.033 to 0.513, ANOVA p= 0.026). Conclusions This in-depth examination of the quality of training on a large psychiatry training programme successfully elicited strengths and weakness of our programme. Such an interview scheme could be easily implemented in smaller schemes and may well provide important information to allow for targeted improvement of training. Additionally, trends in quality of training and job satisfaction amongst various psychiatric

  16. Development of a Procurement Management Framework in Ghana: A New Paradigm for Interdisciplinary Postgraduate Education

    ERIC Educational Resources Information Center

    Owusu-Manu, D.; Badu, E.; Edwards, D. J.

    2011-01-01

    Procurement in the corporate world is increasingly complex, multi-faceted and interdisciplinary. This paper explores existing knowledge specifications relating to procurement management competencies and proposes a new procurement management competency framework (PMCF) and a competency-based postgraduate programme for postgraduate students in…

  17. Following Alice: Theories of Critical Thinking and Reflective Practice in Action at Postgraduate Level

    ERIC Educational Resources Information Center

    Swanwick, Ruth; Kitchen, Ruth; Jarvis, Joy; McCracken, Wendy; O'Neil, Rachel; Powers, Steve

    2014-01-01

    This paper presents a flexible framework of principles for teaching critical thinking and reflective practice skills at the postgraduate level. It reports on a collaborative project between four UK institutions providing postgraduate programmes in deaf education. Through a critical review of current theories of critical thinking and reflective…

  18. The Emerging Professional: An Investigation into Teacher Education Students' Developing Conceptions of the Relationship between Theory and Classroom Practice before, during and after a Postgraduate Teaching Programme

    ERIC Educational Resources Information Center

    Knight, Rupert

    2012-01-01

    The role of theory in educational practice has long been seen as problematic (Pring 2004) and within initial teacher education (ITE) specifically, various models linking the two have been proposed (Korthagen 2010). In England, ITE is currently in a state of flux, with the majority of university-based postgraduate programmes operating partly at…

  19. [Job-sharing in postgraduate medical training: not automatically a nice duet].

    PubMed

    Levi, M

    2004-02-14

    Part-time work is an increasingly common phenomenon amongst medical professionals. Therefore many postgraduate training programmes for resident physicians also offer the opportunity of part-time work, which is usually in the form of an 80% full-time equivalent post. A new initiative has created the possibility of job-sharing, in which each of the participants fulfills 50% of one training position. Although the experience of the participants is mainly positive, it is unclear how this development will impact the quality of patient care and how it will affect the fulfillment of the training objectives. A more systematic evaluation of job-sharing in postgraduate medical training programmes is required to clarify these points.

  20. Accounting Academics' Perceptions of the Effect of Accreditation on UK Accounting Degrees

    ERIC Educational Resources Information Center

    Ellington, Peter; Williams, Amanda

    2017-01-01

    Students graduating from undergraduate accounting degree programmes in the UK are eligible for and attracted by accreditation available from professional accountancy body (PAB) examinations. The study reviews factual information available from PAB websites to confirm that virtually all accounting degrees in the UK have accreditation, and many are…

  1. Optimizing the post-graduate institutional program evaluation process.

    PubMed

    Lypson, Monica L; Prince, Mark E P; Kasten, Steven J; Osborne, Nicholas H; Cohan, Richard H; Kowalenko, Terry; Dougherty, Paul J; Reynolds, R Kevin; Spires, M Catherine; Kozlow, Jeffrey H; Gitlin, Scott D

    2016-02-17

    Reviewing program educational efforts is an important component of postgraduate medical education program accreditation. The post-graduate review process has evolved over time to include centralized oversight based on accreditation standards. The institutional review process and the impact on participating faculty are topics not well described in the literature. We conducted multiple Plan-Do-Study-Act (PDSA) cycles to identify and implement areas for change to improve productivity in our institutional program review committee. We also conducted one focus group and six in-person interviews with 18 committee members to explore their perspectives on the committee's evolution. One author (MLL) reviewed the transcripts and performed the initial thematic coding with a PhD level research associate and identified and categorized themes. These themes were confirmed by all participating committee members upon review of a detailed summary. Emergent themes were triangulated with the University of Michigan Medical School's Admissions Executive Committee (AEC). We present an overview of adopted new practices to the educational program evaluation process at the University of Michigan Health System that includes standardization of meetings, inclusion of resident members, development of area content experts, solicitation of committed committee members, transition from paper to electronic committee materials, and focus on continuous improvement. Faculty and resident committee members identified multiple improvement areas including the ability to provide high quality reviews of training programs, personal and professional development, and improved feedback from program trainees. A standing committee that utilizes the expertise of a group of committed faculty members and which includes formal resident membership has significant advantages over ad hoc or other organizational structures for program evaluation committees.

  2. Past-behavioural versus situational questions in a postgraduate admissions multiple mini-interview: a reliability and acceptability comparison.

    PubMed

    Yoshimura, Hiroshi; Kitazono, Hidetaka; Fujitani, Shigeki; Machi, Junji; Saiki, Takuya; Suzuki, Yasuyuki; Ponnamperuma, Gominda

    2015-04-14

    The Multiple Mini-Interview (MMI) mostly uses 'Situational' Questions (SQs) as an interview format within a station, rather than 'Past-Behavioural' Questions (PBQs), which are most frequently adopted in traditional single-station personal interviews (SSPIs) for non-medical and medical selection. This study investigated reliability and acceptability of the postgraduate admissions MMI with PBQ and SQ interview formats within MMI stations. Twenty-six Japanese medical graduates, first completed the two-year national obligatory initial postgraduate clinical training programme and then applied to three specialty training programmes - internal medicine, general surgery, and emergency medicine - in a Japanese teaching hospital, where they underwent the Accreditation Council for Graduate Medical Education (ACGME)-competency-based MMI. This MMI contained five stations, with two examiners per station. In each station, a PBQ, and then an SQ were asked consecutively. PBQ and SQ interview formats were not separated into two different stations, or the order of questioning of PBQs and SQs in individual stations was not changed due to lack of space and experienced examiners. Reliability was analysed for the scores of these two MMI question types. Candidates and examiners were surveyed on this experience. The PBQ and SQ formats had generalisability coefficients of 0.822 and 0.821, respectively. With one examiner per station, seven stations could produce a reliability of more than 0.80 in both PBQ and SQ formats. More than 60% of both candidates and examiners felt positive about the overall candidates' ability. All participants liked the fairness of this MMI when compared with the previously experienced SSPI. SQs were perceived more favourable by candidates; in contrast, PBQs were perceived more relevant by examiners. Both PBQs and SQs are equally reliable and acceptable as station interview formats in the postgraduate admissions MMI. However, the use of the two formats within the

  3. Survey of Current Clinical and Curriculum Practices of Postgraduate Pediatric Dentistry Programs in Nonintravenous Conscious Sedation in the United States.

    PubMed

    Morin, Aline; Ocanto, Romer; Drukteinis, Lesbia; Hardigan, Patrick C

    2016-10-15

    The purposes of this study were to: (1) describe the sedation protocols of postgraduate pediatric dentistry programs (PPDPs) in the U.S.; (2) evaluate how consistent they were with current American Academy of Pediatric Dentistry sedation guidelines and Commission on Dental Accreditation (CODA) sedation curriculum requirements; (3) identify barriers to and tools for implementing these guidelines; and (4) determine the independent association between PPDPs' adherence to guidelines and the program setting. In February 2015, a 40-item questionnaire was e-mailed to all postgraduate pediatric dentistry program directors (PPDPDs) of CODA-accredited programs in the U.S. (n equals 74). Data were analyzed using descriptive statistics and Kruskal-Wallis and pairwise Nemenyi tests. Fifty-two PPDPDs responded (70 percent). Since the 2013 change in CODA sedation requirements, only a limited number of PPDPs (36 percent) were found to be noncompliant with CODA standards. PPDPDs trained at hospital-based programs were found to direct programs that were more compliant with CODA sedation standards (P<.05). A major perceived barrier to increasing the number of sedation cases was the lack of a patient pool (37 percent). Further efforts should be made by teaching institutions for programs to be compliant with American Academy of Pediatric Dentistry and Commission on Dental Accreditation sedation standards.

  4. Designing ICT-Enhanced Language Programmes: Academic Writing for Postgraduate Studies

    ERIC Educational Resources Information Center

    Stepanek, Libor; Hradilova, Alena

    2013-01-01

    This paper presents a case study of a course on academic writing for postgraduate studies within a collaborative and interactive information and communication technologies (ICT) based language-learning setting. It describes the structure of an academic writing course for PhD students, focusing on three ICT-enhanced course activities: collaborative…

  5. Mozambique's journey toward accreditation of the National Tuberculosis Reference Laboratory.

    PubMed

    Viegas, Sofia O; Azam, Khalide; Madeira, Carla; Aguiar, Carmen; Dolores, Carolina; Mandlaze, Ana P; Chongo, Patrina; Masamha, Jessina; Cirillo, Daniela M; Jani, Ilesh V; Gudo, Eduardo S

    2017-01-01

    Internationally-accredited laboratories are recognised for their superior test reliability, operational performance, quality management and competence. In a bid to meet international quality standards, the Mozambique National Institute of Health enrolled the National Tuberculosis Reference Laboratory (NTRL) in a continuous quality improvement process towards ISO 15189 accreditation. Here, we describe the road map taken by the NTRL to achieve international accreditation. The NTRL adopted the Strengthening Laboratory Management Toward Accreditation (SLMTA) programme as a strategy to implement a quality management system. After SLMTA, the Mozambique National Institute of Health committed to accelerate the NTRL's process toward accreditation. An action plan was designed to streamline the process. Quality indicators were defined to benchmark progress. Staff were trained to improve performance. Mentorship from an experienced assessor was provided. Fulfilment of accreditation standards was assessed by the Portuguese Accreditation Board. Of the eight laboratories participating in SLMTA, the NTRL was the best-performing laboratory, achieving a 53.6% improvement over the SLMTA baseline conducted in February 2011 to the Stepwise Laboratory Quality Improvement Process Towards Accreditation (SLIPTA) assessment in June 2013. During the accreditation assessment in September 2014, 25 minor nonconformities were identified and addressed. In March 2015, the NTRL received Portuguese Accreditation Board recognition of technical competency for fluorescence smear microscopy, and solid and liquid culture. The NTRL is the first laboratory in Mozambique to achieve ISO 15189 accreditation. From our experience, accreditation was made possible by institutional commitment, strong laboratory leadership, staff motivation, adequate infrastructure and a comprehensive action plan.

  6. Preparing mental health nurses for the future workforce: an exploration of postgraduate education in Victoria, Australia.

    PubMed

    Happell, Brenda; Gough, Karla

    2009-10-01

    Problems with recruitment and retention in the mental health nursing workforce have been consistently acknowledged in the Australian literature. An Australian workforce scoping study conducted in 1999 revealed a significant shortfall between the number of nurses completing postgraduate mental health nursing programmes and both current and future workforce demands. Despite this, there has been no systematic analysis of these programmes to explain why they are not meeting workforce expectations. The primary aim of the current study was to elicit information about the number of applicants, enrolments, and completions during the 5-year period, 2000-2004. This information was obtained through structured interviews with representatives from Victorian universities (n = 6) who offered postgraduate mental health nursing programmes. Supplementary information, such as approaches to course advertising and student demographics, was also collected. The findings showed an overall increase in the number of students applying to and completing these degrees, although changes in the level of programmes students undertook were evident during this period. Despite revealing important insights regarding postgraduate mental health nursing courses within Victorian universities, the lack of systematic and comprehensive data collection was identified as a problem that limits the extent to which university data can inform recruitment strategies.

  7. An end to "See one, do one and teach one" residency training programme - impact of the training, education, surgical accreditation and assessment (TESA) programme on medical care and patients' safety.

    PubMed

    Tan, Thiam-Chye; Tan, Kim-Teng; Tee, John Cs

    2007-09-01

    The delivery of optimal and safe medical care is critical in healthcare. The traditional practice of "See one, do one and teach one" residency training programme is no longer acceptable. In the past, there was no structured residency training programme in our hospital. There were several cases of organ injuries from surgeries performed by the residents. In 2005, we conducted a pilot study to organise a structured teaching, education, surgical accreditation and assessment (TESA) residency programme for 15 residents in the Division of Obstetrics and Gynaecology, KK Women's and Children's Hospital. We performed a written questionnaire survey of the residents on the new programme and patients' expectation (n = 2926) as subjective outcomes in the 1-year follow-up. We also studied the complication rates of all minor and major surgeries performed by the residents in 2004 and 2005 as an objective outcome. All the residents (n = 15) surveyed supported the TESA programme. Patients' expectation improved significantly from 71% in 2004 (n = 1559) to 83% in 2005 (n = 1367) (P = 0.03). There were 10,755 surgeries in 2004 and 10,558 surgeries in 2005 performed by our residents, with 6 cases (5.6%) of organ injuries in 2004 compared to 3 cases (2.8%) in 2005. This reduction was not statistically significant. The TESA residency programme in our hospital has an impact on the delivery of optimal and safe medical care while ensuring the training of residents to be competent specialists.

  8. Postgraduate education in internal medicine in Europe.

    PubMed

    Cranston, Mark; Slee-Valentijn, Monique; Davidson, Christopher; Lindgren, Stefan; Semple, Colin; Palsson, Runolfur

    2013-10-01

    Limited information exists on the framework and content of postgraduate education in internal medicine in Europe. This report describes the results of a survey of postgraduate training in internal medicine in the European countries. Two online questionnaire-based surveys were carried out by the European Board of Internal Medicine, one on the practice of internists and the other on postgraduate training in internal medicine. The national internal medicine societies of all 30 member countries of the European Federation of Internal Medicine were invited to participate. The responses were reviewed by internal medicine residents from the respective countries and summaries of the data were sent to the national societies for approval. Descriptive analysis of the data on postgraduate training in internal medicine was performed. Twenty-seven countries (90%) completed the questionnaire and approved their datasets. The length of training ranged from four to six years and was commonly five years. The majority of countries offered training in internal medicine and a subspecialty. A common trunk of internal medicine was frequently a component of subspecialty training programmes. Hospital inpatient service was the predominant setting used for training. A final certifying examination was in place in 14 countries. Although some similarities exists, there appear to be significant differences in the organisation, content and governance of postgraduate training in internal medicine between the European countries. Our findings will prove invaluable for harmonisation of training and qualification in internal medicine in Europe. © 2013.

  9. Analysing Instrument Mixes in Quality Assurance: The Czech and Slovak Accreditation Commissions in the Era of Mass Higher Education

    ERIC Educational Resources Information Center

    Kohoutek, Jan

    2014-01-01

    Utilising insights from policy instrument theory, the article analyses the design, functioning and effects of the tools used by the Czech Accreditation Commission (CAC) and the Slovak Accreditation Commission (SAC) in the 2000s. Aside from programme accreditation, the other tools analysed are: institutional approval, institutional evaluations,…

  10. Postgraduate Research Supervision: A Critical Review of Current Practice

    ERIC Educational Resources Information Center

    McCallin, Antoinette; Nayar, Shoba

    2012-01-01

    Changes in the funding and delivery of research programmes at the university level have, in recent years, resulted in significant changes to research supervision. This paper critically reviews key influences effecting postgraduate supervision. Analysis draws on literature spanning 2000-2010 to determine the appropriateness of traditional models of…

  11. States Moving from Accreditation to Accountability. Accreditation: State School Accreditation Policies

    ERIC Educational Resources Information Center

    Wixom, Micah Ann

    2014-01-01

    Accreditation policies vary widely among the states. Since Education Commission of the States last reviewed public school accreditation policies in 1998, a number of states have seen their legislatures take a stronger role in accountability--resulting in a move from state-administered accreditation systems to outcomes-focused state accountability…

  12. How changing quality management influenced PGME accreditation: a focus on decentralization and quality improvement.

    PubMed

    Akdemir, Nesibe; Lombarts, Kiki M J M H; Paternotte, Emma; Schreuder, Bas; Scheele, Fedde

    2017-06-02

    Evaluating the quality of postgraduate medical education (PGME) programs through accreditation is common practice worldwide. Accreditation is shaped by educational quality and quality management. An appropriate accreditation design is important, as it may drive improvements in training. Moreover, accreditors determine whether a PGME program passes the assessment, which may have major consequences, such as starting, continuing or discontinuing PGME. However, there is limited evidence for the benefits of different choices in accreditation design. Therefore, this study aims to explain how changing views on educational quality and quality management have impacted the design of the PGME accreditation system in the Netherlands. To determine the historical development of the Dutch PGME accreditation system, we conducted a document analysis of accreditation documents spanning the past 50 years and a vision document outlining the future system. A template analysis technique was used to identify the main elements of the system. Four themes in the Dutch PGME accreditation system were identified: (1) objectives of accreditation, (2) PGME quality domains, (3) quality management approaches and (4) actors' responsibilities. Major shifts have taken place regarding decentralization, residency performance and physician practice outcomes, and quality improvement. Decentralization of the responsibilities of the accreditor was absent in 1966, but this has been slowly changing since 1999. In the future system, there will be nearly a maximum degree of decentralization. A focus on outcomes and quality improvement has been introduced in the current system. The number of formal documents striving for quality assurance has increased enormously over the past 50 years, which has led to increased bureaucracy. The future system needs to decrease the number of standards to focus on measurable outcomes and to strive for quality improvement. The challenge for accreditors is to find the right

  13. Mozambique’s journey toward accreditation of the National Tuberculosis Reference Laboratory

    PubMed Central

    Madeira, Carla; Aguiar, Carmen; Dolores, Carolina; Mandlaze, Ana P.; Chongo, Patrina; Masamha, Jessina

    2017-01-01

    Background Internationally-accredited laboratories are recognised for their superior test reliability, operational performance, quality management and competence. In a bid to meet international quality standards, the Mozambique National Institute of Health enrolled the National Tuberculosis Reference Laboratory (NTRL) in a continuous quality improvement process towards ISO 15189 accreditation. Here, we describe the road map taken by the NTRL to achieve international accreditation. Methods The NTRL adopted the Strengthening Laboratory Management Toward Accreditation (SLMTA) programme as a strategy to implement a quality management system. After SLMTA, the Mozambique National Institute of Health committed to accelerate the NTRL’s process toward accreditation. An action plan was designed to streamline the process. Quality indicators were defined to benchmark progress. Staff were trained to improve performance. Mentorship from an experienced assessor was provided. Fulfilment of accreditation standards was assessed by the Portuguese Accreditation Board. Results Of the eight laboratories participating in SLMTA, the NTRL was the best-performing laboratory, achieving a 53.6% improvement over the SLMTA baseline conducted in February 2011 to the Stepwise Laboratory Quality Improvement Process Towards Accreditation (SLIPTA) assessment in June 2013. During the accreditation assessment in September 2014, 25 minor nonconformities were identified and addressed. In March 2015, the NTRL received Portuguese Accreditation Board recognition of technical competency for fluorescence smear microscopy, and solid and liquid culture. The NTRL is the first laboratory in Mozambique to achieve ISO 15189 accreditation. Conclusions From our experience, accreditation was made possible by institutional commitment, strong laboratory leadership, staff motivation, adequate infrastructure and a comprehensive action plan. PMID:28879162

  14. Reaching national consensus on the core clinical skill outcomes for family medicine postgraduate training programmes in South Africa.

    PubMed

    Akoojee, Yusuf; Mash, Robert

    2017-05-26

    Family physicians play a significant role in the district health system and need to be equipped with a broad range of clinical skills in order to meet the needs and expectations of the communities they serve. A previous study in 2007 reached national consensus on the clinical skills that should be taught in postgraduate family medicine training prior to the introduction of the new speciality. Since then, family physicians have been trained, employed and have gained experience of working in the district health services. The national Education and Training Committee of the South African Academy of Family Physicians, therefore, requested a review of the national consensus on clinical skills for family medicine training. A Delphi technique was used to reach national consensus in a panel of 17 experts: family physicians responsible for training, experienced family physicians in practice and managers responsible for employing family physicians. Consensus was reached on 242 skills from which the panel decided on 211 core skills, 28 elective skills and 3 skills to be deleted from the previous list. The panel was unable to reach consensus on 11 skills. The findings will guide training programmes on the skills to be addressed and ensure consistency across training programmes nationally. The consensus will also guide formative assessment as documented in the national portfolio of learning and summative assessment in the national exit examination. The consensus will be of interest to other countries in the region where training programmes in family medicine are developing.

  15. Tensions related to implementation of postgraduate degree projects in specialist nursing education.

    PubMed

    German Millberg, Lena; Berg, Linda; Lindström, Irma; Petzäll, Kerstin; Öhlén, Joakim

    2011-04-01

    In conjunction with the introduction of the Bologna process in Sweden, specialist nursing education programmes were moved up to the second cycle of higher education with the opportunity to take a one-year master's degree, which also meant that students would undertake a degree project carrying 15 ECTS. The purpose of this study was to examine the introduction of postgraduate degree projects on the second-cycle level into Swedish specialist nursing programmes in accordance with the Bologna process. Five universities were involved and the study design took the form of action research. Problem formulation, planning, evaluation and follow-up with reflection led to new actions over a period of 2 1/2 years. Through a review of local curriculum documents, the implementation of a postgraduate degree project was monitored and these reviews, together with field notes, were analysed by means of constant comparative analysis. The results revealed a variety of tensions that arose when postgraduate degree projects were introduced, taking the form of differing views on the relationship between research, clinical development, specific professional objectives and academic objectives. These tensions were reflected in six areas of change. In summary, it can be noted that implementation of the postgraduate degree projects highlighted tensions related to basic views of learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

  16. Old Wine in New Bottles? A Comparison of Public and Private Accreditation Schemes in Higher Education

    ERIC Educational Resources Information Center

    Stensakera, Bjorn; Harvey, Lee

    2006-01-01

    Following national adaptations to the Bologna-declaration, accreditation is increasingly becoming the most dominant form of quality assurance of higher education in Europe. Over the last decade, national authorities have set up both institutional and programme accreditation procedures, currently accompanied by a growing number of private…

  17. Rethinking Postgraduate Education in Geography: International Perspectives on Improving Practice

    ERIC Educational Resources Information Center

    Monk, Janice; Foote, Kenneth; Solem, Michael

    2012-01-01

    This symposium brings together multi-national assessments of the current state of and challenges facing postgraduate education in geography. Contributors from Europe, Australia, South Africa and the USA identify ways in which restructuring of educational systems and wider political contexts affect programmes within the field. While highlighting…

  18. Counting the costs of accreditation in acute care: an activity-based costing approach

    PubMed Central

    Mumford, Virginia; Greenfield, David; Hogden, Anne; Forde, Kevin; Westbrook, Johanna; Braithwaite, Jeffrey

    2015-01-01

    Objectives To assess the costs of hospital accreditation in Australia. Design Mixed methods design incorporating: stakeholder analysis; survey design and implementation; activity-based costs analysis; and expert panel review. Setting Acute care hospitals accredited by the Australian Council for Health Care Standards. Participants Six acute public hospitals across four States. Results Accreditation costs varied from 0.03% to 0.60% of total hospital operating costs per year, averaged across the 4-year accreditation cycle. Relatively higher costs were associated with the surveys years and with smaller facilities. At a national level these costs translate to $A36.83 million, equivalent to 0.1% of acute public hospital recurrent expenditure in the 2012 fiscal year. Conclusions This is the first time accreditation costs have been independently evaluated across a wide range of hospitals and highlights the additional cost burden for smaller facilities. A better understanding of the costs allows policymakers to assess alternative accreditation and other quality improvement strategies, and understand their impact across a range of facilities. This methodology can be adapted to assess international accreditation programmes. PMID:26351190

  19. Should we have confidence if a physician is accredited? A Study of the Relative Impacts of Accreditation and Insurance Payments on Quality of Care in the Philippines

    PubMed Central

    Quimbo, Stella A; Shimkhada, Riti; Woo, Kimberley; Solon, Orville

    2008-01-01

    It is unclear whether health provider accreditation ensures or promotes quality of care. Using baseline data from the Quality Improvement Demonstration Study (QIDS) in the Philippines we measured the quality of pediatric care provided by private and public doctors working at the district hospital level in the country’s central region. We found that national level accreditation by a national insurance programme influences quality of care. However, our data also show that insurance payments have a similar, strong impact on quality of care. These results suggest that accreditation alone may not be sufficient to promote high quality of care. Further improvements may be achieved with properly monitored and well-designed payment or incentive schemes. PMID:18534734

  20. Challenges for academic accreditation: the UK experience

    NASA Astrophysics Data System (ADS)

    Shearman, Richard; Seddon, Deborah

    2010-08-01

    Several factors (government policy, demographic trends, employer pressure) are leading to new forms of degree programmes in UK universities. The government is strongly encouraging engagement between universities and employers. Work-based learning is increasingly found in first and second cycle programmes, along with modules designed by employers and increasing use of distance learning. Engineering faculties are playing a leading part in these developments, and the Engineering Council, the engineering professional bodies and some universities are collaborating to develop work-based learning programmes as a pathway to professional qualification. While potentially beneficial to the engineering profession, these developments pose a challenge to traditional approaches to programme accreditation. This paper explores how this system deals with these challenges and highlights the issues that will have to be addressed to ensure that the system can cope effectively with change, especially the development of individually tailored, work-based second cycle programmes, while maintaining appropriate standards and international confidence.

  1. International Entrepreneurship Education: Postgraduate Business Student Experiences of Entrepreneurship Education

    ERIC Educational Resources Information Center

    Rae, David; Woodier-Harris, Naomi

    2012-01-01

    Purpose: International postgraduate education in business-related subjects has grown substantially in the UK. Both MBA and specialist Masters' programmes increasingly offer entrepreneurship as a core or option. The purpose of this paper is to explore the effectiveness of entrepreneurship education in meeting the expectations and motivations of…

  2. Development of postgraduate research supervisors within a teaching hospital setting.

    PubMed

    Scott, K M; Caldwell, P H Y; Oldmeadow, W; Dale, R C; Jones, C A

    2015-08-01

    The recent trend to embed medical research at point of care has created a need for postgraduate research supervisors in hospitals who are practising clinicians and lab-based researchers. We explored the training needs of supervisors to inform the design and evaluation of a hospital-based development programme. We found that if hospital-based supervisors are to improve their practice, the programme needs to be on-site to ensure access and relevance to local issues. © 2015 Royal Australasian College of Physicians.

  3. [ISO 15189 accreditation in clinical microbiology laboratory: general concepts and the status in our laboratory].

    PubMed

    Akyar, Işin

    2009-10-01

    One important trend in the laboratory profession and quality management is the global convergence of laboratory operations. The goal of an accredited medical laboratory is to continue "offering useful laboratory service for diagnosis and treatment of the patients and also aid to the health of the nation". An accredited clinical laboratory is managed by a quality control system, it is competent technically and the laboratory service meets the needs of all its patients and physicians by taking the responsibility of all the medical tests and therapies. For this purpose, ISO 15189 international standard has been prepared by 2003. ISO 15189 standard is originated from the arrangement of ISO 17025 and ISO 9001:2000 standards. Many countries such as England, Germany, France, Canada and Australia have preferred ISO 15189 as their own laboratory accreditation programme, meeting all the requirements of their medical laboratories. The accreditation performance of a clinical microbiology laboratory is mainly based on five essential points; preanalytical, analytical, postanalytical, quality control programmes (internal, external, interlaboratory) and audits (internal, external). In this review article, general concepts on ISO 15189 accreditation standards for the clinical microbiology laboratories have been summarized and the status of a private laboratory (Acibadem LabMed, Istanbul) in Turkey has been discussed.

  4. Multiplying a Force for Good? the Impact of Security Sector Management Postgraduate Education in Ethiopia

    ERIC Educational Resources Information Center

    Macphee, Paula-Louise; Fitz-Gerald, Ann

    2014-01-01

    This paper argues for the importance, benefits and wider impact of a donor-funded, locally supported postgraduate programme in security sector management (SSM) for government officials in Ethiopia. With the exception of specialised education and training programmes within the field of peace and conflict studies, the role of education in…

  5. 76 FR 52548 - National Veterinary Accreditation Program; Currently Accredited Veterinarians Performing...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-23

    .... APHIS-2006-0093] RIN 0579-AC04 National Veterinary Accreditation Program; Currently Accredited... accredited in the National Veterinary Accreditation Program (NVAP) may continue to perform accredited duties..., 2011. FOR FURTHER INFORMATION CONTACT: Dr. Todd Behre, National Veterinary Accreditation Program, VS...

  6. Operationalising and piloting the IUHPE European accreditation system for health promotion.

    PubMed

    Battel-Kirk, Barbara; Barry, Margaret M; van der Zanden, Gerard; Contu, Paolo; Gallardo, Carmen; Martinez, Ana; Speller, Viv; Debenedetti, Sara

    2015-09-01

    The International Union for Health Promotion and Education (IUHPE) European Accreditation System for Health Promotion aims to promote quality assurance in health promotion practice, education and training. The System is designed to be flexible and sensitive to the different contexts for health promotion practice, education and training in Europe, while maintaining robust criteria. These competency-based criteria were developed in the CompHP Project (2009-2012) that developed core competencies, professional standards and an accreditation framework for health promotion practice, education and training in the context of workforce capacity development in Europe.This paper describes how consultations undertaken with the health promotion community informed the structure and processes of the IUHPE Accreditation System. An overview of its development, key functions and the piloting of its implementation, which was co-funded by the European Union in the context of the EU Health Programme, is presented.Feedback from consultations with key health promotion stakeholders in Europe indicated overall support for the development of an accreditation system for health promotion. However, a number of potential barriers to its implementation were noted including: absence of dedicated practitioners and professional bodies in some countries; lack of clarity about professional boundaries; lack of financial resources required to facilitate capacity building; and concerns about the costs, objectivity and transparency of the system. Feedback from the consultations shaped and informed the process of designing an operational accreditation system to ensure that it would be responsive to potential users' needs and concerns.Based on the agreed structures and processes, a web-based application system was developed and managed at IUHPE headquarters. A governance structure was established together with agreed policies and procedures for the System. During the pilot period, applications from 20

  7. 75 FR 59605 - National Veterinary Accreditation Program; Currently Accredited Veterinarians Performing...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-28

    .... APHIS-2006-0093] RIN 0579-AC04 National Veterinary Accreditation Program; Currently Accredited... Veterinary Accreditation Program (NVAP) may continue to perform accredited duties and to elect to continue to..., National Veterinary Accreditation Program, VS, APHIS, 4700 River Road Unit 200, Riverdale, MD 20737; (301...

  8. Effective and ineffective supervision in postgraduate dental education: a qualitative study.

    PubMed

    Subramanian, J; Anderson, V R; Morgaine, K C; Thomson, W M

    2013-02-01

    Research suggests that students' perceptions should be considered in any discussion of their education, but there has been no systematic examination of New Zealand postgraduate dental students' learning experiences. This study aimed to obtain in-depth qualitative insights into student and graduate perceptions of effective and ineffective learning in postgraduate dental education. Data were collected in 2010 using semi-structured individual interviews. Participants included final-year students and graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe atleast one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. Broad themes which emerged included supervisory approaches, characteristics of the learning process, and the physical learning environment. This paper considers students' and graduates' perceptions of postgraduate supervision in dentistry as it promotes or precludes effective learning. Effective learning was associated by participants with approachable and supportive supervisory practices, and technique demonstrations accompanied by explicit explanations. Ineffective learning was associated with minimal supervisor demonstrations and guidance (particularly when beginning postgraduate study), and aggressive, discriminatory and/or culturally insensitive supervisory approaches. Participants' responses provided rich, in-depth insights into their reflections and understandings of effective and ineffective approaches to supervision as it influenced their learning in the clinical and research settings. These findings provide a starting point for the development of curriculum and supervisory practices, enhancement of supervisory and mentoring approaches, and the design of continuing education programmes for supervisors at an institutional level. Additionally, these findings might also

  9. Students' Learning as the Focus for Shared Involvement between Universities and Clinical Practice: A Didactic Model for Postgraduate Degree Projects

    ERIC Educational Resources Information Center

    Ohlen, J.; Berg, L.; Bramberg, E. Bjork; Engstrom, A.; Millberg, L. German; Hoglund, I.; Jacobsson, C.; Lepp, M.; Liden, E.; Lindstrom, I.; Petzall, K.; Soderberg, S.; Wijk, H.

    2012-01-01

    In an academic programme, completion of a postgraduate degree project could be a significant means of promoting student learning in evidence- and experience-based practice. In specialist nursing education, which through the European Bologna process would be raised to the master's level, there is no tradition of including a postgraduate degree…

  10. Implant dentistry in postgraduate university education. Present conditions, potential, limitations and future trends.

    PubMed

    Mattheos, N; Wismeijer, D; Shapira, L

    2014-03-01

    In recent years, opportunities for postgraduate university education in implant dentistry have increased significantly, with an increase in both the number but also the complexity of available postgraduate programmes. However, there appears to be a lack of standards directing the learning outcomes of such programmes. A scientific literature search was conducted for publications reporting on university programmes within implant dentistry, including description of programmes and evaluation of learning outcomes. A separate Internet search was conducted to collect information on existing university programmes as presented on university websites. Implant dentistry has reached a critical mass of an independent, multidisciplinary and vibrant domain of science, which combines knowledge and discovery from many clinical and basic sciences. Many university programmes conclude with a master's or equivalent degree, but there appears to be a great diversity with regard to duration and learning objectives, as well as targeted skills and competences. The importance of implant dentistry has also increased within established specialist training programmes. There was little indication, however, that the comprehensive aspects of implant dentistry are present in all specialist training programmes where implants are being covered. Although universities should maintain the options of designing academic programmes as they best see fit, it is imperative for them to introduce some form of transparent and comparable criteria, which will allow the profession and the public to relate the degree and academic credentials to the actual skills and competences of the degree holder. With regard to established specialist training programmes, the interdisciplinary and comprehensive nature of implant dentistry needs to be emphasised, covering both surgical and restorative aspects. Finally, implant dentistry is not, at present, a dental specialty. The profession has not reached a consensus as to whether

  11. The International Research Training Group (GRK532): Practicing Cross-Border Postgraduate Education

    ERIC Educational Resources Information Center

    Ehses, Markus; Veith, Michael

    2009-01-01

    In 1999, the International Research Training Group "GRK532" was founded as a pilot project for cross-border European postgraduate education along the German/French/Luxembourg borders. The project consists of an interdisciplinary research programme on synthesis, isolation and characterization of new materials accompanied by an ambitious…

  12. Sharing Accreditation.

    ERIC Educational Resources Information Center

    Horrocks, Norman

    1984-01-01

    Reports on conference convened by Association for Library and Information Science Education for discussion of library school accreditation by 17 library-related associations and agencies. Highlights include accreditation models, accrediting information science, records management, special librarians, certification for archivists, M.L.S. in…

  13. Counting the costs of accreditation in acute care: an activity-based costing approach.

    PubMed

    Mumford, Virginia; Greenfield, David; Hogden, Anne; Forde, Kevin; Westbrook, Johanna; Braithwaite, Jeffrey

    2015-09-08

    To assess the costs of hospital accreditation in Australia. Mixed methods design incorporating: stakeholder analysis; survey design and implementation; activity-based costs analysis; and expert panel review. Acute care hospitals accredited by the Australian Council for Health Care Standards. Six acute public hospitals across four States. Accreditation costs varied from 0.03% to 0.60% of total hospital operating costs per year, averaged across the 4-year accreditation cycle. Relatively higher costs were associated with the surveys years and with smaller facilities. At a national level these costs translate to $A36.83 million, equivalent to 0.1% of acute public hospital recurrent expenditure in the 2012 fiscal year. This is the first time accreditation costs have been independently evaluated across a wide range of hospitals and highlights the additional cost burden for smaller facilities. A better understanding of the costs allows policymakers to assess alternative accreditation and other quality improvement strategies, and understand their impact across a range of facilities. This methodology can be adapted to assess international accreditation programmes. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  14. Using International Accreditation in Higher Education to Effect Changes in Organisational Culture: A Case Study from a Turkish University

    ERIC Educational Resources Information Center

    Collins, Ian

    2015-01-01

    International accreditation is now a significant yet controversial issue in global higher education. This case study looked at the experience of an intensive English language preparatory programme within a university in Turkey going through an accreditation by a foreign institution, and assessed to what extent the project managed to foster changes…

  15. Perception of studying dental law and ethics among postgraduate dental students in the UK.

    PubMed

    Wassif, H S

    2015-08-14

    Law and ethics is an integral part of medical and dental professional practice. The subject is touched upon in the undergraduate curriculum. Historically, dentists interested in postgraduate study in this subject have accessed courses on medical law and ethics. While there are areas of shared interest (for example, consent, confidentiality) there are differences in emphasis and content (for example, end of life care, organ transplants, etc) which are not relevant to dentistry. A new postgraduate certificate (PgCert) course was approved by the University of Bedfordshire designed specifically for dental practitioners, making it the only university accredited course in the UK that is specific to dental staff. Students' perception of the subject of dental law and ethics at a postgraduate level was not known. The first PgCert student cohort was assessed at the start and the end of the course using two questionnaires. Sixteen students, all qualified dental practitioners working in the UK, took part. The perception toward the subject of dental law and ethics was in-line with the current guideline and regulations governing the dental profession. Perception of dental law was clearer at the end of the course compared to the beginning while dental ethics remained a challenging subject.

  16. Composite Reliability of a Workplace-Based Assessment Toolbox for Postgraduate Medical Education

    ERIC Educational Resources Information Center

    Moonen-van Loon, J. M. W.; Overeem, K.; Donkers, H. H. L. M.; van der Vleuten, C. P. M.; Driessen, E. W.

    2013-01-01

    In recent years, postgraduate assessment programmes around the world have embraced workplace-based assessment (WBA) and its related tools. Despite their widespread use, results of studies on the validity and reliability of these tools have been variable. Although in many countries decisions about residents' continuation of training and…

  17. Action Learning on the Edge: Contributing to a Master's Programme in Human Resources for Health

    ERIC Educational Resources Information Center

    Edmonstone, John; Robson, Jean

    2014-01-01

    This account of practice describes the introduction of an accredited postgraduate management qualification which used action learning as a major contribution to a blended learning approach in a fragile cross-border setting on the edge of Europe. Conventional management education has frequently been challenged on the grounds of relevance, efficacy…

  18. Vertical integration in medical school: effect on the transition to postgraduate training.

    PubMed

    Wijnen-Meijer, Marjo; ten Cate, Olle Th J; van der Schaaf, Marieke; Borleffs, Jan C C

    2010-03-01

    Recently, many medical schools' curricula have been revised so that they represent vertically integrated (VI) curricula. Important changes include: the provision of earlier clinical experience; longer clerkships, and the fostering of increasing levels of responsibility. One of the aims of vertical integration is to facilitate the transition to postgraduate training. The purpose of the present study is to determine whether a VI curriculum at medical school affects the transition to postgraduate training in a positive way. We carried out a questionnaire study among graduates of six medical schools in the Netherlands, who had followed either a VI or a non-VI curriculum. Items in the questionnaire focused on preparedness for work and postgraduate training, the time and number of applications required to be admitted to residency, and the process of making career choices. In comparison with those who have followed non-VI programmes, graduates of VI curricula appear to make definitive career choices earlier, need less time and fewer applications to obtain residency positions and feel more prepared for work and postgraduate training. The curriculum at medical school affects the transition to postgraduate training. Additional research is required to determine which components of the curriculum cause this effect and to specify under which conditions this effect occurs.

  19. Adapting the World Federation for Medical Education standards for use in a self-audit of an eye care training programme.

    PubMed

    Tousignant, B; Du Toit, R

    2011-12-01

    In 2006, a Postgraduate Diploma in Eye Care (PGDEC) for mid-level health personnel was initiated in Papua New Guinea, in partnership with The Fred Hollows Foundation New Zealand, the local government and Divine Word University. In the absence of national accreditation and with limited resources, an interim evaluation was needed. We adapted the World Federation for Medical Education (WFME) standards to use in a self-audit to evaluate nine areas and 38 subareas of programme structure, processes and implementation. We developed a rating system: each area and subarea was scored for partial or complete attainment of basic or quality development levels. Ratings were referenced with supporting documents. Data were gathered internally, through document census and meetings between stakeholders. A qualitative and quantitative portrait emerged: all nine programme areas completely attained at least basic level and two completely attained the quality development level. Twenty-six (68%) subareas completely attained the quality development level. Key successes included the administration of the PGDEC, synergies between the partnership's stakeholders and its relationship with the public health system. This self-audit adapted from WFME standards provided a simple, yet systematic and largely objective evaluation. It proved beneficial to further develop the programme, highlighting strengths and areas for improvement.

  20. Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

    PubMed

    Wright, Eric A; Brown, Bonnie; Gettig, Jacob; Martello, Jay L; McClendon, Katie S; Smith, Kelly M; Teeters, Janet; Ulbrich, Timothy R; Wegrzyn, Nicole; Bradley-Baker, Lynette R

    2014-08-01

    Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  1. The Condition of Accreditation: U.S. Accreditation in 2011

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2012

    2012-01-01

    Institutions are accredited by three types of accreditors: national faith-related organizations that accredit religiously affiliated and doctrinally based institutions that are primarily degree-granting and nonprofit; national career-related organizations that accredit mainly for-profit career-based degree-granting and non-degree-granting…

  2. Use of WONCA global standards to evaluate family medicine postgraduate education for curriculum development and review in Nepal and Myanmar.

    PubMed

    Gibson, Christine; Ladak, Farah; Shrestha, Ashis; Yadav, Bharat; Thu, Kyaw; Aye, Tin

    2016-09-01

    Family medicine is an integral part of primary care within health systems. Globally, training programmes exhibit a great degree of variability in content and skill acquisition. While this may in part reflect the needs of a given setting, there exists standard criteria that all family medicine programmes should consider core activities. WONCA has provided an open-access list of standards that their expert community considers essential for family medicine (GP) post-graduate training. Evaluation of developing or existing training programmes using these standards can provide insight into the degree of variability, gaps within programmes and equally as important, gaps within recommendations. In collaboration with the host institution, two family medicine programmes in Nepal and Myanmar were evaluated based on WONCA global standards. The results of the evaluation demonstrated that such a process can allow for critical review of curriculum in various stages of development and evaluation. The implications of reviewing training programmes according to WONCA standards can lead to enhanced training world-wide and standardisation of training for post-graduate family medicine.

  3. 21 CFR 900.13 - Revocation of accreditation and revocation of accreditation body approval.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... accreditation body approval. 900.13 Section 900.13 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... Certification § 900.13 Revocation of accreditation and revocation of accreditation body approval. (a) FDA action following revocation of accreditation. If a facility's accreditation is revoked by an accreditation body...

  4. Embedding Evidence-based Practice Education into a Post-graduate Physiotherapy Program: Eight Years of pre-Post Course Evaluations.

    PubMed

    Perraton, L; Machotka, Z; Grimmer, K; Gibbs, C; Mahar, C; Kennedy, K

    2017-04-01

    Little has been published about the effectiveness of training postgraduate physiotherapy coursework students in research methods and evidence-based practice (EBP) theory. Graduate qualities in most universities include lifelong learning. Inclusion of EBP in post-graduate coursework students' training is one way for students to develop the knowledge and skills needed to implement current best evidence in their clinical practice after graduation, thereby facilitating lifelong learning. This paper reports on change in confidence and anxiety in knowledge of statistical terminology and concepts related to research design and EBP in eight consecutive years of post-graduate physiotherapy students at one Australian university. Pre-survey/post-survey instruments were administered to students in an intensive 3-week post-graduate course, which taught health research methods, biostatistics and EBP. This course was embedded into a post-graduate physiotherapy programme from 2007 to 2014. The organization and delivery of the course was based on best pedagogical evidence for effectively teaching adult physiotherapists. The course was first delivered each year in the programme, and no other course was delivered concurrently. There were significant improvements in confidence, significantly decreased anxiety and improvements in knowledge of statistical terminology and concepts related to research design and EBP, at course completion. Age, gender and country of origin were not confounders on learning outcomes, although there was a (non-significant) trend that years of practice negatively impacted on learning outcomes (p = 0.09). There was a greater improvement in confidence in statistical terminology than in concepts related to research design and EBP. An intensive teaching programme in health research methods and biostatistics and EBP, based on best practice adult physiotherapy learning principles, is effective immediately post-course, in decreasing anxiety and increasing

  5. Understanding international postgraduate studies. Drivers from the supply and the demand side.

    PubMed

    Delgado-Serrano, M M; Gomez-Bruque, J L; Ambrosio-Albala, M J; Llamas-Moreno, B

    2010-01-01

    Changes in the global political and socioeconomic scenario are fostering the internationalization of master and doctoral programme as one of the current priorities for Universities. Changes in European higher education such as those stimulated by the Bologna process and the introduction of double, multiple or joint Master degree programmes together with the Erasmus Mundus programme are enhancing the competition of European universities in the global education market place. Universities compete to attract the best students, both national and international, to their postgraduate programmes. However, the design and launch of international masters or doctorates imply working with a different logic to the one used in national programmes. Complexity, diversity and differentiation are drivers of international education and as happens in complex systems the properties and features of the final products are different from the existing in the individual components. The aim of this paper is to understand international studies as complex systems and to analyze and identify factors affecting to the different components involved in the implementation of these programmes. The new approaches and the interrelations in aspects such as academic, administrative or economic management, quality assurance and marketing issues are examined and drivers, challenges and good practices where possible are identified. The analysis has been carried out considering the point of view of both Universities (supply-led approach) and students and employers (demand-led approach). From the analysis have emerged important questions that show the interrelation pattern and that can be useful when designing and implementing international postgraduate studies. Universities and students tend to agree about many issues however, some divergences have also been identified which make the results of the research more valuable.

  6. Postgraduate Research Supervision at a Distance: A Review of Challenges and Strategies

    ERIC Educational Resources Information Center

    Nasiri, Fuzhan; Mafakheri, Fereshteh

    2015-01-01

    This article reviews the literature on supervisory elements in distance postgraduate research programmes leading to a master's or doctoral degree. The authors first identify and review the main supervisory challenges from the perspectives of both supervisor and supervisee. This paves the path to investigate and categorise the strategies that have…

  7. Conversations about Research Supervision--Enabling and Accrediting a Community of Practice Model for Research Degree Supervisor Development

    ERIC Educational Resources Information Center

    Hill, Geof; Vaughan, Sian

    2018-01-01

    The authors' lived experience of devising a professional development programme for research supervisors and securing SEDA (Staff and Educational Development Association) accreditation informs this paper. Our first purpose is to outline the programme and discuss its uniqueness in using a community of practice model in conjunction with practitioner…

  8. Assessment for Learning: Capturing the Interest of Diverse Students on an Academic Writing Module in Postgraduate Vocational Education

    ERIC Educational Resources Information Center

    Strauss, P.; Mooney, S.

    2017-01-01

    This article discusses the complexities surrounding the teaching of a critical thinking and academic writing module on a vocational postgraduate programme. Students enrolled on this programme are strongly industry focused and often fail to see the relevance of such a module, despite the fact that most are international students with English as…

  9. Postgraduate Research Success: Communities of Practice Involving Cohorts, Guardian Supervisors and Online Communities

    ERIC Educational Resources Information Center

    Wisker, Gina; Robinson, Gillian; Shacham, Miri

    2007-01-01

    Traditionally, supervisors work with students on an individual basis and postgraduate development programmes are run on site. However, with increasing numbers of part-time and international students, supervisory relationships are likely to be conducted at a distance as students study alongside other commitments. Isolation can often be a key…

  10. Integrating bioethics into postgraduate medical education: the University of Toronto model.

    PubMed

    Howard, Frazer; McKneally, Martin F; Levin, Alex V

    2010-06-01

    Bioethics training is a vital component of postgraduate medical education and required by accreditation organizations in Canada and the United States. Residency program ethics curricula should ensure trainees develop core knowledge, skills, and competencies, and should encourage lifelong learning and teaching of bioethics. Many physician-teachers, however, feel unprepared to teach bioethics and face challenges in developing and implementing specialty-specific bioethics curricula. The authors present, as one model, the innovative strategies employed by the University of Toronto Joint Centre for Bioethics. They postulate that centralized support is a key component to ensure the success of specialty-specific bioethics teaching, to reinforce the importance of ethics in medical training, and to ensure it is not overshadowed by other educational concerns.

  11. Accreditation and Educational Quality: Are Students in Accredited Programs More Academically Engaged?

    ERIC Educational Resources Information Center

    Cole, James S.; Cole, Shu T.

    2008-01-01

    There has been a great deal of debate regarding the value of program accreditation. Two research questions guided this study: 1) are students enrolled in accredited parks, recreation, and leisure programs more academically engaged than students enrolled in non-accredited programs, and 2) do students enrolled in accredited parks, recreation, and…

  12. Accreditation Fact Sheet.

    ERIC Educational Resources Information Center

    National Association of Private, Nontraditional Schools and Colleges, Grand Junction, CO.

    Questions and answers concerning accreditation of postsecondary institutions are presented, along with a list of personal/organizational sources and bibliographical sources of information. Information is provided on the following: accreditation and its origin, the Council on Postsecondary Accreditation, the U.S. Department of Education, the…

  13. Components of laboratory accreditation.

    PubMed

    Royal, P D

    1995-12-01

    Accreditation or certification is a recognition given to an operation or product that has been evaluated against a standard; be it regulatory or voluntary. The purpose of accreditation is to provide the consumer with a level of confidence in the quality of operation (process) and the product of an organization. Environmental Protection Agency/OCM has proposed the development of an accreditation program under National Environmental Laboratory Accreditation Program for Good Laboratory Practice (GLP) laboratories as a supplement to the current program. This proposal was the result of the Inspector General Office reports that identified weaknesses in the current operation. Several accreditation programs can be evaluated and common components identified when proposing a structure for accrediting a GLP system. An understanding of these components is useful in building that structure. Internationally accepted accreditation programs provide a template for building a U.S. GLP accreditation program. This presentation will discuss the traditional structure of accreditation as presented in the Organization of Economic Cooperative Development/GLP program, ISO-9000 Accreditation and ISO/IEC Guide 25 Standard, and the Canadian Association for Environmental Analytical Laboratories, which has a biological component. Most accreditation programs are managed by a recognized third party, either privately or with government oversight. Common components often include a formal review of required credentials to evaluate organizational structure, a site visit to evaluate the facility, and a performance evaluation to assess technical competence. Laboratory performance is measured against written standards and scored. A formal report is then sent to the laboratory indicating accreditation status. Usually, there is a scheduled reevaluation built into the program. Fee structures vary considerably and will need to be examined closely when building a GLP program.

  14. Opportunities across Boundaries: Lessons from a Collaboratively Delivered Cross-Institution Master's Programme

    ERIC Educational Resources Information Center

    de Róiste, Mairéad; Breetzke, Gregory; Reitsma, Femke

    2015-01-01

    Advances in technology have created opportunities for collaborative multi-institution programme delivery which are increasingly attractive within a constrained financial environment. This paper details the development of a cross-institution collaboratively delivered masters and postgraduate diploma programme in Geographical Information Science in…

  15. Transition to Postgraduate Study: Postgraduate Ecological Systems and Identity

    ERIC Educational Resources Information Center

    Tobbell, Jane; O'Donnell, Victoria L.

    2013-01-01

    This paper explores and examines the distal and proximal systems which construct social science postgraduate study in the UK and analyses the emergent identities of postgraduate students as they negotiate the multiple and interacting practices in their transition to study. The data represent part of a one-year research project, funded by the…

  16. Field Programmable Gate Array Control of Power Systems in Graduate Student Laboratories

    DTIC Science & Technology

    2008-03-01

    NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS Approved for public release; distribution is unlimited FIELD PROGRAMMABLE...REPORT TYPE AND DATES COVERED Master’s Thesis 4. TITLE AND SUBTITLE Field Programmable Gate Array Control of Power Systems in Graduate Student...Electronics curriculum track is the development of a design center that explores Field Programmable Gate Array (FPGA) control of power electronics

  17. Students' learning as the focus for shared involvement between universities and clinical practice: a didactic model for postgraduate degree projects.

    PubMed

    Öhlén, J; Berg, L; Björk Brämberg, E; Engström, Å; German Millberg, L; Höglund, I; Jacobsson, C; Lepp, M; Lidén, E; Lindström, I; Petzäll, K; Söderberg, S; Wijk, H

    2012-10-01

    In an academic programme, completion of a postgraduate degree project could be a significant means of promoting student learning in evidence- and experience-based practice. In specialist nursing education, which through the European Bologna process would be raised to the master's level, there is no tradition of including a postgraduate degree project. The aim was to develop a didactic model for specialist nursing students' postgraduate degree projects within the second cycle of higher education (master's level) and with a specific focus on nurturing shared involvement between universities and healthcare settings. This study embodies a participatory action research and theory-generating design founded on empirically practical try-outs. The 3-year project included five Swedish universities and related healthcare settings. A series of activities was performed and a number of data sources secured. Constant comparative analysis was applied. A didactic model is proposed for postgraduate degree projects in specialist nursing education aimed at nurturing shared involvement between universities and healthcare settings. The focus of the model is student learning in order to prepare the students for participation as specialist nurses in clinical knowledge development. The model is developed for the specialist nursing education, but it is general and could be applicable to various education programmes.

  18. Exploring the Postgraduate Research Climate and the Postgraduate Research Experience: A Conceptual Model

    ERIC Educational Resources Information Center

    Govender, K. K.

    2011-01-01

    The objective of this article is to develop a conceptual model aimed at improving the postgraduate research students' experience. Since postgraduate students "vote with their feet" an improved understanding of the postgraduate research service encounter may result in improving the quality of the encounter and so increasing throughput and…

  19. A Threat to Accreditation: Defamation Judgment against an Accreditation Team Member.

    ERIC Educational Resources Information Center

    Flygare, Thomas J.

    1980-01-01

    Delaware Law School founder Alfred Avins successfully sued accreditation team member James White for defamation as a result of comments made in 1974 and 1975. An appeals brief claims Avins was a "public figure," that he consented to accreditation, and that the accreditation process deserves court protection against such suits. (PGD)

  20. Why do primary care doctors undertake postgraduate diploma studies in a mixed private/public Asian setting?

    PubMed

    Lam, T P; Lam, K F; Tse, E Y Y

    2006-06-01

    The aim of this study was to examine the reasons why primary care doctors undertake postgraduate diploma studies in a mixed private/public Asian setting. Twenty four past or current postgraduate diploma students of the family medicine unit (FMU) of the University of Hong Kong participated in three focus group interviews. A structured questionnaire was constructed based on the qualitative data collected and was sent to 328 former applicants of postgraduate diploma studies at FMU. "Upgrading medical knowledge and skills" and "improving quality of practice" were two of the factors that most of the respondents considered to be significant in motivating them to undertake postgraduate diploma studies. "Time constraint" and "workload in practice" were however the most significant demotivating factors. Financial issues were more seriously considered by the junior than the senior doctors. To be able to "expand patient base and/or number" was considered to be a significant factor by the private doctors who were also keen to "improve communication and relationship with patients". These findings suggest that there are mixed reasons for primary care doctors to undertake postgraduate diploma studies. Course organisers should take into consideration these various reasons in planning their programmes.

  1. Research performance of AACSB accredited institutions in Taiwan: before versus after accreditation.

    PubMed

    Ke, Shih-Wen; Lin, Wei-Chao; Tsai, Chih-Fong

    2016-01-01

    More and more universities are receiving accreditation from the Association to Advance Collegiate Schools of Business (AACSB), which is an international association for promoting quality teaching and learning at business schools. To be accredited, the schools are required to meet a number of standards ensuring that certain levels of teaching quality and students' learning are met. However, there are a variety of points of view espoused in the literature regarding the relationship between research and teaching, some studies have demonstrated that research and teaching these are complementary elements of learning, but others disagree with these findings. Unlike past such studies, we focus on analyzing the research performance of accredited schools during the period prior to and after receiving accreditation. The objective is to answer the question as to whether performance has been improved by comparing the same school's performance before and after accreditation. In this study, four AACSB accredited universities in Taiwan are analyzed, including one teaching oriented and three research oriented universities. Research performance is evaluated by comparing seven citation statistics, the number of papers published, number of citations, average number of citations per paper, average citations per year, h-index (annual), h-index, and g-index. The analysis results show that business schools demonstrated enhanced research performance after AACSB accreditation, but in most accredited schools the proportion of faculty members not actively doing research is larger than active ones. This study shows that the AACSB accreditation has a positive impact on research performance. The findings can be used as a reference for current non-accredited schools whose research goals are to improve their research productivity and quality.

  2. Accreditation's Legal Landscape

    ERIC Educational Resources Information Center

    Graca, Thomas J.

    2009-01-01

    Like most issues in higher education, the accreditation paradigm in the United States is defined in large measure by the legal and political climate in which the academy finds itself. In the case of accreditation in particular, the legal substrate is of particular importance given the central role of accreditation in a college's ability to receive…

  3. Environmental engineering education: examples of accreditation and quality assurance

    NASA Astrophysics Data System (ADS)

    Caporali, E.; Catelani, M.; Manfrida, G.; Valdiserri, J.

    2013-12-01

    Environmental engineers respond to the challenges posed by a growing population, intensifying land-use pressures, natural resources exploitation as well as rapidly evolving technology. The environmental engineer must develop technically sound solutions within the framework of maintaining or improving environmental quality, complying with public policy, and optimizing the utilization of resources. The engineer provides system and component design, serves as a technical advisor in policy making and legal deliberations, develops management schemes for resources, and provides technical evaluations of systems. Through the current work of environmental engineers, individuals and businesses are able to understand how to coordinate society's interaction with the environment. There will always be a need for engineers who are able to integrate the latest technologies into systems to respond to the needs for food and energy while protecting natural resources. In general, the environment-related challenges and problems need to be faced at global level, leading to the globalization of the engineering profession which requires not only the capacity to communicate in a common technical language, but also the assurance of an adequate and common level of technical competences, knowledge and understanding. In this framework, the Europe-based EUR ACE (European Accreditation of Engineering Programmes) system, currently operated by ENAEE - European Network for Accreditation of Engineering Education can represent the proper framework and accreditation system in order to provide a set of measures to assess the quality of engineering degree programmes in Europe and abroad. The application of the accreditation model EUR-ACE, and of the National Italian Degree Courses Accreditation System, promoted by the Italian National Agency for the Evaluation of Universities and Research Institutes (ANVUR), to the Environmental Engineering Degree Courses at the University of Firenze is presented. In

  4. Quality Assurance and Accreditation in Higher Education: India vis-à-vis European Countries

    ERIC Educational Resources Information Center

    Dey, Niradhar

    2011-01-01

    Quality assurance (QA) and accreditation in higher education include the systematic management and assessment of procedures to monitor performance and to address areas of improvement. In the context of globalization, without assuring the quality of higher education programmes it is not possible to ensure credit transfer and student mobility, to…

  5. NAEYC Accreditation: The First Decade of NAEYC Accreditation: Growth and Impact on the Field.

    ERIC Educational Resources Information Center

    Bredekamp, Sue; Glowacki, Stephanie

    1996-01-01

    Describes development of NAEYC accreditation and offers a description of the process. Highlights the effects of accreditation and discusses its future. Notes that accreditation provides opportunities and motivation for valuable professional development, and that quality control is the greatest challenge faced by accreditation efforts. Notes…

  6. Surviving Accreditation: A QIAS Ideas Bank. Accreditation and Beyond Series, Volume I.

    ERIC Educational Resources Information Center

    Ferry, Jan

    This publication provides information on the accreditation process for early childhood education and care providers participating in the Quality Improvement and Accreditation System (QIAS), developed by the National Childcare Accreditation Council of Australia. The publication is divided into sections corresponding to steps in the…

  7. A framework for recognition of prior learning within a Postgraduate Diploma of Nursing Management in South Africa.

    PubMed

    Jooste, Karien; Jasper, Melanie

    2010-09-01

    The present study focuses on the development of an initial framework to guide educators in nursing management in designing a portfolio for the recognition of prior learning for accreditation of competencies within a postgraduate diploma in South Africa. In South Africa, there is a unique educational need, arising from the legacy of apartheid and previous political regimes, to facilitate educational development in groups previously unable to access higher education. Awareness of the need for continuous professional development in nursing management practice and recognition of prior learning in the educational environment has presented the possibility of using one means to accomplish both aims. Although the content of the present study is pertinent to staff development of nurse managers, it is primarily written for nurse educators in the field of nursing management. The findings identify focus areas to be addressed in a recognition of prior learning portfolio to comply with the programme specific outcomes of Nursing Service Management. Further work to refine these focus areas to criteria that specify the level of performance required to demonstrate achievement is needed. CONCLUSION AND IMPLICATIONS FOR NURSE MANAGERS: Managers need to facilitate continuous professional development through portfolio compilation which acknowledges the learning opportunities within the workplace and can be used as recognition of prior learning. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

  8. Clinical laboratory accreditation in India.

    PubMed

    Handoo, Anil; Sood, Swaroop Krishan

    2012-06-01

    Test results from clinical laboratories must ensure accuracy, as these are crucial in several areas of health care. It is necessary that the laboratory implements quality assurance to achieve this goal. The implementation of quality should be audited by independent bodies,referred to as accreditation bodies. Accreditation is a third-party attestation by an authoritative body, which certifies that the applicant laboratory meets quality requirements of accreditation body and has demonstrated its competence to carry out specific tasks. Although in most of the countries,accreditation is mandatory, in India it is voluntary. The quality requirements are described in standards developed by many accreditation organizations. The internationally acceptable standard for clinical laboratories is ISO15189, which is based on ISO/IEC standard 17025. The accreditation body in India is the National Accreditation Board for Testing and Calibration Laboratories, which has signed Mutual Recognition Agreement with the regional cooperation the Asia Pacific Laboratory Accreditation Cooperation and with the apex cooperation the International Laboratory Accreditation Cooperation.

  9. Integrating Assessment Matrices in Feedback Loops to Promote Research Skill Development in Postgraduate Research Projects

    ERIC Educational Resources Information Center

    Venning, Jackie; Buisman-Pijlman, Femke

    2013-01-01

    Assessment tasks can focus student efforts in what they choose to study. This paper describes the development and initial application of an assessment matrix to support student learning in postgraduate research studies at the University of Adelaide. Students and supervisors in the multi-disciplinary Master programmes also benefit from the clear…

  10. The Influence of Accreditation on the Sustainability of Organizations with the Brazilian Accreditation Methodology

    PubMed Central

    de Paiva, Anderson Paulo

    2018-01-01

    This research evaluates the influence of the Brazilian accreditation methodology on the sustainability of the organizations. Critical factors for implementing accreditation were also examined, including measuring the relationships established between these factors in the organization sustainability. The present study was developed based on the survey methodology applied in the organizations accredited by ONA (National Accreditation Organization); 288 responses were received from the top level managers. The analysis of quantitative data of the measurement models was made with factorial analysis from principal components. The final model was evaluated from the confirmatory factorial analysis and structural equation modeling techniques. The results from the research are vital for the definition of factors that interfere in the accreditation processes, providing a better understanding for accredited organizations and for Brazilian accreditation. PMID:29599939

  11. Development of a Post-Graduate Year 2 Pharmacy Residency in Clinical Pharmacogenetics

    PubMed Central

    Hoffman, James M.; Gammal, Roseann S.; Relling, Mary V.; Crews, Kristine R.

    2017-01-01

    Purpose The structure and development of an innovative clinical pharmacogenetics post-graduate year 2 (PGY2) ASHP-accredited residency program is described. Summary The advent of the era of genomics has left practitioners wondering how to interpret the data obtained from sequencing and genotyping patients. In order to train the next leaders in the area of implementing pharmacogenetics, St. Jude Children’s Research Hospital established the first accredited residency program in clinical pharmacogenetics. The 12-month long PGY2 residency was created in accordance with the ASHP standards for advanced practice residencies. The resident learns to optimize patient outcomes through the expert provision of evidence-based, patient-centered precision medicine as an integral part of an interdisciplinary team. The resident gains hands-on experience in a dynamic environment regarding all aspects of running a clinical pharmacogenetics service. Since the first resident graduated in 2012, the program has graduated one resident each year. Conclusion To fill a need for pharmacists trained in pharmacogenetics, an innovative PGY2 residency in clinical pharmacogenetics was successfully developed. Upon completion of the program, residents are equipped with the clinical skills and necessary experience to drive precision medicine forward and lead the implementation of pharmacogenetics in various healthcare settings. PMID:28274984

  12. Engineering Accreditation in China: The Progress and Development of China's Engineering Accreditation

    ERIC Educational Resources Information Center

    Jiaju, Bi

    2009-01-01

    Among engineering degree programs at the bachelor's level in China, civil engineering was the first one accredited in accordance with a professional programmatic accreditation system comparable to that of international practice. Launched in 1994, the accreditation of civil engineering aimed high and toward international standards and featured the…

  13. The SLMTA programme: Transforming the laboratory landscape in developing countries

    PubMed Central

    Maruta, Talkmore; Luman, Elizabeth T.; Nkengasong, John N.

    2014-01-01

    Background Efficient and reliable laboratory services are essential to effective and well-functioning health systems. Laboratory managers play a critical role in ensuring the quality and timeliness of these services. However, few laboratory management programmes focus on the competencies required for the daily operations of a laboratory in resource-limited settings. This report provides a detailed description of an innovative laboratory management training tool called Strengthening Laboratory Management Toward Accreditation (SLMTA) and highlights some challenges, achievements and lessons learned during the first five years of implementation (2009–2013) in developing countries. Programme SLMTA is a competency-based programme that uses a series of short courses and work-based learning projects to effect immediate and measurable laboratory improvement, while empowering laboratory managers to implement practical quality management systems to ensure better patient care. A SLMTA training programme spans from 12 to 18 months; after each workshop, participants implement improvement projects supported by regular supervisory visits or on-site mentoring. In order to assess strengths, weaknesses and progress made by the laboratory, audits are conducted using the World Health Organization’s Regional Office for Africa (WHO AFRO) Stepwise Laboratory Quality Improvement Process Towards Accreditation (SLIPTA) checklist, which is based on International Organization for Standardization (ISO) 15189 requirements. These internal audits are conducted at the beginning and end of the SLMTA training programme. Conclusion Within five years, SLMTA had been implemented in 617 laboratories in 47 countries, transforming the laboratory landscape in developing countries. To our knowledge, SLMTA is the first programme that makes an explicit connection between the performance of specific management behaviours and routines and ISO 15189 requirements. Because of this close relationship, SLMTA is

  14. Why Become Pharmacy Compounding Accreditation Board Accredited?

    PubMed

    Dillon, L Rad

    2016-01-01

    The Pharmacy Compounding Accreditation Board's goal is to assist pharmacies to obtain formal recognition of their status as a high-quality and fully compliant provider of pharmaceuticals and patient services. This article provides a brief outline of the application process, the survey preparation, points of information about the actual survey, and suggestions on how to remain in compliance with Pharmacy Compounding Accreditation Board's standards. Copyright© by International Journal of Pharmaceutical Compounding, Inc.

  15. Is gerontology ready for accreditation?

    PubMed

    Haley, William E; Ferraro, Kenneth F; Montgomery, Rhonda J V

    2012-01-01

    The authors review widely accepted criteria for program accreditation and compare gerontology with well-established accredited fields including clinical psychology and social work. At present gerontology lacks many necessary elements for credible professional accreditation, including defined scope of practice, applied curriculum, faculty with applied professional credentials, and resources necessary to support professional credentialing review. Accreditation with weak requirements will be dismissed as "vanity" accreditation, and strict requirements will be impossible for many resource-poor programs to achieve, putting unaccredited programs at increased risk for elimination. Accreditation may be appropriate in the future, but it should be limited to professional or applied gerontology, perhaps for programs conferring bachelor's or master's degrees. Options other than accreditation to enhance professional skills and employability of gerontology graduates are discussed.

  16. Rethinking Leadership Learning in Postgraduate Public Management Programmes

    ERIC Educational Resources Information Center

    Briggs, Ian; Raine, John

    2013-01-01

    Leadership forms a key component of the curriculum of most Master of Public Administration and other public management programmes, usually doing so on the basis of assumptions that leadership is (a) both a subject and a responsibility that all such students might expect to embrace in the course of their careers; and (b) in some respects at least,…

  17. The Future of Accreditation

    ERIC Educational Resources Information Center

    Eaton, Judith S.

    2012-01-01

    Accreditation, the primary means of assuring and improving academic quality in U.S. higher education, has endured for more than 100 years. While accommodating many changes in higher education and society, accreditation's fundamental values and practices have remained essentially intact, affirming their sturdiness. Accreditation is a form of…

  18. CDC/NACCHO Accreditation Support Initiative: advancing readiness for local and tribal health department accreditation.

    PubMed

    Monteiro, Erinn; Fisher, Jessica Solomon; Daub, Teresa; Zamperetti, Michelle Chuk

    2014-01-01

    Health departments have various unique needs that must be addressed in preparing for national accreditation. These needs require time and resources, shortages that many health departments face. The Accreditation Support Initiative's goal was to test the assumption that even small amounts of dedicated funding can help health departments make important progress in their readiness to apply for and achieve accreditation. Participating sites' scopes of work were unique to the needs of each site and based on the proposed activities outlined in their applications. Deliverables and various sources of data were collected from sites throughout the project period (December 2011-May 2012). Awardees included 1 tribal and 12 local health departments, as well as 5 organizations supporting the readiness of local and tribal health departments. Sites dedicated their funding toward staff time, accreditation fees, completion of documentation, and other accreditation readiness needs and produced a number of deliverables and example documents. All sites indicated that they made accreditation readiness gains that would not have occurred without this funding. Preliminary evaluation data from the first year of the Accreditation Support Initiative indicate that flexible funding arrangements may be an effective way to increase health departments' accreditation readiness.

  19. Strengthening organizational performance through accreditation research-a framework for twelve interrelated studies: the ACCREDIT project study protocol.

    PubMed

    Braithwaite, Jeffrey; Westbrook, Johanna; Johnston, Brian; Clark, Stephen; Brandon, Mark; Banks, Margaret; Hughes, Clifford; Greenfield, David; Pawsey, Marjorie; Corbett, Angus; Georgiou, Andrew; Callen, Joanne; Ovretveit, John; Pope, Catherine; Suñol, Rosa; Shaw, Charles; Debono, Deborah; Westbrook, Mary; Hinchcliff, Reece; Moldovan, Max

    2011-10-09

    Service accreditation is a structured process of recognising and promoting performance and adherence to standards. Typically, accreditation agencies either receive standards from an authorized body or develop new and upgrade existing standards through research and expert views. They then apply standards, criteria and performance indicators, testing their effects, and monitoring compliance with them. The accreditation process has been widely adopted. The international investments in accreditation are considerable. However, reliable evidence of its efficiency or effectiveness in achieving organizational improvements is sparse and the value of accreditation in cost-benefit terms has yet to be demonstrated. Although some evidence suggests that accreditation promotes the improvement and standardization of care, there have been calls to strengthen its research base.In response, the ACCREDIT (Accreditation Collaborative for the Conduct of Research, Evaluation and Designated Investigations through Teamwork) project has been established to evaluate the effectiveness of Australian accreditation in achieving its goals. ACCREDIT is a partnership of key researchers, policymakers and agencies. We present the framework for our studies in accreditation. Four specific aims of the ACCREDIT project, which will direct our findings, are to: (i) evaluate current accreditation processes; (ii) analyse the costs and benefits of accreditation; (iii) improve future accreditation via evidence; and (iv) develop and apply new standards of consumer involvement in accreditation. These will be addressed through 12 interrelated studies designed to examine specific issues identified as a high priority. Novel techniques, a mix of qualitative and quantitative methods, and randomized designs relevant for health-care research have been developed. These methods allow us to circumvent the fragmented and incommensurate findings that can be generated in small-scale, project-based studies. The overall

  20. Intersocietal Accreditation Commission Accreditation Status of Outpatient Cerebrovascular Testing Facilities Among Medicare Beneficiaries: The VALUE Study.

    PubMed

    Brown, Scott C; Wang, Kefeng; Dong, Chuanhui; Farrell, Mary Beth; Heller, Gary V; Gornik, Heather L; Hutchisson, Marge; Needleman, Laurence; Benenati, James F; Jaff, Michael R; Meier, George H; Perese, Susana; Bendick, Phillip; Hamburg, Naomi M; Lohr, Joann M; LaPerna, Lucy; Leers, Steven A; Lilly, Michael P; Tegeler, Charles; Katanick, Sandra L; Alexandrov, Andrei V; Siddiqui, Adnan H; Rundek, Tatjana

    2016-09-01

    Accreditation of cerebrovascular ultrasound laboratories by the Intersocietal Accreditation Commission (IAC) and equivalent organizations is supported by the Joint Commission certification of stroke centers. Limited information exists on the accreditation status and geographic distribution of cerebrovascular testing facilities in the United States. Our study objectives were to identify the proportion of IAC-accredited outpatient cerebrovascular testing facilities used by Medicare beneficiaries, describe their geographic distribution, and identify variations in cerebrovascular testing procedure types and volumes by accreditation status. As part of the VALUE (Vascular Accreditation, Location, and Utilization Evaluation) Study, we examined the proportion of IAC-accredited facilities that conducted cerebrovascular testing in a 5% Centers for Medicare and Medicaid Services random Outpatient Limited Data Set in 2011 and investigated their geographic distribution using geocoding. Among 7327 outpatient facilities billing Medicare for cerebrovascular testing, only 22% (1640) were IAC accredited. The proportion of IAC-accredited cerebrovascular testing facilities varied by region (χ(2)[3] = 177.1; P < .0001), with 29%, 15%, 13%, and 10% located in the Northeast, South, Midwest, and West, respectively. However, of the total number of cerebrovascular outpatient procedures conducted in 2011 (38,555), 40% (15,410) were conducted in IAC-accredited facilities. Most cerebrovascular testing procedures were carotid duplex, with 40% of them conducted in IAC-accredited facilities. The proportion of facilities conducting outpatient cerebrovascular testing accredited by the IAC is low and varies by region. The growing number of certified stroke centers should be accompanied by more accredited outpatient vascular testing facilities, which could potentially improve the quality of stroke care.

  1. Accredited Birth Centers

    MedlinePlus

    ... 83702 208-343-2079 Accredited Since June 2013 Tree of Life Birth & Gynecology Deland In-Process 125 ... 32720 386-279-0145 In-Process of Accreditation Tree of Life Birth & Gynecology Orlando In-Process 1010 ...

  2. Evaluation of postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning: a descriptive study.

    PubMed

    Currey, Judy; Oldland, Elizabeth; Considine, Julie; Glanville, David; Story, Ian

    2015-02-01

    The aim of this study was to evaluate postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning (TBL). A descriptive pre and post interventional design was used. Study data were collected by surveys and observation. University postgraduate critical care nursing programme. Students' attitudes to learning within teams (Team Experience Questionnaire) and student engagement (observed and self-reports). Twenty-eight of 32 students agreed to participate (87% response rate). There were significant changes in students' attitudes to learning within teams including increases in overall satisfaction with team experience, team impact on quality of learning, team impact on clinical reasoning ability and professional development. There was no significant increase in satisfaction with peer evaluation. Observation and survey results showed higher student engagement in TBL classes compared with standard lecturing. Postgraduate critical care nursing students responded positively to the introduction of TBL and showed increased engagement with learning. In turn, these factors enhanced nurses' professional skills in teamwork, communication, problem solving and higher order critical thinking. Developing professional skills and advancing knowledge should be core to all critical care nursing education programmes to improve the quality and safety of patient care. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. [Accreditation of medical laboratories].

    PubMed

    Horváth, Andrea Rita; Ring, Rózsa; Fehér, Miklós; Mikó, Tivadar

    2003-07-27

    In Hungary, the National Accreditation Body was established by government in 1995 as an independent, non-profit organization, and has exclusive rights to accredit, amongst others, medical laboratories. The National Accreditation Body has two Specialist Advisory Committees in the health care sector. One is the Health Care Specialist Advisory Committee that accredits certifying bodies, which deal with certification of hospitals. The other Specialist Advisory Committee for Medical Laboratories is directly involved in accrediting medical laboratory services of health care institutions. The Specialist Advisory Committee for Medical Laboratories is a multidisciplinary peer review group of experts from all disciplines of in vitro diagnostics, i.e. laboratory medicine, microbiology, histopathology and blood banking. At present, the only published International Standard applicable to laboratories is ISO/IEC 17025:1999. Work has been in progress on the official approval of the new ISO 15189 standard, specific to medical laboratories. Until the official approval of the International Standard ISO 15189, as accreditation standard, the Hungarian National Accreditation Body has decided to progress with accreditation by formulating explanatory notes to the ISO/IEC 17025:1999 document, using ISO/FDIS 15189:2000, the European EC4 criteria and CPA (UK) Ltd accreditation standards as guidelines. This harmonized guideline provides 'explanations' that facilitate the application of ISO/IEC 17025:1999 to medical laboratories, and can be used as a checklist for the verification of compliance during the onsite assessment of the laboratory. The harmonized guideline adapted the process model of ISO 9001:2000 to rearrange the main clauses of ISO/IEC 17025:1999. This rearrangement does not only make the guideline compliant with ISO 9001:2000 but also improves understanding for those working in medical laboratories, and facilitates the training and education of laboratory staff. With the

  4. Profiling health-care accreditation organizations: an international survey.

    PubMed

    Shaw, Charles D; Braithwaite, Jeffrey; Moldovan, Max; Nicklin, Wendy; Grgic, Ileana; Fortune, Triona; Whittaker, Stuart

    2013-07-01

    To describe global patterns among health-care accreditation organizations (AOs) and to identify determinants of sustainability and opportunities for improvement. Web-based questionnaire survey. Organizations offering accreditation services nationally or internationally to health-care provider institutions or networks at primary, secondary or tertiary level in 2010. s) External relationships, scope and activity public information. Forty-four AOs submitted data, compared with 33 in a survey 10 years earlier. Of the 30 AOs that reported survey activity in 2000 and 2010, 16 are still active and stable or growing. New and old programmes are increasingly linked to public funding and regulation. While the number of health-care AOs continues to grow, many fail to thrive. Successful organizations tend to complement mechanisms of regulation, health-care funding or governmental commitment to quality and health-care improvement that offer a supportive environment. Principal challenges include unstable business (e.g. limited market, low uptake) and unstable politics. Many organizations make only limited information available to patients and the public about standards, procedures or results.

  5. Development of a competency based training programme to support multidisciplinary working in a combined biochemistry/haematology laboratory

    PubMed Central

    Woods, R; Longmire, W; Galloway, M; Smellie, W

    2000-01-01

    The aim of this study was to develop a competency based training programme to support multidisciplinary working in a combined biochemistry and haematology laboratory. The training programme was developed to document that staff were trained in the full range of laboratory tests that they were expected to perform. This programme subsequently formed the basis for the annual performance review of all staff. All staff successfully completed the first phase of the programme. This allowed laboratory staff to work unsupervised at night as part of a partial shift system. All staff are now working towards achieving a level of competence equivalent to the training level required for state registration by the Council for Professions Supplementary to Medicine. External evaluation of the training programme has included accreditation by the Council for Professions Supplementary to Medicine and reinspection by Clinical Pathology Accreditation (UK) Ltd. The development of a competency based training system has facilitated the introduction of multidisciplinary working in the laboratory. In addition, it enables the documentation of all staff to ensure that they are fully trained and are keeping up to date, because the continuing professional development programme in use in our laboratory has been linked to this training scheme. This approach to documentation of training facilitated a recent reinspection by Clinical Pathology Accreditation (UK) Ltd. Key Words: Keyword: multidisciplinary working • competency based training PMID:10889827

  6. Accreditation of ambulatory facilities.

    PubMed

    Urman, Richard D; Philip, Beverly K

    2014-06-01

    With the continued growth of ambulatory surgical centers (ASC), the regulation of facilities has evolved to include new standards and requirements on both state and federal levels. Accreditation allows for the assessment of clinical practice, improves accountability, and better ensures quality of care. In some states, ASC may choose to voluntarily apply for accreditation from a recognized organization, but in others it is mandated. Accreditation provides external validation of safe practices, benchmarking performance against other accredited facilities, and demonstrates to patients and payers the facility's commitment to continuous quality improvement. Copyright © 2014 Elsevier Inc. All rights reserved.

  7. Tourism and Management Study Programme through Blended Learning: Development and Results

    ERIC Educational Resources Information Center

    Simonova, Ivana

    2018-01-01

    This paper introduces and discusses a tourism and management study programme at the Faculty of Informatics and Management (FIM), University of Hradec Králové. It begins with description of the programme, along with a summary of its history and is considered in the light of changes in accreditation requirements. Students' interest in the programme…

  8. Supporting Students' Assignment Writing: What Lecturers Do in a Master of Education Programme

    ERIC Educational Resources Information Center

    Li, Yongyan; Hu, Guangwei

    2018-01-01

    Teachers' instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at an…

  9. Academic Rigour, Managerial Relevance and Triangulation of Research Methods: A Perspective of Expectations Fulfilment in Postgraduate Education

    ERIC Educational Resources Information Center

    Hui, Loi Teck; Fatt, Quek Kia

    2008-01-01

    Developing high-quality human capital and advancing existing knowledge stocks are crucial for the competitive advantage of a nation. The authors argue that offering postgraduate programmes that give great emphasis to academic rigour, managerial relevance and the triangulation of research methods is vital if these ends are to be achieved. They…

  10. Non Profit and For-Profit Higher Education Accreditation. Council for Higher Education Accreditation. Fact Sheet #7

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2012

    2012-01-01

    This fact sheet presents data provided to the Council for Higher Education Accreditation (CHEA) by accrediting organizations for accrediting activity during 2010-2011. It includes both Title IV and Non-Title IV institutions. Data are presented in the following categories: (1) Accrediting Organizations; (2) Fourteen Major For-Profit Higher…

  11. Evaluative Study of M.A. Education Programmes of Teacher Education at Higher Education Level in Pakistan

    ERIC Educational Resources Information Center

    Fatima, Jabeen; Naseer Ud Din, Muhammad

    2010-01-01

    The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher's training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph.D) post-graduate degrees in the field of education to enhance the careers and accelerate the…

  12. ESSReS-PEP-POLMAR, an international and interdisciplinary postgraduate education concept on Earth and Environmental Sciences

    NASA Astrophysics Data System (ADS)

    Meggers, Helge; Hanfland, Claudia; Sprengel, Claudia; Grosfeld, Klaus; Lohmann, Gerrit; Bijma, Jelle; Ladstätter-Weißenmayer, Annette; Burrows, John

    2014-05-01

    Postgraduate education is gaining increasing importance and has been identified as one instrument to foster quality and promote networking, both in research and in education. Exchange and co-operation between graduate programmes that have related topics produce added value for all. Students have access to a range of research facilities, course offers, and a broad scientific community from which they can start building their individual scientific network. Larger events like PhD conferences, career symposia or cost-intensive trainings are more easily tackled by joining forces of various players. The postgraduate programmes ESSReS-PEP-POLMAR are part of a larger network of marine and climate science programmes in the north-western region of Germany and together host up 180 (23 ESSReS, 130 POLMAR, 30 PEP) PhD/Master students in their respective programmes. Here, we will present a number of joint activities from this collaboration. Today, the PhD education is completely different to that from 15 years ago due to a variety of different scientific offerings including e.g. excursions, soft skill courses and special seminars. In the framework of the ESSReS-PEP-POLMAR concept the Postgraduate Programme Environmental Physics (PEP) at the University of Bremen educates the participants on the complex relationship between atmosphere, hydrosphere (ocean), cryosphere (ice region) and solid earth (land). Here, the learning of experimental methods in environmental physics at the most advanced level, numerical data analysis using supercomputers, and data interpretation via sophisticated methods prepare students for a scientific career. Within cooperation with the Ocean University of China (OUC) students are participating one year in the PEP programme during their master studies since 2006, to get finally a double degree of both universities. Two different ways to further graduation are currently possible at the Alfred Wegener Institute. The Helmholtz Graduate School for Polar and

  13. Obtaining accreditation by the pharmacy compounding accreditation board, part 2: developing essential standard operating procedures.

    PubMed

    Cabaleiro, Joe

    2007-01-01

    A key component of qualifying for accreditation with the Pharmacy Compounding Accreditation Board is having a set of comprehensive standard operating procedures that are being used by the pharmacy staff. The three criteria in standard operating procedures for which the Pharmacy Compounding Accreditation Board looks are: (1)written standard operating procedures; (2)standard operating procedures that reflect what the organization actualy does; and (3) whether the written standard operating procedures are implemented. Following specified steps in the preparation of standard operating procedures will result in procedures that meet Pharmacy Compounding Accreditation Board Requirements, thereby placing pharmacies one step closer to qualifying for accreditation.

  14. Clinical Psychology Training: Accreditation and Beyond.

    PubMed

    Levenson, Robert W

    2017-05-08

    Beginning with efforts in the late 1940s to ensure that clinical psychologists were adequately trained to meet the mental health needs of the veterans of World War II, the accreditation of clinical psychologists has largely been the province of the Commission on Accreditation of the American Psychological Association. However, in 2008 the Psychological Clinical Science Accreditation System began accrediting doctoral programs that adhere to the clinical science training model. This review discusses the goals of accreditation and the history of the accreditation of graduate programs in clinical psychology, and provides an overview of the evaluation procedures used by these two systems. Accreditation is viewed against the backdrop of the slow rate of progress in reducing the burden of mental illness and the changes in clinical psychology training that might help improve this situation. The review concludes with a set of five recommendations for improving accreditation.

  15. 9 CFR 439.53 - Revocation of accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.53 Revocation of accreditation. The accreditation of a laboratory will be revoked for the following reasons: (a) An accredited laboratory that is accredited to.... If the accredited laboratory fails to meet any of the criteria set forth in §§ 439.20(d) and 439.20(h...

  16. Handbook of Accreditation. Second Edition.

    ERIC Educational Resources Information Center

    North Central Association of Colleges and Schools, Chicago, IL. Commission on Institutions of Higher Education.

    This handbook contains accreditation information from the North Central Association of Colleges and Schools Commission on Institutions of Higher Education, including general institutional requirements, criteria for accreditation, and policies on educational change. Chapters include: (1) "Introduction to Voluntary Accreditation and the…

  17. A Glimpse of Challenges and Benefits Associated with Collaborative Postgraduate Programmes in Sub-Saharan African Universities

    ERIC Educational Resources Information Center

    Mundia, Lisho C.

    2017-01-01

    The paper presents empirical findings on the potential benefits and challenges associated with collaborative postgraduate programs between African universities. It reflects the empirical benefits and challenges towards a collaborative master in the fields of Earth Observation, Geographical Information Science (GIS) and Remote Sensing. The research…

  18. Accreditation of Developmental Disabilities Programs.

    ERIC Educational Resources Information Center

    Hemp, Richard; Braddock, David

    1988-01-01

    Data gathered from 296 agency accreditation surveys, conducted by the Accreditation Council on Services for People with Developmental Disabilities, were analyzed, focusing on ownership, services provided, size of residential units, critical standards, characteristics of individuals served, and accreditation outcome. Redundancies between private…

  19. Working toward a sustainable laboratory quality improvement programme through country ownership: Mozambique's SLMTA story.

    PubMed

    Masamha, Jessina; Skaggs, Beth; Pinto, Isabel; Mandlaze, Ana Paula; Simbine, Carolina; Chongo, Patrina; de Sousa, Leonardo; Kidane, Solon; Yao, Katy; Luman, Elizabeth T; Samogudo, Eduardo

    2014-01-01

    Launched in 2009, the Strengthening Laboratory Management Toward Accreditation (SLMTA) programme has emerged as an innovative approach for the improvement of laboratory quality. In order to ensure sustainability, Mozambique embedded the SLMTA programme within the existing Ministry of Health (MOH) laboratory structure. This article outlines the steps followed to establish a national framework for quality improvement and embedding the SLMTA programme within existing MOH laboratory systems. The MOH adopted SLMTA as the national laboratory quality improvement strategy, hired a dedicated coordinator and established a national laboratory quality technical working group comprising mostly personnel from key MOH departments. The working group developed an implementation framework for advocacy, training, mentorship, supervision and audits. Emphasis was placed on building local capacity for programme activities. After receiving training, a team of 25 implementers (18 from the MOH and seven from partner organisations) conducted baseline audits (using the Stepwise Laboratory Quality Improvement Process Towards Accreditation [SLIPTA] checklist), workshops and site visits in six reference and two central hospital laboratories. Exit audits were conducted in six of the eight laboratories and their results are presented. The six laboratories demonstrated substantial improvement in audit scores; median scores increased from 35% at baseline to 57% at exit. It has been recommended that the National Tuberculosis Reference Laboratory apply for international accreditation. Successful implementation of SLMTA requires partnership between programme implementers, whilst effectiveness and long-term viability depend on country leadership, ownership and commitment. Integration of SLMTA into the existing MOH laboratory system will ensure durability beyond initial investments. The Mozambican model holds great promise that country leadership, ownership and institutionalisation can set the stage for

  20. 42 CFR 8.4 - Accreditation body responsibilities.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ...) Accreditation surveys and for cause inspections. (1) Accreditation bodies shall conduct routine accreditation surveys for initial, renewal, and continued accreditation of each OTP at least every 3 years. (2... survey of the OTP by the accreditation body otherwise demonstrates one or more deficiencies in the OTP...

  1. 42 CFR 8.4 - Accreditation body responsibilities.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ...) Accreditation surveys and for cause inspections. (1) Accreditation bodies shall conduct routine accreditation surveys for initial, renewal, and continued accreditation of each OTP at least every 3 years. (2... survey of the OTP by the accreditation body otherwise demonstrates one or more deficiencies in the OTP...

  2. 7 CFR 983.1 - Accredited laboratory.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 8 2011-01-01 2011-01-01 false Accredited laboratory. 983.1 Section 983.1 Agriculture..., ARIZONA, AND NEW MEXICO Definitions § 983.1 Accredited laboratory. An accredited laboratory is a laboratory that has been approved or accredited by the U.S. Department of Agriculture. [74 FR 56539, Nov. 2...

  3. World Federation for Medical Education Policy on international recognition of medical schools' programme.

    PubMed

    Karle, Hans

    2008-12-01

    The increasing globalisation of medicine, as manifested in the migration rate of medical doctors and in the growth of cross-border education providers, has inflicted a wave of quality assurance efforts in medical education, and underlined the need for definition of standards and for introduction of effective and transparent accreditation systems. In 2004, reflecting the importance of the interface between medical education and the healthcare delivery sector, a World Health Organization (WHO)/World Federation for Medical Education (WFME) Strategic Partnership to improve medical education was formed. In 2005, the partnership published Guidelines for Accreditation of Basic Medical Education. The WHO/WFME Guidelines recommend the establishment of proper accreditation systems that are effective, independent, transparent and based on medical education-specific criteria. An important prerequisite for this development was the WFME Global Standards programme, initiated in 1997 and widely endorsed. The standards are now being used in all 6 WHO/WFME regions as a basis for quality improvement of medical education throughout its continuum and as a template for national and regional accreditation standards. Promotion of national accreditation systems will have a pivotal influence on future international appraisal of medical education. Information about accreditation status - the agencies involved and the criteria and procedure used - will be an essential component of new Global Directories of Health Professions Educational Institutions. According to an agreement between the WHO and the University of Copenhagen (UC), these Directories (the Avicenna Directories) will be developed and published by the UC with the assistance of the WFME, starting with renewal of the WHO World Directory of Medical Schools, and sequentially expanding to cover educational institutions for other health professions. The Directories will be a foundation for international meta-recognition ("accrediting the

  4. 42 CFR 8.13 - Revocation of accreditation and accreditation body approval.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Revocation of accreditation and accreditation body approval. 8.13 Section 8.13 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Certification and Treatment Standards § 8.13...

  5. 42 CFR 8.13 - Revocation of accreditation and accreditation body approval.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 1 2013-10-01 2013-10-01 false Revocation of accreditation and accreditation body approval. 8.13 Section 8.13 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Certification and Treatment Standards § 8.13...

  6. 42 CFR 8.13 - Revocation of accreditation and accreditation body approval.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 1 2012-10-01 2012-10-01 false Revocation of accreditation and accreditation body approval. 8.13 Section 8.13 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Certification and Treatment Standards § 8.13...

  7. 42 CFR 8.13 - Revocation of accreditation and accreditation body approval.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Revocation of accreditation and accreditation body approval. 8.13 Section 8.13 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Certification and Treatment Standards § 8.13...

  8. 42 CFR 8.13 - Revocation of accreditation and accreditation body approval.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Revocation of accreditation and accreditation body approval. 8.13 Section 8.13 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Certification and Treatment Standards § 8.13...

  9. Guide to Accreditation, 2011-2012

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2011

    2011-01-01

    The Teacher Education Accreditation Council (TEAC) "Guide to Accreditation" includes a full description of TEAC's principles and standards, the accreditation process and audit, and detailed instruction on writing the "Brief." This revision includes expanded information on (1) preparing an "Inquiry Brief Proposal" and the audit of the "Inquiry…

  10. Supporting Capacity Building in Health Service Provision in Eritrea via Distance Learning Master's Programmes: The Challenges and Rewards

    ERIC Educational Resources Information Center

    Corlett, Joanne; Martindale, Linda

    2017-01-01

    A qualitative study investigating the experiences and effects on practice of Eritrean healthcare professionals studying for a postgraduate degree by distance learning is reported. The programme is delivered via online learning together with in-country teaching visits. Two focus group discussions with 19 postgraduate students were conducted. Online…

  11. Implementation of quality management systems and progress towards accreditation of National Tuberculosis Reference Laboratories in Africa

    PubMed Central

    de Dieu Iragena, Jean; Kao, Kekeletso; Erni, Donatelle; Mekonen, Teferi

    2017-01-01

    Background Laboratory services are essential at all stages of the tuberculosis care cascade, from diagnosis and drug resistance testing to monitoring response to treatment. Enabling access to quality services is a challenge in low-resource settings. Implementation of a strong quality management system (QMS) and laboratory accreditation are key to improving patient care. Objectives The study objective was to determine the status of QMS implementation and progress towards accreditation of National Tuberculosis Reference Laboratories (NTRLs) in the African Region. Method An online questionnaire was administered to NTRL managers in 47 World Health Organization Regional Office for Africa member states in the region, between February and April 2015, regarding the knowledge of QMS tools and progress toward implementation to inform strategies for tuberculosis diagnostic services strengthening in the region. Results A total of 21 laboratories (43.0%) had received SLMTA/TB-SLMTA training, of which 10 had also used the Global Laboratory Initiative accreditation tool. However, only 36.7% of NTRLs had received a laboratory audit, a first step in quality improvement. Most NTRLs participated in acid-fast bacilli microscopy external quality assurance (95.8%), although external quality assurance for other techniques was lower (60.4% for first-line drug susceptibility testing, 25.0% for second-line drug susceptibility testing, and 22.9% for molecular testing). Barriers to accreditation included lack of training and accreditation programmes. Only 28.6% of NTRLs had developed strategic plans and budgets which included accreditation. Conclusion Good foundations are in place on the continent from which to scale up accreditation efforts. Laboratory audits should be conducted as a first step in developing quality improvement action plans. Political commitment and strong leadership are needed to drive accreditation efforts; advocacy will require clear evidence of patient impact and cost

  12. 21 CFR 900.13 - Revocation of accreditation and revocation of accreditation body approval.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... agency may take whatever other action or combination of actions will best protect the public health... human health or because the accreditation body fraudulently accredited facilities, that the certificates...

  13. [Implementation of performance indicators in the Czech Breast Cancer Screening Programme -  results of the regular monitoring].

    PubMed

    Májek, O; Bartoňková, H; Daneš, J; Skovajsová, M; Dušek, L

    2014-01-01

    The Czech organised breast cancer screening programme was initiated in 2002. Collection of data on screening mammography examinations, subsequent diagnostic procedures, and final dia-gnosis is an indispensable part of the programme. Data collection is obligatory for all accredited centres, in accordance with regulations issued by the Czech Ministry of Health. This contribution aims to demonstrate the recent results of quality monitoring of the accredited centres. Quality indicators, whose definition complies with international standards, involve the women's participation, the volume of performed examinations, the accuracy of screening mammography, the use of preoperative diagnostics, and the proportion of early detected tumours. Our evaluation documents a continuous improvement in quality of the Czech mammography screening programme, which is thereby in full agreement with international recommendations on quality assurance.

  14. Accreditation Council for Graduate Medical Education accreditation and influence on perceptions of pediatric otolaryngology fellowship training experience.

    PubMed

    Bedwell, Joshua R; Choi, Sukgi; Chan, Kenny; Preciado, Diego

    2013-09-01

    The American Society of Pediatric Otolaryngology (ASPO) has set a goal of universal accreditation of fellowship programs by the Accreditation Council for Graduate Medical Education (ACGME) by 2014. This study offers data comparing trainee experience at accredited vs nonaccredited programs. To evaluate perceptions of pediatric otolaryngology fellowship training experience and to elucidate differences between those who trained in ACGME-accredited fellowships vs those who did not. Web-based survey sent to all members of ASPO, as well as recent fellowship graduate ASPO-eligible physicians. Responses were obtained in an anonymous fashion. The study population comprised 136 ASPO members who recently graduated from pediatric otolaryngology fellowship programs (36 from ACGME-accredited fellowships and 100 from nonaccredited programs). Difference in perceived fellowship experience between graduates of accredited vs nonaccredited programs, specifically, differences in service vs education perceptions. Overall, a majority (64%) of respondents agreed that standardizing the pediatric fellowship curriculum through ACGME accreditation is a worthwhile goal. Those who attended ACGME-accredited fellowships were more likely to favor accreditation vs non-ACGME graduates (83% vs 58%; P = .006). Graduates of ACGME-accredited programs were also more likely to agree that their fellowship provided adequate preparation for a career in academic medicine (100% vs 89%; P = .04), protected time for research (94% vs 60%; P < .001), vacation and academic time (94% vs 78%; P = .03), and opportunities to formally evaluate their superiors (72% vs 32%; P < .001). Non-ACGME graduates reported higher primary call frequency (0.8 days per week vs 0.2 days per week; P = .01), and attending physician participation in rounds (71% vs 53%; P = .05). Most respondents were in agreement with universal ACGME accreditation. Those having trained in accredited programs cite increased

  15. Building confidence: an exploration of nurses undertaking a postgraduate biological science course.

    PubMed

    Van Wissen, Kim; McBride-Henry, Karen

    2010-01-01

    This study aimed to explore the impact of studying biological science at a postgraduate level and how this impacted on nursing practice. The term biological sciences in this research encompasses elements of physiology, genetics, biochemistry and pathophysiology. A qualitative research study was designed, that involved the dissemination of a pre- and post-course semi-structured questionnaire for a biological science course, as part of a Master of Nursing programme at a New Zealand University, thus exploring the impact of undertaking a postgraduate biological sciences course. The responses were analysed into themes, based on interpretive concepts. The primary themes revealed improvement in confidence as: confidence in communication, confidence in linking nursing theoretical knowledge to practice and confidence in clinical nursing knowledge. This study highlights the need to privilege clinically-derived nursing knowledge, and that confidence in this nursing knowledge and clinical practice can be instilled through employing the model of theory-guided practice.

  16. Postgraduate career intentions of medical students and recent graduates in Malawi: a qualitative interview study.

    PubMed

    Bailey, Nicola; Mandeville, Kate L; Rhodes, Tim; Mipando, Mwapatsa; Muula, Adamson S

    2012-09-14

    In 2004, the Malawian Ministry of Health declared a human resource crisis and launched a six year Emergency Human Resources Programme. This included salary supplements for key health workers and a tripling of doctors in training. By 2010, the number of medical graduates had doubled and significantly more doctors were working in rural district hospitals. Yet there has been little research into the views of this next generation of doctors in Malawi, who are crucial to the continuing success of the programme. The aim of this study was to explore the factors influencing the career plans of medical students and recent graduates with regard to four policy-relevant aspects: emigration outside Malawi; working at district level; private sector employment and postgraduate specialisation. Twelve semi-structured interviews were conducted with fourth year medical students and first year graduates, recruited through purposive and snowball sampling. Key informant interviews were also carried out with medical school faculty. Recordings were transcribed and analysed using a framework approach. Opportunities for postgraduate training emerged as the most important factor in participants' career choices, with specialisation seen as vital to career progression. All participants intended to work in Malawi in the long term, after a period of time outside the country. For nearly all participants, this was in the pursuit of postgraduate study rather than higher salaries. In general, medical students and young doctors were enthusiastic about working at district level, although this is curtailed by their desire for specialist training and frustration with resource shortages. There is currently little intention to move into the private sector. Future resourcing of postgraduate training opportunities is crucial to preventing emigration as graduate numbers increase. The lesser importance put on salary by younger doctors may be an indicator of the success of salary supplements. In order to

  17. Tracking Success: Outputs Versus Outcomes-A Comparison of Accredited and Non-Accredited Public Health Agencies' Community Health Improvement Plan objectives.

    PubMed

    Perrault, Evan K; Inderstrodt-Stephens, Jill; Hintz, Elizabeth A

    2018-06-01

    With funding for public health initiatives declining, creating measurable objectives that are focused on tracking and changing population outcomes (i.e., knowledge, attitudes, or behaviors), instead of those that are focused on health agencies' own outputs (e.g., promoting services, developing communication messages) have seen a renewed focus. This study analyzed 4094 objectives from the Community Health Improvement Plans (CHIPs) of 280 local PHAB-accredited and non-accredited public health agencies across the United States. Results revealed that accredited agencies were no more successful at creating outcomes-focused objectives (35% of those coded) compared to non-accredited agencies (33% of those coded; Z = 1.35, p = .18). The majority of objectives were focused on outputs (accredited: 61.2%; non-accredited: 63.3%; Z = 0.72, p = .47). Outcomes-focused objectives primarily sought to change behaviors (accredited: 85.43%; non-accredited: 80.6%), followed by changes in knowledge (accredited: 9.75%; non-accredited: 10.8%) and attitudes (accredited: 1.6%; non-accredited: 5.1%). Non-accredited agencies had more double-barreled objectives (49.9%) compared to accredited agencies (32%; Z = 11.43, p < .001). The authors recommend that accreditation procedures place a renewed focus on ensuring that public health agencies strive to achieve outcomes. It is also advocated that public health agencies work with interdisciplinary teams of Health Communicators who can help them develop procedures to effectively and efficiently measure outcomes of knowledge and attitudes that are influential drivers of behavioral changes.

  18. 22 CFR 96.103 - Oversight by accrediting entities.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Oversight by accrediting entities. 96.103... Relating to Temporary Accreditation § 96.103 Oversight by accrediting entities. (a) The accrediting entity... agency's application for full accreditation when it is filed. The accrediting entity must also...

  19. 22 CFR 96.103 - Oversight by accrediting entities.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Oversight by accrediting entities. 96.103... Relating to Temporary Accreditation § 96.103 Oversight by accrediting entities. (a) The accrediting entity... agency's application for full accreditation when it is filed. The accrediting entity must also...

  20. NCI Central Review Board Receives Accreditation

    Cancer.gov

    The Association for the Accreditation of Human Research Protection Programs has awarded the NCI Central Institutional Review Board full accreditation. AAHRPP awards accreditation to organizations demonstrating the highest ethical standards in clinical res

  1. Postgraduate and research programmes in Medicine and Public Health in Rwanda: an exciting experience about training of human resources for health in a limited resources country.

    PubMed

    Kakoma, Jean Baptiste

    2016-01-01

    The area of Human Resources for Health (HRH) is the most critical challenge for the achievement of health related development goals in countries with limited resources. This is even exacerbated in a post conflict environment like Rwanda. The aim of this commentary is to report and share the genesis and outcomes of an exciting experience about training of qualified health workers in medicine and public health as well as setting - up of a research culture for the last nine years (2006 - 2014) in Rwanda. Many initiatives have been taken and concerned among others training of qualified health workers in medicine and public health. From 2006 to 2014, achievements were as follows: launching and organization of 8 Master of Medicine programmes (anesthesiology, family and community medicine, internal medicine, obstetrics & gynecology, otorhinolaryngology, pediatrics, psychiatry and surgery) and 4 Master programmes in public health (MPH, MSc Epidemiology, MSc Field Epidemiology & Laboratory Management, and Master in Hospital and Healthcare Administration); training to completion of more than 120 specialists in medicine, and 200 MPH, MSc Epidemiology, and MSc Field Epidemiology holders; revival of the Rwanda Medical Journal; organization of graduate research training (MPhil and PhD); 3 Master programmes in the pipeline (Global Health, Health Financing, and Supply Chain Management); partnerships with research institutions of great renown, which contributed to the reinforcement of the institutional research capacity and visibility towards excellence in leadership, accountability, and self sustainability. Even though there is still more to be achieved, the Rwanda experience about postgraduate and research programmes is inspiring through close interactions between main stakeholders. This is a must and could allow Rwanda to become one of the rare examples to other more well-to-do Sub - Saharan countries, should Rwanda carry on doing that.

  2. Accredited work-based learning: an approach for collaboration between higher education and practice.

    PubMed

    Chalmers, H; Swallow, V M; Miller, J

    2001-11-01

    This article discusses the experience of creating a programme of accredited work based learning (AWBL) for emergency nurse practitioners (ENPs) who work in an Accident and Emergency (A&E) Department in the North East of England. The initiative highlighted the challenges of collaboration with purchasers of education and with professional colleagues, other than nurses. Accredited work-based learning was seen to be an appropriate means of supporting ENP role development. Some of the drivers of the development were: the need for a rapid response to wide ranging changes in the health service; the need to ensure rigour in the quality of both education and health care; to enable participants to engage in role development with appropriate skills, confidence and competence; and to ensure that the learning programme had parity in its design with conventional university based learning. The aim was to collaborate in the creation of learning which was relevant to the Trust's drive to improve patient care which accommodated the nurses' common and individual learning needs and offered academically recognized learning opportunities in tune with the post-Dearing ethos in higher education. This aim was reached and included a great deal of learning on the part of the collaborating partners. Copyright 2001 Harcourt Publishers Ltd.

  3. 22 CFR 96.21 - Choosing an accrediting entity.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Choosing an accrediting entity. 96.21 Section... Accreditation and Approval § 96.21 Choosing an accrediting entity. (a) An agency that seeks to become accredited must apply to an accrediting entity that is designated to provide accreditation services and that has...

  4. 22 CFR 96.21 - Choosing an accrediting entity.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Choosing an accrediting entity. 96.21 Section... Accreditation and Approval § 96.21 Choosing an accrediting entity. (a) An agency that seeks to become accredited must apply to an accrediting entity that is designated to provide accreditation services and that has...

  5. Implementing a Plurilingual Programme in a University in France

    ERIC Educational Resources Information Center

    Starkey-Perret, Rebecca; Narcy-Combes, Marie-Françoise

    2017-01-01

    This contribution gives an account of the results of an action research in which a task-based plurilingual programme was implemented with postgraduate students of Foreign Languages and International Business. Using a mixed-methods approach, combining questionnaire, interview and observation data, we sought to explore the degree to which the…

  6. Accreditation Outcome Scores: Teacher Attitudes toward the Accreditation Process and Professional Development

    ERIC Educational Resources Information Center

    Ulmer, Phillip Gregory

    2015-01-01

    Accreditation is an essential component in the history of education in the United States and is a central catalyst for quality education, continuous improvement, and positive growth in student achievement. Although previous researchers identified teachers as an essential component in meeting accreditation outcomes, additional information was…

  7. Curriculum Assessment as a Direct Tool in ABET Outcomes Assessment in a Chemical Engineering Programme

    ERIC Educational Resources Information Center

    Abu-Jdayil, Basim; Al-Attar, Hazim

    2010-01-01

    The chemical engineering programme at the United Arab Emirates University is designed to fulfil the Accreditation Board for Engineering and Technology (ABET) (A-K) EC2000 criteria. The Department of Chemical & Petroleum Engineering has established a well-defined process for outcomes assessment for the chemical engineering programme in order to…

  8. On your marks, get set, go!-lessons from the UK in enhancing employability of graduates and postgraduates.

    PubMed

    Fahnert, Beatrix

    2015-10-01

    Employers expect graduates and postgraduates to demonstrate their education through more than good grades. Learning activities that develop subject skills during formalized programmes of undergraduate and postgraduate study also develop employability skills, if the curriculum is suitably aligned, and developmental planning is supported. Only little extra provision is required, but all development needs to be explicitly signposted to the learner, and the curriculum should be developed in consultation with employers. This review aims to raise awareness of current issues in the context of enhancing employability that arise from an increased global competition on the job market and the expectation of the Higher Education sector to produce work-ready graduates and postgraduates that are well equipped to adapt to a quickly changing work environment particularly due to transferable skills. In the context of lessons from the UK, these current issues and employability are discussed, and approaches to Personal Development Planning that prepare students for lifelong learning and that enable communicating and evidencing achievement are addressed. Issues specific to postgraduates, how actual work experience should be maximized as well as other career influences such as learned societies and social networking are highlighted. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  9. Collaborative Framework for Designing a Sustainability Science Programme: Lessons Learned at the National Autonomous University of Mexico

    ERIC Educational Resources Information Center

    Charli-Joseph, Lakshmi; Escalante, Ana E.; Eakin, Hallie; Solares, Ma. José; Mazari-Hiriart, Marisa; Nation, Marcia; Gómez-Priego, Paola; Pérez-Tejada, César A. Domínguez; Bojórquez-Tapia, Luis A.

    2016-01-01

    Purpose: The authors describe the challenges and opportunities associated with developing an interdisciplinary sustainability programme in an emerging economy and illustrate how these are addressed through the approach taken for the development of the first postgraduate programme (MSc and PhD) in sustainability science at the National Autonomous…

  10. 22 CFR 96.99 - Converting an application for temporary accreditation to an application for full accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Converting an application for temporary accreditation to an application for full accreditation. 96.99 Section 96.99 Foreign Relations DEPARTMENT OF... INTERCOUNTRY ADOPTION ACT OF 2000 (IAA) Procedures and Standards Relating to Temporary Accreditation § 96.99...

  11. 7 CFR 205.506 - Granting accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.506 Granting accreditation. (a... accreditation as provided in § 205.510(c), the certifying agent voluntarily ceases its certification activities...

  12. Accreditation versus Certification: Which?

    ERIC Educational Resources Information Center

    Totten, Herman L.

    1989-01-01

    Describes and compares the process used for accreditation of postsecondary programs of education for librarianship, and the existing programs and justification for certification of individual librarians. An argument for the advantages of institutional accreditation over individual certification is presented. (13 references) (CLB)

  13. Proposed Accreditation Standards for Degree-Granting Correspondence Programs Offered by Accredited Institutions.

    ERIC Educational Resources Information Center

    McGraw-Hill Continuing Education Center, Washington, DC.

    A study on proposed accreditation standards grew out of a need to (1) stimulate the growth of quality correspondence degree programs; and (2) provide a policy for accreditation of correspondence degree programs so that graduates would be encouraged to pursue advanced degree programs offered elsewhere by educational institutions. The study focused…

  14. Assessment and Evaluation for Programme Learning Outcomes in Faculty of Mechanical and Manufacturing Engineering, Universiti Tun Hussein Onn Malaysia

    NASA Astrophysics Data System (ADS)

    Pauline, Ong; Taib, Hariati; AzwirAzlan, Mohd; Fitriah Nasir, Nurul; Azham Azmi, Mohd; Salleh, Saliha Md; Zain, Badrul Aisham Md; Mahzan, Shahruddin; Hafeez Zainulabidin, Muhd; Ahmad, Sufizar; Rahman, Nasrull Abd; Ngali, Zamani; Rahman, Hamimah Abd

    2017-01-01

    Universiti Tun Hussein Onn Malaysia (UTHM) is the 15th of the 20 public universities established in Malaysia. UTHM consists of eight faculties. One of them is the Faculty of Mechanical and Manufacturing Engineering (FKMP). The programme offered - Bachelor of Mechanical Engineering with Honours (BDD), undergoes continuous auditing and accreditation by the Engineering Accreditation Council (EAC). To fulfill the requirement for accreditation, EAC requires the faculty to assess and evaluate the programme learning outcomes’ (PLOs) attainment of the graduates, such that all graduates are targeted to achieve the performance indicator (PI) upon graduation. This paper discusses the methods developed by the FKMP for PLOs’ measurement and evaluation. Two approaches are utilized in this regards, (i) the direct assessment based on students’ performance in courses, and (ii) the indirect assessment based the industrial and graduates’ perception. The PLOs’ attainment for graduates of cohort 2010-2012 are analysed in this study. Consolidation data shows that the PI for majority of the PLOs are achieved, indicating that the programme offered complies with the standard expected by different stakeholders.

  15. Awareness, Knowledge and Intentions for Postgraduate Study

    ERIC Educational Resources Information Center

    Jepsen, Denise M.; Varhegyi, Melinda M.

    2011-01-01

    Many university administrators, academics and marketers expend time and financial resources promoting postgraduate study options, yet scant scholarly research has addressed students' attraction to postgraduate study. This study examines awareness and knowledge of, and intentions to pursue postgraduate study from the perspective of current…

  16. Evaluation Policy in Education: The Effects of International Standards and Performativity on Brazil's Postgraduate Programmes of Excellence

    ERIC Educational Resources Information Center

    Hostins, Regina Célia Linhares

    2015-01-01

    The educational reforms that began in the 1990s have changed Brazilian universities' direction from welfare state institutions to market organisations. In postgraduate education, strategic alliances with international agencies, governments and corporations have become closer. At the same time, there has been a push for internationalisation of…

  17. Guide to Accreditation, 2012. [December 2011 Revision

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2012

    2012-01-01

    The Teacher Education Accreditation Council's (TEAC's) "Guide to Accreditation" is primarily for the faculty, staff, and administrators of TEAC member programs. It is designed for use in preparing for both initial and continuing accreditation. Program personnel should understand and accept all the components of the TEAC accreditation process…

  18. 9 CFR 439.50 - Refusal of accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.50 Refusal of accreditation. Upon a determination by the Administrator, a laboratory will be refused accreditation for the following reasons: (a) A laboratory will be refused accreditation for failure to meet the requirements of § 439.5 or § 439.10 of this...

  19. Distinctions among Accreditation Agencies for Business Programs

    ERIC Educational Resources Information Center

    Corcoran, Charles P.

    2007-01-01

    Over the past twenty years, business accreditation has become a growth industry. In 1988, some eleven percent of business programs were accredited by an accrediting body devoted solely to business program accreditation. Today, over forty-two percent boast of such external validation of their programs. Although the three principal accrediting…

  20. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... of the organization's data management and analysis system for its surveys and accreditation decisions... organizations. (iv) Notify CMS, in writing, at least 30 calendar days in advance of the effective date of any... to designate and approve independent accreditation organizations for purposes of accrediting...

  1. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... of the organization's data management and analysis system for its surveys and accreditation decisions... organizations. (iv) Notify CMS, in writing, at least 30 calendar days in advance of the effective date of any... to designate and approve independent accreditation organizations for purposes of accrediting...

  2. IS 2010 and ABET Accreditation: An Analysis of ABET-Accredited Information Systems Programs

    ERIC Educational Resources Information Center

    Saulnier, Bruce; White, Bruce

    2011-01-01

    Many strong forces are converging on information systems academic departments. Among these forces are quality considerations, accreditation, curriculum models, declining/steady student enrollments, and keeping current with respect to emerging technologies and trends. ABET, formerly the Accrediting Board for Engineering and Technology, is at…

  3. Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model.

    PubMed

    De Leeuw, R A; Westerman, Michiel; Nelson, E; Ket, J C F; Scheele, F

    2016-07-08

    E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model. Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance. This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

  4. Trends in Accreditation Council for Graduate Medical Education Accreditation for Subspecialty Fellowship Training in Plastic Surgery.

    PubMed

    Silvestre, Jason; Serletti, Joseph M; Chang, Benjamin

    2018-05-01

    The purposes of this study were to (1) determine the proportion of plastic surgery residents pursuing subspecialty training relative to other surgical specialties, and (2) analyze trends in Accreditation Council for Graduate Medical Education accreditation of plastic surgery subspecialty fellowship programs. The American Medical Association provided data on career intentions of surgical chief residents graduating from 2014 to 2016. The percentage of residents pursuing fellowship training was compared by specialty. Trends in the proportion of accredited fellowship programs in craniofacial surgery, hand surgery, and microsurgery were analyzed. The percentage of accredited programs was compared between subspecialties with added-certification options (hand surgery) and subspecialties without added-certification options (craniofacial surgery and microsurgery). Most integrated and independent plastic surgery residents pursued fellowship training (61.8 percent versus 49.6 percent; p = 0.014). Differences existed by specialty from a high in orthopedic surgery (90.8 percent) to a low in colon and rectal surgery (3.2 percent). From 2005 to 2015, the percentage of accredited craniofacial fellowship programs increased, but was not significant (from 27.8 percent to 33.3 percent; p = 0.386). For hand surgery, the proportion of accredited programs that were plastic surgery (p = 0.755) and orthopedic surgery (p = 0.253) was stable, whereas general surgery decreased (p = 0.010). Subspecialty areas with added-certification options had more accredited fellowships than those without (100 percent versus 19.2 percent; p < 0.001). There has been slow adoption of accreditation among plastic surgery subspecialty fellowships, but added-certification options appear to be highly correlated.

  5. A systems engineering approach to AIS accreditation

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Harris, L.M.; Hunteman, W.J.

    1994-04-01

    The systems engineering model provides the vehicle for communication between the developer and the customer by presenting system facts and demonstrating the system in an organized form. The same model provides implementors with views of the system`s function and capability. The authors contend that the process of obtaining accreditation for a classified Automated Information System (AIS) adheres to the typical systems engineering model. The accreditation process is modeled as a ``roadmap`` with the customer represented by the Designed Accrediting Authority. The ``roadmap`` model reduces the amount of accreditation knowledge required of an AIS developer and maximizes the effectiveness of participationmore » in the accreditation process by making the understanding of accreditation a natural consequence of applying the model. This paper identifies ten ``destinations`` on the ``road`` to accreditation. The significance of each ``destination`` is explained, as are the potential consequences of its exclusion. The ``roadmap,`` which has been applied to a range of information systems throughout the DOE community, establishes a paradigm for the certification and accreditation of classified AISs.« less

  6. 38 CFR 21.4253 - Accredited courses.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false Accredited courses. 21...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Courses § 21.4253 Accredited courses. (a) General. A course may be approved as an accredited course if it meets one of the...

  7. 38 CFR 21.4253 - Accredited courses.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false Accredited courses. 21...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Courses § 21.4253 Accredited courses. (a) General. A course may be approved as an accredited course if it meets one of the...

  8. 38 CFR 21.4253 - Accredited courses.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false Accredited courses. 21...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Courses § 21.4253 Accredited courses. (a) General. A course may be approved as an accredited course if it meets one of the...

  9. Accreditation for Armed Forces Educational Institutions.

    ERIC Educational Resources Information Center

    Tarquine, Robert Blaine

    The report established the need for educational accreditation and consolidates the various means of achieving accreditation that are available to the Armed Forces, into one accessible reference. The scope of each accrediting method is presented in detail, allowing educational officials to evaluate the methods in respect to their individual…

  10. The Impact of a Postgraduate Learning Experience on the Confidence of General Dental Practitioners.

    PubMed

    Fine, Peter; Louca, Chris; Leung, Albert

    2017-04-26

    This study aimed to explore the relationship between participating in a learning experience and the ensuing changes in confidence. A self-selected group of General Dental Practitioners (GDPs) entered a five-year, part-time postgraduate master's training programme in restorative dentistry. Confidence in communication with patients and technical skills were measured at the start of the programme by questionnaire and at the conclusion of the programme by questionnaire and personal interview. A total of 72 clinicians started the programme; 27% ( n = 20) completed the master's degree. Assessment of confidence revealed a spread from 4/10 to 10/10 for communication with patients and clinical skills in restorative dentistry before the programme started. A total of 15% ( n = 11) volunteered for interview. Analysis of qualitative data revealed (i) a perceived increase in confidence from all clinicians; (ii) a perceived greater ability to treat patients; (iii) an increase in treatment options being offered to patients; (iv) a perceived increase in treatment uptake by patients; and (v) greater job opportunities. The study showed a positive relationship between the learning experience and the perceived increase in confidence of clinicians. The increase in confidence manifested itself in better communication and clinical skills.

  11. The Federal Regulation of Accrediting. Draft.

    ERIC Educational Resources Information Center

    Orlans, Harold

    The meaning of accreditation and how it has evolved is discussed, and the relationship between accrediting agencies and the federal government is examined. Accrediting agencies derive from the federal government the power to designate which school shall be eligible for federal student assistance programs and/or a national recognition and stimulus…

  12. Trivializing Teacher Education: The Accreditation Squeeze

    ERIC Educational Resources Information Center

    Johnson, Dale D.; Johnson, Bonnie; Farenga, Stephen J.; Ness, Daniel

    2005-01-01

    This book presents a critical analysis of the National Council for Accreditation of Teacher Education (NCATE). This accreditation organization has been in existence for 50 years and claims to accredit approximately 700 teacher education programs that prepare two-thirds of the nation's teachers. There is no convincing research, however, that…

  13. [Accreditation of forensic laboratories].

    PubMed

    Sołtyszewski, Ireneusz

    2010-01-01

    According to the framework decision of the European Union Council, genetic laboratories which perform tests for the benefit of the law enforcement agencies and the administration of justice are required to obtain a certificate of accreditation testifying to compliance with the PN EN ISO/IEC 17025:2005 standard. The certificate is the official confirmation of the competence to perform research, an acknowledgement of credibility, impartiality and professional independence. It is also the proof of establishment, implementation and maintenance of an appropriate management system. The article presents the legal basis for accreditation, the procedure of obtaining the certificate of accreditation and selected elements of the management system.

  14. Guide to Accreditation, 2010

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2010

    2010-01-01

    The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree and certificate programs for professional educators--those who teach and lead in schools, pre-K through grade 12, and to assuring the public of their quality. TEAC accredits undergraduate and graduate programs, including alternate route…

  15. Accreditation of Distance Learning

    ERIC Educational Resources Information Center

    Demirel, Ergün

    2016-01-01

    The higher education institutes aspire to gain reputation of quality having accreditation from internationally recognized awarding bodies. The accreditation leads and provides quality assurance for education. Although distance learning becomes a significant part of the education system in the 21st century, there is still a common opinion that the…

  16. A Handbook of Accreditation.

    ERIC Educational Resources Information Center

    North Central Association of Colleges and Schools, Chicago, IL. Commission on Institutions of Higher Education.

    An overview is presented of the accreditation process of the Commission on Institutions of Higher Education, along with a brief history of how that process has evolved. The handbook is divided into the following chapters: (1) introduction (meaning and purposes of accreditation, the evaluation of the Commission's evaluative principles, and the…

  17. Development of a context specific accreditation assessment tool for affirming quality midwifery education in Bangladesh.

    PubMed

    Bogren, Malin; Sathyanarayanan Doraiswamy; Erlandsson, Kerstin; Akhter, Halima; Akter, Dalia; Begum, Momtaz; Chowdhury, Merry; Das, Lucky; Akter, Rehana; Begum, Sufia; Akter, Renoara; Yesmin, Syeada; Khatun, Yamin Ara

    2018-06-01

    using the International Confederation of Midwives (ICM) Global Standards for Midwifery Education as a conceptual framework, the aim of this study was to explore and describe important 'must haves' for inclusion in a context-specific accreditation assessment tool in Bangladesh. A questionnaire study was conducted using a Likert rating scale and 111 closed-response single items on adherence to accreditation-related statements, ending with an open-ended question. The ICM Global Standards guided data collection, deductive content analysis and description of the quantitative results. twenty-five public institutes/colleges (out of 38 in Bangladesh), covering seven out of eight geographical divisions in the country. one hundred and twenty-three nursing educators teaching the 3-year diploma midwifery education programme. this study provides insight into the development of a context-specific accreditation assessment tool for Bangladesh. Important components to be included in this accreditation tool are presented under the following categories and domains: 'organization and administration', 'midwifery faculty', 'student body', 'curriculum content', 'resources, facilities and services' and 'assessment strategies'. The identified components were a prerequisite to ensure that midwifery students achieve the intended learning outcomes of the midwifery curriculum, and hence contribute to a strong midwifery workforce. The components further ensure well-prepared teachers and a standardized curriculum supported at policy level to enable effective deployment of professional midwives in the existing health system. as part of developing an accreditation assessment tool, it is imperative to build ownership and capacity when translating the ICM Global Standards for Midwifery Education into the national context. this initiative can be used as lessons learned from Bangladesh to develop a context-specific accreditation assessment tool in line with national priorities, supporting the

  18. 21 CFR 900.13 - Revocation of accreditation and revocation of accreditation body approval.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 21 Food and Drugs 8 2010-04-01 2010-04-01 false Revocation of accreditation and revocation of accreditation body approval. 900.13 Section 900.13 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MAMMOGRAPHY QUALITY STANDARDS ACT MAMMOGRAPHY Quality Standards and...

  19. Professional Accreditation for International Continuing Education.

    ERIC Educational Resources Information Center

    Edelson, Paul Jay

    It is reasonable to argue that the members of a profession are the only ones who can directly address issues of accreditation. In the context of accreditation for international continuing education, it may be argued that professional organizations in continuing education cannot function as accrediting bodies except in the sense that they determine…

  20. A new tool to evaluate postgraduate training posts: the Job Evaluation Survey Tool (JEST).

    PubMed

    Wall, David; Goodyear, Helen; Singh, Baldev; Whitehouse, Andrew; Hughes, Elizabeth; Howes, Jonathan

    2014-10-02

    Three reports in 2013 about healthcare and patient safety in the UK, namely Berwick, Francis and Keogh have highlighted the need for junior doctors' views about their training experience to be heard. In the UK, the General Medical Council (GMC) quality assures medical training programmes and requires postgraduate deaneries to undertake quality management and monitoring of all training posts in their area. The aim of this study was to develop a simple trainee questionnaire for evaluation of postgraduate training posts based on the GMC, UK standards and to look at the reliability and validity including comparison with a well-established and internationally validated tool, the Postgraduate Hospital Educational Environment Measure (PHEEM). The Job Evaluation Survey Tool (JEST), a fifteen item job evaluation questionnaire was drawn up in 2006, piloted with Foundation doctors (2007), field tested with specialist paediatric registrars (2008) and used over a three year period (2008-11) by Foundation Doctors. Statistical analyses including descriptives, reliability, correlation and factor analysis were undertaken and JEST compared with PHEEM. The JEST had a reliability of 0.91 in the pilot study of 76 Foundation doctors, 0.88 in field testing of 173 Paediatric specialist registrars and 0.91 in three years of general use in foundation training with 3367 doctors completing JEST. Correlation of JEST with PHEEM was 0.80 (p < 0.001). Factor analysis showed two factors, a teaching factor and a social and lifestyle one. The JEST has proved to be a simple, valid and reliable evaluation tool in the monitoring and evaluation of postgraduate hospital training posts.

  1. Scoping medical tourism and international hospital accreditation growth.

    PubMed

    Woodhead, Anthony

    2013-01-01

    Uwe Reinhardt stated that medical tourism can do to the US healthcare system what the Japanese automotive industry did to American carmakers after Japanese products developed a value for money and reliability reputation. Unlike cars, however, healthcare can seldom be test-driven. Quality is difficult to assess after an intervention (posteriori), therefore, it is frequently evaluated via accreditation before an intervention (a priori). This article aims to scope the growth in international accreditation and its relationship to medical tourism markets. Using self-reported data from Accreditation Canada, Joint Commission International (JCI) and Australian Council on Healthcare Standards (ACHS), this article examines how quickly international accreditation is increasing, where it is occurring and what providers have been accredited. Since January 2000, over 350 international hospitals have been accredited; the JCI's total nearly tripling between 2007-2011. Joint Commission International staff have conducted most international accreditation (over 90 per cent). Analysing which countries and regions where the most international accreditation has occurred indicates where the most active medical tourism markets are. However, providers will not solely be providing care for medical tourists. Accreditation will not mean that mistakes will never happen, but that accredited providers are more willing to learn from them, to varying degrees. If a provider has been accredited by a large international accreditor then patients should gain some reassurance that the care they receive is likely to be a good standard. The author questions whether commercializing international accreditation will improve quality, arguing that research is necessary to assess the accreditation of these growing markets.

  2. Accreditation of Prior Learning as a Lever for Lifelong Learning: Lessons Learnt from the New Opportunities Initiative, Portugal

    ERIC Educational Resources Information Center

    Carneiro, Roberto, Ed.

    2011-01-01

    The New Opportunities Initiative (NOI) is a Portuguese flagship programme to recognise and accredit prior learning (RPL, APL) and to endow low-skilled adults with upper secondary qualifications, which is defined as the minimum entry threshold to the exercise of a full citizenship in a knowledge-rich society. NOI's major achievement has been its…

  3. 9 CFR 439.53 - Revocation of accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.53 Revocation of accreditation. The accreditation of a... has: (1) Altered any official sample or analytical finding; or (2) Substituted any analytical result...

  4. 9 CFR 439.53 - Revocation of accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.53 Revocation of accreditation. The accreditation of a... has: (1) Altered any official sample or analytical finding; or (2) Substituted any analytical result...

  5. 9 CFR 439.53 - Revocation of accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.53 Revocation of accreditation. The accreditation of a... has: (1) Altered any official sample or analytical finding; or (2) Substituted any analytical result...

  6. 9 CFR 439.53 - Revocation of accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.53 Revocation of accreditation. The accreditation of a... has: (1) Altered any official sample or analytical finding; or (2) Substituted any analytical result...

  7. Evaluation of quality improvement programmes

    PubMed Central

    Ovretveit, J; Gustafson, D

    2002-01-01

    

 In response to increasing concerns about quality, many countries are carrying out large scale programmes which include national quality strategies, hospital programmes, and quality accreditation, assessment and review processes. Increasing amounts of resources are being devoted to these interventions, but do they ensure or improve quality of care? There is little research evidence as to their effectiveness or the conditions for maximum effectiveness. Reasons for the lack of evaluation research include the methodological challenges of measuring outcomes and attributing causality to these complex, changing, long term social interventions to organisations or health systems, which themselves are complex and changing. However, methods are available which can be used to evaluate these programmes and which can provide decision makers with research based guidance on how to plan and implement them. This paper describes the research challenges, the methods which can be used, and gives examples and guidance for future research. It emphasises the important contribution which such research can make to improving the effectiveness of these programmes and to developing the science of quality improvement. PMID:12486994

  8. A College President's Defense of Accreditation

    ERIC Educational Resources Information Center

    Oden, Robert A.

    2009-01-01

    Accreditation may be the sole opportunity for all parts of an institution to inquire together and in depth about the totality of their mission. In this chapter, the author seeks to frame the accreditation process well and defend the process with vigor and confidence. Before moving on to discuss a quite different perspective on accreditation, the…

  9. Voluntary Industry Distributor Accreditation Program

    DOT National Transportation Integrated Search

    1996-09-05

    This advisory circular (AC) describes a system for the voluntary accreditation of civil aircraft parts distributors on the basis of voluntary industry oversight and provides information that may be used for developing accreditation programs. The Fede...

  10. [Accreditation of clinical laboratories based on ISO standards].

    PubMed

    Kawai, Tadashi

    2004-11-01

    International Organization for Standardization (ISO) have published two international standards (IS) to be used for accreditation of clinical laboratories; ISO/IEC 17025:1999 and ISO 15189:2003. Any laboratory accreditation body must satisfy the requirements stated in ISO/IEC Guide 58. In order to maintain the quality of the laboratory accreditation bodies worldwide, the International Laboratory Accreditation Cooperation (ILAC) has established the mutual recognition arrangement (MRA). In Japan, the International Accreditation Japan (IAJapan) and the Japan Accreditation Board for Conformity Assessment (JAB) are the members of the ILAC/MRA group. In 2003, the Japanese Committee for Clinical Laboratory Standards (JCCLS) and the JAB have established the Development Committee of Clinical Laboratory Accreditation Program (CLAP), in order to establish the CLAP, probably starting in 2005.

  11. Quality indicators to compare accredited independent pharmacies and accredited chain pharmacies in Thailand.

    PubMed

    Arkaravichien, Wiwat; Wongpratat, Apichaya; Lertsinudom, Sunee

    2016-08-01

    Background Quality indicators determine the quality of actual practice in reference to standard criteria. The Community Pharmacy Association (Thailand), with technical support from the International Pharmaceutical Federation, developed a tool for quality assessment and quality improvement at community pharmacies. This tool has passed validity and reliability tests, but has not yet had feasibility testing. Objective (1) To test whether this quality tool could be used in routine settings. (2) To compare quality scores between accredited independent and accredited chain pharmacies. Setting Accredited independent pharmacies and accredited chain pharmacies in the north eastern region of Thailand. Methods A cross sectional study was conducted in 34 accredited independent pharmacies and accredited chain pharmacies. Quality scores were assessed by observation and by interviewing the responsible pharmacists. Data were collected and analyzed by independent t-test and Mann-Whitney U test as appropriate. Results were plotted by histogram and spider chart. Main outcome measure Domain's assessable scores, possible maximum scores, mean and median of measured scores. Results Domain's assessable scores were close to domain's possible maximum scores. This meant that most indicators could be assessed in most pharmacies. The spider chart revealed that measured scores in the personnel, drug inventory and stocking, and patient satisfaction and health promotion domains of chain pharmacies were significantly higher than those of independent pharmacies (p < 0.05). There was no statistical difference between independent pharmacies and chain pharmacies in the premise and facility or dispensing and patient care domains. Conclusion Quality indicators developed by the Community Pharmacy Association (Thailand) could be used to assess quality of practice in pharmacies in routine settings. It is revealed that the quality scores of chain pharmacies were higher than those of independent pharmacies.

  12. Postgraduate students experience in research supervision

    NASA Astrophysics Data System (ADS)

    Mohamed, Hazura; Judi, Hairulliza Mohamad; Mohammad, Rofizah

    2017-04-01

    The success and quality of postgraduate education depends largely on the effective and efficient supervision of postgraduate students. The role of the supervisor becomes more challenging with supervisory expectations rising high quality graduates. The main objective of this study was to examine the experiences of postgraduate students towards supervisory services for the duration of their studies. It also examines whether supervisory experience varies based on demographic variables such as level of study and nationality. This study uses a quantitative approach in the form of survey. Questionnaires were distributed to 96 postgraduate students of the Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia. Data collected were analyzed using Statistical Package for the Social Science (SPSS 23.0) to get the frequency, mean and standard deviation. T-test was used to find the difference between demographic variables and supervisory experience. The findings overall showed that postgraduate students gave positive response to the supervisory services. However, there were differences supervisory experiences based on the level of study and nationality. The results of this study hope the parties involved could provide a better support to improve the quality of supervision.

  13. Postgraduate education for Chinese medicine practitioners: a Hong Kong perspective

    PubMed Central

    Chung, Vincent CH; Law, Michelle PM; Wong, Samuel YS; Mercer, Stewart W; Griffiths, Sian M

    2009-01-01

    Background Despite Hong Kong government's official commitment to the development of traditional Chinese medicine (TCM) over the last ten years, there appears to have been limited progress in public sector initiated career development and postgraduate training (PGT) for public university trained TCM practitioners. Instead, the private TCM sector is expected to play a major role in nurturing the next generation of TCM practitioners. In the present study we evaluated TCM graduates' perspectives on their career prospects and their views regarding PGT. Method Three focus group discussions with 19 local TCM graduates who had worked full time in a clinical setting for fewer than 5 years. Results Graduates were generally uncertain about how to develop their career pathways in Hong Kong with few postgraduate development opportunities; because of this some were planning to leave the profession altogether. Despite their expressed needs, they were dissatisfied with the current quality of local PGT and suggested various ways for improvement including supervised practice-based learning, competency-based training, and accreditation of training with trainee involvement in design and evaluation. In addition they identified educational needs beyond TCM, in particular a better understanding of western medicine and team working so that primary care provision might be more integrated in the future. Conclusion TCM graduates in Hong Kong feel let down by the lack of public PGT opportunities which is hindering career development. To develop a new generation of TCM practitioners with the capacity to provide quality and comprehensive care, a stronger role for the government, including sufficient public funding, in promoting TCM graduates' careers and training development is suggested. Recent British and Australian experiences in prevocational western medicine training reform may serve as a source of references when relevant program for TCM graduates is planned in the future. PMID:19228379

  14. A study of videoconferencing for postgraduate continuing education in dentistry in the UK--the teachers' view.

    PubMed

    Odell, E W; Francis, C A; Eaton, K A; Reynolds, P A; Mason, R D

    2001-08-01

    Videoconferencing is an established method for providing medical education over long distances. Our aims were to assess the feasibility of videoconferencing in dental postgraduate education, to evaluate its practicability, teacher satisfaction and evaluate equipment. Twenty-seven teachers from the 4 London Dental Schools provided 41 postgraduate dental education sessions on a range of topics to regional postgraduate centres and dental practices as part of the Thames Health Region's programme. Videoconferencing was carried out using a relatively inexpensive personal computer system link using ISDN2 telephone lines and Z350 protocol. Presenter views and assessment were obtained by questionnaire, interview and videotape. Teachers felt that minimal additional preparation time was required for videoconferencing and 21/27 preferred it to in-person teaching, most noting the saving in travel time. Only 3 of the teachers were dissatisfied with their ability to communicate, 4 were equivocal and 20 were either pleased or very pleased. The teachers largely enjoyed the experience and performed well in the new medium. However, sound quality proved inadequate in 5/41 links and most sessions included some periods of suboptimal sound. Only 4 teachers were satisfied with their ability to perform question and answer interaction with the audience. We conclude that experienced teachers adapt readily to videoconferencing and learn to communicate effectively very quickly. Teachers were positive about the medium despite its shortcomings and improvements in sound quality would allow a rapid expansion of postgraduate dental education by videoconference.

  15. COAMFTE accreditation and California MFT licensing exam success.

    PubMed

    Caldwell, Benjamin E; Kunker, Shelly A; Brown, Stephen W; Saiki, Dustin Y

    2011-10-01

    Professional accreditation of graduate programs in marital and family therapy (MFT) is intended to ensure the strength of the education students receive. However, there is great difficulty in assessing the real-world impact of accreditation on students. Only one measure is applied consistently to graduates of all MFT programs, regardless of accreditation status: licensure examinations. Within California, COAMFTE-accredited, regionally (WASC) accredited, and state-approved programs all may offer degrees qualifying for licensure. Exam data from 2004, 2005, and 2006 (n = 5,646 examinees on the Written Clinical Vignette exam and n = 3,408 first-time examinees on the Standard Written Exam) were reviewed to determine the differences in exam success among graduates of programs at varying levels of accreditation. Students from COAMFTE-accredited programs were more successful on both California exams than were students from other WASC-accredited or state-approved universities. There were no significant differences between (non-COAMFTE) WASC-accredited universities and state-approved programs. Differences could be related to selection effects, if COAMFTE programs initially accept students of higher quality. Implications for therapist education and training are discussed. © 2011 American Association for Marriage and Family Therapy.

  16. Preparedness for practice: a systematic cross-specialty evaluation of the alignment between postgraduate medical education and independent practice.

    PubMed

    Dijkstra, Ids S; Pols, Jan; Remmelts, Pine; Brand, Paul L P

    2015-02-01

    Postgraduate medical education training programs strive to prepare their trainees optimally for independent practice. Several studies have shown, however, that new consultants feel inadequately prepared for practice, and that this increases the risk of stress and burnout. To analyze across specialties for which tasks and themes new consultants feel inadequately prepared. And, to identify themes that need improved attention in postgraduate medical education programs or after registration. 330 New consultants from all hospital specialities with accredited training programs who completed their training in the north-eastern educational region of The Netherlands between 2004 and 2010 received a questionnaire which was based on a previously validated generic task inventory. 143 respondents (43%) returned the questionnaire. They felt excellently prepared for 40 tasks, well prepared for 25 tasks, marginally sufficiently prepared for 18 tasks and insufficiently prepared for 8 tasks. Preparedness scores were lowest for tasks concerning management administration and leadership, research, end-of-life care, and patient safety-related communication. Surgical specialists felt better prepared for practice than medical specialists, which could not be explained by differences in general self-efficacy. Although new consultants felt well prepared for medical tasks, the scores of more generic tasks indicate that the alignment between the different phases of the medical education continuum and independent practice needs improvement.

  17. 42 CFR 8.4 - Accreditation body responsibilities.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... CERTIFICATION OF OPIOID TREATMENT PROGRAMS Accreditation § 8.4 Accreditation body responsibilities. (a... discovers information that suggests that an OTP is not meeting Federal opioid treatment standards, or if... substantially fails to meet the Federal opioid treatment standards. (ii) Accreditation bodies shall notify...

  18. 42 CFR 8.4 - Accreditation body responsibilities.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... CERTIFICATION OF OPIOID TREATMENT PROGRAMS Accreditation § 8.4 Accreditation body responsibilities. (a... discovers information that suggests that an OTP is not meeting Federal opioid treatment standards, or if... substantially fails to meet the Federal opioid treatment standards. (ii) Accreditation bodies shall notify...

  19. 42 CFR 8.4 - Accreditation body responsibilities.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... CERTIFICATION OF OPIOID TREATMENT PROGRAMS Accreditation § 8.4 Accreditation body responsibilities. (a... discovers information that suggests that an OTP is not meeting Federal opioid treatment standards, or if... substantially fails to meet the Federal opioid treatment standards. (ii) Accreditation bodies shall notify...

  20. Twelve tips for a successful workplace-based masters programme in geriatric for specialist registrars and specialty trainees.

    PubMed

    Bhat, Sarita; Baker, Paul; Eyres, Renata

    2008-01-01

    Postgraduate medical training is undergoing major change, shortening and disrupting traditional practices. Scholarship remains highly valued, but increasingly difficult to fit in. Workplace-based Masters study offers a solution. We want consultants who are driven by enquiry, good teachers and team workers. Academic qualifications demonstrate trainees' commitment and expertise in competitive employment markets. Most Deaneries allow two sessions weekly for research/personal development, so this resource demands effective use. The good will, talent and commitment of colleagues are vital. A credible structured curriculum combines real-life consultant-level generic practice, with technical medical skills. Academic writing and practical assignments are assessed. Linking with a far-sighted academic institution brings vast expertise in education administration and delivery of accredited learning. The course is more cost-effective than traditional study leave activities. Running part-time over 4 years fits with Higher Specialist Training. Structured programmes, over 9 month 'terms', fit with clinical rotations. Module leaders run yearly clinical modules alongside continuous generic modules. Clinical units are signed up to releasing trainees to attend. Evaluation is external to faculty, with highly favourable feedback. We believe training in academic disciplines underpins practice. With strong partnership working, planning and especially hard work, such a course is deliverable.

  1. Knowledge of European orthodontic postgraduate students on biostatistics.

    PubMed

    Polychronopoulou, Argy; Eliades, Theodore; Taoufik, Konstantina; Papadopoulos, Moschos A; Athanasiou, Athanasios E

    2011-08-01

    The purpose of this study was to explore the level of knowledge in biostatistics of orthodontic postgraduate students. A four-section questionnaire, which included a knowledge test/quiz on biostatistics and epidemiology, was developed. This questionnaire was distributed to postgraduate programme directors of European universities to be delivered to students for completion under mock examination conditions (in-class session). The frequency distributions of demographic characteristics were examined, the percentages of participants who agreed or strongly agreed with each attitudinal statement were calculated, and the percentages of participants who felt fairly to highly confident for each statement were determined. Knowledge scores were calculated by the percentage of correct answers; missing values were counted as incorrect answers. The Student's t-test or one-way analysis of variance, where appropriate, was utilized to determine the participants' characteristics associated with mean knowledge scores. Data were further analysed with multiple linear regression modelling to determine the adjusted/unconfounded effect of possible knowledge score predictors. A two-tailed P-value of 0.05 was considered statistically significant with a 95 percent confidence interval (CI). One hundred and twenty seven from a total of 129 orthodontic students who replied completed the questionnaire. The mean correct answers of the participants were 43.8 percent with a 95 percent CI of 40.2-47.3 percent. This score was not influenced by gender, years elapsed from graduation, other advanced degree, or year of study; the sole parameter, which seemed to influence this score was attendance at a biostatistics/epidemiology course (51.9 versus 39.5 percent score of participants who had previously taken a course versus those who had not, P<0.001). A surprising finding was the inability of the responders to identify the appropriate use of the chi-square test (11.8 percent, 95 percent CI: 6

  2. 22 CFR 96.8 - Fees charged by accrediting entities.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Fees charged by accrediting entities. 96.8... Duties of Accrediting Entities § 96.8 Fees charged by accrediting entities. (a) An accrediting entity may... fees approved by the Secretary. Before approving a schedule of fees proposed by an accrediting entity...

  3. The Role of Accreditation in Consumer Protection.

    ERIC Educational Resources Information Center

    Warner, W. Keith; Andersen, Kay J.

    1982-01-01

    Upper-level college administrators in the Western accreditation region were surveyed about how well the Western Association of Schools and Colleges (WASC) served its constituency. Questions concerned consumer protection as an objective of accreditation, emphasis on disseminating information about the accreditation process, and potential policy…

  4. [Accreditation of Independent Ethics Committees].

    PubMed

    Ramiro Avilés, Miguel A

    According to Law 14/2007 and Royal Decree 1090/2015, biomedical research must be assessed by an Research Ethics Committee (REC), which must be accredited as an Research ethics committee for clinical trials involving medicinal products (RECm) if the opinion is issued for a clinical trial involving medicinal products or clinical research with medical devices. The aim of this study is to ascertain how IEC and IECm accreditation is regulated. National and regional legislation governing biomedical research was analysed. No clearly-defined IEC or IECm accreditation procedures exist in the national or regional legislation. Independent Ethics Committees are vital for the development of basic or clinical biomedical research, and they must be accredited by an external body in order to safeguard their independence, multidisciplinary composition and review procedures. Copyright © 2016 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

  5. Perry Johnson Laboratory Accreditation, Inc. (PJLA)

    DTIC Science & Technology

    2011-03-28

    Accreditation Body, established in 1999, located in Troy, Michigan • Current Accreditation Programs– ISO / IEC 17025 :2005 and DoD ELAP, EPA NLLAP...Upcoming Accreditation Programs–Field Site Sampling & Measurement Organizations (FSMO)–TNI Volume 1 and 2, Reference Material Producers– ISO Guide...Testing/Calibration – 17025 -Testing–120 – 17025 -Calibration–191 – 17025 & DoD ELAP–14 (5 Pending) – 17025 and EPA NLLAP–1 – Pending

  6. The Impact of a Postgraduate Learning Experience on the Confidence of General Dental Practitioners

    PubMed Central

    Fine, Peter; Louca, Chris; Leung, Albert

    2017-01-01

    This study aimed to explore the relationship between participating in a learning experience and the ensuing changes in confidence. A self-selected group of General Dental Practitioners (GDPs) entered a five-year, part-time postgraduate master’s training programme in restorative dentistry. Confidence in communication with patients and technical skills were measured at the start of the programme by questionnaire and at the conclusion of the programme by questionnaire and personal interview. A total of 72 clinicians started the programme; 27% (n = 20) completed the master’s degree. Assessment of confidence revealed a spread from 4/10 to 10/10 for communication with patients and clinical skills in restorative dentistry before the programme started. A total of 15% (n = 11) volunteered for interview. Analysis of qualitative data revealed (i) a perceived increase in confidence from all clinicians; (ii) a perceived greater ability to treat patients; (iii) an increase in treatment options being offered to patients; (iv) a perceived increase in treatment uptake by patients; and (v) greater job opportunities. The study showed a positive relationship between the learning experience and the perceived increase in confidence of clinicians. The increase in confidence manifested itself in better communication and clinical skills. PMID:29563422

  7. 9 CFR 439.51 - Probation of accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.51 Probation of accreditation. Upon a determination by the Administrator, a laboratory will be placed on probation for the following reasons: (a) If the laboratory fails to complete more than one interlaboratory accreditation maintenance check sample analysis as...

  8. Handbook of Accreditation 1994-96.

    ERIC Educational Resources Information Center

    North Central Association of Colleges and Schools, Chicago, IL. Commission on Institutions of Higher Education.

    This comprehensive handbook contains accreditation materials of the North Central Association of Colleges and Schools Commission on Institutions of Higher Education. These include the general institutional requirements, the criteria for accreditation, and new policies on institutional change. The chapters are: (1) "Introduction to Voluntary…

  9. 22 CFR 96.63 - Renewal of accreditation or approval.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... for renewal in a timely fashion. Before deciding whether to renew the accreditation or approval of an... accrediting entity or the Secretary during its most current accreditation or approval cycle, the accrediting...

  10. Accrediting osteopathic postdoctoral training institutions.

    PubMed

    Duffy, Thomas

    2011-04-01

    All postdoctoral training programs approved by the American Osteopathic Association are required to be part of an Osteopathic Postdoctoral Training Institution (OPTI) consortium. The author reviews recent activities related to OPTI operations, including the transfer the OPTI Annual Report to an electronic database, revisions to the OPTI Accreditation Handbook, training at the 2010 OPTI Workshop, and new requirements of the American Osteopathic Association Commission on Osteopathic College Accreditation. The author also reviews the OPTI accreditation process, cites common commendations and deficiencies for reviews completed from 2008 to 2010, and provides an overview of plans for future improvements.

  11. Medical students' perceptions of international accreditation.

    PubMed

    Ibrahim, Halah; Abdel-Razig, Sawsan; Nair, Satish C

    2015-10-11

    This study aimed to explore the perceptions of medical students in a developing medical education system towards international accreditation. Applicants to an Internal Medicine residency program in an academic medical center in the United Arab Emirates (UAE) accredited by the Accreditation Council for Graduate Medical Education-International (ACGME-I) were surveyed between May and June 2014. The authors analysed responses using inductive qualitative thematic analysis to identify emergent themes. Seventy-eight of 96 applicants (81%) completed the survey. The vast majority of respondents 74 (95%) reported that ACGME-I accreditation was an important factor in selecting a residency program. Five major themes were identified, namely improving the quality of education, increasing opportunities, meeting high international standards, improving program structure, and improving patient care. Seven (10%) of respondents felt they would be in a position to pursue fellowship training or future employment in the United States upon graduation from an ACGME-I program. UAE trainees have an overwhelmingly positive perception of international accreditation, with an emphasis on improving the quality of training provided. Misperceptions, however, exist about potential opportunities available to graduates of ACGME-I programs. As more countries adopt the standards of the ACGME-I or other international accrediting bodies, it is important to recognize and foster trainee "buy-in" of educational reform initiatives.

  12. Perspectives on Accreditation of Postsecondary Occupational Education.

    ERIC Educational Resources Information Center

    Ward, Charles F., Ed.

    The Center for Occupational Education sponsored a National Conference on Accreditation of Public Postsecondary Occupational Education, held in Atlanta, Georgia on June 10-12, 1970. The major papers presented at that conference were: (1) "The Continuing Need for Nongovernmental Accreditation" by Frank G. Dickey, (2) "Specialized Accrediting Agency…

  13. Postgraduate Professional Pedagogical Education in Mexico

    ERIC Educational Resources Information Center

    Zhyzhko, Olena

    2015-01-01

    This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher…

  14. Aligning Assessments for COSMA Accreditation

    ERIC Educational Resources Information Center

    Laird, Curt; Johnson, Dennis A.; Alderman, Heather

    2015-01-01

    Many higher education sport management programs are currently in the process of seeking accreditation from the Commission on Sport Management Accreditation (COSMA). This article provides a best-practice method for aligning student learning outcomes with a sport management program's mission and goals. Formative and summative assessment procedures…

  15. The Council on Aviation Accreditation. Part 2; Contemporary Issues

    NASA Technical Reports Server (NTRS)

    Prather, C. Daniel

    2007-01-01

    The Council on Aviation Accreditation (CAA) was established in 1988 in response to the need for formal, specialized accreditation of aviation academic programs, as expressed by institutional members of the University Aviation Association (UAA). The first aviation programs were accredited by the CAA in 1992, and today, the CAA lists 60 accredited programs at 21 institutions nationwide. Although the number of accredited programs has steadily grown, there are currently only 20 percent of UAA member institutions with CAA accredited programs. In an effort to further understand this issue, a case study of the CAA was performed, which resulted in a two-part case study report. Part one addressed the historical foundation of the organization and the current environment in which the CAA functions. Part two focuses on the following questions: (a) what are some of the costs to a program seeking CAA accreditation (b) what are some fo the benefits of being CAA accredited; (c) why do programs seek CAA accreditation; (d) why do programs choose no to seek CAA accreditation; (e) what role is the CAA playing in the international aviation academic community; and (f) what are some possible strategies the CAA may adopt to enhance the benefits of CAA accreditation and increase the number of CAA accredited programs. This second part allows for a more thorough understanding of the contemporary issued faced by the organization, as well as alternative strategies for the CAA to consider in an effort to increase the number of CAA accredited programs and more fully fulfill the role of the CAA in the collegiate aviation community.

  16. International Accreditation as Global Position Taking: An Empirical Exploration of U.S. Accreditation in Mexico

    ERIC Educational Resources Information Center

    Blanco Ramírez, Gerardo

    2015-01-01

    Institutional accreditation in higher education holds universities accountable through external evaluation; at the same time, accreditation constitutes an opportunity for higher education leaders to demonstrate the quality of their institutions. In an increasingly global field of higher education, in which quality practices become diffused across…

  17. 9 CFR 439.52 - Suspension of accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.52 Suspension of accreditation. The accreditation of a laboratory will be suspended if the laboratory or any individual or entity responsibly connected with the laboratory is indicted or has charges on information brought against them in a Federal or State court for any...

  18. Quality assessment and improvement of post graduate family medicine training in the USA.

    PubMed

    Hoekzema, Grant S; Maxwell, Lisa; Gravel, Joseph W; Mills, Walter W; Geiger, William; Honeycutt, J David

    2016-09-01

    In 2013, the World Organisation of Family Doctors published training standards for post-graduate medical education (GME) in Family Medicine/General Practice (FP/GP). GME quality has not been well-defined, other than meeting accreditation standards. In 2009, the Association of Family Medicine Residency Directors (AFMRD) developed a tool that would aid in raising the quality of family medicine residency training in the USA. We describe the development of this quality improvement tool, which we called the residency performance index (RPI), and its first three years of use by US family medicine residency (FMR) programmes. The RPI uses metrics specific to family medicine training in the USA to help programmes identify strengths and areas for improvement in their educational activities. Our review of three years of experience with the RPI revealed difficulties with collecting data, and lack of information on graduates' scope of practice. It also showed the potential usefulness of the tool as a programme improvement mechanism. The RPI is a nationwide, standardised, programme quality improvement tool for family medicine residency programmes in the USA, which was successfully launched as part of AFMRD's strategic plan. Although some initial challenges need to be addressed, it has the promise to aid family medicine residencies in their internal improvement efforts. This model could be adapted in other post-graduate training settings in FM/GP around the world.

  19. Evaluating the Impact of the Graduate Certificate in Academic Practice (GCAP) Programme

    ERIC Educational Resources Information Center

    Chadha, Deesha

    2015-01-01

    Graduate teaching assistants (GTAs) and postgraduates in the UK are taking on greater responsibility for teaching, and therefore it has become increasingly necessary to explore the teacher training that supports them in this endeavour. This paper outlines an impact evaluation carried out on a graduate certificate programme primarily aimed at GTAs…

  20. Teacher Education Accreditation Council Brochure

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2009

    2009-01-01

    The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree programs for professional educators--those who teach and lead in schools, pre-K through grade 12. TEAC accredits undergraduate and graduate programs, including alternate route programs, based on (1) the evidence they have that they…

  1. Medical students’ perceptions of international accreditation

    PubMed Central

    Abdel-Razig, Sawsan; Nair, Satish C

    2015-01-01

    Objectives This study aimed to explore the perceptions of medical students in a developing medical education system towards international accreditation. Methods Applicants to an Internal Medicine residency program in an academic medical center in the United Arab Emirates (UAE) accredited by the Accreditation Council for Graduate Medical Education-International (ACGME-I) were surveyed between May and June 2014. The authors analysed responses using inductive qualitative thematic analysis to identify emergent themes. Results Seventy-eight of 96 applicants (81%) completed the survey. The vast majority of respondents 74 (95%) reported that ACGME-I accreditation was an important factor in selecting a residency program. Five major themes were identified, namely improving the quality of education, increasing opportunities, meeting high international standards, improving program structure, and improving patient care. Seven (10%) of respondents felt they would be in a position to pursue fellowship training or future employment in the United States upon graduation from an ACGME-I program. Conclusions UAE trainees have an overwhelmingly positive perception of international accreditation, with an emphasis on improving the quality of training provided. Misperceptions, however, exist about potential opportunities available to graduates of ACGME-I programs. As more countries adopt the standards of the ACGME-I or other international accrediting bodies, it is important to recognize and foster trainee “buy-in” of educational reform initiatives. PMID:26454402

  2. Accreditation status and geographic location of outpatient vascular testing facilities among Medicare beneficiaries: the VALUE (Vascular Accreditation, Location & Utilization Evaluation) study.

    PubMed

    Rundek, Tatjana; Brown, Scott C; Wang, Kefeng; Dong, Chuanhui; Farrell, Mary Beth; Heller, Gary V; Gornik, Heather L; Hutchisson, Marge; Needleman, Laurence; Benenati, James F; Jaff, Michael R; Meier, George H; Perese, Susana; Bendick, Phillip; Hamburg, Naomi M; Lohr, Joann M; LaPerna, Lucy; Leers, Steven A; Lilly, Michael P; Tegeler, Charles; Alexandrov, Andrei V; Katanick, Sandra L

    2014-10-01

    There is limited information on the accreditation status and geographic distribution of vascular testing facilities in the US. The Centers for Medicare & Medicaid Services (CMS) provide reimbursement to facilities regardless of accreditation status. The aims were to: (1) identify the proportion of Intersocietal Accreditation Commission (IAC) accredited vascular testing facilities in a 5% random national sample of Medicare beneficiaries receiving outpatient vascular testing services; (2) describe the geographic distribution of these facilities. The VALUE (Vascular Accreditation, Location & Utilization Evaluation) Study examines the proportion of IAC accredited facilities providing vascular testing procedures nationally, and the geographic distribution and utilization of these facilities. The data set containing all facilities that billed Medicare for outpatient vascular testing services in 2011 (5% CMS Outpatient Limited Data Set (LDS) file) was examined, and locations of outpatient vascular testing facilities were obtained from the 2011 CMS/Medicare Provider of Services (POS) file. Of 13,462 total vascular testing facilities billing Medicare for vascular testing procedures in a 5% random Outpatient LDS for the US in 2011, 13% (n=1730) of facilities were IAC accredited. The percentage of IAC accredited vascular testing facilities in the LDS file varied significantly by US region, p<0.0001: 26%, 12%, 11%, and 7% for the Northeast, South, Midwest, and Western regions, respectively. Findings suggest that the proportion of outpatient vascular testing facilities that are IAC accredited is low and varies by region. Increasing the number of accredited vascular testing facilities to improve test quality is a hypothesis that should be tested in future research. © The Author(s) 2014.

  3. Undergraduate Student Intentions for Postgraduate Study

    ERIC Educational Resources Information Center

    Jepsen, Denise Mary; Neumann, Ruth

    2010-01-01

    Little is known of how and when undergraduate students decide to progress to postgraduate studies. This study examined the effect of a single semester on intentions to undertake postgraduate study. The study was conducted twice in two years using approximately 120 students enrolled in a third year "Behaviour in Organisations" unit at a…

  4. Does accreditation by the Association for Assessment and Accreditation of Laboratory Animal Care International (AAALAC) ensure greater compliance with animal welfare laws?

    PubMed

    Goodman, Justin R; Chandna, Alka; Borch, Casey

    2015-01-01

    Accreditation of nonhuman animal research facilities by the Association for Assessment and Accreditation of Laboratory Animal Care International (AAALAC) is widely considered the "gold standard" of commitment to the well being of nonhuman animals used in research. AAALAC-accredited facilities receive preferential treatment from funding agencies and are viewed favorably by the general public. Thus, it bears investigating how well these facilities comply with U.S. animal research regulations. In this study, the incidences of noncompliance with the Animal Welfare Act (AWA) at AAALAC-accredited facilities were evaluated and compared to those at nonaccredited institutions during a period of 2 years. The analysis revealed that AAALAC-accredited facilities were frequently cited for AWA noncompliance items (NCIs). Controlling for the number of animals at each facility, AAALAC-accredited sites had significantly more AWA NCIs on average compared with nonaccredited sites. AAALAC-accredited sites also had more NCIs related to improper veterinary care, personnel qualifications, and animal husbandry. These results demonstrate that AAALAC accreditation does not improve compliance with regulations governing the treatment of animals in laboratories.

  5. Experiences of nurses as postgraduate students of pharmacology and therapeutics: a multiple case narrative study.

    PubMed

    Lim, Anecita Gigi; North, Nicola; Shaw, John

    2014-06-01

    Pharmacology and therapeutics are essential components of educational programmes in prescribing, yet little is known about students' experiences in studying these subjects for a prescribing role. To investigate the views and experiences of nurses as postgraduate students who were studying pharmacology and therapeutics in preparation for a prescribing role. Qualitative study using a multiple case narrative approach. The participants were undertaking or had recently completed a Master's degree programme; they worked in a range of clinical areas and services in the Auckland region. Twenty nurses, with advanced clinical backgrounds and experience engaged in postgraduate studies in pharmacology and therapeutics. A semi-structured interview of approximately 1h was undertaken with each participant. Transcripts were analysed within and across cases using Narralizer software to support thematic analysis. There were four broad thematic areas. In the first, 'prescribing in the context of advanced nursing practice', participants reflected on why prescribing authority was important to them. In the second theme, 'adequacy of prior pharmacology knowledge' they discussed the relative lack of pharmacology in their undergraduate programmes and in nursing practice. In the third, 'drawing on clinical experience in acquiring pharmacology knowledge', participants discussed how, as they grappled with new pharmacological science, they drew on clinical experience which facilitated their learning. In the fourth theme, 'benefits of increased pharmacology knowledge' they discussed how their studies improved their interactions with patients, medical colleagues and as members of multi-disciplinary teams. All nurses viewed their studies in pharmacology as fundamental to their roles as prescribers, through knowledge development and an increase in confidence. Although pharmacology theory was new to many participants, their learning was facilitated because they were able to reflect on previous

  6. Patterns and predictors of local health department accreditation in Missouri

    PubMed Central

    Mayer, Jeffrey; Elliott, Michael; Brownson, Ross C.; Abdulloeva, Safina; Wojciehowski, Kathleen

    2016-01-01

    Context Accreditation of local health departments has been identified as a crucial strategy for strengthening the public health infrastructure. Rural local health departments face many challenges including lower levels of staffing and funding than LHDs serving metropolitan or urban areas; simultaneously their populations experience health disparities related to risky health behaviors, health outcomes, and access to medical care. Through accreditation, rural local health departments can become better equipped to meet the needs of their communities. Objective To better understand the needs of communities by assessing barriers and incentives to state-level accreditation in Missouri from the rural local health department (RHLD) perspective. Design Qualitative analysis of semi-structured key informant interviews with Missouri LHDs serving rural communities. Participants Eleven administrators of RLHDs, seven from accredited and four from unaccredited departments were interviewed. Population size served ranged from 6,400 to 52,000 for accredited RLHDs and 7,200 to 73,000 for unaccredited RLHDs. Results Unaccredited RLHDs identified more barriers to accreditation than accredited RLHDs. Time was a major barrier to seeking accreditation. Unaccredited RLHDs overall did not see accreditation as a priority for their agency and failed to the see value of accreditation. Accredited RLHDs listed significantly more incentives then their unaccredited counterparts. Unaccredited RLHDs identified accountability, becoming more effective and efficient, staff development, and eventual funding as incentives to accreditation. Conclusions There is a need for better documentation of measurable benefits in order for a RLHD to pursue voluntary accreditation. Those who pursue are likely to see benefits after the fact, but those who do not, do not see the immediate and direct benefits of voluntary accreditation. The findings from this study of state-level accreditation in Missouri provides insight

  7. Library Standards: Evidence of Library Effectiveness and Accreditation.

    ERIC Educational Resources Information Center

    Ebbinghouse, Carol

    1999-01-01

    Discusses accreditation standards for libraries based on experiences in an academic law library. Highlights include the accreditation process; the impact of distance education and remote technologies on accreditation; and a list of Internet sources of standards and information. (LRW)

  8. Accreditations as Local Management Tools

    ERIC Educational Resources Information Center

    Cret, Benoit

    2011-01-01

    The development of accreditation agencies within the Higher Education sector in order to assess and guarantee the quality of services or product is still a growing phenomenon in Europe. Accreditations are conceived by institutional authors and by authors who directly deal with quality assurance processes as a means of legitimization or a means of…

  9. American Accreditation: Why Do It?

    ERIC Educational Resources Information Center

    Prince, Deborah

    2012-01-01

    A review of the history and purpose of accreditation followed by a brief case study of how a small specialist institution outside of the USA went through the process of becoming accredited. The changes needed inside the curriculum and inside the organization in order to make this significant organizational development are reviewed and discussed.…

  10. Are postgraduate qualifications the 'new frontier of social mobility'?

    PubMed

    Wakeling, Paul; Laurison, Daniel

    2017-09-01

    We investigate the relationship between social origin, postgraduate degree attainment, and occupational outcomes across five British age-group cohorts. We use recently-available UK Labour Force Survey data to conduct a series of logistic regressions of postgraduate (masters or doctorate) degree attainment among those with first degrees, with controls for measures of degree classification, degree subject, age, gender, ethnicity and national origin. We find a marked strengthening of the effect of class origin on degree- and occupational attainment across age cohorts. While for older generations there is little or no difference by class origin in the rates at which first-degree graduates attain postgraduate degrees, those with working-class-origins in the youngest age-group are only about 28 per cent as likely to obtain a postgraduate degree when compared with their peers from privileged origins. Moreover, social origin matters more for occupational destination, even among those with postgraduate degrees, for those in younger age groups. These findings demonstrate the newly important, and increasing, role of postgraduate degrees in reproducing socio-economic inequality in the wake of the substantial expansion of undergraduate and postgraduate education. Our findings lend some support to the Maximally Maintained Inequality thesis, suggesting that gains in equality of access to first-degrees are indeed at risk from postgraduate expansion. © London School of Economics and Political Science 2017.

  11. An Overview of U.S. Accreditation. Revised November 2015

    ERIC Educational Resources Information Center

    Eaton, Judith S.

    2015-01-01

    This publication provides a general description of the key features of U.S. accreditation of higher education and recognition of accrediting organizations. Accreditation in the United States is about quality assurance and quality improvement. It is a process to scrutinize higher education institutions and programs. Accreditation is private…

  12. Is the hospital decision to seek accreditation an effective one?

    PubMed

    Grepperud, Sverre

    2015-01-01

    The rapid expansion in the number of accredited hospitals justifies inquiry into the motives of hospitals in seeking accreditation and its social effectiveness. This paper presents a simple decision-theoretic framework where cost reductions and improved quality of care represent the endpoint benefits from accreditation. We argue that hospital accreditation, although acting as a market-signaling device, might be a socially inefficient institution. First, there is at present no convincing evidence for accreditation causing output quality improvements. Second, hospitals could seek accreditation, even though doing so is socially inefficient, because of moral hazard, consumer misperceptions, and nonprofit motivations. Finally, hospitals that seek accreditation need not themselves believe in output quality improvements from accreditation. Consequently, while awaiting additional evidence on accreditation, policy makers and third-party payers should exercise caution in encouraging such programs. Copyright © 2014 John Wiley & Sons, Ltd.

  13. Transitional Experiences of International Postgraduate Students Utilising a Peer Mentor Programme

    ERIC Educational Resources Information Center

    Menzies, Jane L.; Baron, Rachael; Zutshi, Ambika

    2015-01-01

    Background: Mentoring provides a range of benefits and one of them is social support. The number of students in transnational education has been increasing, and their transition into university is often fraught with difficulties. Universities can support transition through the use of a peer mentor programme (PMP). Purpose: The purpose of the study…

  14. Recent Naval Postgraduate School Publications.

    DTIC Science & Technology

    1981-05-01

    Technol., vol. 16, no. 2, p. 629-634, (Har./Apr., 1979). Winograd, NGa rlso ,B J; garrison, D B.Angular distrlbutlo f ejected articles from ion bombarded...AD-A119 757 NAVAL POSTGRADUATE SCHOOL MONTEREY CA F /O 5/1 RECENT NAVAL POSTGRADUATE SCHOOL PUBLZCATIONS.(U) MAY 81 W M TOLLES UNCLASSIFIED NPS-012...SCIENCE PUBLISHED PAPERS (contsd) Burkhead F Parallel roces inq of recursive functions Ann. Cnf. o te Assoc _1or Computing Machine.,Detroit, Hic

  15. Informal learning in postgraduate medical education: from cognitivism to 'culturism'.

    PubMed

    Swanwick, Tim

    2005-08-01

    Work-based learning occupies a central role in the training and ongoing development of the medical workforce. With this arises the need to understand the processes involved, particularly those relating to informal learning. Approaches to informal learning in postgraduate medical education have tended to consider the mind as an independent processor of information. In this paper, such cognitive approaches are critiqued and an alternative socio-cultural view on informal learning described. Recent and imminent changes in postgraduate medical education are identified, namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula. It is argued that although the latter may be useful in the construction of formal learning programmes, they will do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession. Strategies for enhancing informal learning in the workplace are recommended in which increased attention is paid to the development of the medical apprentice within a community of social practice. These include the establishment of strong goals, the use of improvised learning practices, attention to levels of individual engagement and workplace affordances, immersion in professional discourse and behaviours, support in relation to the development of a professional identity and the provision of opportunities to transform social practice.

  16. Quality assurance and accreditation.

    PubMed

    1997-01-01

    In 1996, the Joint Commission International (JCI), which is a partnership between the Joint Commission on Accreditation of Healthcare Organizations and Quality Healthcare Resources, Inc., became one of the contractors of the Quality Assurance Project (QAP). JCI recognizes the link between accreditation and quality, and uses a collaborative approach to help a country develop national quality standards that will improve patient care, satisfy patient-centered objectives, and serve the interest of all affected parties. The implementation of good standards provides support for the good performance of professionals, introduces new ideas for improvement, enhances the quality of patient care, reduces costs, increases efficiency, strengthens public confidence, improves management, and enhances the involvement of the medical staff. Such good standards are objective and measurable; achievable with current resources; adaptable to different institutions and cultures; and demonstrate autonomy, flexibility, and creativity. The QAP offers the opportunity to approach accreditation through research efforts, training programs, and regulatory processes. QAP work in the area of accreditation has been targeted for Zambia, where the goal is to provide equal access to cost-effective, quality health care; Jordan, where a consensus process for the development of standards, guidelines, and policies has been initiated; and Ecuador, where JCI has been asked to help plan an approach to the evaluation and monitoring of the health care delivery system.

  17. Using clinical indicators to facilitate quality improvement via the accreditation process: an adaptive study into the control relationship.

    PubMed

    Chuang, Sheuwen; Howley, Peter P; Hancock, Stephen

    2013-07-01

    The aim of the study was to determine accreditation surveyors' and hospitals' use and perceived usefulness of clinical indicator reports and the potential to establish the control relationship between the accreditation and reporting systems. The control relationship refers to instructional directives, arising from appropriately designed methods and efforts towards using clinical indicators, which provide a directed moderating, balancing and best outcome for the connected systems. Web-based questionnaire survey. Australian Council on Healthcare Standards' (ACHS) accreditation and clinical indicator programmes. Seventy-three of 306 surveyors responded. Half used the reports always/most of the time. Five key messages were revealed: (i) report use was related to availability before on-site investigation; (ii) report use was associated with the use of non-ACHS reports; (iii) a clinical indicator set's perceived usefulness was associated with its reporting volume across hospitals; (iv) simpler measures and visual summaries in reports were rated the most useful; (v) reports were deemed to be suitable for the quality and safety objectives of the key groups of interested parties (hospitals' senior executive and management officers, clinicians, quality managers and surveyors). Implementing the control relationship between the reporting and accreditation systems is a promising expectation. Redesigning processes to ensure reports are available in pre-survey packages and refined education of surveyors and hospitals on how to better utilize the reports will support the relationship. Additional studies on the systems' theory-based model of the accreditation and reporting system are warranted to establish the control relationship, building integrated system-wide relationships with sustainable and improved outcomes.

  18. The Value of the Academic Award in Initial Teacher Education: Key Stakeholder Perceptions of the Masters Level Postgraduate Certificate in Education in Two English Universities

    ERIC Educational Resources Information Center

    Thomas, Lorraine

    2018-01-01

    The Postgraduate Certificate in Education (PGCE) has been a successful and popular initial teacher education (ITE) programme since the 1950s, with the masters level PGCE being successfully embedded within universities in England since 2007 and having high levels of student satisfaction. Recent White Papers, policy and reviews have undermined the…

  19. [Accreditation model for acute hospital care in Catalonia, Spain].

    PubMed

    López-Viñas, M Luisa; Costa, Núria; Tirvió, Carmen; Davins, Josep; Manzanera, Rafael; Ribera, Jaume; Constante, Carles; Vallès, Roser

    2014-07-01

    The implementation of an accreditation model for healthcare centres in Catalonia which was launched for acute care hospitals, leaving open the possibility of implementing it in the rest of lines of service (mental health and addiction, social health, and primary healthcare centres) is described. The model is based on the experience acquired over more tan 31 years of hospital accreditation and quality assessment linked to management. In January 2006 a model with accreditation methodology adapted to the European Foundation for Quality Management (EFQM) model was launched. 83 hospitals are accredited, with an average of 82.6% compliance with the standards required for accreditation. The number of active assessment bodies is 5, and the accreditation period is 3 years. A higher degree of compliance of the so-called "agent" criteria with respect to "outcome" criteria is obtained. Qualitative aspects for implementation to be stressed are: a strong commitment both from managers and staff in the centres, as well as a direct and fluent communication between the accreditation body (Ministry of Health of the Government of Catalonia) and accredited centres. Professionalism of audit bodies and an optimal communication between audit bodies and accredited centres is also added. Copyright © 2014. Published by Elsevier Espana.

  20. What Should Gerontology Learn from Health Education Accreditation?

    ERIC Educational Resources Information Center

    Bradley, Dana Burr; Fitzgerald, Kelly

    2012-01-01

    Quality assurance and accreditation are closely tied together. This article documents the work toward a unified and comprehensive national accreditation program in health education. By exploring the accreditation journey of another discipline, the field of gerontology should learn valuable lessons. These include an attention to inclusivity, a…

  1. 7 CFR 205.502 - Applying for accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.502 Applying for accreditation...

  2. State Health Agencies' Perceptions of the Benefits of Accreditation.

    PubMed

    Kittle, Alannah; Liss-Levinson, Rivka

    The national voluntary accreditation program serves to encourage health agencies to seek departmental accreditation as a mechanism for continuous quality improvement. This study utilizes data from the 2016 Association of State and Territorial Health Officials Profile Survey to examine the perceived benefits of accreditation among state health agencies. Respondents answered questions on topics such as agency structure, workforce, and quality improvement activities. Frequencies and cross tabulations were conducted using IBM SPSS (version 21) statistical software. Results indicate that among accredited agencies, the most commonly endorsed benefits of accreditation include stimulating quality and performance improvement opportunities (95%), strengthening the culture of quality improvement (90%), and stimulating greater collaboration across departments/units within the agency (90%). Policy and practice implications, such as how these data can be used to promote accreditation within health agencies, as well as how accreditation strengthens governmental public health systems, are also discussed.

  3. A Comparison of Compliance and Aspirational Accreditation Models: Recounting a University's Experience with Both a Taiwanese and an American Accreditation Body

    ERIC Educational Resources Information Center

    Cheng, Nellie S.

    2015-01-01

    Despite the widespread adoption of accreditation processes and the belief in their effectiveness for improving educational quality, the search for good accreditation practices remains a critical issue. This article recounts one university's experiences when simultaneously undergoing the accreditation processes of both the Middle States Commission…

  4. Teacher-Writer Memoirs as Lens for Writing Emotionally in a Primary Teacher Education Programme

    ERIC Educational Resources Information Center

    Deegan, James G.

    2008-01-01

    This article examines student teachers' experiences of writing emotionally through the lens of teacher-writer memoirs. The participants were 99 postgraduate student teachers on a sociology of teaching module in an initial primary teacher education programme in the Republic of Ireland. Analysis of journal responses indicated how student teachers…

  5. Does hospital accreditation impact bariatric surgery safety?

    PubMed

    Morton, John M; Garg, Trit; Nguyen, Ninh

    2014-09-01

    To evaluate the impact of hospital accreditation upon bariatric surgery outcomes. Since 2004, the American College of Surgeons and the American Society of Metabolic and Bariatric Surgery have accredited bariatric hospitals. Few studies have evaluated the impact of hospital accreditation on all bariatric surgery outcomes. Bariatric surgery hospitalizations were identified using International Classification of Diseases, Ninth Revision (ICD9) codes in the 2010 Nationwide Inpatient Sample (NIS). Hospital names and American Hospital Association (AHA) codes were used to identify accredited bariatric centers. Relevant ICD9 codes were used for identifying demographics, length of stay (LOS), total charges, mortality, complications, and failure to rescue (FTR) events. There were 117,478 weighted bariatric patient discharges corresponding to 235 unique hospitals in the 2010 NIS data set. A total of 72,615 (61.8%) weighted discharges, corresponding to 145 (61.7%) named or AHA-identifiable hospitals were included. Among the 145 hospitals, 66 (45.5%) were unaccredited and 79 (54.5%) accredited. Compared with accredited centers, unaccredited centers had a higher mean LOS (2.25 vs 1.99 days, P < 0.0001), as well as total charges ($51,189 vs $42,212, P < 0.0001). Incidence of any complication was higher at unaccredited centers than at accredited centers (12.3% vs 11.3%, P = 0.001), as was mortality (0.13% vs 0.07%, P = 0.019) and FTR (0.97% vs 0.55%, P = 0.046). Multivariable logistic regression analysis identified unaccredited status as a positive predictor of incidence of complication [odds ratio (OR) = 1.08, P < 0.0001], as well as mortality (OR = 2.13, P = 0.013). Hospital accreditation status is associated with safer outcomes, shorter LOS, and lower total charges after bariatric surgery.

  6. Accreditation standards for undergraduate forensic science programs

    NASA Astrophysics Data System (ADS)

    Miller, Marilyn Tebbs

    Undergraduate forensic science programs are experiencing unprecedented growth in numbers of programs offered and, as a result, student enrollments are increasing. Currently, however, these programs are not subject to professional specialized accreditation. This study sought to identify desirable student outcome measures for undergraduate forensic science programs that should be incorporated into such an accreditation process. To determine desirable student outcomes, three types of data were collected and analyzed. All the existing undergraduate forensic science programs in the United States were examined with regard to the input measures of degree requirements and curriculum content, and for the output measures of mission statements and student competencies. Accreditation procedures and guidelines for three other science-based disciplines, computer science, dietetics, and nursing, were examined to provide guidance on accreditation processes for forensic science education programs. Expert opinion on outcomes for program graduates was solicited from the major stakeholders of undergraduate forensic science programs-forensic science educators, crime laboratory directors, and recent graduates. Opinions were gathered by using a structured Internet-based survey; the total response rate was 48%. Examination of the existing undergraduate forensic science programs revealed that these programs do not use outcome measures. Of the accreditation processes for other science-based programs, nursing education provided the best model for forensic science education, due primarily to the balance between the generality and the specificity of the outcome measures. From the analysis of the questionnaire data, preliminary student outcomes, both general and discipline-specific, suitable for use in the accreditation of undergraduate forensic science programs were determined. The preliminary results were reviewed by a panel of experts and, based on their recommendations, the outcomes

  7. 7 CFR 205.507 - Denial of accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.507 Denial of accreditation. (a...

  8. Transitions to Becoming a Teacher on an Initial Teacher Education and Training Programme

    ERIC Educational Resources Information Center

    Raffo, Carlo; Hall, David

    2006-01-01

    This article is based on research with a group of one-year Postgraduate Certificate in Education secondary trainee teachers during their initial teacher education and training in England. It considers tensions between trainees' prior experiences and conceptions of teaching and their training programme. In doing so, it seeks to examine how a…

  9. Accreditation Standards: Policies, Procedures, and Criteria. Revised Edition.

    ERIC Educational Resources Information Center

    Association of Independent Colleges and Schools, Washington, DC.

    Statements of policies and procedures and evaluation criteria used by the Accrediting Commission of the Association of Independent Colleges and Schools are presented. The organization and function of the Accrediting Commission, the bases of eligibility for evaluation and accreditation of all types of institutions, and the general classification of…

  10. The Incorporation of the USA "Science Made Sensible" Programme in South African Primary Schools: A Cross-Cultural Approach to Science Education

    ERIC Educational Resources Information Center

    de Villiers, Rian; Plantan, Tiffany; Gaines, Michael

    2016-01-01

    The Science Made Sensible (SMS) programme began as a partnership between the University of Miami (UM), Florida, USA, and some public schools in Miami. In this programme, postgraduate students from UM work with primary school science teachers to engage learners in science through the use of inquiry-based, hands-on activities. Due to the success of…

  11. 34 CFR 602.12 - Accrediting experience.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Accrediting experience. 602.12 Section 602.12 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION THE SECRETARY'S RECOGNITION OF ACCREDITING AGENCIES The Criteria for Recognition...

  12. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ...) Computed tomography. (iii) Nuclear medicine. (iv) Positron emission tomography. CMS-approved accreditation... if CMS takes an adverse action based on accreditation findings. (vi) Notify CMS, in writing... organization must permit its surveyors to serve as witnesses if CMS takes an adverse action based on...

  13. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ...) Computed tomography. (iii) Nuclear medicine. (iv) Positron emission tomography. CMS-approved accreditation... if CMS takes an adverse action based on accreditation findings. (vi) Notify CMS, in writing... organization must permit its surveyors to serve as witnesses if CMS takes an adverse action based on...

  14. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ...) Computed tomography. (iii) Nuclear medicine. (iv) Positron emission tomography. CMS-approved accreditation... if CMS takes an adverse action based on accreditation findings. (vi) Notify CMS, in writing... organization must permit its surveyors to serve as witnesses if CMS takes an adverse action based on...

  15. 15 CFR 285.9 - Granting accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Granting accreditation. 285.9 Section 285.9 Commerce and Foreign Trade Regulations Relating to Commerce and Foreign Trade NATIONAL INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL...

  16. 42 CFR 422.157 - Accreditation organizations.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 3 2011-10-01 2011-10-01 false Accreditation organizations. 422.157 Section 422.157 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES...-walk reflecting the new requirements; and (iii) An explanation of how the accreditation organization...

  17. 42 CFR 423.168 - Accreditation organizations.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... any proposed changes in its accreditation standards or requirements or survey process. If the... application and enforcement of those standards to the comparable CMS requirements and processes when— (i) CMS imposes new requirements or changes its survey process; (ii) An accreditation organization proposes to...

  18. 42 CFR 423.168 - Accreditation organizations.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... any proposed changes in its accreditation standards or requirements or survey process. If the... application and enforcement of those standards to the comparable CMS requirements and processes when— (i) CMS imposes new requirements or changes its survey process; (ii) An accreditation organization proposes to...

  19. 42 CFR 423.168 - Accreditation organizations.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... any proposed changes in its accreditation standards or requirements or survey process. If the... application and enforcement of those standards to the comparable CMS requirements and processes when— (i) CMS imposes new requirements or changes its survey process; (ii) An accreditation organization proposes to...

  20. 42 CFR 423.168 - Accreditation organizations.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... any proposed changes in its accreditation standards or requirements or survey process. If the... application and enforcement of those standards to the comparable CMS requirements and processes when— (i) CMS imposes new requirements or changes its survey process; (ii) An accreditation organization proposes to...

  1. Postgraduate education in laboratory medicine and certification/re-certification of clinical pathologists in Taiwan.

    PubMed

    Sun, Chien-Feng

    2004-04-01

    The Taiwan Society of Clinical Pathologists (TSCP) plays a central role in postgraduate education of laboratory medicine and the certification/re-certification of clinical pathologists in Taiwan. For the certification of clinical pathologists, TSCP establishes "Guidelines and Scope of Resident Training" and "Standards for Training Hospitals in Clinical Pathology(CP)", administers board examinations, and issues board certifications/re-certifications. There are two types of CP resident training programs, including a straight CP program with 3 years of CP training for a CP certificate and a combined program with 3 years of Anatomic Pathology training and 2 years of CP training for both the CP and AP certificates. The core curriculum for CP training includes: (1) Clinical Chemistry (at least 4 months), (2) Clinical Microscope with Parasitology (at least 3 months), (3) Clinical Hematology (at least 4 months), and (4) Clinical Microbiology with Clinical Virology (at least 4 months), (5) Immunohematology and Blood Banking (Transfusion Medicine) (at least 3 months), (6) Clinical Serology and Immunology(at least 4 months), and (7) Laboratory Management (at least 2 months). The curriculum for third-year training is not specified and may be in any field. In recent years, the board examination has emphasized the topics of Molecular Biology and Laboratory Informatics. The TSCP has also established an accreditation and inspection program for the CP resident raining hospitals. Each accredited CP training hospital is required to have a detailed teaching protocol of CP training. Quotas are assigned according to the available CPs of the accredited hospitals. The accreditation period is 3 years. Through sponsoring scientific and educational programs, the TSCP offers credit hours of education in laboratory medicine, which are required for re-certification of CPs in Taiwan. The members of the TSCP meet at least twice a year for scientific presentations and seminars. In addition, two to

  2. Understanding stakeholders' perspectives and experiences of general practice accreditation.

    PubMed

    Debono, Deborah; Greenfield, David; Testa, Luke; Mumford, Virginia; Hogden, Anne; Pawsey, Marjorie; Westbrook, Johanna; Braithwaite, Jeffrey

    2017-07-01

    To examine general practice accreditation stakeholders' perspectives and experiences to identify program strengths and areas for improvements. Individual (n=2) and group (n=9) interviews were conducted between September 2011-March 2012 with 52 stakeholders involved in accreditation in Australian general practices. Interviews were recorded, transcribed and thematically analysed. Member checking activities in April 2016 assessed the credibility and currency of the findings in light of current reforms. Overall, participants endorsed the accreditation program but identified several areas of concern. Noted strengths of the program included: program ownership, peer review and collaborative learning; access to Practice Incentives Program payments; and, improvements in safety and quality. Noted limitations in these and other aspects of the program offer potential for improvement: evidence for the impact of accreditation; resource demands; clearer outcome measures; and, specific experiences of accreditation. The effectiveness of accreditation as a strategy to improve safety and quality was shaped by the attitudes and experience of stakeholders. Strengths and weaknesses in the accreditation program influence, and are influenced by, stakeholder engagement and disengagement. After several accreditation cycles, the sector has the opportunity to reflect on, review and improve the process. This will be important if the continued or extended engagement of practices is to be realised to assure the continuation and effectiveness of the accreditation program. Copyright © 2017 Elsevier B.V. All rights reserved.

  3. Making it easy to do the right thing in healthcare: Advancing improvement science education through accredited pan European higher education modules.

    PubMed

    MacRae, Rhoda; Rooney, Kevin D; Taylor, Alan; Ritters, Katrina; Sansoni, Julita; Lillo Crespo, Manuel; Skela-Savič, Brigita; O'Donnell, Barbara

    2016-07-01

    Numerous international policy drivers espouse the need to improve healthcare. The application of Improvement Science has the potential to restore the balance of healthcare and transform it to a more person-centred and quality improvement focussed system. However there is currently no accredited Improvement Science education offered routinely to healthcare students. This means that there are a huge number of healthcare professionals who do not have the conceptual or experiential skills to apply Improvement Science in everyday practise. This article describes how seven European Higher Education Institutions (HEIs) worked together to develop four evidence informed accredited inter-professional Improvement Science modules for under and postgraduate healthcare students. It outlines the way in which a Policy Delphi, a narrative literature review, a review of the competency and capability requirements for healthcare professionals to practise Improvement Science, and a mapping of current Improvement Science education informed the content of the modules. A contemporary consensus definition of Healthcare Improvement Science was developed. The four Improvement Science modules that have been designed are outlined. A framework to evaluate the impact modules have in practise has been developed and piloted. The authors argue that there is a clear need to advance healthcare Improvement Science education through incorporating evidence based accredited modules into healthcare professional education. They suggest that if Improvement Science education, that incorporates work based learning, becomes a staple part of the curricula in inter-professional education then it has real promise to improve the delivery, quality and design of healthcare. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. Administrative Practices of Accredited Adventure Programs.

    ERIC Educational Resources Information Center

    Gass, Michael, Ed.

    In response to the growth and diversification of adventure programming, the Association for Experiential Education developed an accreditation process that addresses both the fluid nature of adventure programming and the need for specificity in standards. This book describes exemplary administrative practices and policies of accredited adventure…

  5. A Synthesis Model of Sustainable Market Orientation: Conceptualization, Measurement, and Influence on Academic Accreditation--A Case Study of Egyptian-Accredited Faculties

    ERIC Educational Resources Information Center

    Abou-Warda, Sherein H.

    2014-01-01

    Higher education institutions are increasingly concerned about accreditation. Although sustainable market orientation (SMO) bears on academic accreditation, to date, no study has developed a valid scale of SMO or assessed its influence on accreditation. The purpose of this paper is to construct and validate an SMO scale that was developed in…

  6. Accreditation in a public hospital: perceptions of a multidisciplinary team.

    PubMed

    Camillo, Nadia Raquel Suzini; Oliveira, João Lucas Campos de; Bellucci Junior, José Aparecido; Cervilheri, Andressa Hirata; Haddad, Maria do Carmo Fernandez Lourenço; Matsuda, Laura Misue

    2016-06-01

    to analyze the perceptions of the multidisciplinary team on Accreditation in a public hospital. descriptive, exploratory, qualitative research, performed in May 2014, using recorded individual interviews. In total, 28 employees of a public hospital, Accredited with Excellence, answered the guiding question: "Tell me about the Accreditation system used in this hospital". The interviews were transcribed and subjected to content analysis. of the speeches, three categories emerged: Advantages offered by the Accreditation; Accredited public hospital resembling a private hospital; Pride/satisfaction for acting in an accredited public hospital. participants perceived Accreditation as a favorable system for a quality management in the public service because it promotes the development of professional skills and improves cost management, organizational structure, management of assistance and perception of job pride/satisfaction.

  7. Innovative strategies for a successful SLMTA country programme: The Rwanda story

    PubMed Central

    Sebasirimu, Sabin; Gatabazi, John B.; Ruzindana, Emmanuel; Kayobotsi, Claver; Linde, Mary K.; Mazarati, Jean B.; Ntagwabira, Edouard; Serumondo, Janvier; Dahourou, Georges A.; Gatei, Wangeci; Muvunyi, Claude M.

    2014-01-01

    Background In 2009, to improve the performance of laboratories and strengthen healthcare systems, the World Health Organization Regional Office for Africa (WHO AFRO) and partners launched two initiatives: a laboratory quality improvement programme called Strengthening Laboratory Management Toward Accreditation (SLMTA), and what is now called the Stepwise Laboratory Quality Improvement Process Towards Accreditation (SLIPTA). Objectives This study describes the achievements of Rwandan laboratories four years after the introduction of SLMTA in the country, using the SLIPTA scoring system to measure laboratory progress. Methods Three cohorts of five laboratories each were enrolled in the SLMTA programme in 2010, 2011 and 2013. The cohorts used SLMTA workshops, improvement projects, mentorship and quarterly performance-based financing incentives to accelerate laboratory quality improvement. Baseline, exit and follow-up audits were conducted over a two-year period from the time of enrolment. Audit scores were used to categorise laboratory quality on a scale of zero (< 55%) to five (95% – 100%) stars. Results At baseline, 14 of the 15 laboratories received zero stars with the remaining laboratory receiving a two-star rating. At exit, five laboratories received one star, six received two stars and four received three stars. At the follow-up audit conducted in the first two cohorts approximately one year after exit, one laboratory scored two stars, five laboratories earned three stars and four laboratories, including the National Reference Laboratory, achieved four stars. Conclusion Rwandan laboratories enrolled in SLMTA showed improvement in quality management systems. Sustaining the gains and further expansion of the SLMTA programme to meet country targets will require continued programme strengthening. PMID:29043189

  8. Scholarships for scientific initiation encourage post-graduation degree.

    PubMed

    Pinto, Gabriela S; Nascimento, Gustavo G; Mendes, Matheus S; Ogliari, Fabrício A; Demarco, Flávio F; Correa, Marcos B

    2014-01-01

    This study aimed to evaluate the factors associated with the decision to attend an academic post-graduation program by dental students. A cross-sectional study was conducted in 2012, last-year undergraduate students from Dental Schools of Southern Brazil. A closed questionnaire was applied including questions grouped in three different blocks: pre-graduate, undergraduate period and future perspectives. The outcome was the decision to pursuit an academic post-graduation degree. Associations were tested using chi-squared test and chi-squared test for linear trends when appropriate. Multivariate Poisson regression was also performed. The sample was composed by 671 students (response rate of 69.9%, n=467). In relation to future perspectives, 68% of the interviewed students intended to attend a post-graduation program, but only 17.5% would choose a program with academic and research post-graduation program (Master and PhD programs). In the final model, students from public universities (PR 2.08, 95%CI 1.41-3.08) and students that received scientific initiation scholarship (PR 1.93 95%CI 1.14-3.27) presented a twice greater prevalence to seek academic post-graduate programs. Students with higher family incomes showed a lower prevalence to seek these programs (PR 0.50, 95%IC 0.28-0.90). Scholarships seem to encourage undergraduate students to pursue stricto sensu post-graduation.

  9. Improving Outcome Assessment in Information Technology Program Accreditation

    ERIC Educational Resources Information Center

    Goda, Bryan S.; Reynolds, Charles

    2010-01-01

    As of March 2010, there were fourteen Information Technology programs accredited by the Accreditation Board for Engineering and Technology, known as ABET, Inc (ABET Inc. 2009). ABET Inc. is the only recognized institution for the accreditation of engineering, computing, and technology programs in the U.S. There are currently over 128 U.S. schools…

  10. Redesigning Regional Accreditation: The Impact on Institutional Planning

    ERIC Educational Resources Information Center

    Jackson, Rudolph S.; Davis, Jimmy H.; Jackson, Francesina R.

    2010-01-01

    Regional accreditation, the "gold standard" of higher education institutional quality, has been around at least since the 1850s (Ewell 2008). In "U.S. Accreditation and the Future of Quality Assurance," Ewell (2008) describes four distinct periods in the history of accreditation in the United States, which range from defining a college to the…

  11. NASA Glenn's Acoustical Testing Laboratory Awarded Accreditation by the National Voluntary Laboratory Accreditation Program

    NASA Technical Reports Server (NTRS)

    Akers, James C.; Cooper, Beth A.

    2004-01-01

    NASA Glenn Research Center's Acoustical Testing Laboratory (ATL) provides a comprehensive array of acoustical testing services, including sound pressure level, sound intensity level, and sound-power-level testing per International Standards Organization (ISO)1 3744. Since its establishment in September 2000, the ATL has provided acoustic emission testing and noise control services for a variety of customers, particularly microgravity space flight hardware that must meet International Space Station acoustic emission requirements. The ATL consists of a 23- by 27- by 20-ft (height) convertible hemi/anechoic test chamber and a separate sound-attenuating test support enclosure. The ATL employs a personal-computer-based data acquisition system that provides up to 26 channels of simultaneous data acquisition with real-time analysis (ref. 4). Specialized diagnostic tools, including a scanning sound-intensity system, allow the ATL's technical staff to support its clients' aggressive low-noise design efforts to meet the space station's acoustic emission requirement. From its inception, the ATL has pursued the goal of developing a comprehensive ISO 17025-compliant quality program that would incorporate Glenn's existing ISO 9000 quality system policies as well as ATL-specific technical policies and procedures. In March 2003, the ATL quality program was awarded accreditation by the National Voluntary Laboratory Accreditation Program (NVLAP) for sound-power-level testing in accordance with ISO 3744. The NVLAP program is administered by the National Institutes of Standards and Technology (NIST) of the U.S. Department of Commerce and provides third-party accreditation for testing and calibration laboratories. There are currently 24 NVLAP-accredited acoustical testing laboratories in the United States. NVLAP accreditation covering one or more specific testing procedures conducted in accordance with established test standards is awarded upon successful completion of an intensive

  12. Management changes resulting from hospital accreditation 1

    PubMed Central

    de Oliveira, João Lucas Campos; Gabriel, Carmen Silvia; Fertonani, Hosanna Pattrig; Matsuda, Laura Misue

    2017-01-01

    ABSTRACT Objective: to analyze managers and professionals' perceptions on the changes in hospital management deriving from accreditation. Method: descriptive study with qualitative approach. The participants were five hospital quality managers and 91 other professionals from a wide range of professional categories, hierarchical levels and activity areas at four hospitals in the South of Brazil certified at different levels in the Brazilian accreditation system. They answered the question "Tell me about the management of this hospital before and after the Accreditation". The data were recorded, fully transcribed and transported to the software ATLAS.ti, version 7.1 for access and management. Then, thematic content analysis was applied within the reference framework of Avedis Donabedian's Evaluation in Health. Results: one large family was apprehended, called "Management Changes Resulting from the Accreditation: perspectives of managers and professionals" and five codes, related to the management changes in the operational, structural, financial and cost; top hospital management and quality management domains. Conclusion: the management changes in the hospital organizations resulting from the Accreditation were broad, multifaceted and in line with the improvements of the service quality. PMID:28301031

  13. Research Training in Doctoral Programs Accredited by the Council for Accreditation of Counseling and Related Educational Programs

    ERIC Educational Resources Information Center

    Borders, L. DiAnne; Wester, Kelly L.; Fickling, Melissa J.; Adamson, Nicole A.

    2014-01-01

    Faculty in 38 doctoral counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs identified the quantitative and qualitative designs and other research topics that were covered in required and elective course work, discipline of course instructors, and opportunities for doctoral…

  14. Distant Education in 2001: Accreditation & Quality. The Accrediting Commission Looks at the Evolving Forms of Correspondence Instruction.

    ERIC Educational Resources Information Center

    National Home Study Council, Washington, DC. Accrediting Commission.

    This collection of 10 essays is the outgrowth of a 1983 Accrediting Commission meeting which examined the implications for accreditation of the "Green Chair Group" report entitled "Predicting Distant Education in the Year 2001," an earlier document containing the predictions of 25 educators and executives concerning…

  15. Comparing Public Quality Ratings for Accredited and Nonaccredited Nursing Homes.

    PubMed

    Williams, Scott C; Morton, David J; Braun, Barbara I; Longo, Beth Ann; Baker, David W

    2017-01-01

    Compare quality ratings of accredited and nonaccredited nursing homes using the publicly available Centers for Medicare and Medicaid Services (CMS) Nursing Home Compare data set. This cross-sectional study compared the performance of 711 Joint Commission-accredited (TJC-accredited) nursing homes (81 of which also had Post-Acute Care Certification) to 14,926 non-Joint Commission-accredited (non-TJC-accredited) facilities using the Nursing Home Compare data set (as downloaded on April 2015). Measures included the overall Five-Star Quality Rating and its 4 components (health inspection, quality measures, staffing, and RN staffing), the 18 Nursing Home Compare quality measures (5 short-stay measures, 13 long-stay measures), as well as inspection deficiencies, fines, and payment denials. t tests were used to assess differences in rates for TJC-accredited nursing homes versus non-TJC-accredited nursing homes for quality measures, ratings, and fine amounts. Analysis of variance models were used to determine differences in rates using Joint Commission accreditation status, nursing home size based on number of beds, and ownership type. An additional model with an interaction term using Joint Commission accreditation status and Joint Commission Post-Acute Care Certification status was used to determine differences in rates for Post-Acute Care Certified nursing homes. Binary variables (eg, deficiency type, fines, and payment denials) were evaluated using a logistic regression model with the same covariates. After controlling for the influences of facility size and ownership type, TJC-accredited nursing homes had significantly higher star ratings than non-TJC-accredited nursing homes on each of the star rating component subscales (P < .05) (but not on the overall star rating), and TJC-accredited nursing homes with Post-Acute Care Certification performed statistically better on the overall star rating, as well as 3 of the 4 subscales (P < .05). TJC-accredited nursing homes

  16. Accredited Internship and Postdoctoral Programs for Training in Psychology: 2008

    ERIC Educational Resources Information Center

    American Psychologist, 2008

    2008-01-01

    This article provides an official listing of accredited internship and postdoctoral residency programs. It reflects all Commission on Accreditation decisions through July 20, 2008. The Commission on Accreditation has accredited the predoctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. The…

  17. Post-Graduate Education in the 1980s.

    ERIC Educational Resources Information Center

    Blume, S.; Amsterdamska, O.

    Major changes in postgraduate education since the 1970s in countries belonging to the Organisation for Economic Cooperation and Development (OECD) are examined. Postgraduate education refers to specialized or research training after the receipt of a university degree. The basis of analysis includes: analyses provided by authorities in Australia,…

  18. Applying Services Marketing Principles to Postgraduate Supervision

    ERIC Educational Resources Information Center

    Dann, Stephen

    2008-01-01

    Purpose: The paper aims to describe the application of two key service quality frameworks for improving the delivery of postgraduate research supervision. The services quality frameworks are used to identify key areas of overlap between services marketing practice and postgraduate supervision that can be used by the supervisor to improve research…

  19. Currently available medical engineering degrees in the UK. Part 2: Postgraduate degrees.

    PubMed

    Joyce, T

    2009-05-01

    This paper considers taught medical engineering MSc degrees, based on mechanical engineering, which are provided in the UK. Currently there are 19 institutions which provide such postgraduate degree programmes. These are the University of Aberdeen, University of Bath, University of Bradford, Brunel University, University of Dundee, University of Hull, Imperial College London, Keele University, King's College London, University of Leeds, University of Liverpool, University of Nottingham, University of Oxford, Queen Mary University of London, University of Southampton, University of Strathclyde, University of Surrey, University of Ulster, and University of Warwick. While most courses are delivered on a 1 year full-time basis, other delivery modes are also available. Relatively few modules are offered as distance learning or short courses. A wide range of modules are offered by the various universities for the different taught MSc degrees. Common modules include biomaterials and biomechanics. The medical-engineering-related modules offered by a number of universities are also made available to students on allied MSc programmes and undergraduate degrees in medical engineering.

  20. European guidelines for the accreditation of Sleep Medicine Centres.

    PubMed

    Pevernagie, Dirk

    2006-06-01

    This document describes guidelines for accreditation of Sleep Medicine Centres in Europe. These guidelines are the result of a consensus procedure, in which representatives of the European Sleep Research Society (ESRS) and representatives of different European National Sleep Societies (ENSS) were involved. The information obtained during different rounds of consultation was gathered and processed by the members of the Steering Committee of the ESRS. The scope of the guidelines is to define the characteristics of multidisciplinary Sleep Medicine Centres (SMCs), in terms of requirements regarding staff, operational procedures and logistic facilities. Accreditation of SMCs is proposed to be the responsibility of the individual ENSS. The Accreditation Guidelines may thus be considered an instrument for the national societies to develop new or standardize existing accreditation questionnaires, as well as procedures for visiting the site, drafting the accreditation report, and finally, granting the accreditation. The Accreditation Guidelines are meant to be a line of action, that ideally should be followed as close as possible, but that may be subject to certain exceptions, depending on local customs or regulations.

  1. Resident research: why some do and others don't.

    PubMed

    Chan, Jason Yongsheng; Narasimhalu, Kaavya; Goh, Orlanda; Xin, Xiaohui; Wong, Tien Yin; Thumboo, Julian; Phua, Ghee Chee

    2017-04-01

    Although research is widely considered to be a relevant and essential skill to resident development, the actual participation rate of residents in research remains low, and the factors associated with participation are unclear. We examined the participation rate of junior residents in research, and their attitudes and perceived barriers toward research, via an anonymised survey carried out from October to November 2013. The residents were from an established Accreditation Council for Graduate Medical Education-accredited internal medicine residency training programme in Singapore. The overall response rate was 64.1% (82/128 residents). The most frequently cited barrier was lack of time. Only a third of the residents surveyed were actively participating in research. Those with postgraduate qualifications were more likely to be involved in research (odds ratio 4.71, p = 0.015). Among the 82 residents, 40.2% reported an interest in research as part of their career; these were mainly graduates from overseas universities or postgraduates. A belief that research is an intrinsically valuable activity distinguished residents who chose research as a career path from those who were undecided (p = 0.004). The belief that research is a means to better clinical practice also divided those who chose research from those who rejected it (p = 0.02). Our findings suggest that specific beliefs determine the level of research activity and career interest among residents. Novel strategies may be incorporated in training programmes to improve the interest and participation of residents in research, and to facilitate the development of academic clinicians. Copyright: © Singapore Medical Association

  2. 40 CFR 60.535 - Laboratory accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Wood Heaters § 60.535 Laboratory accreditation. (a)(1) A laboratory may apply for accreditation by the Administrator to conduct wood heater certification tests pursuant to § 60.533. The application shall be in writing to: Emission Measurement Branch (MD-13), U.S. EPA, Research Triangle Park, NC 27711, Attn: Wood...

  3. 40 CFR 60.535 - Laboratory accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Wood Heaters § 60.535 Laboratory accreditation. (a)(1) A laboratory may apply for accreditation by the Administrator to conduct wood heater certification tests pursuant to § 60.533. The application shall be in writing to: Emission Measurement Branch (MD-13), U.S. EPA, Research Triangle Park, NC 27711, Attn: Wood...

  4. 40 CFR 60.535 - Laboratory accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Wood Heaters § 60.535 Laboratory accreditation. (a)(1) A laboratory may apply for accreditation by the Administrator to conduct wood heater certification tests pursuant to § 60.533. The application shall be in writing to: Emission Measurement Branch (MD-13), U.S. EPA, Research Triangle Park, NC 27711, Attn: Wood...

  5. Regulatory Relief for Accreditation. Position Paper

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2017

    2017-01-01

    The purpose of this Council for Higher Education Accreditation Position Paper is to offer proposals for the reduction of federal regulation as this applies to accreditation, whether in law, regulation or sub-regulatory guidance, acknowledging that the major challenge is at the regulatory/subregulatory levels. This reduction is not intended nor…

  6. 40 CFR 60.535 - Laboratory accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Wood Heaters § 60.535 Laboratory accreditation. (a)(1) A laboratory may apply for accreditation by the Administrator to conduct wood heater certification tests pursuant to § 60.533. The application shall be in writing to: Emission Measurement Branch (MD-13), U.S. EPA, Research Triangle Park, NC 27711, Attn: Wood...

  7. 40 CFR 60.535 - Laboratory accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Wood Heaters § 60.535 Laboratory accreditation. (a)(1) A laboratory may apply for accreditation by the Administrator to conduct wood heater certification tests pursuant to § 60.533. The application shall be in writing to: Emission Measurement Branch (MD-13), U.S. EPA, Research Triangle Park, NC 27711, Attn: Wood...

  8. Practitioner Perceptions of Advertising Education Accreditation.

    ERIC Educational Resources Information Center

    Vance, Donald

    According to a 1981 survey, advertising practitioners place more importance on the accreditation of college advertising programs when it comes to evaluating a graduate of such a program than do the educators who must earn the accreditation. Only directors of advertising education programs in the communication-journalism area that are currently…

  9. Accreditation and Academic Freedom. An American Association of University Professors--Council for Higher Education Accreditation Advisory Statement

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2013

    2013-01-01

    This joint American Association of University Professors-Council for Higher Education advisory statement addresses the role that accreditation plays in sustaining and enhancing academic freedom in the context of review of institutions and programs for quality. It offers five suggestions about the role of accreditation with regard to academic…

  10. A European Master's Programme in Public Health Nutrition.

    PubMed

    Yngve, A; Warm, D; Landman, J; Sjöström, M

    2001-12-01

    Effective population-based strategies require people trained and competent in the discipline of Public Health Nutrition. Since 1997, a European Master's Programme in Public Health Nutrition has been undergoing planning and implementation, by establishing initial quality assurance systems with the aid of funding from the European Commission (DG SANCO/F3). Partners from 17 European countries have been involved in the process. A European Network of Public Health Nutrition has been developed and accredited by the European Commission.

  11. Accreditation of Continuing Education: The Critical Elements.

    ERIC Educational Resources Information Center

    DeSilets, Lynore D.

    1998-01-01

    Reviews the history of accreditation in nursing continuing education, describes the system and process, and identifies institutional characteristics needed before beginning the process. Uses the American Nurses Center Commission on Accreditation model. (Author/SK)

  12. [Self-audit and tutor accreditation].

    PubMed

    Ezquerra Lezcano, Matilde; Tamayo Ojeda, Carmen; Calvet Junoy, Silvia; Avellana Revuelta, Esteve; Vila-Coll, María Antonia; Morera Jordán, Concepción

    2010-02-01

    To describe the experience of using self-audit (SA) as a means of accrediting family and community medicine tutors, to analyse the knowledge that the tutors have on this self-assessment methodology, and to record their opinions on this method. Retrospective descriptive study and analysis of an opinion questionnaire. Family and community medicine teaching units (TU) in Catalonia. Tutors from family and community medicine TU in Catalonia (July 2001-July 2008). Training of the tutors in SA methodology, creation of a reference group and a correction cycle. Correction by peers of the SAs performed by the tutors according to previously determined criteria and subsequent issue of a report-feedback. Self-administered questionnaire by a group of TU tutors. A total of 673 SA were performed. The most frequent topic selected was diabetes mellitus in 27.9% of cases. The overall evaluation of the SA from a methodological point of view was correct in 44.5% of cases, improvable in 45.3%, and deficient in 10.2%. A total of 300 opinion questionnaires were issued. The response rate was 151/300 (50.03%). On the question about the usefulness of the SA in professional practice, 12% considered it very useful, 56% adequate, and 32% of little use or not useful. As regards whether it was a good means for the re-accreditation or accreditation of tutors, 66% considered that it was not. A high percentage of the SAs analysed are not carried out correctly, which indicates that tutors do not know this self-assessment method very well. They consider that SAs are a useful tool for improving clinical practice, but not a good means for accreditation and re-accreditation.

  13. AAALAC International Standards and Accreditation Process

    PubMed Central

    Gettayacamin, Montip; Retnam, Leslie

    2017-01-01

    AAALAC International is a private, nonprofit organization that promotes humane treatment of animals in science through a voluntary international accreditation program. AAALAC International accreditation is recognized around the world as a symbol of high quality animal care and use for research, teaching and testing, as well as promoting animal welfare. Animals owned by the institution that are used for research, teaching and testing are included as part of an accredited program. More than 990 animal care and use institutions in 42 countries around the world (more than 170 programs in 13 countries in the Pacific Rim region) have earned AAALAC International accreditation. The AAALAC International Council on Accreditation evaluates overall performance and all aspects of an animal care and use program, involving an in-depth, multilayered, confidential peer-review process. The evaluators (site visitors) consider compliance with applicable local animal legislation of the host country, institutional policies, and employ a customized approach for evaluating overall program performance using a series of primary standards that include the Guide for the Care and Use of Laboratory Animals, the Guide for the Care and Use of Agricultural Animals in Research and Teaching, or the European Convention for the Protection of Vertebrate Animals Used for Experimental and Other Purposes, Council of Europe (ETS 123), and supplemental Reference Resources, as applicable. PMID:28744349

  14. Early experiences of accredited clinical informatics fellowships.

    PubMed

    Longhurst, Christopher A; Pageler, Natalie M; Palma, Jonathan P; Finnell, John T; Levy, Bruce P; Yackel, Thomas R; Mohan, Vishnu; Hersh, William R

    2016-07-01

    Since the launch of the clinical informatics subspecialty for physicians in 2013, over 1100 physicians have used the practice and education pathways to become board-certified in clinical informatics. Starting in 2018, only physicians who have completed a 2-year clinical informatics fellowship program accredited by the Accreditation Council on Graduate Medical Education will be eligible to take the board exam. The purpose of this viewpoint piece is to describe the collective experience of the first four programs accredited by the Accreditation Council on Graduate Medical Education and to share lessons learned in developing new fellowship programs in this novel medical subspecialty. © The Author 2016. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  15. 9 CFR 439.5 - Applications for accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.5 Applications for accreditation. (a) Application for..., by the owner or manager of a non-Federal analytical laboratory. The forms shall be sent to the ALP or...

  16. 9 CFR 439.5 - Applications for accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.5 Applications for accreditation. (a) Application for..., by the owner or manager of a non-Federal analytical laboratory. The forms shall be sent to the ALP or...

  17. 9 CFR 439.5 - Applications for accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.5 Applications for accreditation. (a) Application for..., by the owner or manager of a non-Federal analytical laboratory. The forms shall be sent to the ALP or...

  18. 9 CFR 439.5 - Applications for accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.5 Applications for accreditation. (a) Application for..., by the owner or manager of a non-Federal analytical laboratory. The forms shall be sent to the ALP or...

  19. Basic biostatistics for post-graduate students

    PubMed Central

    Dakhale, Ganesh N.; Hiware, Sachin K.; Shinde, Abhijit T.; Mahatme, Mohini S.

    2012-01-01

    Statistical methods are important to draw valid conclusions from the obtained data. This article provides background information related to fundamental methods and techniques in biostatistics for the use of postgraduate students. Main focus is given to types of data, measurement of central variations and basic tests, which are useful for analysis of different types of observations. Few parameters like normal distribution, calculation of sample size, level of significance, null hypothesis, indices of variability, and different test are explained in detail by giving suitable examples. Using these guidelines, we are confident enough that postgraduate students will be able to classify distribution of data along with application of proper test. Information is also given regarding various free software programs and websites useful for calculations of statistics. Thus, postgraduate students will be benefitted in both ways whether they opt for academics or for industry. PMID:23087501

  20. 21 CFR 830.100 - FDA accreditation of an issuing agency.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 21 Food and Drugs 8 2014-04-01 2014-04-01 false FDA accreditation of an issuing agency. 830.100... (CONTINUED) MEDICAL DEVICES UNIQUE DEVICE IDENTIFICATION FDA Accreditation of an Issuing Agency § 830.100 FDA... issuing agency. (b) Accreditation criteria. FDA may accredit an organization as an issuing agency, if the...

  1. Learning styles of postgraduate and undergraduate medical students.

    PubMed

    Shukr, Irfan; Zainab, Roop; Rana, Mowadat H

    2013-01-01

    To compare learning styles of undergraduate and postgraduate medical students. Observational, comparative study. Department of Medical Education, Army Medical College, NUST, Rawalpindi, Pakistan, during February and March 2012. A total of 170 students were divided into two equal groups of undergraduate students of Army Medical College, and postgraduate students of Armed Forces Post Graduate Medical Institute, Rawalpindi. Learning Style Questionnaire (LSQ) was used to assess and categorize the participants into Honey and Mumford classification of learning styles. The responses of each student ranging from 'very strong,' 'strong', 'moderate', and 'low' preference towards activist, theorist, reflector and pragmatist learning styles were compiled. The two groups were compared using SPSS version 17, using Fisher's exact test and the chi-square test. A p-value of $lt; 0.05 was considered significant. Preferences for all four learning styles were present in both groups. The results reveal an overall statistically significant difference in the 'very strong' preference in learning styles between the two study groups (p=0.002). Among the undergraduate students, 45% had a very strong preference for being an activist, whereas in postgraduate students, 38% had very strong preference for reflector, and 35% for theorist. This was statistically significant for activist, and reflector, and attained a p-value of < 0.001, for activist, and of 0.018 for reflector. The most uncommon 'very strong', and 'strong preference' for learning style was pragmatist in both undergraduate and postgraduate students. Diversity of learning styles at undergraduate and postgraduate level of medical education calls for multiplicity of instructional and assessment modalities to match them. The learning styles amongst the undergraduate medical students are different from the postgraduates. The postgraduates commonly have the reflector learning style while the undergraduates are predominantly activists and

  2. School Evaluation and Accreditation: A Bibliography of Research Studies.

    ERIC Educational Resources Information Center

    Diamond, Joan

    1982-01-01

    This 97-item bibliography cites research in the following categories: purposes and structures of school accreditation/evaluation; the school evaluation process, involving self-study, team visits, and implementation; evaluation of the accreditation/evaluation process; external factors influencing school accreditation/evaluation; and objectivity in…

  3. The potential inclusion of value management subject for postgraduate programmes in Malaysia

    NASA Astrophysics Data System (ADS)

    Che Mat, M.; Karim, S. B. Abd; Amran, N. A. E.

    2018-02-01

    The development of construction industry is increasing tremendously. To complement with this scenario, Value Management (VM) is needed to achieve the optimum function by reducing or eliminating the unnecessary cost that does not contribute to the product, system or service. As VM has been increasingly applied to enhance and improve value in construction projects, the purpose of this study is to implement VM as a subject for master’s students at selected public universities in Malaysia. The research is conducted to investigate the potential inclusion of VM as a subject at master degree programmes in Malaysia. Questionnaire survey was designed and delivered to existing master students to explore the current understanding of VM as well as the possibility of introducing VM as a subject. The results showed that the level of awareness on VM is high, yet the understanding of VM is low. This research presents the result of implementing VM as a subject learning for master’s level programme at selected public universities in Malaysia.

  4. Beyond the Tourist Gaze? Cultural Learning on an American "Semester Abroad" Programme in London

    ERIC Educational Resources Information Center

    Janes, Dominic

    2008-01-01

    Is the short-term study abroad experience, particularly when undertaken with a self-contained group of international students such as on a "semester abroad programme" accredited by a US university, little more than glorified tourism? This study investigates some of the ways in which a group of American students developed their…

  5. Out of the Ivory Tower: The Impact of Wider Social Contact on the Values, Religious Beliefs and Identities of Chinese Postgraduate Students in the UK

    ERIC Educational Resources Information Center

    Li, Daguo

    2012-01-01

    This article explores the impact of wider social contact on the experience of Chinese postgraduate students of adaptation to life in the UK. Focus group and individual interviews were conducted with a group of 11 Chinese students on an MA programme at a university in southern England and individual interviews with three representatives of a local…

  6. 9 CFR 77.11 - Modified accredited States or zones.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... TUBERCULOSIS Cattle and Bison § 77.11 Modified accredited States or zones. (a) The following are modified... Rules—Bovine Tuberculosis Eradication” (January 22, 1999, edition), which is incorporated by reference... accredited States or zones and its being reclassified as accreditation preparatory. (d) If tuberculosis is...

  7. 9 CFR 77.11 - Modified accredited States or zones.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... TUBERCULOSIS Cattle and Bison § 77.11 Modified accredited States or zones. (a) The following are modified... Rules—Bovine Tuberculosis Eradication” (January 22, 1999, edition), which is incorporated by reference... accredited States or zones and its being reclassified as accreditation preparatory. (d) If tuberculosis is...

  8. 9 CFR 77.11 - Modified accredited States or zones.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... TUBERCULOSIS Cattle and Bison § 77.11 Modified accredited States or zones. (a) The following are modified... Rules—Bovine Tuberculosis Eradication” (January 22, 1999, edition), which is incorporated by reference... accredited States or zones and its being reclassified as accreditation preparatory. (d) If tuberculosis is...

  9. 9 CFR 77.11 - Modified accredited States or zones.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... TUBERCULOSIS Cattle and Bison § 77.11 Modified accredited States or zones. (a) The following are modified... herd test requirements contained in the “Uniform Methods and Rules—Bovine Tuberculosis Eradication... reclassified as accreditation preparatory. (d) If tuberculosis is diagnosed within a modified accredited State...

  10. The Council on Aviation Accreditation: Part One - Historical Foundation

    NASA Technical Reports Server (NTRS)

    Prather, C. Daniel

    2006-01-01

    The Council on Aviation Accreditation (CAA) was established in 1988 in response to the need for formal, specialized accreditation of aviation academic programs, as expressed by institutional members of the University Aviation Association (UAA). The first aviation programs were accredited by the CAA in 1992, and today, the CAA lists 60 accredited programs at 21 institutions nationwide. Although the number of accredited programs has steadily grown, there are currently only 20 percent of UAA member institutions with CAA accredited programs. In an effort to further understand this issue, a case study of the CAA was performed, which resulted in a two-part case study report. Part one focuses on the following questions: (a) why was the CAA established and how has it evolved; (b) what is the purpose of the CAA; (c) how does a program become accredited by the CAA; and (d) what is the current environment in which the CAA operates. In answering these questions, various sources of data (such as CAA documents, magazine and journal articles, email inquiries, and an on-line survey) were utilized. Part one of this study resulted in a better understanding of the CAA, including its history, purpose, and the entire accreditation process. Part two will both examine the contemporary issues being faced by the CAA and provide recommendations to enhance the future growth of the organization.

  11. [Cross-sectional study of the variability of work-related stress among post-graduate medical residents at the main University Polyclinic of Sicily].

    PubMed

    Costantino, Claudio; Albeggiani, Valentina; Bonfante, Maria Stefania; Monte, Caterina; Lo Cascio, Nunzio; Mazzucco, Walter

    2015-02-10

    Among health care workers (HCWs), work-related stress is one of the main topics in risk assessment and prevention at the workplace. Post-graduate medical residents (MRs) are a group of HCWs comparable to medical doctors in terms of occupational exposure and occurrence of work-related stress syndromes. Risk assessment of work-related stress among MRs attending the major University Hospital of Sicily. A cross-sectional survey via an anonymous and self-administered questionnaire. 45% of clinical MRs and 37% of surgical MRs had access to compensatory rest days against 92% of MRs of the services area (p<0.001). A work attendance recording system for MRs was available in 80% of the postgraduate medical schools of the services area, in 60% of the clinical postgraduate schools and in 50% of the surgical postgraduate schools (p<0.001). MRs of the postgraduate surgical schools reported having access to work breaks (41%) with less frequency compared to clinical (60%) and services MRs (74%) (p<0.001). Both clinical (47%) and surgical MRs (47%) were more exposed to work-related stress than MRs of the services area (27%) (p<0.001). The survey demonstrated excess exposure to work-related stress for all the considered variables in MRs of the surgical area, compared with MRs of clinical and services areas. It is strongly recommended to provide specific training programmes aimed at managing the MRs' risk of exposure to work-related stress, focusing both on the workers and the work environment.

  12. Accreditation status of U.S. military graduate medical education programs.

    PubMed

    De Lorenzo, Robert A

    2008-07-01

    Military graduate medical education (GME) comprises a substantial fraction of U.S. physician training capacity. The wars in Iraq and Afghanistan have placed substantial stress on military medicine, and lay and professional press accounts have raised awareness of the effects on military GME. To date, however, objective data on military GME quality remains sparse. Determine the accreditation status of U.S. military GME programs. Additionally, military GME program data will be compared to national (U.S.) accreditation lengths. Retrospective review of Accreditation Council for Graduate Medical Education (ACGME) data. All military-sponsored core programs in specialties with at least three residencies were included. Military-affiliated but civilian-sponsored programs were excluded. The current and past cycle data were used for the study. For each specialty, the current mean accreditation length and the net change in cycle was calculated. National mean accreditation lengths by specialty for 2005 to 2006 were obtained from the ACGME. Comparison between the overall mean national and military accreditation lengths was performed with a z test. All other comparisons employed descriptive statistics. Ninety-nine military programs in 15 specialties were included in the analysis. During the study period, 1 program was newly accredited, and 6 programs had accreditation withdrawn or were closed. The mean accreditation length of the military programs was 4.0 years. The overall national mean for the same specialties is 3.5 years (p < 0.01). In previous cycles, 68% of programs had accreditation of 4 years or longer, compared to 70% in the current cycle, while 13% had accreditation of 2 years or less in the previous cycle compared to 14% in the current cycle. Ten (68%) of the military specialties had mean accreditation lengths greater than the national average, while 5 (33%) were below it. Ten (68%) specialties had stable or improving cycle lengths when compared to previous cycles

  13. Programme for specialization in family medicine

    PubMed Central

    Polliack, M. R.; Medalie, Jack H.

    1969-01-01

    A programme for specialized training in family medicine at Tel Aviv University Medical School provides four years of postgraduate study, two of which are in recognized hospital departments and two in clinics recognized for training in family medicine. At the end of this four-year period the graduate must submit a thesis of original work or an approved research project on an aspect of family medicine. Continuing contact of the trainee with both the family medicine clinic and the hospital departments is maintained throughout the period. While in hospital the trainee spends half a day a week in the family clinic with his personal tutor, and when in the clinic he spends half a day a week in the hospital. This programme has been provisionally accepted as meeting the formal requirements of the Israel Medical Association for specialization in family medicine, and the first physician has started training. PMID:5354841

  14. CIEMAT EXTERNAL DOSIMETRY SERVICE: ISO/IEC 17025 ACCREDITATION AND 3 Y OF OPERATIONAL EXPERIENCE AS AN ACCREDITED LABORATORY.

    PubMed

    Romero, A M; Rodríguez, R; López, J L; Martín, R; Benavente, J F

    2016-09-01

    In 2008, the CIEMAT Radiation Dosimetry Service decided to implement a quality management system, in accordance with established requirements, in order to achieve ISO/IEC 17025 accreditation. Although the Service comprises the approved individual monitoring services of both external and internal radiation, this paper is specific to the actions taken by the External Dosimetry Service, including personal and environmental dosimetry laboratories, to gain accreditation and the reflections of 3 y of operational experience as an accredited laboratory. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  15. 9 CFR 161.3 - Standards for accredited veterinarian duties.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... legally able to practice veterinary medicine. An accredited veterinarian shall perform the functions of an... examine such an animal showing abnormalities, in order to determine whether or not there is clinical... accredited work, an accredited veterinarian shall take such measures of sanitation as are necessary to...

  16. 42 CFR 8.5 - Periodic evaluation of accreditation bodies.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 1 2011-10-01 2011-10-01 false Periodic evaluation of accreditation bodies. 8.5 Section 8.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL... accreditation bodies. SAMHSA will evaluate periodically the performance of accreditation bodies primarily by...

  17. 42 CFR 8.5 - Periodic evaluation of accreditation bodies.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Periodic evaluation of accreditation bodies. 8.5 Section 8.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL... accreditation bodies. SAMHSA will evaluate periodically the performance of accreditation bodies primarily by...

  18. Self-reported patient safety competence among Canadian medical students and postgraduate trainees: a cross-sectional survey.

    PubMed

    Doyle, Patricia; VanDenKerkhof, Elizabeth G; Edge, Dana S; Ginsburg, Liane; Goldstein, David H

    2015-02-01

    Quality and patient safety (PS) are critical components of medical education. This study reports on the self-reported PS competence of medical students and postgraduate trainees. The Health Professional Education in Patient Safety Survey was administered to medical students and postgraduate trainees in January 2012. PS dimension scores were compared across learning settings (classroom and clinical) and year in programme. Sixty-three percent (255/406) of medical students and 32% (141/436) of postgraduate trainees responded. In general, both groups were most confident in their learning of clinical safety skills (eg, hand hygiene) and least confident in learning about sociocultural aspects of safety (eg, understanding human factors). Medical students' confidence in most aspects of safety improved with years of training. For some of the more intangible dimensions (teamwork and culture), medical students in their final year had lower scores than students in earlier years. Thirty-eight percent of medical students felt they could approach someone engaging in unsafe practice, and the majority of medical students (85%) and postgraduate trainees (78%) agreed it was difficult to question authority. Our results suggest the need to improve the overall content, structure and integration of PS concepts in both classroom and clinical learning environments. Decreased confidence in sociocultural aspects of PS among medical students in the final year of training may indicate that culture in clinical settings negatively affects students' perceived PS competence. Alternatively, as medical students spend more time in the clinical setting, they may develop a clearer sense of what they do not know. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  19. 45 CFR 2400.51 - Summer Institute accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Summer Institute accreditation. 2400.51 Section 2400.51 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.51 Summer Institute accreditation...

  20. 45 CFR 2400.51 - Summer Institute accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false Summer Institute accreditation. 2400.51 Section 2400.51 Public Welfare Regulations Relating to Public Welfare (Continued) JAMES MADISON MEMORIAL FELLOWSHIP FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Graduate Study § 2400.51 Summer Institute accreditation...

  1. Attitudes toward statistics in medical postgraduates: measuring, evaluating and monitoring.

    PubMed

    Zhang, Yuhai; Shang, Lei; Wang, Rui; Zhao, Qinbo; Li, Chanjuan; Xu, Yongyong; Su, Haixia

    2012-11-23

    In medical training, statistics is considered a very difficult course to learn and teach. Current studies have found that students' attitudes toward statistics can influence their learning process. Measuring, evaluating and monitoring the changes of students' attitudes toward statistics are important. Few studies have focused on the attitudes of postgraduates, especially medical postgraduates. Our purpose was to understand current attitudes regarding statistics held by medical postgraduates and explore their effects on students' achievement. We also wanted to explore the influencing factors and the sources of these attitudes and monitor their changes after a systematic statistics course. A total of 539 medical postgraduates enrolled in a systematic statistics course completed the pre-form of the Survey of Attitudes Toward Statistics -28 scale, and 83 postgraduates were selected randomly from among them to complete the post-form scale after the course. Most medical postgraduates held positive attitudes toward statistics, but they thought statistics was a very difficult subject. The attitudes mainly came from experiences in a former statistical or mathematical class. Age, level of statistical education, research experience, specialty and mathematics basis may influence postgraduate attitudes toward statistics. There were significant positive correlations between course achievement and attitudes toward statistics. In general, student attitudes showed negative changes after completing a statistics course. The importance of student attitudes toward statistics must be recognized in medical postgraduate training. To make sure all students have a positive learning environment, statistics teachers should measure their students' attitudes and monitor their change of status during a course. Some necessary assistance should be offered for those students who develop negative attitudes.

  2. International accreditation of ambulatory surgical centers and medical tourism.

    PubMed

    McGuire, Michael F

    2013-07-01

    The two forces that have driven the increase in accreditation of outpatient ambulatory surgery centers (ASC's) in the United States are reimbursement of facility fees by Medicare and commercial insurance companies, which requires either accreditation, Medicare certification, or state licensure, and state laws which mandate one of these three options. Accreditation of ASC's internationally has been driven by national requirements and by the competitive forces of "medical tourism." The three American accrediting organizations have all developed international programs to meet this increasing demand outside of the United States. Copyright © 2013. Published by Elsevier Inc.

  3. Accredited Institutions of Postsecondary Education, Programs, Candidates, 2001-2002.

    ERIC Educational Resources Information Center

    Von Alt, Kenneth A., Ed.

    A comprehensive guide to institutions of higher learning that are accredited by national and regional accrediting agencies, this annual volume has been published since 1964. Data in each entry have been provided by the accrediting bodies. Admissions officers, counselors, and employers rely upon the accurate and up-to-date information in this…

  4. Accredited Institutions of Postsecondary Education: Programs/Candidates.

    ERIC Educational Resources Information Center

    Harris, Sherry S., Ed.

    The annual directory lists institutions and programs evaluated by recognized accreditors and determined by their peers to meet acceptable levels of educational quality. Those institutions designated as candidates for accreditation have achieved initial recognition from their respective accrediting associations or commissions, and are progressing…

  5. 15 CFR 285.3 - Referencing NVLAP accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL... Standards and Technology and the federal government, who retain exclusive rights to control the use thereof... of announcing their accredited status, and for use on reports that describe only testing and...

  6. 15 CFR 285.3 - Referencing NVLAP accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL... Standards and Technology and the federal government, who retain exclusive rights to control the use thereof... of announcing their accredited status, and for use on reports that describe only testing and...

  7. 15 CFR 285.3 - Referencing NVLAP accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL... Standards and Technology and the federal government, who retain exclusive rights to control the use thereof... of announcing their accredited status, and for use on reports that describe only testing and...

  8. 15 CFR 285.3 - Referencing NVLAP accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL... Standards and Technology and the federal government, who retain exclusive rights to control the use thereof... of announcing their accredited status, and for use on reports that describe only testing and...

  9. 15 CFR 285.3 - Referencing NVLAP accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL... Standards and Technology and the federal government, who retain exclusive rights to control the use thereof... of announcing their accredited status, and for use on reports that describe only testing and...

  10. Social Partnership in Accrediting Lithuanian VET Qualifications

    ERIC Educational Resources Information Center

    Tutlys, Vidmantas; Kaminskiene, Lina

    2008-01-01

    This article examines social partnership in accrediting qualifications in Lithuania. It defines the factors influencing social partnership and surveys future development perspectives, referring to the creation and implementation of the national qualifications system in Lithuania. Social partnership in qualifications accreditation is regarded as a…

  11. Regulatory issues in accreditation of toxicology laboratories.

    PubMed

    Bissell, Michael G

    2012-09-01

    Clinical toxicology laboratories and forensic toxicology laboratories operate in a highly regulated environment. This article outlines major US legal/regulatory issues and requirements relevant to accreditation of toxicology laboratories (state and local regulations are not covered in any depth). The most fundamental regulatory distinction involves the purposes for which the laboratory operates: clinical versus nonclinical. The applicable regulations and the requirements and options for operations depend most basically on this consideration, with clinical toxicology laboratories being directly subject to federal law including mandated options for accreditation and forensic toxicology laboratories being subject to degrees of voluntary or state government–required accreditation.

  12. 21 CFR 830.120 - Responsibilities of an FDA-accredited issuing agency.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 21 Food and Drugs 8 2014-04-01 2014-04-01 false Responsibilities of an FDA-accredited issuing... HUMAN SERVICES (CONTINUED) MEDICAL DEVICES UNIQUE DEVICE IDENTIFICATION FDA Accreditation of an Issuing Agency § 830.120 Responsibilities of an FDA-accredited issuing agency. To maintain its accreditation, an...

  13. National trends in otolaryngology intern curricula following Accreditation Council for Graduate Medical Education changes.

    PubMed

    Kovatch, Kevin J; Harvey, Rebecca S; Prince, Mark E P; Thorne, Marc C

    2017-10-09

    In 2016, Accreditation Council for Graduate Medical Education (ACGME) requirements for curriculum and resident experiences were modified to require entering postgraduate year (PGY)-1 residents to spend 6 months of structured education on otolaryngology-head and neck surgery (ORL-HNS) rotations. We aimed to determine how ORL-HNS training programs have adapted curricula in response to 2016 ACGME curriculum requirement changes. Survey study. A national survey of ACGME-accredited ORL-HNS programs was distributed via the Otolaryngology Program Directors Organization. Thirty-seven program directors responded (34.9%). Most common ORL-HNS rotations included general otolaryngology (80.6% of programs, up to 6 months) and head and neck oncology (67.7%, up to 4 months), though more months are also spent on other subspecialty rotations (laryngology, otology, rhinology, and pediatrics) than previously. All programs continue at least 1 month of anesthesiology, intensive care unit, and general surgery. Programs have preferentially eliminated rotations in emergency medicine (77% decrease) and additional months on general surgery (48% decrease). Curricula have incorporated supplemental teaching modalities including didactic lectures (96.3% of programs), simulation (66.7%), dissection courses (63.0%), and observed patient encounters (55.5%), to a greater degree following ACGME changes. More interns are involved in shared call responsibilities than in previous years (70.4% vs. 51.8%). A stable minority of interns take the Otolaryngology Training Examination (approximately 20%). New ACGME requirements have challenged ORL-HNS training programs to develop effective 6-month rotation schedules for PGY-1 residents. Significant variation exists between programs, and evaluation of first-year curricula and readiness for PGY-2 year is warranted. NA Laryngoscope, 2017. © 2017 The American Laryngological, Rhinological and Otological Society, Inc.

  14. The UK Academic Foundation Programmes: are the objectives being met?

    PubMed

    Ologunde, R; Sismey, G; Kelley, T

    2018-03-01

    Background Since the Academic Foundation Programme was established in the UK in 2005 a number of trainees have participated in this programme; however, there are few published national data on the experiences of these academic trainees. We aimed to assess the perceived value and challenges of training on the AFP. Methods In March 2017, an anonymous electronic questionnaire was distributed to all Academic Foundation Programme trainees in the UK, via their local foundation school administrators. Fifty-six respondents completed the survey from 9 out of the 15 Academic Units of Application. Of these, 82% were undertaking a research based Academic Foundation Programme; however, 41% reported not having access to any training on research methods and governance. Sixty-six percent reported they were aware of the aims and expected outcomes of the Academic Foundation Programme, but the self-reported achievement of academic compendium outcomes was relatively low. Sixty-three percent rated the quality of their experience on the Academic Foundation Programme as excellent or good and 75% reported that they intended to continue in academia. Most trainees (64%) reported that the completion of a postgraduate qualification as part of their Academic Foundation Programme would improve the programme. Conclusion The Academic Foundation Programme plays a valuable role in trainees' development and preparing them for a career in academia. However, the objectives of the programme are currently not being uniformly achieved. Furthermore, trainees feel there remains room for improvement in the design of the programme.

  15. 45 CFR 156.275 - Accreditation of QHP issuers.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... QHP issuers codified in § 156.230(a)(2) and (a)(3). (3) Methodological and scoring criteria for accreditation. Recognized accrediting entities must use transparent and rigorous methodological and scoring...

  16. A Naval Postgraduate Dental School Analysis of Initial Endodontic Treatment

    DTIC Science & Technology

    2013-06-01

    1 A NAVAL POSTGRADUATE DENTAL SCHOOL ANALYSIS OF INITIAL ENDODONTIC TREATMENT by Rodney V. Scott LCDR, DC, USN...A thesis submitted to the Faculty of the Endodontics Graduate Program Naval Postgraduate Dental School Uniformed Services...Clinical Research   A  Naval  Postgraduate   Dental  School  Analysis   of  Initial  Endodontic  Treatment   Rodney V. Scott, DDS

  17. Determinants of Postgraduate Students' Choices of Speciality.

    PubMed

    Shrestha, B; Pokhrel, Y R; Butterworth, K

    2016-01-01

    Postgraduate specialization is perceived as essential for success with high competition for enrolment. The reasons how medical students choose their postgraduate specialty are complex. Understanding the factors that influence career choice helps in workforce planning. So, we tried to identify the specialty preferred by postgraduate students and the factors that influenced these choices in a post graduate institution. A cross-sectional observational study was conducted in National Academy of Medical Sciences. All the postgraduate students of batch 2011 AD were enrolled for the study. The responses were rated on a five point Likert scale. Significant gender preference was observed in specialties. General Surgery, Internal Medicine and Orthopedics were chosen by male students (P-Values, respectively, 0.001, 0.033 and 0.000) while Obstetrics and Gynecology and Ophthalmology being chosen by female students (P-Values, respectively, 0.000 and 0.006). Significant difference was observed between male and female student responses to the factor - scope in future (P - value 0.042), between married and unmarried students to the factor - workload flexibility (P - value 0.011), students who tried to go abroad versus who didn't, for the factor - Illness of self/family/friend (P - value 0.016), and between those who worked in rural area versus those who didn't, to the factor - Influence of friends/ seniors (P - value 0.038). Various factors affect the choices for preferred specialty. Policy makers should look at the needs of the nation, and ensure that specialty postgraduate education programs reflect those needs.

  18. Systematic Review of Postgraduate Surgical Education in Low- and Middle-Income Countries.

    PubMed

    Rickard, Jennifer

    2016-06-01

    Surgical care is recognized as an important component of public health, however, many low- and middle- income countries (LMICs) are faced with a shortage of trained personnel. In response to this unmet need, many countries have developed local postgraduate training programs in surgery. This study aims to characterize general surgery postgraduate education in LMICs. PubMed, EMBASE, and Global Index Medicus databases were searched for articles related to postgraduate general surgery education in LMICs. Studies in other surgical specialties and those published prior to 1990 were excluded. Data were collected on the characteristics of postgraduate training programs. Sixty-four articles discussed postgraduate surgical education in LMICs. Programs in 34 different countries and 6 different regions were represented. Nine countries were low-income, 12 were low-middle-income, and 13 were upper-middle-income countries. Sixty-four articles described aspects of the local postgraduate training program. Prior to postgraduate training, residents complete an undergraduate medical degree with 19 programs describing a pre-training experience such as internship. Surgical curricula were broad-based to prepare trainees to work in low-resource settings. At the completion of postgraduate training, examination formats varied including oral, written, and clinical exams. Postgraduate general surgery programs ranged from 2.5 to 7 years. Postgraduate surgical education is one mechanism to increase surgical capacity in LMICs. Different strategies have been employed to improve surgical education in LMICs and learning from these programs can optimize surgical education across teaching sites.

  19. Impact of mentorship on WHO-AFRO Strengthening Laboratory Quality Improvement Process Towards Accreditation (SLIPTA)

    PubMed Central

    Motebang, David; Mathabo, Lebina; Rotz, Philip J.; Wanyoike, Joseph; Peter, Trevor

    2012-01-01

    mentorship programme in this study resulted in significant measurable improvements towards preparation for the WHO-AFRO SLIPTA process in less than six months. We recommend that mentorship be incorporated into laboratory quality improvement and management training programmes such as SLMTA, in order to accelerate the progress of laboratories towards achieving accreditation. PMID:29062726

  20. 10 CFR 430.25 - Laboratory Accreditation Program.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... Procedures § 430.25 Laboratory Accreditation Program. The testing for general service fluorescent lamps... Appendix R to this subpart. The testing for medium base compact fluorescent lamps shall be performed in accordance with Appendix W of this subpart. This testing shall be conducted by test laboratories accredited...

  1. 10 CFR 430.25 - Laboratory Accreditation Program.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... Procedures § 430.25 Laboratory Accreditation Program. The testing for general service fluorescent lamps... Appendix R to this subpart. The testing for medium base compact fluorescent lamps shall be performed in accordance with Appendix W of this subpart. This testing shall be conducted by test laboratories accredited...

  2. 15 CFR 285.10 - Renewal of accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Renewal of accreditation. 285.10 Section 285.10 Commerce and Foreign Trade Regulations Relating to Commerce and Foreign Trade NATIONAL INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL...

  3. 15 CFR 285.10 - Renewal of accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 15 Commerce and Foreign Trade 1 2011-01-01 2011-01-01 false Renewal of accreditation. 285.10 Section 285.10 Commerce and Foreign Trade Regulations Relating to Commerce and Foreign Trade NATIONAL INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL...

  4. 15 CFR 285.10 - Renewal of accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 15 Commerce and Foreign Trade 1 2012-01-01 2012-01-01 false Renewal of accreditation. 285.10 Section 285.10 Commerce and Foreign Trade Regulations Relating to Commerce and Foreign Trade NATIONAL INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL...

  5. 15 CFR 285.10 - Renewal of accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 15 Commerce and Foreign Trade 1 2014-01-01 2014-01-01 false Renewal of accreditation. 285.10 Section 285.10 Commerce and Foreign Trade Regulations Relating to Commerce and Foreign Trade NATIONAL INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL...

  6. 15 CFR 285.10 - Renewal of accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 15 Commerce and Foreign Trade 1 2013-01-01 2013-01-01 false Renewal of accreditation. 285.10 Section 285.10 Commerce and Foreign Trade Regulations Relating to Commerce and Foreign Trade NATIONAL INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL...

  7. Accreditation at a crossroads: are we on the right track?

    PubMed

    Touati, Nassera; Pomey, Marie-Pascale

    2009-05-01

    By comparing Canada, where accreditation is optional, to France, where it is required, this study evaluates the extent to which the accreditation process acts as a tool for bureaucratic coercion as opposed to a tool for learning. Our study consists of a qualitative meta-analysis of studies of French and Canadian accreditation experiences between 1996 and 2006. Using the conceptual framework of Adler and Borys [Adler P, Borys B. Two types of bureaucracy: enabling and coercitive. Administration Science Quarterly 1996;41:61-89], we assess the characteristics of accreditation in the French and the Canadian environments and distinguish between coercive and enabling modi operandi. Results show that accreditation has positive impacts in the two countries but is more coercion-oriented in France than in Canada. This is because in France: (1) the fact that accreditation is compulsory and certain standards are required by law limits participant's opportunities to influence the process; (2) standards are not adapted to various clinical programs and as a result, participants contest their legitimacy; (3) ambiguity about the use of accreditation visit results has sullied global transparency. Despite differences between the French and Canadian systems, however, both systems are converging towards a mixed model that includes elements of both philosophies, with the Canadian model becoming more coercive and the French model becoming more flexible and learning-oriented. Comparison of the two cases shows that current trends in the evolution of accreditation threaten the very purpose of the accreditation process.

  8. 45 CFR 156.275 - Accreditation of QHP issuers.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... issuers codified in § 156.230(a)(2) and (a)(3). (3) Methodological and scoring criteria for accreditation. Recognized accrediting entities must use transparent and rigorous methodological and scoring criteria. (4...

  9. 45 CFR 156.275 - Accreditation of QHP issuers.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... issuers codified in § 156.230(a)(2) and (a)(3). (3) Methodological and scoring criteria for accreditation. Recognized accrediting entities must use transparent and rigorous methodological and scoring criteria. (4...

  10. Advantages and Disadvantages of Health Care Accreditation Mod-els.

    PubMed

    Tabrizi, Jafar S; Gharibi, Farid; Wilson, Andrew J

    2011-01-01

    This systematic review seeks to define the general advantages and disadvan-tages of accreditation programs to assist in choosing the most appropriate approach. Systematic search of SID, Ovid Medline & PubMed databases was conducted by the keywords of accreditation, hospital, medical practice, clinic, accreditation models, health care and Persian meanings. From 2379 initial articles, 83 articles met the full inclusion criteria. From initial analysis, 23 attributes were identified which appeared to define advantages and disadvantages of different accreditation approaches and the available systems were compared on these. Six systems were identified in the international literature including the JCAHO from USA, the Canadian program of CCHSA, and the accreditation programs of UK, Australia, New Zealand and France. The main distinguishing attributes among them were: quality improve-ment, patient and staff safety, improving health services integration, public's confi-dence, effectiveness and efficiency of health services, innovation, influence global standards, information management, breadth of activity, history, effective relationship with stakeholders, agreement with AGIL attributes and independence from government. Based on 23 attributes of comprehensive accreditation systems we have defined from a systematic review, the JCAHO accreditation program of USA and then CCHSA of Can-ada offered the most comprehensive systems with the least disadvantages. Other programs such as the ACHS of Australia, ANAES of France, QHNZ of New Zealand and UK accredita-tion programs were fairly comparable according to these criteria. However the decision for any country or health system should be based on an assessment weighing up their specific objec-tives and needs.

  11. Attitudes toward statistics in medical postgraduates: measuring, evaluating and monitoring

    PubMed Central

    2012-01-01

    Background In medical training, statistics is considered a very difficult course to learn and teach. Current studies have found that students’ attitudes toward statistics can influence their learning process. Measuring, evaluating and monitoring the changes of students’ attitudes toward statistics are important. Few studies have focused on the attitudes of postgraduates, especially medical postgraduates. Our purpose was to understand current attitudes regarding statistics held by medical postgraduates and explore their effects on students’ achievement. We also wanted to explore the influencing factors and the sources of these attitudes and monitor their changes after a systematic statistics course. Methods A total of 539 medical postgraduates enrolled in a systematic statistics course completed the pre-form of the Survey of Attitudes Toward Statistics −28 scale, and 83 postgraduates were selected randomly from among them to complete the post-form scale after the course. Results Most medical postgraduates held positive attitudes toward statistics, but they thought statistics was a very difficult subject. The attitudes mainly came from experiences in a former statistical or mathematical class. Age, level of statistical education, research experience, specialty and mathematics basis may influence postgraduate attitudes toward statistics. There were significant positive correlations between course achievement and attitudes toward statistics. In general, student attitudes showed negative changes after completing a statistics course. Conclusions The importance of student attitudes toward statistics must be recognized in medical postgraduate training. To make sure all students have a positive learning environment, statistics teachers should measure their students’ attitudes and monitor their change of status during a course. Some necessary assistance should be offered for those students who develop negative attitudes. PMID:23173770

  12. Implementing portfolio in postgraduate general practice training. Benefits and recommendations.

    PubMed

    Alotaibi, Fawaz S

    2012-10-01

    This paper presents a review to explore the literature focusing on portfolio in postgraduate general practice (GP) training, and to examine the impact of implementation of portfolio on learning process, as well as proposing recommendations for its implementation in postgraduate GP training. An electronic search was carried out on several databases for studies addressing portfolio in postgraduate GP training. Six articles were included to address specifically the effectiveness of portfolio in postgraduate GP training. Five of them described successful experiences of portfolio-based learning implementation. Only one article addressed portfolio-based assessment in postgraduate GP training. The existing evidence provides various benefits of professional portfolio-based learning. It does appear to have advantages of stimulating reflective learning, promoting proactive learning, and bridging the hospital experiences of the learners to GP. Moreover, the challenges to implementation of portfolio-based learning are often based on orientation and training of stakeholders.

  13. Evaluation of Hepato-Pancreato-Biliary (HPB) fellowships: an international survey of programme directors

    PubMed Central

    Raptis, Dimitri A; Clavien, Pierre-Alain

    2011-01-01

    Objectives This report describes a survey undertaken with the aim of assessing the current status of available fellowships in hepatopancreatobiliary (HPB) surgery in order to identify steps to be taken to ensure the provision of successful training in this specialty. Methods An online survey was conducted among members of the International Hepato-Pancreato-Biliary Association (IHPBA) targeting registered and non-registered HPB surgery fellowships. A total of 71 programmes are registered on the IHPBA website and 40 fellowship directors completed the survey. Only 18 completed surveys referred to programmes previously listed on the website. Results Responses showed great diversity among centres regarding their requirements for application, the duration of training and exposure to HPB cases during the fellowship. Factors associated with higher levels of training included the country of fellowship, a third year of training and the presence of a well-structured HPB curriculum. Over 90% of responders seek official accreditation from their regional association (i.e. the European, American and Asian-Pacific HPB Associations). Most programmes would welcome official IHPBA or regional association monitoring of their fellowship. Conclusions This survey discloses important information which will allow the IHPBA Education and Training Committee to move forward. The next steps should include close monitoring of the performance of fellows by creating a fellows' registry, as well as a blog or forum which can be used to further enhance communication among fellows. The availability of registration to both programme directors and fellows may eventually lead to an official fellowship accreditation process. PMID:21418134

  14. A model for integrating strategic planning and competence-based curriculum design in establishing a public health programme: the UNC Charlotte experience.

    PubMed

    Thompson, Michael E; Harver, Andrew; Eure, Marquis

    2009-08-11

    The University of North Carolina at Charlotte, a doctoral/research-intensive university, is the largest institution of higher education in the Charlotte region. The university currently offers 18 doctoral, 62 master's and 90 baccalaureate programmes. Fall 2008 enrolment exceeded 23,300 students, including more than 4900 graduate students. The university's Department of Health Behavior and Administration was established on 1 July 2002 as part of a transformed College of Health & Human Services. In 2003, the Department initiated a series of stakeholder activities as part of its strategic planning and programmatic realignment efforts. The Department followed an empirically derived top-down/bottom-up strategic planning process that fostered community engagement and coordination of efforts across institutional levels. This process culminated in a vision to transform the unit into a Council on Education for Public Health accredited programme in public health and, eventually, an accredited school of public health. To date, the Department has revised its Master of Science in health promotion into an Master of Science in Public Health programme, renamed itself the Department of Public Health Sciences, launched a Bachelor of Science in Public Health major, laid plans for a doctoral programme, and received accreditation from the Council on Education for Public Health as a public health programme. Furthermore, the campus has endorsed the programme's growth into a school of public health as one of its priorities. It is only through this rigorous and cyclical process of determining what society needs, designing a curriculum specifically to prepare graduates to meet those needs, ensuring that those graduates meet those needs, and reassessing society's needs that we can continue to advance the profession and ensure the public's health. Community stakeholders should be active contributors to programme innovation. Lessons learnt from this process include: being connected to your

  15. An Empirical Study of Outcomes and Quality Indicators between Accredited and Non-Accredited Clinical Mental Health Counseling Programs

    ERIC Educational Resources Information Center

    Murphy, William P.

    2016-01-01

    Quality assurance of academic programs that lead to licensure or certification in a profession traditionally has been through the industry-recognized accreditation body. There have been a limited number of studies on whether accreditation is associated with better program quality and outcomes; the purpose of this study was to add to that body of…

  16. A one-year practice-based learning programme for new general practice nurses in Scotland: evaluation of the pilot.

    PubMed

    Wakeling, Judy; Ferguson, Julie; Kennedy, Susan

    2016-01-01

    This paper summarises the evaluation of a pilot programme introduced by NHS Education for Scotland to provide education and skills training for nurses new to general practice. The programme was developed through extensive consultation with existing general practice nurses and was educationally accredited by the Royal College of General Practitioners and the Royal College of Nursing in 2013. Twelve nurses embarked upon the programme 2012-2013 and nine completed it. The programme was extensively evaluated through questionnaires (with supervisors, practice staff and participants), analysis of programme documentation and interviews with participants. Based on the evaluation feedback, alterations have been made to subsequent deliveries of the programme. These include removing some topic areas and lengthening the programme by three months. The programme continues to be successfully delivered and evaluation is ongoing to ensure it continues to meet nurses' needs.

  17. Accredited Internship and Postdoctoral Programs for Training in Psychology: 2006

    ERIC Educational Resources Information Center

    American Psychologist, 2006

    2006-01-01

    Presents the official listing of accredited internship and postdoctoral residency programs. It reflects all committee decisions through July 16, 2006. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed.

  18. The pathology milestones and the next accreditation system.

    PubMed

    Naritoku, Wesley Y; Alexander, C Bruce; Bennett, Betsy D; Black-Schaffer, W Stephen; Brissette, Mark D; Grimes, Margaret M; Hoffman, Robert D; Hunt, Jennifer L; Iezzoni, Julia C; Johnson, Rebecca; Kozel, Jessica; Mendoza, Ricardo M; Post, Miriam D; Powell, Suzanne Z; Procop, Gary W; Steinberg, Jacob J; Thorsen, Linda M; Nestler, Steven P

    2014-03-01

    In the late 1990s, the Accreditation Council for Graduate Medical Education developed the Outcomes Project and the 6 general competencies with the intent to improve the outcome of graduate medical education in the United States. The competencies were used as the basis for developing learning goals and objectives and tools to evaluate residents' performance. By the mid-2000s the stakeholders in resident education and the general public felt that the Outcomes Project had fallen short of expectations. To develop a new evaluation method to track trainee progress throughout residency using benchmarks called milestones. A change in leadership at the Accreditation Council for Graduate Medical Education brought a new vision for the accreditation of training programs and a radically different approach to the evaluation of residents. The Pathology Milestones Working Group reviewed examples of developing milestones in other specialties, the literature, and the Accreditation Council for Graduate Medical Education program requirements for pathology to develop pathology milestones. The pathology milestones are a set of objective descriptors for measuring progress in the development of competency in patient care, procedural skill sets, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice. The milestones provide a national standard for evaluation that will be used for the assessment of all residents in Accreditation Council for Graduate Medical Education-accredited pathology training programs.

  19. Attitude of Postgraduate Students towards the Teaching Profession

    ERIC Educational Resources Information Center

    Vinodh Kumar, R.

    2016-01-01

    The purpose of the present study was to investigate postgraduate students' attitude towards the teaching profession according to their gender, locality of residence, locality of educational institution, stream of study, and annual income of the parents. A descriptive survey design was adopted with a sample of 207 postgraduate students selected…

  20. A Naval Postgraduate Dental School Analysis Of Initial Endodontic Treatment

    DTIC Science & Technology

    2016-06-30

    A NAVAL POSTGRADUATE DENTAL SCHOOL ANALYSIS OF INITIAL ENDODONTIC TREATMENT by Alexander Kareem Desta, D.D.S. Lieutenant Commander, Dental Corps...United States Navy A thesis submitted to the Faculty of the Endodontic Graduate Program Naval Postgraduate Dental School Uniformed Services...Postgraduate Dental School Unifo1med Services University of the Health Sciences Bethesda, Maryland CERTIFICATE OF APPROVAL MASTER’S THESIS This is

  1. [Staff accreditation in parenteral nutrition production in hospital pharmacy].

    PubMed

    Vrignaud, S; Le Pêcheur, V; Jouan, G; Valy, S; Clerc, M-A

    2016-09-01

    This work aims to provide staff accreditation methodology to harmonize and secure practices for parenteral nutrition bags preparation. The methodology used in the present study is inspired from project management and quality approach. Existing training supports were used to produce accreditation procedure and evaluation supports. We first defined abilities levels, from level 1, corresponding to accredited learning agent to level 3, corresponding to expert accredited agent. Elements assessed for accreditation are: clothing assessment either by practices audit or by microbiologic test, test bags preparation and handling assessment, bag production to assess aseptic filling for both manual or automatized method, practices audit, number of days of production, and non-conformity following. At Angers Hospital, in 2014, production staff is composed of 12 agents. Staff accreditation reveals that 2 agents achieve level 3, 8 agents achieve level 2 and 2 agents are level 1. We noted that non-conformity decreased as accreditation took place from 81 in 2009 to 0 in 2014. To date, there is no incident due to parenteral bag produced by Angers hospital for neonatal resuscitation children. Such a consistent study is essential to insure a secured nutrition parenteral production. This also provides a satisfying quality care for patients. Copyright © 2016 Académie Nationale de Pharmacie. Published by Elsevier Masson SAS. All rights reserved.

  2. A National Perspective on Exploring Correlates of Accreditation in Children's Mental Health Care.

    PubMed

    Lee, Madeline Y

    2017-07-01

    This study is the first to explore national accreditation rates and the relationship between accreditation status and organizational characteristics and quality indicators in children's mental health. Data from the Substance Abuse and Mental Health Services Administration's (SAMHSA's) National Survey of Mental Health Treatment Facilities (NSMHTF) were used from 8,247 facilities that serve children and/or adolescents. Nearly 60% (n=4,925) of the facilities were accredited by the Council on Accreditation (COA), the Commission on Accreditation of Rehabilitation Facilities (CARF), or The Joint Commission (TJC). Chi-square analyses were conducted to explore relationships. Compared to non-accredited facilities, more accredited facilities reported greater number of admissions, acceptance of government funding and client funds, and implementation of several quality indicators. Policies with incentives for accreditation could influence accreditation rates, and accreditation could influence quality indicators. These results set the foundation for future research about the drivers of the accreditation phenomenon and its impact on children's mental health outcomes.

  3. Accreditation Bends Before the Winds of Change.

    ERIC Educational Resources Information Center

    Zoffer, H. J.

    1987-01-01

    The accreditation process benefits institutions through self-knowledge, accountability, the establishment of a legal standard, and the competition it creates. However, accreditation needs to address (1) the value of student gains in knowledge and skills and (2) the measurement of quality rather than quantity. Efforts of the American Assembly of…

  4. An Overview of U.S. Accreditation--Revised

    ERIC Educational Resources Information Center

    Eaton, Judith S.

    2012-01-01

    Accreditation in the United States is about quality assurance and quality improvement. It is a process to scrutinize higher education institutions and programs. Accreditation is private (nongovernmental) and nonprofit--an outgrowth of the higher education community and not of government. It is funded primarily by the institutions and programs that…

  5. Postgraduate Education in the People's Republic of China.

    ERIC Educational Resources Information Center

    Shiqi, Huang

    The historical background and development of postgraduate education in the People's Republic of China (PRC) are discussed. Before the founding of PRC, there were only a few higher education institutions that offered postgraduate programs at the master's level. No doctoral programs were offered and no doctorates were awarded in old China. Before…

  6. Quo Vadis? LIS Postgraduate Education in the Philippines

    ERIC Educational Resources Information Center

    Dizon, Fernan R.; Sagun, Karryl Kim A.; Alfiler-Macalalad, Ana Grace P.

    2011-01-01

    The paper intends to shed light on the predicament faced by many Filipino. Librarians: the lack of local institutions offering a library and information science (LIS) postgraduate degree. The paper aims to reveal the state of Philippine LIS postgraduate education by considering the number of librarians who have pursued and are still pursuing…

  7. What Do Postgraduate Students Think about Special Education?

    ERIC Educational Resources Information Center

    Ozcan, Deniz; Gur, Pelin

    2016-01-01

    The aim of this study was to determine the opinions of students receiving postgraduate education in special education area about special education. 35 students receiving postgraduate education at Near East University participated in this research. 8 of these students were doctorate student, and 27 of them were master student. This research was…

  8. ‘Why do an MPH?’ Motivations and intentions of physicians undertaking postgraduate public health training at the University of Cape Town

    PubMed Central

    Zweigenthal, Virginia E.M.; Marquez, Emma; London, Leslie

    2016-01-01

    Background Public health (PH) approaches underpin the management and transformation of health systems in low- and middle-income countries. Despite the Master of Public Health (MPH) rarely being a prerequisite for health service employment in South Africa, many physicians pursue MPH qualifications. Objectives This study identifies their motivations and career intentions and explored MPH programme strengths and gaps in under- and post-graduate PH training. Design A cross-sectional study using an online questionnaire was completed by physicians graduating with an MPH between 2000 and 2009 and those enrolled in the programme in 2010 at the University of Cape Town. Results Nearly a quarter of MPH students were physicians. Of the 65 contactable physicians, 48% responded. They were mid-career physicians who wished to obtain research training (55%), who wished to gain broader perspectives on health (32%), and who used the MPH to advance careers (90%) as researchers, policy-makers, or managers. The MPH widened professional opportunities, with 62% changing jobs. They believed that inadequate undergraduate exposure should be remedied by applying PH approaches to clinical problems in community settings, which would increase the attractiveness of postgraduate PH training. Conclusions The MPH allows physicians to transition from pure clinical to research, policy and/or management work, preparing them to innovate changes for effective health systems, responsive to the health needs of populations. Limited local job options and incentives are important constraining factors. Advocacy for positions requiring qualifications and benchmarking exit competencies of programmes nationally may promote enrolment. PMID:27741958

  9. Developing the Model for Optimal Learning and Transfer (MOLT) Following an Evaluation of Outdoor Groupwork Skills Programmes

    ERIC Educational Resources Information Center

    Cooley, Sam Joseph; Cumming, Jennifer; Holland, Mark J. G.; Burns, Victoria E.

    2015-01-01

    Purpose: This paper aims to evaluate the perceived efficacy of outdoor groupwork skills programmes for the undergraduate and postgraduate students, and the factors that influence its success. It also illustrates the use of Kirkpatrick's (1994) 4-level model of training evaluation as a framework for qualitative investigation of learning and…

  10. De-Colonising International Collaboration: The University of Kwazulu-Natal-Mauritius Institute of Education Cohort PhD Programme

    ERIC Educational Resources Information Center

    Samuel, Michael Anthony; Mariaye, Hyleen

    2014-01-01

    This paper explores the setting up of the partnership across the Mauritian and South African higher education contexts with respect to the development of a postgraduate PhD doctoral studies programme. The Mauritian Institute of Education (MIE) aims to develop staffing capacities through engagement with doctoral studies, especially in the context…

  11. 9 CFR 77.9 - Modified accredited advanced States or zones.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... TUBERCULOSIS Cattle and Bison § 77.9 Modified accredited advanced States or zones. (a) The following are... herd test requirements contained in the “Uniform Methods and Rules—Bovine Tuberculosis Eradication... reclassified as modified accredited. (d) If tuberculosis is diagnosed within a modified accredited advanced...

  12. The Effects of AACSB Accreditation on Faculty Salaries and Productivity

    ERIC Educational Resources Information Center

    Hedrick, David W.; Henson, Steven E.; Krieg, John M.; Wassell, Charles S.

    2010-01-01

    The authors explored differences between salaries and productivity of business faculty in Association to Advance Collegiate Schools of Business (AACSB)-accredited business programs and those without AACSB accreditation. Empirical evidence is scarce regarding these differences, yet understanding the impact of AACSB accreditation on salaries and…

  13. 9 CFR 391.5 - Laboratory accreditation fees.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 9 Animals and Animal Products 2 2012-01-01 2012-01-01 false Laboratory accreditation fees. 391.5 Section 391.5 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE FOOD SAFETY AND INSPECTION SERVICE ADMINISTRATIVE PROVISIONS FEES AND CHARGES FOR INSPECTION SERVICES AND LABORATORY ACCREDITATION § 391.5...

  14. 9 CFR 391.5 - Laboratory accreditation fees.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 9 Animals and Animal Products 2 2011-01-01 2011-01-01 false Laboratory accreditation fees. 391.5 Section 391.5 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE FOOD SAFETY AND INSPECTION SERVICE ADMINISTRATIVE PROVISIONS FEES AND CHARGES FOR INSPECTION SERVICES AND LABORATORY ACCREDITATION § 391.5...

  15. 9 CFR 391.5 - Laboratory accreditation fees.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 9 Animals and Animal Products 2 2014-01-01 2014-01-01 false Laboratory accreditation fees. 391.5 Section 391.5 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE FOOD SAFETY AND INSPECTION SERVICE ADMINISTRATIVE PROVISIONS FEES AND CHARGES FOR INSPECTION SERVICES AND LABORATORY ACCREDITATION § 391.5...

  16. 9 CFR 391.5 - Laboratory accreditation fees.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 9 Animals and Animal Products 2 2013-01-01 2013-01-01 false Laboratory accreditation fees. 391.5 Section 391.5 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE FOOD SAFETY AND INSPECTION SERVICE ADMINISTRATIVE PROVISIONS FEES AND CHARGES FOR INSPECTION SERVICES AND LABORATORY ACCREDITATION § 391.5...

  17. Does Accreditation Matter? School Readiness Rates for Accredited versus Nonaccredited Child Care Facilities in Florida's Voluntary Pre-Kindergarten Program

    ERIC Educational Resources Information Center

    Winterbottom, Christian; Piasta, Shayne B.

    2015-01-01

    Accreditation is a widely accepted indicator of quality in early education and includes many of the components cited in broad conceptualizations of quality. The purpose of this study was to examine whether kindergarten readiness rates differed between Florida child care facilities that were and were not accredited by any relevant national…

  18. 9 CFR 77.24 - Modified accredited advanced States or zones.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... TUBERCULOSIS Captive Cervids § 77.24 Modified accredited advanced States or zones. (a) The following are... contained in the “Uniform Methods and Rules—Bovine Tuberculosis Eradication” (January 22, 1999 edition... modified accredited. (d) If tuberculosis is diagnosed within a modified accredited advanced State or zone...

  19. Accreditation of Health Educational Programs. Part II: Staff Working Papers.

    ERIC Educational Resources Information Center

    Study of Accreditation of Selected Health Educational Programs, Washington, DC.

    This publication contains a second set of working papers concerned with procedures of the accrediting agencies in the health fields, the accountability and social responsibility of accreditation, and the relationship of accreditation to certification, licensure, and registration. Texts of these papers are included: (1) "Dilemmas of Accreditation…

  20. 9 CFR 77.24 - Modified accredited advanced States or zones.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... TUBERCULOSIS Captive Cervids § 77.24 Modified accredited advanced States or zones. (a) The following are... contained in the “Uniform Methods and Rules—Bovine Tuberculosis Eradication” (January 22, 1999 edition... modified accredited. (d) If tuberculosis is diagnosed within a modified accredited advanced State or zone...

  1. 9 CFR 77.24 - Modified accredited advanced States or zones.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... TUBERCULOSIS Captive Cervids § 77.24 Modified accredited advanced States or zones. (a) The following are... contained in the “Uniform Methods and Rules—Bovine Tuberculosis Eradication” (January 22, 1999 edition... modified accredited. (d) If tuberculosis is diagnosed within a modified accredited advanced State or zone...

  2. 9 CFR 77.9 - Modified accredited advanced States or zones.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... TUBERCULOSIS Cattle and Bison § 77.9 Modified accredited advanced States or zones. (a) The following are... apply the herd test requirements contained in the “Uniform Methods and Rules—Bovine Tuberculosis... being reclassified as modified accredited. (d) If tuberculosis is diagnosed within a modified accredited...

  3. 9 CFR 77.9 - Modified accredited advanced States or zones.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... TUBERCULOSIS Cattle and Bison § 77.9 Modified accredited advanced States or zones. (a) The following are... apply the herd test requirements contained in the “Uniform Methods and Rules—Bovine Tuberculosis... being reclassified as modified accredited. (d) If tuberculosis is diagnosed within a modified accredited...

  4. 9 CFR 77.24 - Modified accredited advanced States or zones.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... TUBERCULOSIS Captive Cervids § 77.24 Modified accredited advanced States or zones. (a) The following are... contained in the “Uniform Methods and Rules—Bovine Tuberculosis Eradication” (January 22, 1999 edition... modified accredited. (d) If tuberculosis is diagnosed within a modified accredited advanced State or zone...

  5. 9 CFR 77.24 - Modified accredited advanced States or zones.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... TUBERCULOSIS Captive Cervids § 77.24 Modified accredited advanced States or zones. (a) The following are... contained in the “Uniform Methods and Rules—Bovine Tuberculosis Eradication” (January 22, 1999 edition... modified accredited. (d) If tuberculosis is diagnosed within a modified accredited advanced State or zone...

  6. 9 CFR 77.9 - Modified accredited advanced States or zones.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... TUBERCULOSIS Cattle and Bison § 77.9 Modified accredited advanced States or zones. (a) The following are... requirements contained in the “Uniform Methods and Rules—Bovine Tuberculosis Eradication” (January 22, 1999... modified accredited. (d) If tuberculosis is diagnosed within a modified accredited advanced State or zone...

  7. Accreditation in the Professions: Implications for Educational Leadership Preparation Programs

    ERIC Educational Resources Information Center

    Pavlakis, Alexandra; Kelley, Carolyn

    2016-01-01

    Program accreditation is a process based on a set of professional expectations and standards meant to signal competency and credibility. Although accreditation has played an important role in shaping educational leadership preparation programs, recent revisions to accreditation processes and standards have highlighted attention to the purposes,…

  8. Guide for the Evaluation and Accreditation of Institutions in Oklahoma Higher Education.

    ERIC Educational Resources Information Center

    Oklahoma State Regents for Higher Education, Oklahoma City.

    Policies and procedures for accreditation, evaluation, and establishment of new institutions are presented. Part 1 outlines the policies and procedures for state accreditation as required by state law. These cover accreditation standards, expenses, consultants, institution's request for accreditation, institutional self-study, statistical…

  9. 9 CFR 77.9 - Modified accredited advanced States or zones.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... TUBERCULOSIS Cattle and Bison § 77.9 Modified accredited advanced States or zones. (a) The following are... “Uniform Methods and Rules—Bovine Tuberculosis Eradication” (January 22, 1999), which is incorporated by... accredited advanced States or zones and its being reclassified as modified accredited. (d) If tuberculosis is...

  10. A study of incentives to support and promote public health accreditation.

    PubMed

    Thielen, Lee; Leff, Marilyn; Corso, Liza; Monteiro, Erinn; Fisher, Jessica Solomon; Pearsol, Jim

    2014-01-01

    Accreditation of public health agencies through the Public Health Accreditation Board is voluntary. Incentives that encourage agencies to apply for accreditation have been suggested as important factors in facilitating participation by state and local agencies. The project describes both current and potential incentives that are available at the federal, state, and local levels. Thirty-nine key informants from local, state, tribal, federal, and academic settings were interviewed from March through May 2012. Through open-ended interviews, respondents were asked about incentives that were currently in use in their settings and incentives they thought would help encourage participation in Public Health Accreditation Board accreditation. Incentives currently in use by public health agencies based on interviews include (1) financial support, (2) legal mandates, (3) technical assistance, (4) peer support workgroups, and (5) state agencies serving as role models by seeking accreditation themselves. Key informants noted that state agencies are playing valuable and diverse roles in providing incentives for accreditation within their own states. Key informants also identified the Centers for Disease Control and Prevention and other players, such as private foundations, public health institutes, national and state associations, and academia as providing both technical and financial assistance to support accreditation efforts. State, tribal, local, and federal agencies, as well as related organizations can play an important role by providing incentives to move agencies toward accreditation.

  11. Family medicine's search for manpower: the American Osteopathic Association accreditation option.

    PubMed

    Cummings, Mark; Kunkle, Judith L; Doane, Cheryl

    2006-03-01

    In recent years, family medicine has encountered problems recruiting and filling its Accreditation Council for Graduate Medical Education (ACGME)-accredited residencies. In addressing these reverses, one increasingly popular strategy has been to acquire American Osteopathic Association (AOA) accreditation as a way to tap into the growing number of osteopathic graduates. This stratagem is founded on assumptions that parallel-accredited postdoctoral programs are attractive to doctor of osteopathy (DO) graduates, that collaboration with sponsoring colleges of osteopathic medicine (COMs) provides direct access to osteopathic students, and that DOs can play an important role in replacing the increasing scarcity of United States medical graduates who are selecting specialty residencies. Within the past 5 years, nearly 10% of all ACGME family medicine residency programs have voluntarily obtained a second level of accreditation to also qualify as AOA-accredited family medicine residency programs. This strategy has produced mixed outcomes, as noted from the results of the osteopathic matching program. The flood of osteopathic graduates into these parallel-accredited programs has not occurred. In addition, recent AOA policy changes now require ACGME-accredited programs to make a deeper educational commitment to osteopathic postdoctoral education. The most successful ACGME/AOA-accredited programs have been those that are closely affiliated with and in near proximity of a COM and also train osteopathic students in required clerkship rotations.

  12. Current status of accreditation for drug testing in hair.

    PubMed

    Cooper, Gail; Moeller, Manfred; Kronstrand, Robert

    2008-03-21

    At the annual meeting of the Society of Hair Testing in Vadstena, Sweden in 2006, a committee was appointed to address the issue of guidelines for hair testing and to assess the current status of accreditation amongst laboratories offering drug testing in hair. A short questionnaire was circulated amongst the membership and interested parties. Fifty-two responses were received from hair testing laboratories providing details on the amount and type of hair tests they offered and the status of accreditation within their facilities. Although the vast majority of laboratories follow current guidelines (83%), only nine laboratories were accredited to ISO/IEC 17025 for hair testing. A significant number of laboratories reporting that they were in the process of developing quality systems with a view to accrediting their methods within 2-3 years. This study provides an insight into the status of accreditation in hair testing laboratories and supports the need for guidelines to encourage best practice.

  13. Sense and nonsense in the process of accreditation of a pathology laboratory.

    PubMed

    Long-Mira, Elodie; Washetine, Kevin; Hofman, Paul

    2016-01-01

    The aim of accreditation of a pathology laboratory is to control and optimize, in a permanent manner, good professional practice in clinical and molecular pathology, as defined by internationally established standards. Accreditation of a pathology laboratory is a key element in fine in increasing recognition of the quality of the analyses performed by a laboratory and in improving the care it provides to patients. One of the accreditation standards applied to clinical chemistry and pathology laboratories in the European Union is the ISO 15189 norm. Continued functioning of a pathology laboratory might in time be determined by whether or not it has succeeded the accreditation process. Necessary requirements for accreditation, according to the ISO 15189 norm, include an operational quality management system and continuous control of the methods used for diagnostic purposes. Given these goals, one would expect that all pathologists would agree on the positive effects of accreditation. Yet, some of the requirements stipulated in the accreditation standards, coming from the bodies that accredit pathology laboratories, and certain normative issues are perceived as arduous and sometimes not adapted to or even useless in daily pathology practice. The aim of this review is to elaborate why it is necessary to obtain accreditation but also why certain requirements for accreditation might be experienced as inappropriate.

  14. 9 CFR 161.7 - Activities performed by non-accredited veterinarians.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 9 Animals and Animal Products 1 2010-01-01 2010-01-01 false Activities performed by non-accredited veterinarians. 161.7 Section 161.7 Animals and Animal Products ANIMAL AND PLANT HEALTH INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE ACCREDITATION OF VETERINARIANS AND SUSPENSION OR REVOCATION OF SUCH ACCREDITATION REQUIREMENTS AND STANDARDS FOR...

  15. 42 CFR 8.6 - Withdrawal of approval of accreditation bodies.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Withdrawal of approval of accreditation bodies. 8.6 Section 8.6 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL... accreditation bodies. If SAMHSA determines that an accreditation body is not in substantial compliance with this...

  16. Community mental health accreditation: a pilot study.

    PubMed

    Dorgan, R E; Gerhard, R J; Kennard, E D

    1977-01-01

    The Balanced Services System is the conceptual framework for the newly initiated community mental health accreditation program sponsored by the Joint Commission on Accreditation of Hospitals (JCAH). The program design and performance of CMH systems are reviewed and judged according to a series of evaluation criteria that prescribe the desired operating state for each functional area in the center.

  17. Dental School Accreditation Costs: The Impact of Accreditation on Dental Education at the University of Maryland Dental School, 1981.

    ERIC Educational Resources Information Center

    Moreland, Ernest F.; Linthicum, Dorothy S.

    The Baltimore College of Dental Surgery (University of Maryland) measured direct and indirect costs of the school's 1981 accreditation visit. The four objectives of the cost study were these: (1) to determine the direct (wages and operating expenditures) and indirect (effect on school goals and morale) cost of accreditation to the Dental School;…

  18. Knowledge and Practice of Sun Protection in Schools in South Africa Where No National Sun Protection Programme Exists

    ERIC Educational Resources Information Center

    Wright, Caradee Y.; Reeder, Anthony I.; Albers, Patricia N.

    2016-01-01

    Interventions in primary schools that increase sun-protective behaviours and decrease ultraviolet radiation exposure, sunburn incidence and skin cancer risk can be effective. SunSmart School Accreditation Programmes (SSAP) are recommended. Prior to SSAP implementation in South Africa, we explored the feasibility of obtaining national baseline…

  19. Inmetro - Accreditation

    Science.gov Websites

    Inmetro acts in the accreditation of Conformity Assessment Bodies - CAB. Acreditação de Laboratórios Acreditação de Organismos de Certificação Acreditação de Organismos de Inspeção See the lectures

  20. PRES 2013: Results from the Postgraduate Research Experience Survey

    ERIC Educational Resources Information Center

    Bennett, Paul; Turner, Gosia

    2013-01-01

    This document outlines the results of the "2013 Postgraduate Research Experience Survey" ("PRES"), where 48,401 replies were received from 122 participating institutions. Redeveloped for 2013, our biennial survey is the only national survey to gather insight from postgraduate research students about their learning and…

  1. Public Health Agency Accreditation Among Rural Local Health Departments: Influencers and Barriers.

    PubMed

    Beatty, Kate E; Erwin, Paul Campbell; Brownson, Ross C; Meit, Michael; Fey, James

    Health department accreditation is a crucial strategy for strengthening public health infrastructure. The purpose of this study was to investigate local health department (LHD) characteristics that are associated with accreditation-seeking behavior. This study sought to ascertain the effects of rurality on the likelihood of seeking accreditation through the Public Health Accreditation Board (PHAB). Cross-sectional study using secondary data from the 2013 National Association of County & City Health Officials (NACCHO) National Profile of Local Health Departments Study (Profile Study). United States. LHDs (n = 490) that responded to the 2013 NACCHO Profile Survey. LHDs decision to seek PHAB accreditation. Significantly more accreditation-seeking LHDs were located in urban areas (87.0%) than in micropolition (8.9%) or rural areas (4.1%) (P < .001). LHDs residing in urban communities were 16.6 times (95% confidence interval [CI], 5.3-52.3) and micropolitan LHDs were 3.4 times (95% CI, 1.1-11.3) more likely to seek PHAB accreditation than rural LHDs (RLHDs). LHDs that had completed an agency-wide strategic plan were 8.5 times (95% CI, 4.0-17.9), LHDs with a local board of health were 3.3 times (95% CI, 1.5-7.0), and LHDs governed by their state health department were 12.9 times (95% CI, 3.3-50.0) more likely to seek accreditation. The most commonly cited barrier was time and effort required for accreditation application exceeded benefits (73.5%). The strongest predictor for seeking PHAB accreditation was serving an urban jurisdiction. Micropolitan LHDs were more likely to seek accreditation than smaller RLHDs, which are typically understaffed and underfunded. Major barriers identified by the RLHDs included fees being too high and the time and effort needed for accreditation exceeded their perceived benefits. RLHDs will need additional financial and technical support to achieve accreditation. Even with additional funds, clear messaging of the benefits of accreditation

  2. Regional Accreditation Standards and Contingent and Part-Time Faculty

    ERIC Educational Resources Information Center

    Pham, Nhung; Osland Paton, Valerie

    2017-01-01

    Accreditation demonstrates an institution's commitment to quality academic experiences for their students and consistent institutional development. This chapter discusses the role of contingent faculty in the accreditation process.

  3. [The strict sense nursing postgraduation in Brazil: advances and perspectives].

    PubMed

    Scochi, Carmen Gracinda Silvan; Munari, Denize Bouttelet; Gelbcke, Francine Lima; Erdmann, Alacoque Lorenzini; de Gutiérrez, Maria Gaby Rivero; Rodrigues, Rosalina Aparecida Partezani

    2013-09-01

    Nursing is a specific field of knowledge and social practice that has been consolidated and strengthened as science. In Brazil, it has been developed due to the increase and qualification of strict sense post-graduate programs. This study aims to present a historical review of the strict sense post-graduate nursing courses in Brazil and to reflect on their evolution, progress, challenges and future perspectives. It explores the creation of strict sense post-graduate courses, highlighting the movement to build a culture of academic and professional post-graduation in nursing. The historical path of their consolidation, expansion, conquest of excellence and international visibility over four decades, and the challenges and future perspectives are showed. It is found that the post-graduate programs in the field has contributed to the advancement and consolidation of scientific, technological knowledge and innovation in nursing and health care, having as philosophy the respect for diversity and the free exchange of ideas, the improvement of quality of life and health, and the effectiveness of citizenship.

  4. Knowledge with Wisdom in Postgraduate Studies and Supervision: Epistemological and Institutional Concerns and Challenges

    ERIC Educational Resources Information Center

    Bitzer, E. M.

    2011-01-01

    Publications about postgraduate studies and the supervision address issues and concerns such as supervisory orientations and strategies, ways to handle postgraduate students, challenging postgraduate education practices, factors related to success in postgraduate studies, the benefits of advanced studies, transition to independent research and…

  5. Benefits and Perceptions of Public Health Accreditation Among Health Departments Not Yet Applying.

    PubMed

    Heffernan, Megan; Kennedy, Mallory; Siegfried, Alexa; Meit, Michael

    To identify the benefits and perceptions among health departments not yet participating in the public health accreditation program implemented by the Public Health Accreditation Board (PHAB). Quantitative and qualitative data were gathered via Web-based surveys of health departments that had not yet applied for PHAB accreditation (nonapplicants) and health departments that had been accredited for 1 year. Respondents from 150 nonapplicant health departments and 57 health departments that had been accredited for 1 year. The majority of nonapplicant health departments are reportedly conducting a community health assessment (CHA), community health improvement plan (CHIP), and health department strategic plan-3 documents that are required to be in place before applying for PHAB accreditation. To develop these documents, most nonapplicants are reportedly referencing PHAB requirements. The most commonly reported perceived benefits of accreditation among health departments that planned to or were undecided about applying for accreditation were as follows: increased awareness of strengths and weaknesses, stimulated quality improvement (QI) and performance improvement activities, and increased awareness of/focus on QI. Nonapplicants that planned to apply reported a higher level of these perceived benefits. Compared with health departments that had been accredited for 1 year, nonapplicants were more likely to report that their staff had no or limited QI knowledge or familiarity. The PHAB accreditation program has influenced the broader public health field-not solely health departments that have undergone accreditation. Regardless of their intent to apply for accreditation, nonapplicant health departments are reportedly referencing PHAB guidelines for developing the CHA, CHIP, and health department strategic plan. Health departments may experience benefits associated with accreditation prior to their formal involvement in the PHAB accreditation process. The most common

  6. NAEYC Accreditation: A Decade of Learning and the Years Ahead.

    ERIC Educational Resources Information Center

    Bredekamp, Sue, Ed.; Willer, Barbara A., Ed.

    The year 1995-96 marks the 10th anniversary of NAEYC accreditation. This collection brings together essays that examine what educators have learned from the past decade along with future directions for accreditation. The chapters focus on three broad themes: (1) effects of NAEYC accreditation on program quality and outcomes for children; (2)…

  7. WHAT MOTIVATES POLISH COMMUNITY PHARMACISTS TO PURSUIT OF POSTGRADUATE EDUCATION?.

    PubMed

    Jasinska-Stroschein, Magdalena; Kurczewska, Urszula; Orszulak-Michalak, Daria

    2017-03-01

    Due to increasing importance of the advisory role for physicians and patients played by the pharmacist over the last decade, it seems appropriate to evaluate if and why pharmacists are interested in postgraduate medical education. The purpose of the study was to develop and validate an instrument to assess such motives, with special interest to Polish community pharmacists. A self-administered questionnaire was completed by a sample of participants of community pharmacist specialization programs and it was analyzed in relation to participants of other postgraduate courses. They were asked to rank their motives on a Likert-like scale and the underlying dimensions for study motives were identified using exploratory and confirmatory techniques. The reasons for taking specialization for community pharmacists were similar as compared to participants of other postgraduate studies. However, the autotelic factor was not so strong and the crucial reason was that such postgraduate training was required to be promoted in work. Basing on Polish results, we propose the division of motives into three groups - autotelic, instrumental and coincidental. The validated self-administered questionnaire based on this division displayed acceptable construct validity and internal consistency, and therefore can be proposed as an example tool to assess the particular motives and expectations of potential postgraduate students and employees in the pharmaceutical job market. The promotion of postgraduate education among pharmacists can improve the quality of pharmaceutical service.

  8. 42 CFR 8.5 - Periodic evaluation of accreditation bodies.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Accreditation § 8.5 Periodic evaluation of... accreditation body are in compliance with the Federal opioid treatment standards. The evaluation will include a...

  9. 42 CFR 8.5 - Periodic evaluation of accreditation bodies.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Accreditation § 8.5 Periodic evaluation of... accreditation body are in compliance with the Federal opioid treatment standards. The evaluation will include a...

  10. 42 CFR 8.5 - Periodic evaluation of accreditation bodies.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Accreditation § 8.5 Periodic evaluation of... accreditation body are in compliance with the Federal opioid treatment standards. The evaluation will include a...

  11. 9 CFR 161.4 - Standards for accredited veterinarian duties.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... legally able to practice veterinary medicine. An accredited veterinarian shall perform the functions of an... eradication programs, including emergency programs. (i) An accredited veterinarian shall not use or dispense...

  12. 9 CFR 161.4 - Standards for accredited veterinarian duties.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... legally able to practice veterinary medicine. An accredited veterinarian shall perform the functions of an... eradication programs, including emergency programs. (i) An accredited veterinarian shall not use or dispense...

  13. 9 CFR 161.4 - Standards for accredited veterinarian duties.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... legally able to practice veterinary medicine. An accredited veterinarian shall perform the functions of an... eradication programs, including emergency programs. (i) An accredited veterinarian shall not use or dispense...

  14. 75 FR 34148 - Voluntary Private Sector Accreditation and Certification Preparedness Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-16

    ...] Voluntary Private Sector Accreditation and Certification Preparedness Program AGENCY: Federal Emergency...) announces its adoption of three standards for the Voluntary Private Sector Accreditation and Certification... DHS to develop and implement a Voluntary Private Sector Preparedness Accreditation and Certification...

  15. Attitude towards statistics and performance among post-graduate students

    NASA Astrophysics Data System (ADS)

    Rosli, Mira Khalisa; Maat, Siti Mistima

    2017-05-01

    For student to master Statistics is a necessity, especially for those post-graduates that are involved in the research field. The purpose of this research was to identify the attitude towards Statistics among the post-graduates and to determine the relationship between the attitude towards Statistics and post-graduates' of Faculty of Education, UKM, Bangi performance. 173 post-graduate students were chosen randomly to participate in the study. These students registered in Research Methodology II course that was introduced by faculty. A survey of attitude toward Statistics using 5-points Likert scale was used for data collection purposes. The instrument consists of four components such as affective, cognitive competency, value and difficulty. The data was analyzed using the SPSS version 22 in producing the descriptive and inferential Statistics output. The result of this research showed that there is a medium and positive relation between attitude towards statistics and students' performance. As a conclusion, educators need to access students' attitude towards the course to accomplish the learning outcomes.

  16. Ethics Education in CACREP-Accredited Counselor Education Programs

    ERIC Educational Resources Information Center

    Urofsky, Robert; Sowa, Claudia

    2004-01-01

    The authors present the results of a survey investigating ethics education practices in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs and counselor educators' beliefs regarding ethics education. Survey responses describe current curricular approaches to ethics education,…

  17. Due Process in the Accreditation Context: A Reply.

    ERIC Educational Resources Information Center

    Pelesh, Mark L.

    1995-01-01

    A previous analysis (Prairie and Chamberlain, 1994) of college and university due process rights when accreditation is threatened, which argues that accrediting agencies are quasigovernmental bodies and should be subject to constitutional due process constraints, is criticized. Recent trends in litigation concerning due process, recent…

  18. Using the National Survey of Student Engagement for Accreditation: The National Council for Accreditation of Teacher Education as an Example

    ERIC Educational Resources Information Center

    McKitrick, Sean A.

    2005-01-01

    The National Council for Accreditation of Teacher Education (NCATE) accredits more than half of the colleges of education in the United States. Several of its standards require teacher preparation programs to emphasize diversity in their curricula and to demonstrate that they are developing a professional environment wherein acceptance of varying…

  19. Postgraduate Preferences: A Study of Factors Contributing to Programme Satisfaction amongst Masters Students

    ERIC Educational Resources Information Center

    Frumkin, Lara A.; Milankovic-Atkinson, Maya; Sadler, Chris

    2007-01-01

    Background: Universities have a vested interest in attracting and encouraging enrolment of as many high calibre students as possible. With greater frequency, universities are using marketing techniques to do so. Aims: The study reviewed current student opinions of a programme within a UK university to discover its shortcomings and strengths.…

  20. 75 FR 60773 - Voluntary Private Sector Accreditation and Certification Preparedness Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-01

    ...] Voluntary Private Sector Accreditation and Certification Preparedness Program AGENCY: Federal Emergency... concerns in the Voluntary Private Sector Accreditation and Certification Preparedness Program (PS-Prep...-53 (the 9/11 Act) mandated DHS to establish a voluntary private sector preparedness accreditation and...

  1. Developing the Parameters of Scholarship in Postgraduate Coursework Studies

    ERIC Educational Resources Information Center

    McLay, Allan F.

    2013-01-01

    Scholarship parameters, in relation to postgraduate coursework studies, are developed against the expectations of the Boyer classifications of scholarship (Boyer, 1990) with particular emphasis on the role of minor thesis development. An example is presented in which postgraduate coursework students are required to undertake a three semester minor…

  2. Postgraduate Supervision at an Open Distance E-Learning Institution in South Africa

    ERIC Educational Resources Information Center

    Manyike, Tintswalo Vivian

    2017-01-01

    Effective postgraduate supervision is a concern at universities worldwide, even under optimal conditions where postgraduate students are studying full-time. Universities are being pressured by their governments to increase the throughput of postgraduates where there is a need for supervisory guidance in order to produce quality graduates within a…

  3. Evaluation of the educational environment of postgraduate surgical teaching.

    PubMed

    Khan, Junaid Sarfraz

    2008-01-01

    Medical Education is becoming increasingly community-oriented, student-centred, self-learning and self & peer-assessing process especially in the undergraduate years. This is happening because of increasing patient awareness of their rights in our new healthcare world of increased consultant responsibility; and implementation in the U.K. health institutions of the 'European Working Time Directive' and 'Modernization of Medical Careers'. The study was conducted to determine the change if any in the education environment of postgraduate surgical teaching in a leading teaching hospital in London when a teacher-centred, old-fashioned postgraduate teaching approach was replaced with a student-centred, self-assessment, portfolio-based approach. Postgraduate Hospital Educational Environment Measure (PHEEM). Twenty postgraduate trainees filled in the questionnaire before and after the change in their learning/teaching pattern. The response rate was 100%. No statistically significant difference in the overall score for the two teaching environments (p = 0.8024, 95% CI = -5.549273 to 4.349273) was found, because the loss of on-call rooms, trainee's mess and catering services statistically significantly deteriorated the social support subscale of the PHEEM scale (p < 0.0001, 95% CI = 6.66752 to 13.03248) to counteract any statistically significant improvement in the teaching role perception subscale of the instrument (p = 0.001, 95% CI= -12.443896 to -4.856104). There was no statistically significant difference in the role autonomy perception subscale in the two methods (p = 0.3663, 95% CI = -5.870437 to 2.270437). A student-centred approach to postgraduate teaching is better than a teacher-centred approach. However, further studies will be needed to evaluate both postgraduate teaching and training environment.

  4. Undergraduate-postgraduate astronomy in Cambridge - a student's perspective

    NASA Astrophysics Data System (ADS)

    Williams, Robin

    1991-01-01

    This article describes the astronomical scene at Cambridge University from the point of view of a one-time graduate there: I'm now a first-year postgraduate. I progressed from an interest in Maths and Physics at sixth-form level to a degree in Physics and Theoretical Physics, a postgraduate Applied Maths and Theoretical Physics course (Part III) and now to the Institute of Astronomy.

  5. 22 CFR 41.23 - Accredited officials in transit.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Accredited officials in transit. 41.23 Section 41.23 Foreign Relations DEPARTMENT OF STATE VISAS VISAS: DOCUMENTATION OF NONIMMIGRANTS UNDER THE IMMIGRATION AND NATIONALITY ACT, AS AMENDED Foreign Government Officials § 41.23 Accredited officials in...

  6. 22 CFR 41.23 - Accredited officials in transit.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Accredited officials in transit. 41.23 Section 41.23 Foreign Relations DEPARTMENT OF STATE VISAS VISAS: DOCUMENTATION OF NONIMMIGRANTS UNDER THE IMMIGRATION AND NATIONALITY ACT, AS AMENDED Foreign Government Officials § 41.23 Accredited officials in...

  7. 22 CFR 41.23 - Accredited officials in transit.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Accredited officials in transit. 41.23 Section 41.23 Foreign Relations DEPARTMENT OF STATE VISAS VISAS: DOCUMENTATION OF NONIMMIGRANTS UNDER THE IMMIGRATION AND NATIONALITY ACT, AS AMENDED Foreign Government Officials § 41.23 Accredited officials in...

  8. 22 CFR 41.23 - Accredited officials in transit.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Accredited officials in transit. 41.23 Section 41.23 Foreign Relations DEPARTMENT OF STATE VISAS VISAS: DOCUMENTATION OF NONIMMIGRANTS UNDER THE IMMIGRATION AND NATIONALITY ACT, AS AMENDED Foreign Government Officials § 41.23 Accredited officials in...

  9. 22 CFR 41.23 - Accredited officials in transit.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Accredited officials in transit. 41.23 Section 41.23 Foreign Relations DEPARTMENT OF STATE VISAS VISAS: DOCUMENTATION OF NONIMMIGRANTS UNDER THE IMMIGRATION AND NATIONALITY ACT, AS AMENDED Foreign Government Officials § 41.23 Accredited officials in...

  10. Increasing Institutional Effectiveness: A Continuous Effort after Accreditation.

    ERIC Educational Resources Information Center

    Chen, HongYu

    West Virginia University at Parkersburg (WVUP) is a separately accredited campus of the University offering 2 baccalaureate, 10 associate, and 2 certificate programs. In response to concerns raised in a recent accreditation report, WVUP conducted a study examining student attitudes toward facilities, course scheduling, student advising,…

  11. 34 CFR 602.16 - Accreditation and preaccreditation standards.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... regarding the quality of the education or training provided by the institutions or programs it accredits... education or correspondence education, the agency's standards must effectively address the quality of an... 34 Education 3 2010-07-01 2010-07-01 false Accreditation and preaccreditation standards. 602.16...

  12. Recognition of higher medical institutions in Russia.

    PubMed

    Severyanova, L; Lazarev, A

    2005-08-01

    The Russian Federation of higher medical institutions get State accreditation, if their activity conforms to criteria determined by the Ministry of Public Health and the Ministry of Education of the Russian Federation. Kursk State Medical University (KSMU) has a confirmed to requirement of accreditation by the Russian Federation, to conduct annually training of about 5000 students at 12 faculties. KSMU carries out pre-medical undergraduate and postgraduate training in the specialty "Doctor of medicine". For the first time in Russia KSMU was allowed to conduct a 6-year medical training with the use of English as an intermediary language by the Ministry of Public Health and the Ministry of Education. In this relation programmes of training teachers for conducting instruction with the use of an intermediary language (English) and training students Russian with the level necessary for free communication with Russian patients and staff of the clinics have been developed and realized.

  13. Outcome-based approach to medical education towards academic programmes accreditation: A review article.

    PubMed

    Mohieldein, Abdelmarouf H

    2017-03-01

    The rapid change worldwide, as a consequence of advances in science and technology, necessitates the graduation of well-qualified graduates who have the appropriate knowledge and skills to fulfill specific work requirements. Hence, redesigning academic models by focusing on educational outcomes became the target and priority for universities around the world. In this systematic review we collected and retrieved literature using a selection of electronic databases. The objectives of this report is to: 1) provide an overview of the evolution of outcome-based education (OBE), (2) illustrate the philosophy and principle of OBE, (3) list the OBE advantages and benefits, (4) describe the assessment strategies used in OBE, and (5) discuss the role of teachers and students as key elements. In conclusion, there is growing interest by the Saudi government to provide student-centered education in their institutes of higher education to graduate students with the necessary knowledge and skill experiences. Moreover, OBE is considered a holistic approach which offers a powerful and appealing way of reforming and managing medical education for mastery in learning and to meet the prerequisites for local and international accreditation.

  14. What motivates professionals to engage in the accreditation of healthcare organizations?

    PubMed

    Greenfield, David; Pawsey, Marjorie; Braithwaite, Jeffrey

    2011-02-01

    Motivated staff are needed to improve quality and safety in healthcare organizations. Stimulating and engaging staff to participate in accreditation processes is a considerable challenge. The purpose of this study was to explore the experiences of health executives, managers and frontline clinicians who participated in organizational accreditation processes: what motivated them to engage, and what benefits accrued? The setting was a large public teaching hospital undergoing a planned review of its accreditation status. A research protocol was employed to conduct semi-structured interviews with a purposive sample of 30 staff with varied organizational roles, from different professions, to discuss their involvement in accreditation. Thematic analysis of the data was undertaken. The analysis identified three categories, each with sub-themes: accreditation response (reactions to accreditation and the value of surveys); survey issues (participation in the survey, learning through interactions and constraints) and documentation issues (self-assessment report, survey report and recommendations). Participants' occupational role focuses their attention to prioritize aspects of the accreditation process. Their motivations to participate and the benefits that accrue to them can be positively self-reinforcing. Participants have a desire to engage collaboratively with colleagues to learn and validate their efforts to improve. Participation in the accreditation process promoted a quality and safety culture that crossed organizational boundaries. The insights into worker motivation can be applied to engage staff to promote learning, overcome organizational boundaries and improve services. The findings can be applied to enhance involvement with accreditation and, more broadly, to other quality and safety activities.

  15. Effective teaching of communication to health professional undergraduate and postgraduate students: A Systematic Review.

    PubMed

    MacDonald-Wicks, Lesley; Levett-Jones, Tracy

    communication skills can be taught, although proven learning strategies should be the basis of any communication teaching. It is reported that the communication skills teachers themselves be trained in communication skills and assessment of communication skills should be an important component of the health professionals' accreditation. Not only should the communication skills of the teacher be evaluated but the teaching modules within the program should also be evaluated on a regular basis.In all cases of communication teaching, strong faculty support is required for any communication skills programme to be successful. Early introduction of communication skills programmes, which are continued throughout all the years of the curriculum, has been shown to be effective in improving confidence and reducing the number of errors made and establishing a more permanent understanding of communication. Throughout the undergraduate degree, increased integration between communication and clinical teaching is important in learning to use the two skill sets together, so as to closely reflect what happens in clinical practice. Research suggests that communication training is most effective when longitudinal in nature and coincides with ongoing professional practice education.Many studies have shown that communication skills programmes with a strong experimental and/or practical component are more effective than programmes that are solely theory or discussion based. Simulations and role-play are effective instructional methods for developing communication skills including opening and closing consultations, conducting the consultation in a logical manner, improving body language, using language at the level of understanding of the patient and using clear verbal and written communication. One particular strategy that has been shown to be effective is the use of videotaped consultations with standardised patients.Although measuring the effectiveness of communication skills training is difficult

  16. 21 CFR 900.4 - Standards for accreditation bodies.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... image quality, or upon request by FDA, the accreditation body shall review a facility's clinical images... review by the accreditation body demonstrates that a problem does exist with respect to image quality or... program shall: (i) Include requirements for clinical image review and phantom image review; (ii) Ensure...

  17. 21 CFR 900.4 - Standards for accreditation bodies.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... image quality, or upon request by FDA, the accreditation body shall review a facility's clinical images... review by the accreditation body demonstrates that a problem does exist with respect to image quality or... program shall: (i) Include requirements for clinical image review and phantom image review; (ii) Ensure...

  18. 21 CFR 900.4 - Standards for accreditation bodies.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... image quality, or upon request by FDA, the accreditation body shall review a facility's clinical images... review by the accreditation body demonstrates that a problem does exist with respect to image quality or... program shall: (i) Include requirements for clinical image review and phantom image review; (ii) Ensure...

  19. 21 CFR 900.4 - Standards for accreditation bodies.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... image quality, or upon request by FDA, the accreditation body shall review a facility's clinical images... review by the accreditation body demonstrates that a problem does exist with respect to image quality or... program shall: (i) Include requirements for clinical image review and phantom image review; (ii) Ensure...

  20. The CPA Exam as a Postcurriculum Accreditation Assessment

    ERIC Educational Resources Information Center

    Barilla, Anthony G.; Jackson, Robert E.; Mooney, J. Lowell

    2008-01-01

    Business schools often attain accreditation to demonstrate program efficacy. J. A. Marts, J. D. Baker, and J. M. Garris (1988) hypothesized that candidates from Association to Advance Collegiate Schools of Business International (AACSB)-accredited accounting programs perform better on the CPA exam than do candidates from non-AACSB-accredited…