76 FR 65891 - Medicare and Medicaid Programs; Reform of Hospital and Critical Access Hospital Conditions of...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-24

... accreditation organizations approved by CMS as having standards and survey procedures that are at least... Accreditation Program (AOA/HFAP), and Det Norske Veritas Healthcare (DNV) (See 42 CFR part 488, Survey and...-10) issued on October 24, 2008 ( http://www.cms.gov/SurveyCertificationGenInfo/downloads/SCLetter09...

Suggestions for Utilizing the 2008 EPAS in CSWE-Accredited Baccalaureate and Masters Curriculums--Reflections from the Field, Part 1: The Explicit Curriculum

ERIC Educational Resources Information Center

Petracchi, Helen E.; Zastrow, Charles

2010-01-01

In April 2008, the Council on Social Work Education (CSWE) issued new guidelines for Educational Policy and Accreditation Standards (EPAS). The 2008 EPAS shift the focus of assessment from the evaluation of program objectives to assessment of educational outcomes and student achievement of practice competencies. Major accreditation challenges for…

Cross-sectional description of nursing and midwifery pre-service education accreditation in east, central, and southern Africa in 2013.

PubMed

McCarthy, Carey F; Gross, Jessica M; Verani, Andre R; Nkowane, Annette M; Wheeler, Erica L; Lipato, Thokozire J; Kelley, Maureen A

2017-07-24

In 2013, the World Health Organization issued guidelines, Transforming and Scaling Up Health Professional Education and Training, to improve the quality and relevance of health professional pre-service education. Central to these guidelines was establishing and strengthening education accreditation systems. To establish what current accreditation systems were for nursing and midwifery education and highlight areas for strengthening these systems, a study was undertaken to document the pre-service accreditation policies, approaches, and practices in 16 African countries relative to the 2013 WHO guidelines. This study utilized a cross-sectional group survey with a standardized questionnaire administered to a convenience sample of approximately 70 nursing and midwifery leaders from 16 countries in east, central, and southern Africa. Each national delegation completed one survey together, representing the responses for their country. Almost all countries in this study (15; 94%) mandated pre-service nursing education accreditation However, there was wide variation in who was responsible for accrediting programs. The percent of active programs accredited decreased by program level from 80% for doctorate programs to 62% for masters nursing to 50% for degree nursing to 35% for diploma nursing programs. The majority of countries indicated that accreditation processes were transparent (i.e., included stakeholder engagement (81%), self-assessment (100%), evaluation feedback (94%), and public disclosure (63%)) and that the processes were evaluated on a routine basis (69%). Over half of the countries (nine; 56%) reported limited financial resources as a barrier to increasing accreditation activities, and seven countries (44%) noted limited materials and technical expertise. In line with the 2013 WHO guidelines, there was a strong legal mandate for nursing education accreditation as compared to the global average of 50%. Accreditation levels were low in the programs that produce the majority of the nurses in this region and were higher in public programs than non-public programs. WHO guidelines for transparency and routine review were met more so than standards-based and independent accreditation processes. The new global strategy, Workforce 2030, has renewed the focus on accreditation and provides an opportunity to strengthen pre-service accreditation and ensure the production of a qualified and relevant nursing workforce.

Locally Operated Levees: Issues and Federal Programs

DTIC Science & Technology

2011-04-05

attention. Congressional authorization of the National Flood Insurance Program ( NFIP ), managed by the Federal Emergency Management Agency (FEMA), expires...levees, FEMA’s Flood Insurance Rate Maps (FIRMs) and levee accreditation (which determine which NFIP requirements and premiums apply in an area), and...investments that reduce flood risk; concerns about the local costs associated with NFIP purchase and levee accreditation requirements; and consideration

42 CFR 493.645 - Additional fee(s) applicable to approved State laboratory programs and laboratories issued a...

Code of Federal Regulations, 2011 CFR

2011-10-01

..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) STANDARDS AND CERTIFICATION LABORATORY REQUIREMENTS General Administration § 493.645 Additional fee(s) applicable to approved State laboratory programs and... laboratory programs and laboratories issued a certificate of accreditation, certificate of waiver, or...

Suggestions for Utilizing the 2008 EPAS in CSWE-Accredited Baccalaureate and Masters Curriculums--Reflections from the Field, Part 2: The Implicit Curriculum

ERIC Educational Resources Information Center

Petracchi, Helen E.; Zastrow, Charles

2010-01-01

This article is Part 2 in a 2-part series discussing the new guidelines for Educational Policy and Accreditation Standards (EPAS) issued in April 2008 by the Council on Social Work Education. The 2008 EPAS shifted the focus of assessment for accreditation or reaffirmation from the evaluation of program objectives to assessment of educational…

Current Issues and the Veterinary Medical Library

ERIC Educational Resources Information Center

Nault, Andre J.

2010-01-01

Veterinary medical libraries and librarians are unique. There are now 33 veterinary colleges in North America, and in accordance with American Veterinary Medical Association accreditation, each has a library managed by an accredited librarian. Colleges with veterinary programs often maintain specialized branch libraries to support the degree,…

Environmental Laboratory Advisory Board

EPA Pesticide Factsheets

The Environmental Laboratory Advisory Board (ELAB) was established to provide consensus advice, information and recommendations on issues related to EPA measurement programs, and operation of the national accreditation program

A hybrid health service accreditation program model incorporating mandated standards and continuous improvement: interview study of multiple stakeholders in Australian health care.

PubMed

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

2016-07-01

The study aim was to investigate the understandings and concerns of stakeholders regarding the evolution of health service accreditation programs in Australia. Stakeholder representatives from programs in the primary, acute and aged care sectors participated in semi-structured interviews. Across 2011-12 there were 47 group and individual interviews involving 258 participants. Interviews lasted, on average, 1 h, and were digitally recorded and transcribed. Transcriptions were analysed using textual referencing software. Four significant issues were considered to have directed the evolution of accreditation programs: altering underlying program philosophies; shifting of program content focus and details; different surveying expectations and experiences and the influence of external contextual factors upon accreditation programs. Three accreditation program models were noted by participants: regulatory compliance; continuous quality improvement and a hybrid model, incorporating elements of these two. Respondents noted the compatibility or incommensurability of the first two models. Participation in a program was reportedly experienced as ranging on a survey continuum from "malicious compliance" to "performance audits" to "quality improvement journeys". Wider contextual factors, in particular, political and community expectations, and associated media reporting, were considered significant influences on the operation and evolution of programs. A hybrid accreditation model was noted to have evolved. The hybrid model promotes minimum standards and continuous quality improvement, through examining the structure and processes of organisations and the outcomes of care. The hybrid model appears to be directing organisational and professional attention to enhance their safety cultures. Copyright © 2015 John Wiley & Sons, Ltd. Copyright © 2015 John Wiley & Sons, Ltd.

[Professional formation and its accreditation in medicine. A paradigm to sustain public confidence].

PubMed

Rosselot, Eduardo; Norero, Colomba; Hanne, Christel; Mateluna, Ester

2002-05-01

Sustaining quality control of learning programs for health professions has become a central issue in university systems, under the pressure of an unexpected merging of new medical schools in Chile, during the last decade, and the massive arrival of other Latin American physicians. Accreditation of institutions and programs represents valid safeguards used in most countries where professional training processes take place. Due guarantee of its quality is required to assure proper health care to people. The authors provide specific arguments to support systematic evaluation and accreditation processes, as those introduced in our country to fulfill the requirements of a high level medical practice.

Advanced Standing and Bridge Courses: Structures and Issues

ERIC Educational Resources Information Center

GlenMaye, Linnea F.; Lause, Timothy W.; Bolin, Brien L.

2010-01-01

This study explores the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS). Advanced standing structures of MSW programs were studied using a purposive sample consisting of 203 MSW program directors with a response rate of 28% (N=58). The results indicate that slightly more than 15%…

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...

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...

Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: HLC

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The Higher Learning Commission (HLC or the agency) is a regional institutional accreditor that accredits (or preaccredits) over 1,000 degree granting institutions in 19 states, tribal institutions and including those programs offered via distance education within these institutions. Most of the institutions accredited by HLC use the Secretary's…

Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Council on Naturopathic Medical Education

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The Council on Naturopathic Medical Education (CNME) is a programmatic accrediting agency. CNME's current scope of recognition is the accreditation and preaccreditation throughout the United States of graduate level, four-year naturopathic medical education programs leading to the Doctor of Naturopathic Medicine (N.M.D.) or Doctor of Naturopathy…

History on Trial: Evaluating Learning Outcomes through Audit and Accreditation in a National Standards Environment

ERIC Educational Resources Information Center

Brawley, Sean; Clark, Jennifer; Dixon, Chris; Ford, Lisa; Nielsen, Erik; Ross, Shawn; Upton, Stuart

2015-01-01

This paper uses a trial audit of history programs undertaken in 2011-­2012 to explore issues surrounding the attainment of Threshold Learning Outcomes (TLOs) in an emerging Australian national standards environment for the discipline of history. The audit sought to ascertain whether an accreditation process managed by the discipline under the…

Current Offerings in Six Specified Subjects in Accredited (and the Largest Unaccredited ) Schools and Departments of Journalism.

ERIC Educational Resources Information Center

Collins, Erik L.; Rarick, Galen R.

This survey was conducted to determen the extent of course offerings by the accredited and the largest unaccredited journalism programs in the areas of nonverbal communications, research methods for working journalists, media economics and management, major issues in contemporary society, the urban community, and new technology. Two mailings and…

Six Misconceptions about Accreditation in Higher Education: Lessons from Teacher Education

ERIC Educational Resources Information Center

Murray, Frank B.

2012-01-01

The role of accreditation is to assure that the standards that uniquely define institutions and programs are adhered to so that their increasingly high costs produce solid value. In the fall 2011 issue of "The Presidency," a publication of the American Council on Education (ACE), Terry Hartle, a senior vice-president of ACE, outlined six…

Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Council on Education for Public Health

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

Between 1945-1973, the American Public Health Association (APHA), a membership organization for public professionals, accredited graduate programs in public health. In 1974, the APHA and the Association of Schools of Public Health (ASPH), a national association representing deans, faculty, and students of accredited schools of public health,…

21 CFR 830.130 - Suspension or revocation of the accreditation of an issuing agency.

Code of Federal Regulations, 2014 CFR

2014-04-01

... HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES UNIQUE DEVICE IDENTIFICATION FDA Accreditation of an Issuing Agency § 830.130 Suspension or revocation of the accreditation of an issuing agency. FDA may suspend or revoke the accreditation of an issuing agency if FDA finds, after providing the issuing...

Survey of the Child Neurology Program Coordinator Association: Workforce Issues and Readiness for the Next Accreditation System.

PubMed

Feist, Terri B; Campbell, Julia L; LaBare, Julie A; Gilbert, Donald L

2016-03-01

In preparation for the implementation of the Next Accreditation System in Child Neurology, the authors organized the first meeting of child neurology program coordinators in October 2014. A workforce and program-readiness survey was conducted initially. Coordinator job titles varied widely. Most respondents (65%) managed 1 or more fellowships plus child neurology residency. Most had worked in graduate medical education less than 5 years (53%), with no career path (88%), supervised by someone without graduate medical education experience (85%), in divisions where faculty knowledge was judged inadequate (72%). A small proportion of programs had established clinical competency committee policies (28%) and was ready to implement milestone-based evaluations (56%). A post-conference survey demonstrated substantial improvements in relevant skills. The complexity of residency program management in the Next Accreditation System era supports substantive modifications to the program coordinator role. Such changes should include defined career pathway, managerial classification, administrative support, and continuing education. © The Author(s) 2015.

Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: North Central Association of Colleges and Schools, the Higher Learning Commission

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The Higher Learning Commission (HLC or the agency) is a regional institutional accreditor that accredits (or preaccredits) over 1,000 degree granting institutions in 19 states, tribal institutions and including those programs offered via distance education within these institutions. Most of the institutions accredited by HLC use the Secretary's…

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...

21 CFR 830.110 - Application for accreditation as an issuing agency.

Code of Federal Regulations, 2014 CFR

2014-04-01

... SERVICES (CONTINUED) MEDICAL DEVICES UNIQUE DEVICE IDENTIFICATION FDA Accreditation of an Issuing Agency.... (1) An applicant seeking initial FDA accreditation as an issuing agency shall notify FDA of its desire to be accredited by sending a notification by email to [email protected]fda.hhs.gov, or by correspondence to...

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...

Interior Design Students Perceptions of Sustainability

ERIC Educational Resources Information Center

Stark, Johnnie; Park, Jin Gyu

2016-01-01

Purpose: This longitudinal study assessed student perceptions of sustainable design issues in the context of an accredited interior design program. Although literature exists documenting the integration of sustainable strategies into interior design curriculum, more analysis is needed to determine the impact of program experiences on students'…

Improving Teaching in Higher Education in Malaysia: Issues and Challenges

ERIC Educational Resources Information Center

Mohd. Deni, Ann Rosnida; Zainal, Zainor Izat; Malakolunthu, Suseela

2014-01-01

Various initiatives at national and faculty levels are carried out to improve teaching quality at Malaysian universities. Measures such as auditing and accrediting university programs and obtaining certification for quality management help improve program management and standardize students' learning experiences. However, these do not guarantee…

Quality Assurance Program for Molecular Medicine Laboratories

PubMed Central

Hajia, M; Safadel, N; Samiee, S Mirab; Dahim, P; Anjarani, S; Nafisi, N; Sohrabi, A; Rafiee, M; Sabzavi, F; Entekhabi, B

2013-01-01

Background: Molecular diagnostic methods have played and continuing to have a critical role in clinical laboratories in recent years. Therefore, standardization is an evolutionary process that needs to be upgrade with increasing scientific knowledge, improvement of the instruments and techniques. The aim of this study was to design a quality assurance program in order to have similar conditions for all medical laboratories engaging with molecular tests. Methods: We had to design a plan for all four elements; required space conditions, equipments, training, and basic guidelines. Necessary guidelines was prepared and confirmed by the launched specific committee at the Health Reference Laboratory. Results: Several workshops were also held for medical laboratories directors and staffs, quality control manager of molecular companies, directors and nominees from universities. Accreditation of equipments and molecular material was followed parallel with rest of program. Now we are going to accredit medical laboratories and to evaluate the success of the program. Conclusion: Accreditation of medical laboratory will be succeeding if its basic elements are provided in advance. Professional practice guidelines, holding training and performing accreditation the molecular materials and equipments ensured us that laboratories are aware of best practices, proper interpretation, limitations of techniques, and technical issues. Now, active external auditing can improve the applied laboratory conditions toward the defined standard level. PMID:23865028

Quality assurance program for molecular medicine laboratories.

PubMed

Hajia, M; Safadel, N; Samiee, S Mirab; Dahim, P; Anjarani, S; Nafisi, N; Sohrabi, A; Rafiee, M; Sabzavi, F; Entekhabi, B

2013-01-01

Molecular diagnostic methods have played and continuing to have a critical role in clinical laboratories in recent years. Therefore, standardization is an evolutionary process that needs to be upgrade with increasing scientific knowledge, improvement of the instruments and techniques. The aim of this study was to design a quality assurance program in order to have similar conditions for all medical laboratories engaging with molecular tests. We had to design a plan for all four elements; required space conditions, equipments, training, and basic guidelines. Necessary guidelines was prepared and confirmed by the launched specific committee at the Health Reference Laboratory. Several workshops were also held for medical laboratories directors and staffs, quality control manager of molecular companies, directors and nominees from universities. Accreditation of equipments and molecular material was followed parallel with rest of program. Now we are going to accredit medical laboratories and to evaluate the success of the program. Accreditation of medical laboratory will be succeeding if its basic elements are provided in advance. Professional practice guidelines, holding training and performing accreditation the molecular materials and equipments ensured us that laboratories are aware of best practices, proper interpretation, limitations of techniques, and technical issues. Now, active external auditing can improve the applied laboratory conditions toward the defined standard level.

Shifting Challenges in Teacher-Education Research and Accreditation: Lessons Learned from Limitations on Studying Program Impact

ERIC Educational Resources Information Center

Contopidis, Ellen; DaBoll-Lavoie, Kathleen; Dunn, Kerry; Darling, Deana; Wieczorek, Kim

2017-01-01

A critical issue in educator preparation is how to ascertain if program graduates are sufficiently prepared to be effective through the acquisition of meaningful evidence of graduates' impact on their students. Challenges to proving specific impact of educator-preparation programs on student learning include identifying and following program…

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…

Cross-cultural issues in forensic psychiatry training.

PubMed

Layde, Joseph B

2004-01-01

Forensic psychiatry was officially recognized as a subspecialty by the American Board of Medical Specialties in the 1990's. In 1994, the American Board of Psychiatry and Neurology (ABPN) gave its first written examination to certify forensic psychiatrists. In 1996, the Accreditation Council for Graduate Medical Education (ACGME) began to officially accredit one-year residency experiences in forensic psychiatry, which follow a 4-year residency in general psychiatry. The extra year of training, colloquially known as a fellowship, is required for candidates who wish to receive certification in the subspecialty of forensic psychiatry; since 2001, completion of a year of training in a program accredited by ACGME has been required for candidates wishing to take the ABPN forensic psychiatry subspecialty examination. With the formal recognition of the subspecialty of forensic psychiatry comes the need to examine special issues of cultural importance which apply specifically to forensic psychiatry training. This paper examines the current literature on cross-cultural issues in forensic psychiatry, sets out several of the societal reasons for the importance of emphasizing those issues in forensic psychiatric training, and discusses how those issues are addressed in the curriculum of one forensic psychiatry fellowship at the Medical College of Wisconsin (MCW). While much has been written about cross-cultural issues in general psychiatry, very little has appeared in the literature on the topic of cross-cultural issues in forensic psychiatry.

Now you see it, now you don't: feminist training in family therapy.

PubMed

Goodrich, Thelma Jean; Silverstein, Louise Bordeaux

2005-09-01

This article describes the state of feminist training in family therapy. Methods of assessment include questionnaires to all programs accredited by COAMFTE in universities and institutes and to leading institutes not accredited; interviews with editors of the Journal of Feminist Family Therapy; interviews with many who pioneered the feminist critique in family therapy; inspection of two major national conferences; and a search of publications. Although most program directors describe their programs as feminist and judge their training to be sufficient, their report contrasts with the perspectives of many of the journal editors and pioneers, with the small amount of training in gender issues at national conferences, and with the small number of publications. The authors offer discussion of the findings and recommendations.

Is the introduction of an accreditation program likely to generate organization-wide quality, change and learning?

PubMed

Lanteigne, Gilles; Bouchard, Chantal

2016-07-01

This research assesses whether integration of Accreditation Canada's program brings about change and organizational learning. Two health organizations, the Health Authority of Anguilla and the Ca' Foncella Opetale di Treviso, are studied on three levels: (1) members; (2) accreditation teams; and (3) organization. The methods used to collect data consisted of individual questionnaires administered to team members, semi-formal interviews with team leaders and quality coordinators, a documentation review and periodic assessments of compliance with the standards. The findings indicate that the organizations made strategic, organizational and relational changes. They improved their systems and management practices as well as their internal and external communications. There was also useful learning by individuals, teams and the organizations. Individual learning involved quality practice, client-focused approach, risk management, ethics, participatory management and assessment of services. The "self-assessment" and "make improvements and follow up on recommendations" stages of the accreditation cycle contributed the most to change and organizational learning. The interdisciplinary accreditation teams were the preferred vehicle for achieving these changes and this learning. The Health Authority of Anguilla and Ca' Foncella Opetale di Treviso have gradually improved their level of compliance with the standards in all quality dimensions. However, improvement in the overall compliance level was below the program's minimum requirements to obtain accreditation status without major restrictions. The scope of the changes and learning achieved raises the issue of the capacity of organizations to formalize this new knowledge throughout the organization. Copyright © 2015 John Wiley & Sons, Ltd. Copyright © 2015 John Wiley & Sons, Ltd.

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…

Graduate Training of Counselors in the Addictions: A Study of CACREP-Approved Programs.

ERIC Educational Resources Information Center

Morgan, Oliver J.; Toloczko, Ann Marie; Comly, Eliza

1997-01-01

Assesses the state of addiction-related training taken from a telephone survey of accredited counselor education programs (N=86). Results reveal that 30% required courses in substance abuse/dependency issues. Reviews syllabi, numbers and types of courses, course requirements, and course texts. Most respondents (97%) indicated that addiction…

Electronic Portfolios in Teacher Education: Forging a Middle Ground

ERIC Educational Resources Information Center

Strudler, Neal; Wetzel, Keith

2012-01-01

At a time when implementation of electronic portfolios (EPs) is expanding, the issues of clarifying their purposes continue to plague teacher education programs. Are student-centered uses of EPs compatible with program assessment and accreditation efforts? Is this an either/or situation, or can a productive middle ground be forged? This article…

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.

TU-A-18C-01: ACR Accreditation Updates in CT, Ultrasound, Mammography and MRI

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

Price, R; Berns, E; Hangiandreou, N

2014-06-15

A goal of an imaging accreditation program is to ensure adequate image quality, verify appropriate staff qualifications, and to assure patient and personnel safety. Currently, more than 35,000 facilities in 10 modalities have been accredited by the American College of Radiology (ACR), making the ACR program one of the most prolific accreditation options in the U.S. In addition, the ACR is one of the accepted accreditations required by some state laws, CMS/MIPPA insurance and others. Familiarity with the ACR accreditation process is therefore essential to clinical diagnostic medical physicists. Maintaining sufficient knowledge of the ACR program must include keeping up-to-datemore » as the various modality requirements are refined to better serve the goals of the program and to accommodate newer technologies and practices. This session consists of presentations from authorities in four ACR accreditation modality programs, including magnetic resonance imaging, mammography, ultrasound, and computed tomography. Each speaker will discuss the general components of the modality program and address any recent changes to the requirements. Learning Objectives: To understand the requirements of the ACR MR accreditation program. The discussion will include accreditation of whole-body general purpose magnets, dedicated extremity systems well as breast MRI accreditation. Anticipated updates to the ACR MRI Quality Control Manual will also be reviewed. To understand the current ACR MAP Accreditation requirement and present the concepts and structure of the forthcoming ACR Digital Mammography QC Manual and Program. To understand the new requirements of the ACR ultrasound accreditation program, and roles the physicist can play in annual equipment surveys and setting up and supervising the routine QC program. To understand the requirements of the ACR CT accreditation program, including updates to the QC manual as well as updates through the FAQ process.« less

The American College of Nurse-Midwives' dream becomes reality: The Division of Accreditation.

PubMed

Carrington, Betty Watts; Burst, Helen Varney

2005-01-01

Recognized continuously by the US Department of Education since 1982 as a specialized accrediting agency, the American College of Nurse-Midwives' Division of Accreditation (DOA) accredits not only nurse-midwifery education programs at the postbaccalaureate or higher academic level as certificate and graduate programs for registered nurses (RNs), but also precertification programs for professional midwives from other countries who are licensed as RNs in the United States. The DOA also accredits midwifery education programs for non-nurses at the postbaccalaureate or higher academic level as certificate and graduate programs, and precertification programs for professional midwives from other countries. The accreditation process is a voluntary activity involving both nurse-midwifery and/or midwifery education programs and the DOA. Present plans include another expansion of recognition: to become an institutional accreditation agency for independent and proprietary schools and to continue as a programmatic accrediting agency. Since its inception, the accreditation process has been viewed as a positive development in nurse-midwifery education.

Alphabet Soup: School Library Media Education in the United States

ERIC Educational Resources Information Center

Underwood, Linda

2007-01-01

Universities offering school library media programs seek accreditation from various regional and national organizations. This accreditation makes the programs valid and marketable. School media programs within a college of education seek accreditation from specialized accrediting bodies. The National Council for Accreditation of Teacher Education…

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.

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…

76 FR 15945 - National Voluntary Laboratory Accreditation Program (NVLAP) Workshop for Laboratories Interested...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-22

... Accreditation Program (NVLAP) is considering establishing an accreditation program for laboratories that test... the general accreditation criteria referenced in Sections 4 and 5 of the NIST handbook 150 to the test... accreditation, test and measurement equipment, personnel requirements, validation of test methods, and reporting...

Inclusion of Medical-Legal Issues in Entry-Level Occupational and Physical Therapy Curricula.

ERIC Educational Resources Information Center

Ekelman, Beth A.; Goodman, Glenn; Dal Bello-Haas, Vanina

2000-01-01

Directors of 47 occupational therapy (OT) and 65 physical therapy (PT) accredited entry-level programs responded to a survey by indicating their support for inclusion of medical-legal issues in the curriculum. Only 40% of OT and 52% of PT directors believed lawyers should deliver instruction; most felt their faculty were qualified to teach these…

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.

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. Military GME accreditation cycle lengths are, overall, longer than national averages. Trends show many military programs are experiencing either stable or slightly lengthening accreditation compared to previous cycles. A few specialties show a declining trend. There has been a modest 5% decline in the number of military core residency programs since 2000.

MO-AB-207-02: ACR Update in MR

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

Price, R.

2015-06-15

A goal of an imaging accreditation program is to ensure adequate image quality, verify appropriate staff qualifications, and to assure patient and personnel safety. Currently, more than 35,000 facilities in 10 modalities have been accredited by the American College of Radiology (ACR), making the ACR program one of the most prolific accreditation options in the U.S. In addition, ACR is one of the accepted accreditations required by some state laws, CMS/MIPPA insurance and others. Familiarity with the ACR accreditation process is therefore essential to clinical diagnostic medical physicists. Maintaining sufficient knowledge of the ACR program must include keeping up-to-date asmore » the various modality requirements are refined to better serve the goals of the program and to accommodate newer technologies and practices. This session consists of presentations from authorities in four ACR accreditation modality programs, including magnetic resonance imaging, computed tomography, nuclear medicine, and mammography. Each speaker will discuss the general components of the modality program and address any recent changes to the requirements. Learning Objectives: To understand the requirements of the ACR MR Accreditation program. The discussion will include accreditation of whole-body general purpose magnets, dedicated extremity systems well as breast MRI accreditation. Anticipated updates to the ACR MRI Quality Control Manual will also be reviewed. To understand the requirements of the ACR CT accreditation program, including updates to the QC manual as well as updates through the FAQ process. To understand the requirements of the ACR nuclear medicine accreditation program, and the role of the physicist in annual equipment surveys and the set up and supervision of the routine QC program. To understand the current ACR MAP Accreditation requirement and present the concepts and structure of the forthcoming ACR Digital Mammography QC Manual and Program.« less

MO-AB-207-04: ACR Update in Mammography

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

Berns, E.

2015-06-15

A goal of an imaging accreditation program is to ensure adequate image quality, verify appropriate staff qualifications, and to assure patient and personnel safety. Currently, more than 35,000 facilities in 10 modalities have been accredited by the American College of Radiology (ACR), making the ACR program one of the most prolific accreditation options in the U.S. In addition, ACR is one of the accepted accreditations required by some state laws, CMS/MIPPA insurance and others. Familiarity with the ACR accreditation process is therefore essential to clinical diagnostic medical physicists. Maintaining sufficient knowledge of the ACR program must include keeping up-to-date asmore » the various modality requirements are refined to better serve the goals of the program and to accommodate newer technologies and practices. This session consists of presentations from authorities in four ACR accreditation modality programs, including magnetic resonance imaging, computed tomography, nuclear medicine, and mammography. Each speaker will discuss the general components of the modality program and address any recent changes to the requirements. Learning Objectives: To understand the requirements of the ACR MR Accreditation program. The discussion will include accreditation of whole-body general purpose magnets, dedicated extremity systems well as breast MRI accreditation. Anticipated updates to the ACR MRI Quality Control Manual will also be reviewed. To understand the requirements of the ACR CT accreditation program, including updates to the QC manual as well as updates through the FAQ process. To understand the requirements of the ACR nuclear medicine accreditation program, and the role of the physicist in annual equipment surveys and the set up and supervision of the routine QC program. To understand the current ACR MAP Accreditation requirement and present the concepts and structure of the forthcoming ACR Digital Mammography QC Manual and Program.« less

MO-AB-207-01: ACR Update in CT

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

McNitt-Gray, M.

2015-06-15

A goal of an imaging accreditation program is to ensure adequate image quality, verify appropriate staff qualifications, and to assure patient and personnel safety. Currently, more than 35,000 facilities in 10 modalities have been accredited by the American College of Radiology (ACR), making the ACR program one of the most prolific accreditation options in the U.S. In addition, ACR is one of the accepted accreditations required by some state laws, CMS/MIPPA insurance and others. Familiarity with the ACR accreditation process is therefore essential to clinical diagnostic medical physicists. Maintaining sufficient knowledge of the ACR program must include keeping up-to-date asmore » the various modality requirements are refined to better serve the goals of the program and to accommodate newer technologies and practices. This session consists of presentations from authorities in four ACR accreditation modality programs, including magnetic resonance imaging, computed tomography, nuclear medicine, and mammography. Each speaker will discuss the general components of the modality program and address any recent changes to the requirements. Learning Objectives: To understand the requirements of the ACR MR Accreditation program. The discussion will include accreditation of whole-body general purpose magnets, dedicated extremity systems well as breast MRI accreditation. Anticipated updates to the ACR MRI Quality Control Manual will also be reviewed. To understand the requirements of the ACR CT accreditation program, including updates to the QC manual as well as updates through the FAQ process. To understand the requirements of the ACR nuclear medicine accreditation program, and the role of the physicist in annual equipment surveys and the set up and supervision of the routine QC program. To understand the current ACR MAP Accreditation requirement and present the concepts and structure of the forthcoming ACR Digital Mammography QC Manual and Program.« less

MO-AB-207-00: ACR Update in MR, CT, Nuclear Medicine, and Mammography

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

NONE

A goal of an imaging accreditation program is to ensure adequate image quality, verify appropriate staff qualifications, and to assure patient and personnel safety. Currently, more than 35,000 facilities in 10 modalities have been accredited by the American College of Radiology (ACR), making the ACR program one of the most prolific accreditation options in the U.S. In addition, ACR is one of the accepted accreditations required by some state laws, CMS/MIPPA insurance and others. Familiarity with the ACR accreditation process is therefore essential to clinical diagnostic medical physicists. Maintaining sufficient knowledge of the ACR program must include keeping up-to-date asmore » the various modality requirements are refined to better serve the goals of the program and to accommodate newer technologies and practices. This session consists of presentations from authorities in four ACR accreditation modality programs, including magnetic resonance imaging, computed tomography, nuclear medicine, and mammography. Each speaker will discuss the general components of the modality program and address any recent changes to the requirements. Learning Objectives: To understand the requirements of the ACR MR Accreditation program. The discussion will include accreditation of whole-body general purpose magnets, dedicated extremity systems well as breast MRI accreditation. Anticipated updates to the ACR MRI Quality Control Manual will also be reviewed. To understand the requirements of the ACR CT accreditation program, including updates to the QC manual as well as updates through the FAQ process. To understand the requirements of the ACR nuclear medicine accreditation program, and the role of the physicist in annual equipment surveys and the set up and supervision of the routine QC program. To understand the current ACR MAP Accreditation requirement and present the concepts and structure of the forthcoming ACR Digital Mammography QC Manual and Program.« less

MO-AB-207-03: ACR Update in Nuclear Medicine

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

Harkness, B.

A goal of an imaging accreditation program is to ensure adequate image quality, verify appropriate staff qualifications, and to assure patient and personnel safety. Currently, more than 35,000 facilities in 10 modalities have been accredited by the American College of Radiology (ACR), making the ACR program one of the most prolific accreditation options in the U.S. In addition, ACR is one of the accepted accreditations required by some state laws, CMS/MIPPA insurance and others. Familiarity with the ACR accreditation process is therefore essential to clinical diagnostic medical physicists. Maintaining sufficient knowledge of the ACR program must include keeping up-to-date asmore » the various modality requirements are refined to better serve the goals of the program and to accommodate newer technologies and practices. This session consists of presentations from authorities in four ACR accreditation modality programs, including magnetic resonance imaging, computed tomography, nuclear medicine, and mammography. Each speaker will discuss the general components of the modality program and address any recent changes to the requirements. Learning Objectives: To understand the requirements of the ACR MR Accreditation program. The discussion will include accreditation of whole-body general purpose magnets, dedicated extremity systems well as breast MRI accreditation. Anticipated updates to the ACR MRI Quality Control Manual will also be reviewed. To understand the requirements of the ACR CT accreditation program, including updates to the QC manual as well as updates through the FAQ process. To understand the requirements of the ACR nuclear medicine accreditation program, and the role of the physicist in annual equipment surveys and the set up and supervision of the routine QC program. To understand the current ACR MAP Accreditation requirement and present the concepts and structure of the forthcoming ACR Digital Mammography QC Manual and Program.« less

78 FR 66364 - Medicare & Medicaid Programs: Application From the Accreditation Commission for Health Care for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-05

...] Medicare & Medicaid Programs: Application From the Accreditation Commission for Health Care for Continued... Accreditation Commission for Health Care (ACHC) for continued recognition as a national accrediting organization...) announcing Accreditation Commission for Health Care's request for approval of its hospice accreditation...

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.

Paramedic Program Accreditation and Individual Performance on the National Paramedic Certification Examination

ERIC Educational Resources Information Center

Rodriguez, Severo A.

2016-01-01

Paramedic program accreditation and individual performance on the national paramedic certification examination were analyzed in this study. In 2008, the National Registry of Emergency Medical Technicians mandated paramedic program accreditation by January 1, 2013. Contemporary literature has not addressed the impact of program accreditation on…

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.

Accreditation of Online and Distance Learning Programs: Online GIS Education Program Experience

ERIC Educational Resources Information Center

Cabuk Anaper, Saye Nihan; Ulucay, D. Melike Taner; Cabuk, Alper

2013-01-01

The quality issue emerged as a topic of concern for the goods and product market has also become a key element in services like higher education. With the rise of the mobility of students, academicians and graduates, the quality and the compatibility of education systems have recently been subject to much debate. Moreover, the huge role of higher…

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…

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…

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.

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...

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.

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.

77 FR 44255 - Medicare Program; Application by the American Association of Diabetes Educators (AADE) for...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-27

...] Medicare Program; Application by the American Association of Diabetes Educators (AADE) for Continued Recognition as a National Accreditation Organization for Accrediting Entities To Furnish Outpatient Diabetes... of Diabetes Educators for continued recognition as a national accreditation program for accrediting...

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…

77 FR 70783 - Medicare and Medicaid Programs; Approval of the Accreditation Association for Ambulatory Health...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-27

...] Medicare and Medicaid Programs; Approval of the Accreditation Association for Ambulatory Health Care (AAAHC... announces our decision to approve the Accreditation Association for Ambulatory Health Care (AAAHC) for... Ambulatory Health Care's (AAAHC) current term of approval for their ASC accreditation program expires on...

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,…

A Primer on Institutional Research.

ERIC Educational Resources Information Center

Muffo, John A., Ed.; McLaughlin, Gerald W., Ed.

The state-of-the-art in 10 areas of institutional research is considered in this collection of 10 articles. Of concern are: student attrition and retention, academic program evaluation, financial issues and economic impacts of higher education, institutional self-study and regional accreditation, peer studies of institutions, statistical packages…

Meeting ACGME Standards Under a Unified Accreditation System: Challenges for Osteopathic Graduate Medical Education Programs.

PubMed

Cummings, Mark

2017-07-01

In 2014, the American Osteopathic Association (AOA) and the American Association of Colleges of Osteopathic Medicine signed a memorandum of understanding (MOU) with the Accreditation Council for Graduate Medical Education (ACGME) to create a unified accreditation system for graduate medical education (GME) under the ACGME. The AOA will cease to accredit GME programs on June 30, 2020. By then, AOA-accredited programs need to apply for and achieve ACGME initial accreditation. The terms of the MOU also made it advantageous for some formerly nonteaching hospitals to establish AOA programs, chiefly in primary care, as a step toward future ACGME accreditation.In transitioning AOA programs to the ACGME system, hospitals with osteopathic GME can expect to encounter challenges related to major differences between AOA and ACGME standards. The minimum numbers of residents for ACGME programs in most specialties are greater than those for AOA programs, which will require hospitals that may already be at their federal caps to add additional residency positions. ACGME standards are also more faculty- and staff-intensive and require additional infrastructure, necessitating additional financial investments. In addition, greater curricular specificity in ACGME standards will generate new educational and financial challenges.To address these challenges, hospitals may need to reallocate resources and positions among their current AOA programs, reducing the number of programs (and specialties) they sponsor. It is expected that a number of established and new AOA programs will choose not to pursue ACGME accreditation or will fail to qualify for ACGME initial accreditation.

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…

78 FR 26036 - Medicare and Medicaid Programs: Application From the Accreditation Commission for Health Care for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-03

...] Medicare and Medicaid Programs: Application From the Accreditation Commission for Health Care for Continued... from the Accreditation Commission for Health Care (ACHC) for continued recognition as a national... program every 6 years or as determined by CMS. The Accreditation Commission for Health Care's (ACHC's...

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 allowance for research, academic and vacation time, more formal opportunities to evaluate their faculty, and decreased primary call burden.

DOE standard: The Department of Energy Laboratory Accreditation Program for radiobioassay

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

NONE

1998-12-01

This technical standard describes the US Department of Energy Laboratory Accreditation Program (DOELAP) for Radiobioassay, for use by the US Department of Energy (DOE) and DOE Contractor radiobioassay programs. This standard is intended to be used in conjunction with the general administrative technical standard that describes the overall DOELAP accreditation process--DOE-STD-1111-98, Department of Energy Laboratory Accreditation Program Administration. This technical standard pertains to radiobioassay service laboratories that provide either direct or indirect (in vivo or in vitro) radiobioassay measurements in support of internal dosimetry programs at DOE facilities or for DOE and DOE contractors. Similar technical standards have been developedmore » for other DOELAP dosimetry programs. This program consists of providing an accreditation to DOE radiobioassay programs based on successful completion of a performance-testing process and an on-site evaluation by technical experts. This standard describes the technical requirements and processes specific to the DOELAP Radiobioassay Accreditation Program as required by 10 CFR 835 and as specified generically in DOE-STD-1111-98.« less

A comparison of medical physics training and education programs--Canada and Australia.

PubMed

McCurdy, B M C; Duggan, L; Howlett, S; Clark, B G

2009-12-01

An overview and comparison of medical physics clinical training, academic education, and national certification/accreditation of individual professionals in Canada and Australia is presented. Topics discussed include program organization, funding, fees, administration, time requirements, content, program accreditation, and levels of certification/accreditation of individual Medical Physicists. Differences in the training, education, and certification/accreditation approaches between the two countries are highlighted. The possibility of mutual recognition of certified/accredited Medical Physicists is examined.

EBMT transplant centers with FACT-JACIE accreditation have significantly better compliance with related donor care standards

PubMed Central

Anthias, Chloe; O'Donnell, Paul V; Kiefer, Deidre M; Yared, Jean; Norkin, Maxim; Anderlini, Paolo; Savani, Bipin N; Diaz, Miguel A; Bitan, Menachem; Halter, Joerg P; Logan, Brent R; Switzer, Galen E; Pulsipher, Michael A; Confer, Dennis L; Shaw, Bronwen E

2016-01-01

Previous studies have identified healthcare practices that may place undue pressure on related donors (RDs) of hematopoietic cell products, and an increase in serious adverse events associated with morbidities in this population. As a result, specific requirements to safeguard RD health have been introduced to FACT-JACIE Standards, but the impact of accreditation on RD care has not previously been evaluated. A survey of transplant program directors of EBMT member centers was conducted by the Donor Health and Safety Working Committee of the Center for International Blood and Marrow Transplant Research (CIBMTR) to test the hypothesis that RD care in FACT-JACIE accredited centers is more closely aligned with international consensus donor care recommendations than RD care delivered in centers without accreditation. Responses were received from 39% of 304 centers. Our results show that practice in accredited centers was much closer to recommended standards as compared to non-accredited centers. Specifically, a higher percentage of accredited centers use eligibility criteria to assess RDs (93% versus 78%; P=0.02) and a lower percentage have a single physician simultaneously responsible for a RD and their recipient (14% versus 35%; P=0.008). In contrast, where regulatory standards do not exist, both accredited and non-accredited centers fell short of accepted best practice. These results raise concerns that despite improvements in care, current practice can place undue pressure on donors, and may increase the risk of donation-associated adverse events. We recommend measures to address these issues through enhancement of regulatory standards as well as national initiatives to standardize RD care. PMID:26597079

Undergraduate environmental health education: preparing for the future.

PubMed

Adams, W; Davis, T; Rossignol, A; Silverman, G; Simmons, T; Smith, G; Stern, B

2001-03-01

Attendees indicated that the workshop was beneficial and that the opportunity to communicate with faculty representing 23 programs accredited by EHAC and nine programs not accredited by EHAC was extremely useful. There was general agreement on a number of points: There is a need for undergraduate environmental health programs to collaborate on matters related to distance learning. Topics related to women, gender, diversity, ethics, and international environmental health should be incorporated into the environmental health curriculum. There are no major problems with current EHAC curricular guidelines, but the guidelines should be evaluated on a regular basis. Field experience or internship is an essential component in the academic preparation of undergraduate environmental health students. There is a significant need for increased funding for undergraduate environmental health programs. There is a need to increase the visibility and recognition of environmental health programs. There is a need to solidify ties with traditional partners and to establish new linkages at the local, regional, and national levels in the government, community, and private sector. It is essential that undergraduate faculty communicate with each other on matters relating to the preparation of environment health practitioners. There is a need for an association of undergraduate academic programs to provide leadership and a focal point for identification and resolution of issues common to all. The establishment of an association was viewed as the most practical and effective way to address these issues and to pursue related opportunities.

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...

The meaning and application of medical accreditation standards.

PubMed

Kassebaum, D G; Eaglen, R H; Cutler, E R

1997-09-01

The authors examined the operational meaning of the 48 items that state the accreditation standards for teaching, learning, and evaluation in medical school, and determined the extent to which these standards were applied by schools and by on-site evaluators for 59 programs surveyed by the Liaison Committee on Medical Education (LCME) in 1994-1996. In this study, "application" meant that evidence was offered, not necessarily that it proved compliance with the standard. The data sources employed were the medical education databases and self-studies prepared by schools undergoing accreditation surveys, and the reports prepared by ad hoc teams of surveyors. The frequency with which evidence of compliance was offered by the schools and cited by evaluators was determined for each of the 48 accreditation requirements. In addition, the authors compared the patterns of surveyors' concerns about noncompliance at schools surveyed during 1984-1986 and at those visited during 1994-1996. In 1994-1996, schools addressed 42 of the 48 accreditation requirements in 90% of instances of more. The areas of particularly low attention dealt with the definition and communication of educational objectives (47% of schools provided evidence); faculty authority and control of academic programs in clinical affiliates (12%); and the faculty's commitment to being effective teachers and their understanding of pedagogy, curricular design, and methods of evaluation (8%). Survey teams, in contrast, accounted in their reports for only 26 (55%) of the standards during the same time period. Among those least frequently addressed were the definition and communication of educational objectives by schools (accounted for in 59% of the reports); assessment of students' problem-solving ability (51%); comparability of educational experiences and student evaluation across dispersed teaching sites (49%); faculty understanding of pedagogy, curriculum construction, and the evaluation of students (8%); faculty authority and control of academic programs in clinical affiliates (7%); and knowledge of the administration and faculty about methods for measuring student performance (2%). Over the past decade, surveyors' most frequently cited concerns about schools' noncompliance with accreditation standards dealt with student counseling and health services, institutional financial and space/facilities resources, faculty issues, and vacant decanal and department chair positions. Next in order were concerns about various aspects of the educational program leading to the MD degree. Among the high-profile concerns about the educational program that increased significantly over the decade were those about curriculum design, management, and evaluation; primary/ambulatory care experiences; and student advancement policies and due-process issues. Schools paid high attention to most of the 48 standards, in large part because they were prompted by the formatting of the medical education database and self-study guidelines. In those instances of lesser attention, the fault lies as much or more with ambiguities in the construction and meaning of the standards as with institutional laxity. The surveyors' inattention to accreditation standards is more troubling. In some cases it can be attributed to uncertainties about the meaning of the requirements and the quantities that need to be audited; or surveyors may be comfortable reaching a "substantial compliance" threshold without adducing all the evidence. The authors argue that many of the standards given scant attention on surveys are important to educational program development and quality control. The LCME will need to consider whether more prominent definition and highlighting should be given to neglected standards, or whether some of the requirements are at the margin as quality indicators. A planned survey of communities of interest-educators, practitioners, students, graduates, and residency program directors, among others-may help confirm

Dual and parallel postdoctoral training programs: implications for the osteopathic medical profession.

PubMed

Burkhart, Diane N; Lischka, Terri A

2011-04-01

Students in colleges of osteopathic medicine have several options when considering postdoctoral training programs. In addition to training programs approved solely by the American Osteopathic Association or accredited solely by the Accreditation Council for Graduate Medical Education (ACGME), students can pursue programs accredited by both organizations (ie, dually accredited programs) or osteopathic programs that occur side-by-side with ACGME programs (ie, parallel programs). In the present article, we report on the availability and growth of these 2 training options and describe their benefits and drawbacks for trainees and the osteopathic medical profession as a whole.

Is Accreditation Accountable? The Continuing Conversation between Accreditation and the Federal Government. CHEA Monograph Series 2003, Number 1

ERIC Educational Resources Information Center

Eaton, Judith S.

2003-01-01

This monograph addresses key issues in the current discussion between accreditation and the federal government relative to accountability and higher education. The reauthorization of the Higher Education Act (HEA) now being discussed in Congress is driving this issue to the top of the academic agenda. The paper describes some of the accountability…

75 FR 60640 - Medicare Program; Hospital Inpatient Prospective Payment Systems for Acute Care Hospitals and the...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-01

... Respiratory Care Services; Medicaid Program: Accreditation for Providers of Inpatient Psychiatric Services... Conditions of Participation for Rehabilitation and Respiratory Care Services; Medicaid Program: Accreditation... Participation for Rehabilitation and Respiratory Care Services; Medicaid Program: Accreditation for Providers of...

Accreditation of undergraduate medical training programs: practices in nine developing countries as compared with the United States.

PubMed

Cueto, Jose; Burch, Vanessa C; Adnan, Nor Azila Mohd; Afolabi, Bosede B; Ismail, Zalina; Jafri, Wasim; Olapade-Olaopa, E Oluwabunmi; Otieno-Nyunya, Boaz; Supe, Avinash; Togoo, Altantsetseg; Vargas, Ana Lia; Wasserman, Elizabeth; Morahan, Page S; Burdick, William; Gary, Nancy

2006-07-01

Undergraduate medical training program accreditation is practiced in many countries, but information from developing countries is sparse. We compared medical training program accreditation systems in nine developing countries, and compared these with accreditation practices in the United States of America (USA). Medical program accreditation practices in nine developing countries were systematically analyzed using all available published documents. Findings were compared to USA accreditation practices. Accreditation systems with explicitly defined criteria, standards and procedures exist in all nine countries studied: Argentina, India, Kenya, Malaysia, Mongolia, Nigeria, Pakistan, Philippines and South Africa. Introduction of accreditation processes is relatively recent, starting in 1957 in India to 2001 in Malaysia. Accrediting agencies were set up in these countries predominantly by their respective governments as a result of legislation and acts of Parliament, involving Ministries of Education and Health. As in the USA, accreditation: (1) serves as a quality assurance mechanism promoting professional and public confidence in the quality of medical education, (2) assists medical schools in attaining desired standards, and (3) ensures that graduates' performance complies with national norms. All nine countries follow similar accreditation procedures. Where mandatory accreditation is practiced, non-compliant institutions may be placed on probation, student enrollment suspended or accreditation withdrawn. Accreditation systems in several developing countries are similar to those in the developed world. Data suggest the trend towards instituting quality assurance mechanisms in medical education is spreading to some developing countries, although generalization to other areas of the world is difficult to ascertain.

Accrediting Professional Education: Research and Policy Issues.

ERIC Educational Resources Information Center

Koff, Robert H.; Florio, David H.

Research and legal issues that relate to accreditation policy questions for schools, colleges, and departments of education are reviewed, and strategies for integrating empirical information and social/professional values are presented. The discussion divides into three sections: (1) information concerning a variety of contextual issues that…

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…

Benchmarks for Support and Outcomes for Internal Medicine-Pediatrics Residency Programs: A 5-Year Review.

PubMed

Aronica, Michael; Williams, Ronald; Dennar, Princess E; Hopkins, Robert H

2015-12-01

Combined internal medicine and pediatrics (medicine-pediatrics) residencies were Accreditation Council for Graduate Medical Education (ACGME) accredited separately from their corresponding categorical residencies in June 2006. We investigated how ACGME accreditation of medicine-pediatrics programs has affected the levels of support (both financial and personnel), the National Resident Matching Program (NRMP) match rate, performance on the board examination, and other graduate outcomes. From 2009 through 2013 we sent an annual SurveyMonkey online survey to members of the Medicine-Pediatrics Program Directors Association. Questions pertained to program characteristics, program director support, recruitment, ambulatory training, and graduate data. More than 79% of responders completed the entire survey for each year (sample size was 60 program directors). Compared to the time prior to accreditation of the specialty, there was an increase in program directors who are dually trained (89% versus 93%), an increase in program director salary ($134,000 before accreditation versus $185,000 in 2013, P < .05), and an increase in the average full-time equivalent support (0.32 before accreditation versus 0.42 in 2013, P < .05). There was also an increase in programs with associate program directors (35% versus 78%), programs with chief residents (71% versus 91%), and an increase in program budgets controlled by program directors (52% versus 69%). The 2013 NRMP match rates increased compared to those of 2005 (99% versus 49%). Performance on the American Board of Pediatrics examination was comparable to that for pediatrics residents. Since accreditation, a larger number of residents are choosing careers in hospital medicine. Our data show widespread improved support for medicine-pediatrics programs since the 2006 start of ACGME accreditation.

Benchmarks for Support and Outcomes for Internal Medicine-Pediatrics Residency Programs: A 5-Year Review

PubMed Central

Aronica, Michael; Williams, Ronald; Dennar, Princess E.; Hopkins, Robert H.

2015-01-01

Background Combined internal medicine and pediatrics (medicine-pediatrics) residencies were Accreditation Council for Graduate Medical Education (ACGME) accredited separately from their corresponding categorical residencies in June 2006. Objective We investigated how ACGME accreditation of medicine-pediatrics programs has affected the levels of support (both financial and personnel), the National Resident Matching Program (NRMP) match rate, performance on the board examination, and other graduate outcomes. Methods From 2009 through 2013 we sent an annual SurveyMonkey online survey to members of the Medicine-Pediatrics Program Directors Association. Questions pertained to program characteristics, program director support, recruitment, ambulatory training, and graduate data. More than 79% of responders completed the entire survey for each year (sample size was 60 program directors). Results Compared to the time prior to accreditation of the specialty, there was an increase in program directors who are dually trained (89% versus 93%), an increase in program director salary ($134,000 before accreditation versus $185,000 in 2013, P < .05), and an increase in the average full-time equivalent support (0.32 before accreditation versus 0.42 in 2013, P < .05). There was also an increase in programs with associate program directors (35% versus 78%), programs with chief residents (71% versus 91%), and an increase in program budgets controlled by program directors (52% versus 69%). The 2013 NRMP match rates increased compared to those of 2005 (99% versus 49%). Performance on the American Board of Pediatrics examination was comparable to that for pediatrics residents. Since accreditation, a larger number of residents are choosing careers in hospital medicine. Conclusions Our data show widespread improved support for medicine-pediatrics programs since the 2006 start of ACGME accreditation. PMID:26692969

Basis of Accreditation for Educational Programs in Allied Medical Disciplines.

ERIC Educational Resources Information Center

Canadian Medical Association, Ottawa (Ontario).

Designed as a guide to accreditation for educational programs in the allied medical disciplines in Canada, this report provides educators with guidelines, general requirements and requirements for specific programs. Following information on the organization, structure, goals and terminology of accreditation of allied medical programs in Canada,…

Reputation Cycles: The Value of Accreditation for Undergraduate Journalism Programs

ERIC Educational Resources Information Center

Blom, Robin; Davenport, Lucinda D.; Bowe, Brian J.

2012-01-01

Accreditation is among various outside influences when developing an ideal journalism curriculum. The value of journalism accreditation standards for undergraduate programs has been studied and is still debated. This study discovers views of opinion leaders in U.S. journalism programs, as surveyed program directors give reasons for being…

Electronic Engineering Technology Program Exit Examination as an ABET and Self-Assessment Tool

ERIC Educational Resources Information Center

Thomas, Gary; Darayan, Shahryar

2018-01-01

Every engineering, computing, and engineering technology program accredited by the Accreditation Board for Engineering and Technology (ABET) has formulated many and varied self-assessment methods. Methods used to assess a program for ABET accreditation and continuous improvement are for keeping programs current with academic and industrial…

An Exploration of Program Director Leadership Practices in Nationally Accredited Paramedic Education Programs

ERIC Educational Resources Information Center

Kokx, Gordon A.

2016-01-01

The number of paramedic education programs participating in the national accreditation process has nearly tripled in the past several years. Although accreditation standards describe program director roles and responsibilities, nothing has been formally studied regarding their leadership practices. The purpose of this study was to explore…

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…

77 FR 34046 - Advisory Committee to the Director (ACD), Centers for Disease Control and Prevention (CDC)-Ethics...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-08

... Committee to the Director (ACD), Centers for Disease Control and Prevention (CDC)--Ethics Subcommittee (ES... ACD, CDC, regarding a broad range of public health ethics questions and issues arising from programs... ethics standards to the accreditation process for public health departments; ethical considerations...

National Impact: Creating Teacher Leaders through the Use of Problem-Based Learning

ERIC Educational Resources Information Center

Franz, Dana Pomykal; Hopper, Peggy F.; Kritsonis, William Allan

2007-01-01

This article deals with the use of Problem-Based Learning. The emphasis on high stakes testing, classroom size, diversity, school violence, and much more impact public education and professional preparation programs relative to teacher education. Issues are presented dealing with Accrediting Commissions and Professional Organizations, and the use…

Moral Development and Social Worker Ethical Decision-Making

ERIC Educational Resources Information Center

Groessl, Joan

2013-01-01

This study examined both the moral development levels using the Defining Issues Test-2 (DIT--2) and ethical decision-making using the Professional Opinion Scale (POS) of social workers who provide field supervision to students within accredited social work programs in Wisconsin. Using the moral development theory of Kohlberg (1981) which defined…

77 FR 37680 - Medicare and Medicaid Programs; Application From the Accreditation Association for Ambulatory...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-22

...] Medicare and Medicaid Programs; Application From the Accreditation Association for Ambulatory Health Care... of an application from the Accreditation Association for Ambulatory Health Care for continued... by CMS. The Accreditation Association for Ambulatory Health Care (AAAHC) current term of approval for...

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 identified were revised and refined. The results of this study were used to identify student outcomes and to suggest accreditation standards and an accreditation process for undergraduate forensic science programs based on those outcomes.

NASA Educational Product Development and Post-Secondary Program Assessment Planning

NASA Technical Reports Server (NTRS)

Salmons, Phyllis A.

1999-01-01

Producing "value-added students" involves proactively addressing how successfully students develop their skills, knowledge, and personal, social, and ethical growth due to their association with a program. NASA programs for higher education can certainly be responsive in aiding the academic community strive for quality in terms of "valueadded" students. By identifying essential characteristics of exemplary assessment practices, the standards developed by accrediting agencies serve as guides for developing quality practices and policies. Such a process is an effective tool for communicating the expectations of the educational components of a program to all concerned with the program and its expected results. When standards are connected to student performance, they provide a very compelling argument for refocusing the definition of quality in higher education. By linking standards and performance, student learning and development becomes the starting point for examining program quality. If the multiple stakeholders - faculty, peers, the professional community, addressed assessment issues, then accreditation can be a link among various constituencies, the parties can better understand the needs of each other and develop the necessary trust needed for understanding and support.

75 FR 34805 - Program Integrity Issues

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-18

...The Secretary proposes to improve integrity in the programs authorized under title IV of the Higher Education Act of 1965, as amended (HEA) by amending the regulations for Institutional Eligibility Under the HEA, the Secretary's Recognition of Accrediting Agencies, the Secretary's Recognition Procedures for State Agencies, the Student Assistance General Provisions, the Federal Family Education Loan (FFEL) Program, the William D. Ford Federal Direct Loan Program, the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program, the Federal Pell Grant Program, and the Academic Competitiveness Grant (AGC) and National Science and Mathematics Access to Retain Talent Grant (National Smart Grant) Programs.

75 FR 66831 - Program Integrity Issues

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-29

...The Secretary is improving integrity in the programs authorized under title IV of the Higher Education Act of 1965, as amended (HEA), by amending the regulations for Institutional Eligibility Under the HEA, the Secretary's Recognition of Accrediting Agencies, the Secretary's Recognition Procedures for State Agencies, the Student Assistance General Provisions, the Federal Family Education Loan (FFEL) Program, the William D. Ford Federal Direct Loan Program, the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program in part 686, the Federal Pell Grant Program, and the Academic Competitiveness Grant (AGC) and National Science and Mathematics Access to Retain Talent Grant (National Smart Grant) Programs.

Schools of Education: Legal and Political Issues of Accreditation

ERIC Educational Resources Information Center

Koff, Robert H.; Florio, David H.

1977-01-01

A policy-making forum created to examine substantive issues related to the formulation of a national accreditation policy for schools of education will help sort out and accommodate differences in ideological positions. (Author)

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…

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…

A Study of Information Systems Programs Accredited by ABET in Relation to IS 2010

ERIC Educational Resources Information Center

Feinstein, David; Longenecker, Herbert E., Jr.; Shrestha, Dina

2014-01-01

This article examines the relationship between ABET CAC standards for undergraduate programs of information systems and IS 2010 curriculum specifications. We have reviewed current institution described course work that identifies course structures from accredited IS programs. The accredited programs all matched the expectations expressed in ABET…

[Professional quality assurance. A new ethic frame for the practice of medicine].

PubMed

Rosselot, E

1999-11-01

Accreditation of physicians and medical education programs are progressively standing as well established procedures in most related institutions and countries, worldwide. Yet, an ample and consistent review of this issue is still required for a more complete knowledge and universal acceptance. Quality health care is a goal of the profession and a demanding requirement of society. Reaching high standards in medicine is a major responsibility of the medical schools and of the pertinence and appropriateness of the programs. This is a useful and sound frame for the model that is being developed in Chile, to better regulate and improve both medical education and practice. The bioethics implications that merge from this perspective are underlined to give the accreditation system a deep moral relevance as are expression of people's wills and expectations on medical professional services.

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...

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...

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...

Accredited Internship and Postdoctoral Programs for Training in Psychology: 2012

ERIC Educational Resources Information Center

American Psychologist, 2012

2012-01-01

This is the official listing of accredited internship and postdoctoral residency programs in psychology. It reflects all Commission on Accreditation decisions through July 22, 2012. (Contains 15 footnotes.)

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,…

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…

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.

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…

Accreditation and Continuous Quality Improvement in Athletic Training Education.

ERIC Educational Resources Information Center

Peer, Kimberly S.; Rakich, Jonathon S.

2000-01-01

Describes the application of the continuous quality improvement model, commonly associated with the business sector, to entry-level athletic training education programs accredited by the Commission on the Accreditation of Allied Health Education Programs. After discussing historical perspectives on athletic training education programs, the paper…

Basis of Accreditation for Educational Programs in Designated Health Science Professions.

ERIC Educational Resources Information Center

Canadian Medical Association, Ottawa (Ontario).

Designed as a guide to accreditation for educational programs in designated health science professions in Canada, this report provides educators with guidelines, general requirements, and requirements for specific programs. Following information on the organization, structure, goals, mission, values, philosophy, and terminology of accreditation of…

77 FR 27712 - Notice of Request for Revision and Extension of Approval of an Information Collection; National...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-11

... an Information Collection; National Veterinary Accreditation Program AGENCY: Animal and Plant Health... approval of an information collection associated with the National Veterinary Accreditation Program. DATES...: For information on the National Veterinary Accreditation Program, contact Dr. Todd Behre, Veterinary...

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...

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.

Quality Assurance in Higher Education in Spain: An Overview of the Accreditation System

ERIC Educational Resources Information Center

Ríos, Cristina

2015-01-01

Accreditation has become an important issue in Spain. This paper presents an overview of Spain's accreditation system; a system which is relatively new and has evolved rapidly, fostered by legislative mandates which established accreditation bodies to regulate the quality of higher education institutions. One of the initial challenges faced by…

40 CFR 745.228 - Accreditation of training programs: public and commercial buildings, bridges and superstructures...

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 31 2011-07-01 2011-07-01 false Accreditation of training programs: public and commercial buildings, bridges and superstructures. [Reserved] 745.228 Section 745.228... Accreditation of training programs: public and commercial buildings, bridges and superstructures. [Reserved] ...

TEAC's Accreditation Process at a Glance, 2009-2011

ERIC Educational Resources Information Center

Teacher Education Accreditation Council, 2011

2011-01-01

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…

Accreditation of University Undergraduate Programs in Nigeria from 2001-2012: Implications for Graduates Employability

ERIC Educational Resources Information Center

Dada, M. S.; Imam, Hauwa

2015-01-01

This study analysed accreditation exercises of universities undergraduate programs in Nigeria from 2001-2013. Accreditation is a quality assurance mechanism to ensure that undergraduate programs offered in Nigeria satisfies benchmark minimum academic standards for producing graduates with requisite skills for employability. The study adopted the…

Using Professional Standards for Higher Education to Improve Student Affairs

ERIC Educational Resources Information Center

Scott, Renay M.

2014-01-01

The instruction and program quality at community colleges adheres to standards mandated through regional and national accreditation at institution and program levels. Community college personnel must understand their specific role in college and program accreditation and how accreditation is crucial for functions, such as accessing federal…

75 FR 57658 - National Veterinary Accreditation Program; Correcting Amendment

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-22

... [Docket No. APHIS-2006-0093] RIN 0579-AC04 National Veterinary Accreditation Program; Correcting Amendment..., Docket No. APHIS-2006-0093), and effective on February 1, 2010, we amended the National Veterinary... Veterinary Accreditation Program, VS, APHIS, 4700 River Road Unit 200, Riverdale, MD 20737; (301) 851-3401...

Lessons from Ten Years of TEAC's Accrediting Activity

ERIC Educational Resources Information Center

Murray, Frank B.

2010-01-01

Founded in 1997, the Teacher Education Accreditation Council (TEAC) designed a system that balances three sources of evidence in a single accreditation system: (1) that the program's graduates are qualified, competent, and caring beginning teachers; (2) that the program faculty investigates the factors that improve program quality; and (3) that…

40 CFR 745.228 - Accreditation of training programs: public and commercial buildings, bridges and superstructures...

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 30 2010-07-01 2010-07-01 false Accreditation of training programs: public and commercial buildings, bridges and superstructures. [Reserved] 745.228 Section 745.228... Accreditation of training programs: public and commercial buildings, bridges and superstructures. [Reserved] ...

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…

Implementing Quality Assurance at Royal University of Phnom Penh, Cambodia: Perceptions, Practices and Challenges

ERIC Educational Resources Information Center

Ros, Soveacha

2010-01-01

Quality Assurance in higher education has been an ongoing international issue for discussion. As higher education institutions move toward an era of accountability and accreditation, groups of stakeholders require proof of high-quality academic programs and services from higher education providers. Since the mid-1990s, most providers have strived…

Teacher Registration and Accreditation of Teacher Education Programs: Crucial Issues for the Profession and Australia.

ERIC Educational Resources Information Center

Deer, Christine E.; And Others

Australia is a country of fewer than 18 million people and yet, unlike some overseas systems serving larger populations, there are no nationwide teacher registration standards for those preparing to teach in government or nongovernment schools. Each school system supports its own bureaucracy for teacher employment. In the case of employment in…

The New Accreditation Council for Graduate Medical Education Next Accreditation System Milestones Evaluation System: What Is Expected and How Are Plastic Surgery Residency Programs Preparing?

PubMed

Sillah, Nyama M; Ibrahim, Ahmed M S; Lau, Frank H; Shah, Jinesh; Medin, Caroline; Lee, Bernard T; Lin, Samuel J

2015-07-01

The Accreditation Council for Graduate Medical Education Next Accreditation System milestones were implemented for plastic surgery programs in July of 2014. Forward progress through the milestones is an indicator of trainee-appropriate development, whereas regression or stalling may indicate the need for concentrated, targeted training. Online software at www.surveymonkey.com was used to create a survey about the program's approaches to milestones and was distributed to program directors and administrators of 96 Accreditation Council for Graduate Medical Education-approved plastic surgery programs. The authors had a 63.5 percent response rate (61 of 96 plastic surgery programs). Most programs report some level of readiness, only 22 percent feel completely prepared for the Next Accreditation System milestones, and only 23 percent are completely satisfied with their planned approach for compliance. Seventy-five percent of programs claim to be using some form of electronic tracking system. Programs plan to use multiple tools to capture and report milestone data. Most programs (44.4 percent) plan to administer evaluations at the end of each rotation. Over 70 percent of respondents believe that the milestones approach would improve the quality of resident training. However, programs were less than confident that their current compliance systems would live up to their full potential. The Next Accreditation System has been implemented nationwide for plastic surgery training programs. Milestone-based resident training is a new paradigm for residency training evaluation; programs are in the process of making this transition to find ways to make milestone data meaningful for faculty and residents.

An examination of variables distinguishing accredited from nonaccredited recreation, park resources and leisure services programs

Treesearch

Jerry L. Ricciardo; Eric L. Longsdorf

2003-01-01

Accreditation by the NRPA/AALR Council on Accreditation assures that recreation, park resources and leisure services programs meet the minimum standards for training professional leisure services providers in the U. S. The purpose of this research is to identify variables that distinguish NRPA/AALR accredited from nonaccredited recreation, park resources and leisure...

[Regional ophthalmological cluster as a resource basis for the process and the procedure of specialist accreditation].

PubMed

Chukhraev, A M; Khodzhaev, N S; Malyugin, B E; Doga, A V; Zabolotniy, A G

Since 2016, phased introduction of specialist accreditation has been launched. Many issues like how training at regional accreditation centers (RACs) should be organized - for applicants applying for primary specialized accreditation as residents in ophthalmology (2018) or periodic accreditation as practicing ophthalmologists (2021) - are yet debatable. to provide organizational and educational resources for arranging accreditation of ophthalmologists at the background of improving the quality of medical care in a federal subject of the Russian Federation. The study object was the process and the procedure of accreditation, the study subject - the system of specialist accreditation. bibliographical, analytical, and expert. Methodological basis for tasks solving: mobilization of an independent organizational structure, that is, the regional ophthalmological scientific-educational cluster (ROSEC). Three complex problems have been defined that require solution. 1. Discrepancies between accreditation procedures depending on the type of accreditation. The absence of practical skills assessment within the periodical accreditation procedure and low availability of innovative simulation systems impede the achievement of the declared goals of accreditation. 2. The absence of a clear order and criteria for portfolio assessment as well as a legal format of its formation during non-interrupted medical education (NIME) demands active management. 3. There is still a lack of appropriate organizational, educational, material technical, and personnel support of the accreditation system. The proposed organizational and methodological approaches are aimed at solving issues of accreditation support, proper functioning of RACs, and improving the quality and regional availability of NIME. Systematic approach effectively solves the problem of resource support of accreditation. ROSEC should be regarded as the provision basis for complex of all stages of ophthalmologist accreditation and proper functioning of RACs. ROSEC involvement is highly advisable.

77 FR 17072 - Medicare and Medicaid Programs; Approval of the Community Health Accreditation Program for...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-23

... Health Accreditation Program (CHAP) for recognition as a national accreditation program for home health...) provided certain requirements are met. Sections 1861(m) and (o) and 1891 and 1895 of the Social Security... of 1995 (44 U.S.C. 35). Authority: Section 1865 of the Social Security Act (42 U.S.C. 1395bb...

Healthcare-associated infections: infection prevention and control within the Accreditation Canada Qmentum Program.

PubMed

Nicklin, Wendy; Greco, Paula; Mitchell, Jonathan I

2009-01-01

Gardam, Lemieux, Reason, van Dijk and Goel argue that healthcare-associated infections (HAIs) are "a pressing and imminent concern in the context of patient safety." Accreditation Canada supports the position taken by these authors. The prevention and control of two HAIs of great concern, methicillin-resistant Staphylococcus aureus and Clostridium difficile, are an integral part of the Accreditation Canada program. A coordinated approach to combating HAIs and developing a culture of infection prevention and control is necessary, one that involves front-line healthcare professionals, senior leadership, national and provincial partners and the public. Since 2005, Accreditation Canada has increasingly strengthened the accreditation program in this area through a number of new strategies, including enhanced standards, required organizational practices, performance measures and indicators and the introduction of education programs. Optimizing the value of accreditation through an integrative approach with organizations' quality improvement programs will contribute to effectively combating HAIs and developing a culture of infection prevention and control.

The link between quality and accreditation of residency programs: the surveyors’ perceptions

PubMed Central

dos Santos, Renato Antunes; Snell, Linda; Tenorio Nunes, Maria do Patrocinio

2017-01-01

ABSTRACT Accreditation of medical residency programs has become globally important. Currently it is moving from the goal of attaining minimal standards to a model of continuous improvement. In some countries, the accreditation system engages peers (physicians) to survey residency programs. The surveyors are sometimes volunteers, usually engaged in multiple clinical and education activities. Few studies have investigated the benefits of residency program evaluation and accreditation from the perspective of the surveyors. As peers they both conduct and receive accreditation surveys, which puts them in a privileged position in that it provides the surveyor with an opportunity to share experiences and knowledge and apply what is learned in their own context. The objective of this study is to obtain the perceptions of these surveyors about the impact of an accreditation system on residency programs. Surveyors participated in semi-structured interviews. A thematic analysis was performed on the interview data, and resulting topics were grouped into five themes: Burden (of documentation and of time needed); Efficiency and efficacy of the accreditation process; Training and experience of surveyors; Being a peer; Professional skills and recognition of surveyors. These categories were organized into two major themes: ‘Structure and Process’ and ‘Human Resources’. The study participants proposed ways to improve efficiency including diminish the burden of documentation to the physicians involved in the process and to increase efforts on training programs and payment for surveyors and program directors. Based on the results we propose a conceptual framework to improve accreditation systems. Abbreviations: PD: Program director PMID:28178919

National trends in IPPE programs at US schools of pharmacy from 2008-2013.

PubMed

Devine, Patricia S; Darbishire, Patricia L

2015-04-25

To determine trends and challenges in introductory pharmacy practice experience (IPPE) programs from 2008-2013. In 2013, a web-based survey was sent to IPPE program administrators at 107 fully accredited colleges and schools of pharmacy. The survey addressed administrative personnel, program structure, and quality assurance issues. Sixty-nine IPPE administrators responded to the survey (64.5% response rate). Within the past 5 years, 4 significant trends occurred in the area of administrative personnel, 7 trends in program structure, and 6 in quality assurance. Clarifications of ACPE Standards through new guidelines and policy statements likely influence many of the 17 trends. Understaffed programs, competition for institutional sites, difficulty conducting site visits, preceptor training, program assessment, documentation maintenance, and individual site requirements are all challenges. The results of this study can be used as a stimulus to address ongoing issues and to enhance the quality of IPPE programs.

Accreditation of Health Educational Programs. Part 1: Staff Working Papers.

ERIC Educational Resources Information Center

Study of Accreditation of Selected Health Educational Programs, Washington, DC.

This publication contains the first set of working papers concerned with structure, financing, research, and expansion as they relate to the accreditation of health education programs conducted by professional agencies. Texts of these papers are included: (1) "Historical Introduction to Accreditation of Health Educational Programs" by W.K. Selden,…

Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: American Academy for Liberal Education

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The American Academy for Liberal Education (AALE) was founded in 1992 for "the purpose of supporting and recognizing excellence in undergraduate liberal arts teaching and learning through accreditation." AALE's current scope of recognition is for the accreditation and pre-accreditation (Candidacy for Accreditation) of institutions of higher…

Accreditation in the USA: Origins, Developments and Future Prospects. Improving the Managerial Effectiveness of Higher Education.

ERIC Educational Resources Information Center

El-Khawas, Elaine

This study analyzes the accreditation experience in the United States with special emphasis on the issues and decisions that surrounded the development of evaluation procedures and standards. Attention is given to the relationship between accrediting agencies and governmental agencies, the effect of accrediting requirements on the way that…

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.

A Study of the Perceived Value Placed on the National Accreditation of Teacher and Educator Training Programs in American Colleges

ERIC Educational Resources Information Center

Shim, Holly S.

2012-01-01

Literature reveals that accreditation in the United States (U.S.) is a vital component of accountability to the higher education community. However, there is limited research on accreditation, specifically on the national accreditation of teacher and educator training programs. Therefore, this study is warranted in examining the perceived value…

Accredited internship and postdoctoral programs for training in psychology: 2016.

PubMed

2016-12-01

Presents an official listing of accredited internship and postdoctoral residency programs for training in psychology. It reflects all Commission on Accreditation decisions through August 16, 2016. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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)

Beyond Accreditation: What Defines a Quality Funeral Service Education Program? An Investigation of the Relationship between Educational Correlates and Program Quality in Funeral Service Education

ERIC Educational Resources Information Center

Fritch, John Bradley

2011-01-01

This study sought to determine what defines a quality funeral service education program beyond accreditation. The study examined the opinions of funeral service education chairs (N = 45, representing 80% of the population) who are leaders of funeral service education programs accredited by the American Board of Funeral Service Education.…

Hearings on the Reauthorization of the Higher Education Act of 1965: Program Integrity. Hearings before the Subcommittee on Postsecondary Education of the Committee on Education and Labor. House of Representatives, One Hundred Second Congress, First Session (May 21, 29-30, 1991).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Subcommittee on Postsecondary Education.

As part of a series of hearings on the reauthorization of the Higher Education Act of 1965, testimony was heard over 3 days on the integrity of the federal student financial assistance programs. In the course of addressing this issue witnesses testified the first day about public confidence in the programs, accreditation of schools and their…

Learning how to "teach one": A needs assessment of the state of faculty development within the Consortium of the American College of Surgeons Accredited Education Institutes.

PubMed

Paige, John T; Khamis, Nehal N; Cooper, Jeffrey B

2017-11-01

Developing faculty competencies in curriculum development, teaching, and assessment using simulation is critical for the success of the Consortium of the American College of Surgeons Accredited Education Institutes program. The state of and needs for faculty development in the Accredited Education Institute community are unknown currently. The Faculty Development Committee of the Consortium of the Accredited Education Institutes conducted a survey of Accredited Education Institutes to ascertain what types of practices are used currently, with what frequency, and what needs are perceived for further programs and courses to guide the plan of action for the Faculty Development Committee. The Faculty Development Committee created a 20-question survey with quantitative and qualitative items aimed at gathering data about practices of faculty development and needs within the Consortium of Accredited Education Institutes. The survey was sent to all 83 Accredited Education Institutes program leaders via Survey Monkey in January 2015 with 2 follow-up reminders. Quantitative data were compiled and analyzed using descriptive statistics, and qualitative data were interpreted for common themes. Fifty-four out of the 83 programs (65%) responded to the survey. Two-thirds of the programs had from 1 to 30 faculty teaching at their Accredited Education Institutes. More than three-quarters of the programs taught general surgery, emergency medicine, or obstetrics/gynecology. More than 60% of programs had some form of faculty development, but 91% reported a need to expand their offerings for faculty development with "extreme value" for debriefing skills (70%), assessment (47%), feedback (40%), and curriculum development (40%). Accredited Education Institutes felt that the Consortium could assist with faculty development through such activities as the provision of online resources, sharing of best practices, provision of a blueprint for development of a faculty curriculum and information related to available, credible master programs of faculty development and health professions education. Many Accredited Education Institutes programs are engaged in faculty development activities, but almost all see great needs in faculty development related to debriefing, assessment, and curricular development. These results should help to guide the action and decision-making of the Consortium Faculty Development Committee to improve teaching within the American College of Surgeons Accredited Education Institutes. Copyright © 2017 Elsevier Inc. All rights reserved.

An Accreditation Dilemma: The Tension between Program Accountability and Program Improvement in Programmatic Accreditation

ERIC Educational Resources Information Center

Murray, Frank B.

2009-01-01

Because there is more doubt than ever before about the accomplishments of today's college graduates, the public, employers, often the graduates themselves, and others seek assurance that a program's graduates are competent and qualified. There is now the expectation that accreditation will give them that assurance. Moreover, nearly everyone seeks…

Preparing Teachers for Diversity: Examination of Teacher Certification and Program Accreditation Standards in the 50 States and Washington, DC

ERIC Educational Resources Information Center

Akiba, Motoko; Cockrell, Karen Sunday; Simmons, Juanita Cleaver; Han, Seunghee; Agarwal, Geetika

2010-01-01

State departments of education can play an important role in preparing teachers for effectively teaching diverse learners in our schools through state policies and standards on teacher certification and teacher education program accreditation. We conducted a content analysis of state standards on teacher certification and program accreditation in…

77 FR 64344 - Medicare and Medicaid Programs; Approval of the Community Health Accreditation Program for...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-19

.... Regulations concerning provider agreements are at 42 CFR part 489 and those pertaining to activities relating to the survey and certification of facilities are at 42 CFR part 488. The regulations at 42 CFR part... accrediting organization applying for approval of its accreditation program under part 488, subpart A, must...

Developing an Accreditation Process for a Computing Faculty with Focus on the IS Program

ERIC Educational Resources Information Center

Alghazzawi, Daniyal; Fardoun, Habib

2014-01-01

The 3-year migration of the computing faculty for three undergraduate programs from ad hoc teaching to three accredited programs is the focus of this paper. This journey started after numerous international accreditation organizations were surveyed, and ABET was chosen as the faculty's target. In this paper, the timelines and processes for…

Communicating the Value of Program-Level Accreditation for Information Systems in a College of Business

ERIC Educational Resources Information Center

Babb, Jeffry S.; Abdullat, Amjad

2014-01-01

Undergraduate programs in Information Systems are challenged to offer a curriculum that is both rigorous and relevant. Specialized college-level accreditation, such as AACSB, and program-level accreditation, such as ABET, offer an opportunity to signal quality in academics while also remaining relevant to local stakeholders and constituents.…

A Relationship with a Purpose: Accreditation Facilitation Projects and Early Childhood Programs.

ERIC Educational Resources Information Center

Flis, Deborah

2002-01-01

Describes use of accreditation facilitation projects (AFP) begun in the 1990s to provide varying levels and types of support to early childhood programs engaged in the self-study process for accreditation with the National Association for the Education of Young Children. Presents insights about the early childhood program/AFP relationship related…

Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: National Accrediting Commission Of Cosmetology Arts and Sciences

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The National Accrediting Commission of Cosmetology Arts and Sciences (NACCAS) is a national accreditor whose scope of recognition is for the accreditation throughout the United States of postsecondary schools and departments of cosmetology arts and sciences and massage therapy. The agency accredits approximately 1,300 institutions offering…

34 CFR 602.14 - Purpose and organization.

Code of Federal Regulations, 2012 CFR

2012-07-01

... . . . (1) An accrediting agency (i) Has a voluntary membership of institutions of higher education; (ii) Has as a principal purpose the accrediting of institutions of higher education and that accreditation... education programs, or higher education programs and institutions of higher education, and that...

34 CFR 602.14 - Purpose and organization.

Code of Federal Regulations, 2011 CFR

2011-07-01

... . . . (1) An accrediting agency (i) Has a voluntary membership of institutions of higher education; (ii) Has as a principal purpose the accrediting of institutions of higher education and that accreditation... education programs, or higher education programs and institutions of higher education, and that...

34 CFR 602.14 - Purpose and organization.

Code of Federal Regulations, 2014 CFR

2014-07-01

... . . . (1) An accrediting agency (i) Has a voluntary membership of institutions of higher education; (ii) Has as a principal purpose the accrediting of institutions of higher education and that accreditation... education programs, or higher education programs and institutions of higher education, and that...

34 CFR 602.14 - Purpose and organization.

Code of Federal Regulations, 2013 CFR

2013-07-01

... . . . (1) An accrediting agency (i) Has a voluntary membership of institutions of higher education; (ii) Has as a principal purpose the accrediting of institutions of higher education and that accreditation... education programs, or higher education programs and institutions of higher education, and that...

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…

9 CFR 161.5 - Specialization.

Code of Federal Regulations, 2010 CFR

2010-01-01

... completion of an orientation or training program approved by APHIS. For certain accredited specializations, the cost of orientation or training may be borne by the accredited veterinarian. An accredited... completion of an additional orientation or training program approved by APHIS that focuses on the specific...

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.

Student-Faculty Perceptions of Multicultural Training in Accredited Marriage and Family Therapy Programs in Relation to Students' Self-Reported Competence

ERIC Educational Resources Information Center

Inman, Arpana G.; Meza, Marisol M.; Brown, Andrae L.; Hargrove, Byron K.

2004-01-01

Although the marriage and family therapy field's recent attention to multicultural issues is laudable, there appears to be little clarity on what constitutes an effective multicultural competence. The field continues to be challenged at different levels-training, practice, research, the setting of the standards and the work of the commission on…

Recognizing Business Issues in Professional Psychology for Clinical PsyD Trainees and Early Career Psychologists

ERIC Educational Resources Information Center

Maciel, Michelle

2012-01-01

The largest number of licensed psychologists are centralized in California. More PsyD than PhD degrees in clinical psychology are now awarded, and California houses 16 of the 59 APA-accredited programs. Post-millennia Early Career Psychologists (ECPs) typically accumulate over $120,000 in education debt, and may be concerned with the cost-benefit…

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

The Optometric Residency Accreditation Process--Planning for the Future.

ERIC Educational Resources Information Center

Suchoff, Irwin B.; And Others

1995-01-01

The American Optometric Association's current review of procedures for accrediting optometric residencies is discussed. Reasons for the review (projected growth of programs and revised standards) are discussed, procedures currently in place for accrediting programs in osteopathy, dentistry, pharmacy, podiatry, and optometry are summarized; and…

42 CFR 422.158 - Procedures for approval of accreditation as a basis for deeming compliance.

Code of Federal Regulations, 2011 CFR

2011-10-01

..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM MEDICARE ADVANTAGE PROGRAM Quality... the accreditation organization, including— (i) The size and composition of accreditation survey teams... and procedures regarding coordination of these activities with appropriate licensing bodies and...

34 CFR 401.20 - How does the Secretary evaluate an application?

Code of Federal Regulations, 2010 CFR

2010-07-01

... candidates for accreditation by a nationally recognized accreditation organization as an institution of postsecondary vocational education; or (ii) Operate vocational education programs that are accredited or are... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION INDIAN VOCATIONAL EDUCATION PROGRAM How Does the...

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…

SU-B-213-03: Evaluation of Graduate Programs

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

Clark, B.

2015-06-15

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization.more » In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.« less

SU-B-213-04: Evaluation of Residency Programs

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

Reft, C.

2015-06-15

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization.more » In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.« less

Internships in School Psychology: Selection and Accreditation Issues

ERIC Educational Resources Information Center

Keilin, W. Gregory

2015-01-01

Doctoral students in school psychology often report unique issues and challenges when seeking a doctoral internship. The number and range of accredited internship positions available to School Psychology (SP) students in the Association of Psychology Postdoctoral and Internship Centers (APPIC) Match is quite limited, and they often obtain…

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.

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

SU-B-213-00: Education Council Symposium: Accreditation and Certification: Establishing Educational Standards and Evaluating Candidates Based on these Standards

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

NONE

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization.more » In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.« less

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…

Accreditation of Engineering Programs: An Evaluation of Current Practices in Malaysia

ERIC Educational Resources Information Center

Said, Suhana Mohd; Chow, Chee-Onn; Mokhtar, N.; Ramli, Rahizar; Ya, Tuan Mohd Yusoff Shah Tuan; Sabri, Mohd Faizul Mohd

2013-01-01

The curriculum for undergraduate engineering courses in Malaysia is becoming increasingly structured, following the global trend for quality assurance in engineering education, through accreditation schemes. Generally, the accreditation criteria call for the graduates from engineering programs to demonstrate a range of skills, from technical…

42 CFR 422.158 - Procedures for approval of accreditation as a basis for deeming compliance.

Code of Federal Regulations, 2012 CFR

2012-10-01

..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM (CONTINUED) MEDICARE ADVANTAGE PROGRAM... surveys for the accreditation organization, including— (i) The size and composition of accreditation... policies and procedures regarding coordination of these activities with appropriate licensing bodies and...

42 CFR 422.158 - Procedures for approval of accreditation as a basis for deeming compliance.

Code of Federal Regulations, 2014 CFR

2014-10-01

..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM (CONTINUED) MEDICARE ADVANTAGE PROGRAM... surveys for the accreditation organization, including— (i) The size and composition of accreditation... policies and procedures regarding coordination of these activities with appropriate licensing bodies and...

42 CFR 422.158 - Procedures for approval of accreditation as a basis for deeming compliance.

Code of Federal Regulations, 2013 CFR

2013-10-01

..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM (CONTINUED) MEDICARE ADVANTAGE PROGRAM... surveys for the accreditation organization, including— (i) The size and composition of accreditation... policies and procedures regarding coordination of these activities with appropriate licensing bodies and...

76 FR 22709 - Medicare and Medicaid Programs; Approval of the American Association for Accreditation of...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-22

... Surgery Facilities, Inc. for Deeming Authority for Organizations That Provide Outpatient Physical Therapy... Accreditation of Ambulatory Surgery Facilities (AAAASF) for recognition as a national accreditation program for organizations that provide outpatient physical therapy and speech-language pathology services seeking to...

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...

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...

Advantages and Disadvantages of Health Care Accreditation Mod­els

PubMed Central

Tabrizi, Jafar S.; Gharibi, Farid; Wilson, Andrew J.

2011-01-01

Background: This systematic review seeks to define the general advantages and disadvan­tages of accreditation programs to assist in choosing the most appropriate approach. Method: 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. Results: 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 improve­ment, patient and staff safety, improving health services integration, public’s confi­dence, 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. Conclusion: 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 Can­ada 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 accredita­tion 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 objec­tives and needs. PMID:24688896

Employee assistance programs: history and program description.

PubMed

Gilbert, B

1994-10-01

1. The history and development of Employee Assistance Programs (EAPs) can be traced back to the 1800s. There are currently over 10,000 EAPs in the United States. 2. Standards for program accreditation and counselor certification have been established for EAPs. The "core technology of Employee Assistance Programs" includes identification of behavioural problems based on job performance issues, expert consultation with supervisors, appropriate use of constructive confrontation, microlinkages with treatment providers and resources, macrolinkages between providers, resources, and work organizations, focus on substance abuse, and evaluation of employee success based on job performance. 3. Some EAPs take a broad brush approach, and incorporate health promotion and managed care functions.

Essentials and guidelines of an accredited educational program for the radiographer.

PubMed

1980-01-01

The Essentials were initially adopted in 1944, and revised in 1955, 1969, and 1978. They were adopted by the American College of Radiology, the American Medical Association, The American Society of Radiologic Technologists, and the Program Review Committee of the Joint Review Committee on Education in Radiologic Technology. The Essentials, which represent the minimum accreditation standards for an educational program, are printed here in regular type face. The extent to which a program complies with these standards determines its accreditation status; the Essentials, therefore, include all requirements for which an accredited program is held accountable. The Guidelines, explanatory documents that clarify the Essentials, are printed in italic. Guidelines provide examples, etc., to assist in interpreting the Essentials.

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…

The MPA Capstone Course: Multifaceted Uses and Potentialities in Program Assessment

ERIC Educational Resources Information Center

Ahmed, Shamima

2015-01-01

In the United States, Master of Public Administration Program (MPA) accreditations come through fulfilling the Network of Schools of Public Policy, Affairs, and administration (NASPAA) accreditation standards. In 2009, NASPAA made some significant revisions to its accreditation standards. One of the major revisions is the requirement for programs…

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…

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…

Balancing Stakeholders' Interests in Evolving Teacher Education Accreditation Contexts

ERIC Educational Resources Information Center

Elliott, Alison

2008-01-01

While Australian teacher education programs have long had rigorous accreditation pathways at the University level they have not been subject to the same formal public or professional scrutiny typical of professions such as medicine, nursing or engineering. Professional accreditation for teacher preparation programs is relatively new and is linked…

Accreditation of Medical Education in China: Accomplishments and Challenges

ERIC Educational Resources Information Center

Wang, Qing

2014-01-01

As an external review mechanism, accreditation has played a positive global role in quality assurance and promotion of educational reform. Accreditation systems for medical education have been developed in more than 100 countries including China. In the past decade, Chinese standards for basic medical education have been issued together with…

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.

Accreditation on Trial. Proceedings of the Annual Convention of the Middle States Association of Colleges and Schools (95th, Philadelphia, Pennsylvania, December 10-12, 1981).

ERIC Educational Resources Information Center

Middle States Association of Colleges and Schools, Philadelphia, PA.

The proceedings of the 1981 annual meeting of the Middle States Association of Colleges and Schools, which focused on the issue of accreditation, are presented. Two papers on accreditation as well as the business meeting of the Association are included. In "Accreditation on Trial--The Indictment," Fred F. Harcleroad provides a historical…

Relationship between internal medicine program board examination pass rates, accreditation standards, and program size.

PubMed

Falcone, John L; Gonzalo, Jed D

2014-01-19

To determine Internal Medicine residency program compliance with the Accreditation Council for Graduate Medical Education 80% pass-rate standard and the correlation between residency program size and performance on the American Board of Internal Medicine Certifying Examination. Using a cross-sectional study design from 2010-2012 American Board of Internal Medicine Certifying Examination data of all Internal Medicine residency pro-grams, comparisons were made between program pass rates to the Accreditation Council for Graduate Medical Education pass-rate standard. To assess the correlation between program size and performance, a Spearman's rho was calculated. To evaluate program size and its relationship to the pass-rate standard, receiver operative characteristic curves were calculated. Of 372 Internal Medicine residency programs, 276 programs (74%) achieved a pass rate of =80%, surpassing the Accreditation Council for Graduate Medical Education minimum standard. A weak correlation was found between residency program size and pass rate for the three-year period (p=0.19, p<0.001). The area underneath the receiver operative characteristic curve was 0.69 (95% Confidence Interval [0.63-0.75]), suggesting programs with less than 12 examinees/year are less likely to meet the minimum Accreditation Council for Graduate Medical Education pass-rate standard (sensitivity 63.8%, specificity 60.4%, positive predictive value 82.2%, p<0.001). Although a majority of Internal Medicine residency programs complied with Accreditation Council for Graduate Medical Education pass-rate standards, a quarter of the programs failed to meet this requirement. Program size is positively but weakly associated with American Board of Internal Medicine Certifying Examination performance, suggesting other unidentified variables significantly contribute to program performance.

Towards a Better Understanding of Opportunities for Performance Training within the MLS Curriculum: Issues for Enhancing Education of Children's Librarians

ERIC Educational Resources Information Center

Worthington, Becca

2017-01-01

Children's librarians are often required to be performers. The purpose of the study reported in this paper was to determine the degree to which the Masters of Library Science (MLS) programs accredited by the American Library Association currently incorporate theatrical and performance-based training. A quantitative content analysis was conducted…

Accredited Baccalaureate Nursing Programs Utilization of an Academic Plan Model and the Factors That Influence Curriculum Decision Making

ERIC Educational Resources Information Center

Holmquist, Traci McDonald

2012-01-01

Curriculum reform is a topic seen in research for decades, and nursing education has not been excluded in this call for reform (Benner, Sutphen, Leonard, & Day, 2009; Diekelmann, Ironside, & Gunn, 2005; Dracup, 2011). The issue in nursing education relates to the lack of guidance in how to proceed with this radical change process (Benner,…

42 CFR 493.1780 - Standard: Inspection of CLIA-exempt laboratories or laboratories requesting or issued a...

Code of Federal Regulations, 2010 CFR

2010-10-01

... laboratories or laboratories requesting or issued a certificate of accreditation. (a) Validation inspection. CMS or a CMS agent may conduct a validation inspection of any accredited or CLIA-exempt laboratory at... requirements of this part. (c) Noncompliance determination. If a validation or complaint inspection results in...

42 CFR 493.1780 - Standard: Inspection of CLIA-exempt laboratories or laboratories requesting or issued a...

Code of Federal Regulations, 2012 CFR

2012-10-01

... laboratories or laboratories requesting or issued a certificate of accreditation. (a) Validation inspection. CMS or a CMS agent may conduct a validation inspection of any accredited or CLIA-exempt laboratory at... requirements of this part. (c) Noncompliance determination. If a validation or complaint inspection results in...

42 CFR 493.1780 - Standard: Inspection of CLIA-exempt laboratories or laboratories requesting or issued a...

Code of Federal Regulations, 2011 CFR

2011-10-01

... laboratories or laboratories requesting or issued a certificate of accreditation. (a) Validation inspection. CMS or a CMS agent may conduct a validation inspection of any accredited or CLIA-exempt laboratory at... requirements of this part. (c) Noncompliance determination. If a validation or complaint inspection results in...

42 CFR 493.1780 - Standard: Inspection of CLIA-exempt laboratories or laboratories requesting or issued a...

Code of Federal Regulations, 2014 CFR

2014-10-01

... laboratories or laboratories requesting or issued a certificate of accreditation. (a) Validation inspection. CMS or a CMS agent may conduct a validation inspection of any accredited or CLIA-exempt laboratory at... requirements of this part. (c) Noncompliance determination. If a validation or complaint inspection results in...

42 CFR 493.1780 - Standard: Inspection of CLIA-exempt laboratories or laboratories requesting or issued a...

Code of Federal Regulations, 2013 CFR

2013-10-01

... laboratories or laboratories requesting or issued a certificate of accreditation. (a) Validation inspection. CMS or a CMS agent may conduct a validation inspection of any accredited or CLIA-exempt laboratory at... requirements of this part. (c) Noncompliance determination. If a validation or complaint inspection results in...

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...

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…

SU-B-213-06: Development of ABR Examination Questions

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

Allison, J.

2015-06-15

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization.more » In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.« less

SU-B-213-02: Development of CAMPEP Standards

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

Beckham, W.

2015-06-15

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization.more » In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.« less

SU-B-213-01: Introduction

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

Starkschall, G.

2015-06-15

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization.more » In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.« less

SU-B-213-07: Panel Discussion

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

Starkschall, G.

2015-06-15

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization.more » In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.« less

SU-B-213-05: Development of ABR Certification Standards

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

Seibert, J.

2015-06-15

The North American medical physics community validates the education received by medical physicists and the clinical qualifications for medical physicists through accreditation of educational programs and certification of medical physicists. Medical physics educational programs (graduate education and residency education) are accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), whereas medical physicists are certified by several organizations, the most familiar of which is the American Board of Radiology (ABR). In order for an educational program to become accredited or a medical physicist to become certified, the applicant must meet certain specified standards set by the appropriate organization.more » In this Symposium, representatives from both CAMPEP and the ABR will describe the process by which standards are established as well as the process by which qualifications of candidates for accreditation or certification are shown to be compliant with these standards. The Symposium will conclude with a panel discussion. Learning Objectives: Recognize the difference between accreditation of an educational program and certification of an individual Identify the two organizations primarily responsible for these tasks Describe the development of educational standards Describe the process by which examination questions are developed GS is Executive Secretary of CAMPEP.« less

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…

Race, Ethnicity, and Gender of Faculty Members in APA- and CACREP-Accredited Programs: Changes over Five Decades

ERIC Educational Resources Information Center

Baggerly, Jennifer; Tan, Tony Xing; Pichotta, David; Warner, Aisha

2017-01-01

This study examined changes in race, ethnicity, and gender of faculty members in APA- and CACREP-accredited counseling programs over 5 decades based on the year of their degree. Of those faculty members working in accredited programs who graduated in the 1960s/1970s, 26.7% were female, 5.6% were racially diverse, and 1.7% were Latina/o. Of those…

The Benefits and Costs of Accreditation of Undergraduate Medical Education Programs Leading to the MD Degree in the United States and Its Territories

ERIC Educational Resources Information Center

Muhtadi, Dalal J.

2013-01-01

This study assessed the value of accreditation of all 126 fully-accredited four-year undergraduate medical education programs leading to the MD degree in the US through two lenses, "perceived benefits and costs" from the perspective of the leadership of internal stakeholders of the aforementioned programs. The online survey was sent to a…

The Teaching of Ethics in Advertising Curricula: An Analysis of ACEJMC Accredited and Non-Accredited Programs and Programs in Business Administration.

ERIC Educational Resources Information Center

Ardoin, Birthney

A survey was taken to find answers to questions being asked by the Accrediting Council on Education in Journalism and Mass Communication (ACEJMC) about the teaching of ethics. A questionnaire was mailed to the 90 advertising programs listed in the 1983 edition of "Where Shall I Go to College to Study Advertising?" to determine where ethics was…

Accredited Postsecondary Institutions and Programs. Including Institutions Holding Preaccredited Status.

ERIC Educational Resources Information Center

Ross, Leslie, W.; Green, Yvonne W.

This is the fifth edition of a list of postsecondary educational institutions and programs that are accredited by, or that have preaccredited status awarded by, the regional and national accrediting agencies formally recognized by the Secretary of Education. In addition to the lists of postsecondary specialized and vocational institutions and…

Cyber Forensics and Security as an ABET-CAC Accreditable Program

ERIC Educational Resources Information Center

Wood, David F.; Kohun, Frederick G.; Ali, Azad; Paullet, Karen; Davis, Gary A.

2010-01-01

This paper frames the recent ABET accreditation model with respect to the balance between IS programs and innovation. With the current relaxation of the content of the information systems requirement by ABET, it is possible to include innovation into the accreditation umbrella. To this extent this paper provides a curricular model that provides…

Accountability and Accreditation for Special Libraries: It Can Be Done!

ERIC Educational Resources Information Center

Glockner, Brigitte

2004-01-01

Health librarians are very familiar with the accreditation process in hospitals. In 2000 the first ALIA National Policy Congress recommended that accreditation of special libraries should be implemented. The proposed guidelines have been roughly based on the EQuIP Program of the Australian Council on Healthcare Standards. This program is…

42 CFR Appendix E to Part 75 - Standards for Accreditation of Educational Programs for Radiation Therapy Technologists

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Standards for Accreditation of Educational Programs for Radiation Therapy Technologists E Appendix E to Part 75 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES QUARANTINE, INSPECTION, LICENSING STANDARDS FOR THE ACCREDITATION OF...

42 CFR Appendix D to Part 75 - Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists D Appendix D to Part 75 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES QUARANTINE, INSPECTION, LICENSING STANDARDS FOR THE ACCREDITATION OF...

78 FR 11204 - Accreditation and Reaccreditation Process for Firms Under the Third Party Review Program: Part I...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-15

...] Accreditation and Reaccreditation Process for Firms Under the Third Party Review Program: Part I; Draft Guidance... announcing the availability of the draft guidance entitled ``Accreditation and Reaccreditation Process for... Act), as amended by the Food and Drug Administration Safety and Innovation Act (FDASIA), requires FDA...

Student Perceptions of Educational Quality in Radiologic Technology Programs: A Comparative Analysis of Specialized and Institutional Accreditation

ERIC Educational Resources Information Center

Vander Hoek, Nancy

2012-01-01

The purpose of this study was to determine if students' perceptions of quality differed between Joint Review Committee on Education in Radiologic Technology (JRCERT) accredited and non JRCERT-accredited radiography programs using the quality dimensions of curriculum, faculty, facilities and equipment, integrity, student outcomes, and overall…

Surveyor Management of Hospital Accreditation Program: A Thematic Analysis Conducted in Iran.

PubMed

Teymourzadeh, Ehsan; Ramezani, Mozhdeh; Arab, Mohammad; Rahimi Foroushani, Abbas; Akbari Sari, Ali

2016-05-01

The surveyors in hospital accreditation program are considered as the core of accreditation programs. So, the reliability and validity of the accreditation program heavily depend on their performance. This study aimed to identify the dimensions and factors affecting surveyor management of hospital accreditation programs in Iran. This qualitative study used a thematic analysis method, and was performed in Iran in 2014. The study participants included experts in the field of hospital accreditation, and were derived from three groups: 1. Policy-makers, administrators, and surveyors of the accreditation bureau, the ministry of health and medical education, Iranian universities of medical science; 2. Healthcare service providers, and 3. University professors and faculty members. The data were collected using semi-structured in-depth interviews. Following text transcription and control of compliance with the original text, MAXQDA10 software was used to code, classify, and organize the interviews in six stages. The findings from the analysis of 21 interviews were first classified in the form of 1347 semantic units, 11 themes, 17 sub-themes, and 248 codes. These were further discussed by an expert panel, which then resulted in the emergence of seven main themes - selection and recruitment of the surveyor team, organization of the surveyor team, planning to perform surveys, surveyor motivation and retention, surveyor training, surveyor assessment, and recommendations - as well as 27 sub-themes, and 112 codes. The dimensions and variables affecting the surveyors' management were identified and classified on the basis of existing scientific methods in the form of a conceptual framework. Using the results of this study, it would certainly be possible to take a great step toward enhancing the reliability of surveys and the quality and safety of services, while effectively managing accreditation program surveyors.

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.

Veterinary Technician Program Director Leadership Style and Program Success

ERIC Educational Resources Information Center

Renda-Francis, Lori A.

2012-01-01

Program directors of American Veterinary Medical Association (AVMA) accredited veterinary technician programs may have little or no training in leadership. The need for program directors of AVMA-accredited veterinary technician programs to understand how leadership traits may have an impact on student success is often overlooked. The purpose of…

Education's Entrepreneurs.

ERIC Educational Resources Information Center

Halliburton, David

1978-01-01

The increasing use of nonaccredited educational contractors by accredited colleges is addressed. Some of the issues discussed include consumer complaints, the quality of services provided, awarding of credits, and accredition concerns. (JMD)

NATIONAL ENVIRONMENTAL LABORATORY ACCREDITATION PROGRAM (NELAP) SUPPORT

EPA Science Inventory

The nation has long suffered from the inefficiencies and inconsistencies of the current multiple environmental laboratory accreditation programs. In the 1970's, EPA set minimum standards for a drinking water certification program. The drinking water program was adopted by the s...

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...

Joint Commission president outlines top strategic priorities to aid QI efforts.

PubMed

2001-06-01

At the top of the list of strategic priorities at the Joint Commission on Accreditation of Healthcare Organizations (JCAHO) is patient safety. But Dennis O'Leary, MD, president of JCAHO, says his organization faces numerous challenges beyond that, including the value of accreditation itself. According to O'Leary, the underlying issue is that only about 15% of the 150,000 health care entities currently eligible for accreditation are actually accredited.

Applying for Initial AACSB Accreditation: An Exploratory Study to Identify Costs

ERIC Educational Resources Information Center

Heriot, Kirk C.; Franklin, Geralyn; Austin, Walt W.

2009-01-01

The authors identified the type and magnitude of costs colleges and schools incur when seeking Association to Advance Collegiate Schools of Business (AACSB) International accreditation. This issue is important to the 156 schools and colleges currently seeking initial accreditation by AACSB and to the thousands of schools worldwide that could seek…

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...

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...

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...

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...

Who's Accredited? What and How the States Are Doing on Best Practices in Child Care

ERIC Educational Resources Information Center

Surr, John

2004-01-01

This article reviews the trends over time in NAEYC accreditation, which is the largest and oldest of the national child care accreditation systems. In this article, the author discusses types of accreditation, such as: (1) National Early Childhood Program Accreditation (NECPA); (2) The National School Age Care Alliance (NSACA); (3) The National…

Adopting Self-Accreditation in Response to the Diversity of Higher Education: Quality Assurance in Taiwan and Its Impact on Institutions

ERIC Educational Resources Information Center

Chen, Karen Hui-Jung; Hou, Angela Yung-Chi

2016-01-01

In 2012, Taiwan implemented a dual-track quality assurance system comprising accreditation and self-accreditation in higher education institutions. Self-accrediting institutions can accredit their programs without requiring approval from external quality assurance agencies. In contrast to other countries, the Ministry of Education of Taiwan…

Hearing on Accreditation of Graduate Medical Education. Hearing before the Subcommittee on Oversight and Investigations of the Committee on Economic and Educational Opportunities. House of Representatives, 104th Congress, First Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House.

The Subcommittee met to examine recent new standards of the Accreditation Council for Graduate Medical Education (ACGME) that require training programs in obstetrics and gynecology to perform and teach abortion techniques, as well as the impact of these standards on program accreditation, and the programs' and students' consequent eligibility for…

National Skills Standards Development Project. Study of the State of the Art of Certification and Accreditation Programs.

ERIC Educational Resources Information Center

Electronic Industries Foundation, Washington, DC.

A study of 10 organizations explored how their various certification or accreditation programs were developed, structured, and managed and made observations to guide the development of certification or accreditation for the electronics industry. From November 1994 through January 1995, a phone and fax survey was conducted of these organizations:…

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology.

PubMed

2016-01-01

The Commission on Accreditation has provided a list announcing the following status changes for Accredited doctoral (clinical, counseling, school, or a combination thereof and developed practice area), doctoral internship, and postdoctoral residency programs in professional psychology as of April 1, 2016. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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.

An Examination of the Relationship between Outcomes Assessment and Accreditation in Community College-Based Health Information Technology Programs

ERIC Educational Resources Information Center

Kyriakos, Margaret Helen Gallo

2009-01-01

This study compares the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) Board of Commissioner and Panel of Accreditation Reviewer understanding of what constitutes student learning outcomes and an effective program evaluation plan with that of campus-based health information technology (HIT) program…

Toward a unified system of accreditation for professional preparation in health education: final report of the National Task Force on Accreditation in Health Education.

PubMed

Allegrante, John P; Airhihenbuwa, Collins O; Auld, M Elaine; Birch, David A; Roe, Kathleen M; Smith, Becky J

2004-12-01

During the past 40 years, health education has taken significant steps toward improving quality assurance in professional preparation through individual certification and program approval and accreditation. Although the profession has begun to embrace individual certification, program accreditation in health education has been neither uniformly available nor universally accepted by institutions of higher education. To further strengthen professional preparation in health education, the Society for Public Health Education (SOPHE) and the American Association for Health Education (AAHE) established the National Task Force on Accreditation in Health Education in 2001. The 3-year Task Force was charged with developing a detailed plan for a coordinated accreditation system for undergraduate and graduate programs in health education. This article summarizes the Task Force's findings and recommendations, which have been approved by the SOPHE and AAHE boards, and, if implemented, promise to lay the foundation for the highest quality professional preparation and practice in health education.

[Quality of health care, accreditation, and health technology assessment in Croatia: role of agency for quality and accreditation in health].

PubMed

Mittermayer, Renato; Huić, Mirjana; Mestrović, Josipa

2010-12-01

Avedis Donabedian defined the quality of care as the kind of care, which is expected to maximize an inclusive measure of patient welfare, after taking into account the balance of expected gains and losses associated with the process of care in all its segments. According to the World Medical Assembly, physicians and health care institutions have an ethical and professional obligation to strive for continuous quality improvement of services and patient safety with the ultimate goal to improve both individual patient outcomes as well as population health. Health technology assessment (HTA) is a multidisciplinary process that summarizes information about the medical, social, economic and ethical issues related to the use of a health technology in a systematic, transparent, unbiased, robust manner, with the aim to formulate safe and effective health policies that are patient focused and seek to achieve the highest value. The Agency for Quality and Accreditation in Health was established in 2007 as a legal, public, independent, nonprofit institution under the Act on Quality of Health Care. The Agency has three departments: Department of Quality and Education, Department of Accreditation, and Department of Development, Research, and Health Technology Assessment. According to the Act, the Agency should provide the procedure of granting, renewal and cancellation of accreditation of healthcare providers; proposing to the Minister, in cooperation with professional associations, the plan and program for healthcare quality assurance, improvement, promotion and monitoring; proposing the healthcare quality standards as well as the accreditation standards to the Minister; keeping a register of accreditations and providing a database related to accreditation, healthcare quality improvement, and education; providing education in the field of healthcare quality assurance, improvement and promotion; providing the HTA procedure and HTA database, supervising the healthcare insurance standards, and providing other services in the field of healthcare quality assurance, improvement, promotion and monitoring, according to the Act. Formal activities of the Agency in the field of HTA actually began in summer 2009. In the field of quality and accreditation, the plan and program of healthcare quality assurance, improvement, promotion and monitoring was finished and published in October 2010; preparation of the healthcare quality standards as well as the accreditation standards is still in process, with the aim to start accreditation process at 10 hospitals in 2011. Education in the field of healthcare quality assurance, improvement and promotion has been established as a continuous process from the beginning. The Agency is member of the International Society for Quality in Health Care (ISQua) and participates in the work of the European Accreditation Network (EAN). In the field of HTA, the Agency has established international collaboration and support, which resulted in its appointment and participation in the European network for Health Technology Assessment (EUnetHTA) Joint Action Project as a EUnetHTA Partner, as well as its membership in the international society, HTAi. TAIEX project has been approved as a two-day workshop in December 2010. The Croatian HTA Guidelines have been issued with the aim to start the HTA process and reports that should serve as recommendations, as a support to policy-makers at the national level, in particular the Croatian Ministry of Health and Social Welfare, and Croatian Institute of Health Insurance, in making evidence-informed decisions on the strategic planning, investment, management and implementation of technologies in health care, on funding (reimbursement) and coverage of health technologies, and at hospital level on the request from hospital directors and policy teams. In conclusion, establishment of all these measures in Croatia is by no means an easy and quick process, however, we do believe that it is feasible through continuous and close collaboration of all those involved.

Multicultural Training in Doctoral School Psychology Programs: In Search of the Model Program?

ERIC Educational Resources Information Center

Kearns, Tori; Ford, Laurie; Brown, Kimberly

The multicultural training (MCT) of APA-accredited School Psychology programs was studied. The sample included faculty and students from five programs nominated for strong MCT and five comparison programs randomly selected from the list of remaining APA-accredited programs. Program training was evaluated using a survey based on APA guidelines for…

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

Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Commission on Massage Therapy Accreditation

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The Commission on Massage Therapy Accreditation (COMTA) was created in response to massage therapy and bodywork educators' desire that rigorous standards be applied to institutions of massage therapy and bodywork. COMTA has conducted accrediting activities since 1992. In 1996, an elected commission was seated. Since 1996, COMTA has granted…

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…

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...

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...

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...

77 FR 70446 - Medicare and Medicaid Programs; Approval of the American Association for Accreditation of...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-26

... Surgery Facilities (AAAASF) for Continuing CMS Approval of Its Ambulatory Surgical Center Accreditation... announces our decision to approve the American Association for Accreditation of Ambulatory Surgery... years or sooner as determined by CMS. American Association for Accreditation of Ambulatory Surgery...

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…

[CAP quality management system in clinical laboratory and its issue].

PubMed

Tazawa, Hiromitsu

2004-03-01

The CAP (College of American Pathologists) was established in 1962 and, at present, CAP-accredited laboratories include about 6000 institutions all over the world, mainly in the U.S. The essential purpose of CAP accreditation is high quality reservation and improvement of clinical laboratory services for patient care, and is based on seven points, listed below. (1) Establishment of a laboratory management program and laboratory techniques to assure accuracy and improve overall quality of laboratory services. (2) Maintenance and improvement of accuracy objectively by centering on a CAP survey. (3) Thoroughness in safety and health administration. (4) Reservation of the performance of laboratory services by personnel and proficiency management. (5) Provision of appropriate information to physicians, and contribution to improved quality of patient care by close communication with physicians (improvement in patient care). (6) Reduction of running costs and personnel costs based on evidence by employing the above-mentioned criteria. (7) Reduction of laboratory error. In the future, accreditation and/or certification by organizations such as CAP, ISO, etc., may become a requirement for providing any clinical laboratory services in Japan. Taking the essence of the CAP and the characteristics of the new international standard, ISO151589, into consideration, it is important to choose the best suited accreditation and/or certification depending of the purpose of clinical laboratory.

Community College Employee Wellness Programs

ERIC Educational Resources Information Center

Thornton, L. Jay; Johnson, Sharon

2010-01-01

This paper describes the prevalence and characteristics of employee wellness programs in public community colleges accredited by the Southern Association of Colleges and Schools (SACS). A random sample of 250 public community colleges accredited by SACS was mailed a 46-item employee-wellness program survey. The survey solicited program information…

National Accreditation and Its Role in Early Education: An Analysis of Florida's Gold Seal Quality Child-Care Program and Licensing Standards

ERIC Educational Resources Information Center

Winterbottom, Christian; Jones, Ithel

2014-01-01

This article reports on the first Florida statewide assessment of the Gold Seal Quality Care program, accreditation, and the relationship with licensing violations. This study analyzed the differences between the Department of Children and Families Gold Seal-Accredited facilities and nonaccredited facilities by comparing the facilities and the…

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in health service psychology.

PubMed

2017-01-01

Provides an announcement from the Commission on Accreditation for the following status changes for accredited doctoral (clinical, counseling, school, or a combination there of and developed practice area), doctoral internship, and postdoctoral residency programs in health service psychology as of April 2, 2017. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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...

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...

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...

46 CFR 11.474 - Officer endorsements as ballast control operator.

Code of Federal Regulations, 2010 CFR

2010-10-01

... engineering or engineering technology which is accredited by the Accreditation Board for Engineering and... education credentials from programs having other than ABET accreditation. An applicant qualifying through a...

The Accreditation Canada Program: A Complementary Tool to Promote Accountability in Canadian Healthcare

PubMed Central

Mitchell, Jonathan I.; Nicklin, Wendy; Macdonald, Bernadette

2014-01-01

Across Canada and internationally, the public and governments at all levels have increasing expectations for quality of care, value for healthcare dollars and accountability. Within this reality, there is increasing recognition of the value of accreditation as a barometer of quality and as a tool to assess and improve accountability and efficiency in healthcare delivery. In this commentary, we show how three key attributes of the Accreditation Canada Qmentum accreditation program – measurement, scalability and currency – promote accountability in healthcare. PMID:25305398

TU-F-CAMPUS-I-05: Semi-Automated, Open Source MRI Quality Assurance and Quality Control Program for Multi-Unit Institution

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

Yung, J; Stefan, W; Reeve, D

2015-06-15

Purpose: Phantom measurements allow for the performance of magnetic resonance (MR) systems to be evaluated. Association of Physicists in Medicine (AAPM) Report No. 100 Acceptance Testing and Quality Assurance Procedures for MR Imaging Facilities, American College of Radiology (ACR) MR Accreditation Program MR phantom testing, and ACR MRI quality control (QC) program documents help to outline specific tests for establishing system performance baselines as well as system stability over time. Analyzing and processing tests from multiple systems can be time-consuming for medical physicists. Besides determining whether tests are within predetermined limits or criteria, monitoring longitudinal trends can also help preventmore » costly downtime of systems during clinical operation. In this work, a semi-automated QC program was developed to analyze and record measurements in a database that allowed for easy access to historical data. Methods: Image analysis was performed on 27 different MR systems of 1.5T and 3.0T field strengths from GE and Siemens manufacturers. Recommended measurements involved the ACR MRI Accreditation Phantom, spherical homogenous phantoms, and a phantom with an uniform hole pattern. Measurements assessed geometric accuracy and linearity, position accuracy, image uniformity, signal, noise, ghosting, transmit gain, center frequency, and magnetic field drift. The program was designed with open source tools, employing Linux, Apache, MySQL database and Python programming language for the front and backend. Results: Processing time for each image is <2 seconds. Figures are produced to show regions of interests (ROIs) for analysis. Historical data can be reviewed to compare previous year data and to inspect for trends. Conclusion: A MRI quality assurance and QC program is necessary for maintaining high quality, ACR MRI Accredited MR programs. A reviewable database of phantom measurements assists medical physicists with processing and monitoring of large datasets. Longitudinal data can reveal trends that although are within passing criteria indicate underlying system issues.« less

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...

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...

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...

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...

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...

They Give Credit for That? Accreditation, Assessment, and Distance Learning Library Services

ERIC Educational Resources Information Center

Jerabek, J. Ann

2004-01-01

For institutions of higher education, accreditation and re-accreditation are facts of academic life. Since accreditation standards now include distance education and related support services, librarians and library administrators involved with distance learners and distance education programs need to know the published guidelines and methods for…

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…

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…

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…

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…

Reduce costs and improve patient satisfaction with home pre-operative bowel preparations.

PubMed

Hearn, K; Dailey, M; Harris, M T; Bodian, C

2000-01-01

The results of a home-based preoperative bowel preparation, with and without the support of home care services, are compared with hospital-based preoperative bowel preparation. Length of stay, morbidity, and mortality rates; issues of patient satisfaction; and demographics are reported. The method and tools used in planning, implementing, and evaluating the home preoperative bowel preparation program are also shared. Other issues discussed are the healthcare market forces that promote an increased value of care. Economic and patient satisfaction considerations by employers, payers, and patients; the increasing influence of patient choice on healthcare provider selection and care setting preferences; the nursing workforce issues related to the impending shortage; and issues of regulatory and accrediting agencies are also discussed.

International Organization for Standardization (ISO) 15189

PubMed Central

Schneider, Frank; Friedberg, Richard C.

2017-01-01

The College of American Pathologists (CAP) offers a suite of laboratory accreditation programs, including one specific to accreditation to the international organization for standardization (ISO) 15189 standard for quality management specific to medical laboratories. CAP leaders offer an overview of ISO 15189 including its components, internal audits, occurrence management, document control, and risk management. The authors provide a comparison of its own ISO 15189 program, CAP 15189, to the CAP Laboratory Accreditation Program. The authors conclude with why laboratories should use ISO 15189. PMID:28643484

A Case Study of the Impact of a Sytematic Evaluation Process in a Graduate Medical Education Residency Program

ERIC Educational Resources Information Center

Kromrei, Heidi T.

2014-01-01

The Accreditation Council for Graduate Medical Education has charged institutions that sponsor accredited Graduate Medical Education programs (residency and fellowship specialty programs) with overseeing implementation of mandatory annual program evaluation efforts to ensure compliance with regulatory requirements. Physicians receive scant, if…

42 CFR Appendix D to Part 75 - Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists

Code of Federal Regulations, 2012 CFR

2012-10-01

... technologist credentialed in nuclear medicine technology. 2. Instructional Staff—(a) Responsibilities. The...—Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists A. Sponsorship 1... certificate documenting completion of the program. 2. Educational programs may be established in: (a...

42 CFR Appendix D to Part 75 - Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists

Code of Federal Regulations, 2011 CFR

2011-10-01

... technologist credentialed in nuclear medicine technology. 2. Instructional Staff—(a) Responsibilities. The...—Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists A. Sponsorship 1... certificate documenting completion of the program. 2. Educational programs may be established in: (a...

42 CFR Appendix D to Part 75 - Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists

Code of Federal Regulations, 2013 CFR

2013-10-01

... technologist credentialed in nuclear medicine technology. 2. Instructional Staff—(a) Responsibilities. The...—Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists A. Sponsorship 1... certificate documenting completion of the program. 2. Educational programs may be established in: (a...

42 CFR Appendix D to Part 75 - Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists

Code of Federal Regulations, 2014 CFR

2014-10-01

... technologist credentialed in nuclear medicine technology. 2. Instructional Staff—(a) Responsibilities. The...—Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists A. Sponsorship 1... certificate documenting completion of the program. 2. Educational programs may be established in: (a...

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 challenge for health departments applying for accreditation is identifying the time and resources to dedicate to the process.

Opinions of practitioners and program directors concerning accreditation standards for postdoctoral pediatric dentistry training programs.

PubMed

Casamassimo, P S; Wilson, S

1999-01-01

This study was performed to assess opinions of program directors and practitioners about the importance and necessary numbers of experiences required by current accreditation standards for training of pediatric dentists. A 32-item questionnaire was sent to all program directors of ADA-accredited postdoctoral pediatric dentistry training programs and to a random sample of 10% of the fellow/active membership of the American Academy of Pediatric Dentistry. An overall response rate of 56% was obtained from the single mailing. Practitioners and program directors differed significantly (P < or = 0.05) only in their opinions about the number of submucosal and intravenous sedation cases required for proficiency of eight experiences surveyed. The two groups differed significantly in 3 of 12 areas in terms of importance attributed for practice of contemporary pediatric dentistry: initiating and completing a research paper, biostatistics/epidemiology, and practice management. Program directors had little difficulty obtaining required experiences, and program dependence on Medicaid did not negatively affect quality of education. Practitioners and program directors agreed on the importance of most experiences and activities required by current accreditation standards.

The Low Submission of Private Higher Education Institution Accreditation under Coordinator of Private Universities Region XII

ERIC Educational Resources Information Center

Tapilatu, Jeaneke; Sailah, Illah; Hermawan, Aji

2018-01-01

Government with Decision No. 12 of 2012 on higher education states that every university will be authorized to operate and issue a diploma after accreditation. Accreditation is the acknowledgment of the public or external parties to the college concerned and is also a form of assessment of the quality and feasibility of institutions conducted by…

Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Commission on Accreditation of Healthcare Management Education

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The agency currently known as the Commission on Accreditation of Healthcare Management Education (CAHME) was originally founded in 1968 by several professional health-related organizations. The agency was originally known as the Accrediting Commission on Graduate Education for Hospital Administration (ACGEHA). To better reflect the broad range of…

Highlighting Health: A Discussion of Health Practices and Accreditation. Accreditation and Beyond Series, Volume I.

ERIC Educational Resources Information Center

Bell, Claire

Research indicates children in group care have increased risk of infectious illnesses compared to those cared for at home. The health practices of child care center staff, children, and parents will influence the incidence of illness. The issues discussed in the book relate to some of the indicators of selected health accreditation principles in…

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…

77 FR 19273 - National Advisory Committee on Institutional Quality and Integrity (NACIQI)

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-30

... distance education.) Requested Scope: The accreditation of nursing education programs in the United States... preaccreditation (Accreditation Candidate) throughout the United States of education programs in audiology and... States offering undergraduate programs through both campus- based instruction and distance education...

Institutional Oversight of the Graduate Medical Education Enterprise: Development of an Annual Institutional Review

PubMed Central

Amedee, Ronald G.; Piazza, Janice C.

2016-01-01

Background: The Accreditation Council for Graduate Medical Education (ACGME) fully implemented all aspects of the Next Accreditation System (NAS) on July 1, 2014. In lieu of periodic accreditation site visits of programs and institutions, the NAS requires active, ongoing oversight by the sponsoring institutions (SIs) to maintain accreditation readiness and program quality. Methods: The Ochsner Health System Graduate Medical Education Committee (GMEC) has instituted a process that provides a structured, process-driven improvement approach at the program level, using a Program Evaluation Committee to review key performance data and construct an annual program evaluation for each accredited residency. The Ochsner GMEC evaluates the aggregate program data and creates an Annual Institutional Review (AIR) document that provides direction and focus for ongoing program improvement. This descriptive article reviews the 2014 process and various metrics collected and analyzed to demonstrate the program review and institutional oversight provided by the Ochsner graduate medical education (GME) enterprise. Results: The 2014 AIR provided an overview of performance and quality of the Ochsner GME program for the 2013-2014 academic year with particular attention to program outcomes; resident supervision, responsibilities, evaluation, and compliance with duty‐hour standards; results of the ACGME survey of residents and core faculty; and resident participation in patient safety and quality activities and curriculum. The GMEC identified other relevant institutional performance indicators that are incorporated into the AIR and reflect SI engagement in and contribution to program performance at the individual program and institutional levels. Conclusion: The Ochsner GME office and its program directors are faced with the ever-increasing challenges of today's healthcare environment as well as escalating institutional and program accreditation requirements. The overall commitment of this SI to advancing our GME enterprise is clearly evident, and the opportunity for continued improvement resulting from institutional oversight is being realized. PMID:27046412

A Report to the President and Congress on the Status of Health Personnel Graduates of Accredited Private Health Career Schools in the United States.

ERIC Educational Resources Information Center

American Medical Technologists, Park Ridge, IL.

This report supplements two earlier government studies on health personnel in the United States, focusing on graduates of allied health programs in private, for-profit schools. The report contains the following tables: (1) Accrediting Bureau of Health Education Schools (ABHES) Accredited Schools and Specialized Programs; (2) Allied Health Programs…

Asking the Presidents: The Most Pressing Issues at Community Colleges in the North Central Region. AIR 1988 Annual Forum Paper.

ERIC Educational Resources Information Center

Budig, Jeanne E.

A survey of 350 presidents at two-year colleges in the North Central Accreditation Region generated a list of their perceptions of the currently most pressing issues related to accreditation, academic transfer and vocational/technical education. A total of 162 usable responses was received. Results included the finding that the most pressing issue…

20 CFR 411.167 - What is an educational institution or a technical, trade or vocational school?

Code of Federal Regulations, 2010 CFR

2010-04-01

... ADMINISTRATION THE TICKET TO WORK AND SELF-SUFFICIENCY PROGRAM Suspension of Continuing Disability Reviews for... accredited by a State-recognized or nationally recognized accrediting body. (b) Technical, trade or... State or accredited by a State-recognized or nationally recognized accrediting body to provide technical...

Accreditation and Power: A Discourse Analysis of a New Regime of Governance in Higher Education

ERIC Educational Resources Information Center

Engebretsen, Eivind; Heggen, Kristin; Eilertsen, Heidi Annett

2012-01-01

This article studies discourses within the accreditation of Norwegian higher education conducted by the Norwegian Agency for Quality Assurance in Education (NOKUT), using one concrete case (the accreditation of bachelor programs in nursing). Analysis of policy documents and accreditation reports are influenced by two of Foucault's concepts of…

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…

The Impact of CACREP Accreditation: A Multiway Frequency Analysis of Ethics Violations and Sanctions

ERIC Educational Resources Information Center

Even, Trigg A.; Robinson, Chester R.

2013-01-01

The impact of CACREP accreditation on counselor competency has received little empirical investigation. Differences in the frequency and type of ethical misconduct between graduates of CACREP-accredited and non-CACREP-accredited counselor education programs were investigated. Results of a multiway frequency analysis indicated that fully licensed…

History and Status of School Psychology Accreditation in the United States.

ERIC Educational Resources Information Center

Fagan, Thomas K.; Wells, Perri Dawn

2000-01-01

A history of school psychology accreditation and a chronology of program decisions are developed from perspectives on accreditation by the American Psychological Association (APA), the National Council for Accreditation in Teacher Education (NCATE), the National Association of School Psychologists (NASP), and the efforts of the APA/NASP Joint Task…

CARF Accreditation: Summary of 500 Surveys, 1982-1984. Public Policy Monograph Series Number 21 (A Working Paper).

ERIC Educational Resources Information Center

Hemp, Richard; And Others

A project entitled "Using Accreditation Results for Statewide Program Evaluation" reviewed agency and client characteristics and outcomes for surveys conducted between 1980 and 1984 by the Accreditation Council for Services for Mentally Retarded and Other Developmentally Disabled Persons (ACMRDD) and the Commission on the Accreditation of…

The Single Graduate Medical Education (GME) Accreditation System Will Change the Future of the Family Medicine Workforce.

PubMed

Peabody, Michael R; O'Neill, Thomas R; Eden, Aimee R; Puffer, James C

2017-01-01

Due to the Accreditation Council for Graduate Medical Education (ACGME)/American Osteopathic Association (AOA) single-accreditation model, the specialty of family medicine may see as many as 150 programs and 500 trainees in AOA-accredited programs seek ACGME accreditation. This analysis serves to better understand the composition of physicians completing family medicine residency training and their subsequent certification by the American Board of Family Medicine. We identified residents who completed an ACGME-accredited or dual-accredited family medicine residency program between 2006 and 2016 and cross-tabulated the data by graduation year and by educational background (US Medical Graduate-MD [USMG-MD], USMG-DO, or International Medical Graduate-MD [IMG-MD]) to examine the cohort composition trend over time. The number and proportion of osteopaths completing family medicine residency training continues to rise concurrent with a decline in the number and proportion of IMGs. Take Rates for USMG-MDs and USMG-IMGs seem stable; however, the Take Rate for the USMG-DOs has generally been rising since 2011. There is a clear change in the composition of graduating trainees entering the family medicine workforce. As the transition to a single accreditation system for graduate medical education progresses, further shifts in the composition of this workforce should be expected. © Copyright 2017 by the American Board of Family Medicine.

A State Nurses' Association Perspective.

ERIC Educational Resources Information Center

Boyer, Cheryl M.

1983-01-01

Discusses the accreditation and evolution of continuing education programs developed by state nurses' associations and other nursing organizations and the value of the accreditation. Also relates current accreditation system to the future of professional continuing education. (JOW)

Health Informatics as an ABET-CAC Accreditable IS Program

ERIC Educational Resources Information Center

Landry, Jeffrey P.; Daigle, Roy J.; Pardue, Harold; Longenecker, Herbert E., Jr.; Campbell, S. Matt

2012-01-01

This paper builds on prior work defending innovative information systems programs as ABET-accreditable. A proposal for a four-year degree program in health informatics, initiated at the authors' university to combat enrollment declines and to therefore help information systems to survive and thrive, is described. The program proposal is then…

The Evaluation of Study Abroad Programs Under the Auspices of American Colleges and Universities: U.S. Regional Accrediting Agencies Look at Study Abroad.

ERIC Educational Resources Information Center

Pfnister, Allan O.

This document presents a report of a joint venture of 6 regional accrediting agencies in a pilot project to evaluate 10 study abroad programs for American students sponsored by U.S. colleges and universities. The pilot project was coordinated and financed by the Federation of Regional Accrediting Commissions of Higher Education, but this document…

42 CFR 423.150 - Scope.

Code of Federal Regulations, 2014 CFR

2014-10-01

... PROGRAM (CONTINUED) VOLUNTARY MEDICARE PRESCRIPTION DRUG BENEFIT Cost Control and Quality Improvement... utilization management programs, quality assurance measures and systems, and medication therapy management... organization (QIO) activities. (f) Compliance deemed on the basis of accreditation. (g) Accreditation...

42 CFR 423.150 - Scope.

Code of Federal Regulations, 2012 CFR

2012-10-01

... PROGRAM (CONTINUED) VOLUNTARY MEDICARE PRESCRIPTION DRUG BENEFIT Cost Control and Quality Improvement... utilization management programs, quality assurance measures and systems, and medication therapy management... organization (QIO) activities. (f) Compliance deemed on the basis of accreditation. (g) Accreditation...

42 CFR 423.150 - Scope.

Code of Federal Regulations, 2011 CFR

2011-10-01

... PROGRAM VOLUNTARY MEDICARE PRESCRIPTION DRUG BENEFIT Cost Control and Quality Improvement Requirements... utilization management programs, quality assurance measures and systems, and medication therapy management... organization (QIO) activities. (f) Compliance deemed on the basis of accreditation. (g) Accreditation...

42 CFR 423.150 - Scope.

Code of Federal Regulations, 2013 CFR

2013-10-01

... PROGRAM (CONTINUED) VOLUNTARY MEDICARE PRESCRIPTION DRUG BENEFIT Cost Control and Quality Improvement... utilization management programs, quality assurance measures and systems, and medication therapy management... organization (QIO) activities. (f) Compliance deemed on the basis of accreditation. (g) Accreditation...

Needs and Acculturative Stress of International Students in CACREP Programs

ERIC Educational Resources Information Center

Behl, Malvika; Laux, John M.; Roseman, Christopher P.; Tiamiyu, Mojisola; Spann, Sammy

2017-01-01

International students enrolled in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs provided acculturative stress and needs data. Acculturative stress was correlated with academic, social, language, and cultural needs. Furthermore, relationships were found between students' types of needs.…

Monitoring Program Quality: Who and How Should It Be Done?

ERIC Educational Resources Information Center

Scholl, Geraldine T.; And Others

Aspects of monitoring and evaluating programs for visually handicapped students are examined. The certification/accreditation program evaluation design is considered in terms of advantages and disadvantages. Roles of governmental (state and federal) and voluntary agencies are discussed. The functions of the National Accreditation Council of…

Manual of Accreditation Standards for Adventure Programs 1995.

ERIC Educational Resources Information Center

Williamson, John E., Comp.; Gass, Michael, Comp.

This manual presents standards for adventure education programs seeking accreditation from the Association for Experiential Education. The manual is set up sequentially, focusing both on objective standards such as technical risk management aspects, and on subjective standards such as teaching approaches used in programs. Chapter titles provide…

International Organization for Standardization (ISO) 15189.

PubMed

Schneider, Frank; Maurer, Caroline; Friedberg, Richard C

2017-09-01

The College of American Pathologists (CAP) offers a suite of laboratory accreditation programs, including one specific to accreditation to the international organization for standardization (ISO) 15189 standard for quality management specific to medical laboratories. CAP leaders offer an overview of ISO 15189 including its components, internal audits, occurrence management, document control, and risk management. The authors provide a comparison of its own ISO 15189 program, CAP 15189, to the CAP Laboratory Accreditation Program. The authors conclude with why laboratories should use ISO 15189. © The Korean Society for Laboratory Medicine.

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…

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)…

A Cost Benefit Analysis of Professional Accreditation by ABET for Baccalaureate Engineering Degree Programs

ERIC Educational Resources Information Center

Yuen, Faye Sui Yee

2012-01-01

Tightening fiscal budgets and the growing emphasis on accountability has created a need to assess the value that programmatic accreditation provides. For degrees in engineering, ABET is the only organization recognized in the U.S. responsible for the programmatic accreditation. This research examines the costs and benefits of ABET accreditation to…

Manual of Procedures for Evaluation Visits under Standards for Accreditation, 1972. Revised 1977.

ERIC Educational Resources Information Center

American Library Association, Chicago, IL. Committee on Accreditation.

This fully revised manual of procedures for evaluation visits presents guidelines for site visits to library schools seeking accreditation for their programs of study. Visits to such schools provide the Committee on Accreditation with data to assist in reaching a judgment whether to grant accredited status. The area of responsibility for the…

Don't fix it if it isn't broken: a survey of preparedness for practice among graduates of Fellowship Council-accredited fellowships.

PubMed

Watanabe, Yusuke; Madani, Amin; Bilgic, Elif; McKendy, Katherine M; Enani, Gada; Ghaderi, Iman; Fried, Gerald M; Feldman, Liane S; Vassiliou, Melina C

2017-05-01

General surgery residency may not adequately prepare residents for independent practice. It is unclear; however, if non-ACGME-accredited fellowships are better meeting training needs. The purpose of this mixed-method study was to determine perceived preparedness for practice and to identify gaps in fellowship training. A survey was developed using an iterative qualitative methodology based on interviews and focus groups of graduated fellows and program directors. Five central themes emerged and were used as a framework: professional development, job marketability, autonomy, networking, and practice management. The survey was then circulated by email to fellows who graduated from Fellowship Council (FC)-accredited programs within the past 3 years. Of 201 respondents (response rate = 41 %), 95 and 97 % were highly satisfied with their operative and non-operative experiences; 83 % acquired jobs aligned with their skills and expectations, while 17 % sought additional training after fellowship. Respondents who intended to learn a given procedure felt competent after fellowship to perform 51(85 %) of the 60 procedures listed. They would have liked more experience in advanced therapeutic endoscopy, complex and revisional bariatric surgery, and uncommon laparoscopic procedures such as esophagectomy, adrenalectomy, and common bile duct exploration. Thirty-one percent expressed the desire for more autonomy in the management of complications. Educational gaps existed mostly in areas of coding and billing (42 %), hiring administrative staff (42 %), and managing insurance issues (34 %). FC-accredited fellowships seem to adequately prepare surgeons for independent practice and bridge training gaps after residency. Graduates are highly satisfied with the individualized training experience and acquire desired jobs aligned with their career goals.

Aligning Accreditation and Academic Program Reviews: A Canadian Case Study

ERIC Educational Resources Information Center

Bowker, Lynne

2017-01-01

Purpose: This paper aims to investigate the potential benefits and limitations associated with aligning accreditation and academic program reviews in post-secondary institutions, using a descriptive case study approach. Design/methodology/approach: The paper describes two Canadian graduate programs that are subject to both external professional…

75 FR 67169 - Foreign Institutions-Federal Student Aid Programs

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-01

... graduate medical school notify its accrediting body within one year of any material changes in the program... schools to notify the appropriate authorities of any substantive changes to the educational program, student body, or resources, and to review the substantive changes to determine if the accredited schools...

Internship Attainment and Program Policies: Trends in APA-Accredited School Psychology Programs

ERIC Educational Resources Information Center

Perfect, Michelle M.; Thompson, Miriam E.; Mahoney, Emery

2015-01-01

Completion of an internship that is accredited by the American Psychological Association (APA) is considered to be to the "gold standard" for health service psychology training programs. The Association of Psychology Postdoctoral and Internship Centers (APPIC) facilitates a Match process between participating applicants and internship…

Marketing Online Degree Programs: How Do Traditional-Residential Programs Compete?

ERIC Educational Resources Information Center

Adams, Jonathan; Eveland, Vicki

2007-01-01

A total of 150 university Web sites were segregated into one of three groups: accredited residential, regionally accredited online, and nonaccredited online institutions. The promotional imagery, marketing messages and marketing themes found on the landing pages of each university program Web sites were analyzed for similarities and differences. A…

42 CFR 493.575 - Removal of deeming authority or CLIA exemption and final determination review.

Code of Federal Regulations, 2014 CFR

2014-10-01

... an accreditation organization's program if the comparability or validation review produces findings...) An exemption review of a State's licensure program if the comparability or validation review produces... review of an accreditation organization or State licensure program, at CMS's discretion, if validation...

42 CFR 493.575 - Removal of deeming authority or CLIA exemption and final determination review.

Code of Federal Regulations, 2012 CFR

2012-10-01

... an accreditation organization's program if the comparability or validation review produces findings...) An exemption review of a State's licensure program if the comparability or validation review produces... review of an accreditation organization or State licensure program, at CMS's discretion, if validation...

42 CFR 493.575 - Removal of deeming authority or CLIA exemption and final determination review.

Code of Federal Regulations, 2013 CFR

2013-10-01

... an accreditation organization's program if the comparability or validation review produces findings...) An exemption review of a State's licensure program if the comparability or validation review produces... review of an accreditation organization or State licensure program, at CMS's discretion, if validation...

Medical education in Taiwan.

PubMed

Chou, Jen-Yu; Chiu, Chiung-Hsuan; Lai, Enoch; Tsai, Duujian; Tzeng, Chii-Ruey

2012-01-01

Taiwan's medical education system bears a close relationship with its colonial and post-colonial history. Since the late nineteenth century, Western medicine, Chinese medicine, and the practice of the other forms of traditional healing have encountered complex transactions with the state and one another, eventually evolving into the present medical system. Nowadays, the mainstream form of medical education in Taiwan is a 7-year Western program; other forms of medical education include a 5-year graduate program and traditional medicine programs. Challenged by the National Health Insurance that emphasizes cost management since 1995 and criticized by the US National Committee on Foreign Medical Education and Accreditation in 1998, medical education reform was implemented by the Taiwan Medical Accreditation Council established in 2000. The reform tries to bring humanities into various aspects of medical education, including student recruitment, curriculum, licensing, and continuing education. Similar to other modernization projects, the reform transplants the American and British standards to Taiwan. These changes hope to insure the reflective capabilities in physicians on the welfare of patients. However, frustration of current and future physicians may be deepened if the reform is insensitive to local issues or incapable of addressing new global tendencies.

Has Voluntary Public Health Accreditation Impacted Health Department Perceptions and Activities in Quality Improvement and Performance Management?

PubMed

Beitsch, Leslie M; Kronstadt, Jessica; Robin, Nathalie; Leep, Carolyn

The Public Health Accreditation Board (PHAB) is now in its 10th year, making it an ideal time to study the impact of PHAB accreditation on local health departments (LHDs). To examine whether applying for PHAB accreditation affects perceptions and activities regarding quality improvement (QI) and performance management (PM) within LHDs. Data from the National Association of County & City Health Officials' 2010, 2013, and 2016 National Profile of Local Health Departments and associated QI modules were linked to PHAB-applicant data collected in e-PHAB in a cross-sectional and longitudinal approach examining self-reported QI/PM activities. Local health departments responding to National Association of County & City Health Officials Profile questionnaires and QI modules in 2010, 2013, and 2016. Implementation of formal QI program within agency, numbers of formal QI projects in the past year, presence of elements indicating formal QI program implementation, and changes over time by accreditation status as of June 2017. Accredited and in-process LHDs showed greater gains over time in all of the outcome measures than LHDs not registered in e-PHAB. Results of logistic regression controlling for population served and governance type found accredited LHDs more likely to report formal QI programs agency-wide (odds ratio: [OR] = 27.0; P < .001) and have implemented 6 to 8 elements of formal QI (OR = 27.0; P < .001) in 2016, compared with nonaccreditation-seeking LHDs. Between 2013 and 2016, LHDs that responded to both survey waves that were registered in e-PHAB or accredited were significantly more likely than nonaccreditation-seeking LHDs to report any increase in overall level of QI implementation (OR = 4.89; P = .006) and increase in number of elements of formal QI (OR = 16.1; P < .001). Local health departments accredited by June 2017 and those in process reported more formal QI activities and showed greater improvements with QI/PM implementation over time than LHDs not undertaking accreditation. Public Health Accreditation Board accreditation appears to influence QI/PM uptake. As health departments are contemplating whether to apply for accreditation, the potential for developing a more robust QI/PM system should be taken into account.

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

Women living with AIDS in rural Southern India: Perspectives on mental health and lay health care worker support

PubMed Central

Srivastava, Neha; Nyamathi, Adeline M.; Sinha, Sanjeev; Carpenter, Catherine; Satyanarayana, Veena; Ramakrishna, Padma; Ekstrand, Maria

2017-01-01

In this study, focus groups were conducted with 16 rural Women Living with AIDS (WLA) from Andhra Pradesh, India who had previously participated in a clinical trial wherein 68 WLA were randomized into either an Accredited Social Health Activists (ASHA) – Life (AL) intervention or a Usual Care program. Findings are discussed in terms of: a) mental health issues, b) perceived stressors, c) individual resources for coping with mental health issues, and d) role of Asha support in coping with mental health issues. These findings highlight the salience of mental health issues in the lives of WLA and the role played by Asha in addressing some of these issues. The discussion section makes a case for increased emphasis on mental health care in future community-based interventions for this population. PMID:29056879

Congenital cardiac surgery fellowship training: A status update.

PubMed

Kogon, Brian; Karamlou, Tara; Baumgartner, William; Merrill, Walter; Backer, Carl

2016-06-01

In 2007, congenital cardiac surgery became a recognized fellowship by the Accreditation Council of Graduate Medical Education (ACGME) and leads to board certification through the American Board of Thoracic Surgery (ABTS). We highlight the strengths and weaknesses in the current system of accredited training. Data were collected from program directors, the ACGME, and the ABTS. In addition, surveys were sent to training program graduates. Topics included program accreditation status, number of fellows trained per year and per program, match results, fellow operative experience, fellow satisfaction, and post-fellowship employment status. There are twelve active accredited fellowship programs, and 44 trainees have completed accredited training. Each active program has trained a median of 3 fellows (range: 0-7). Operative logs were obtained from 38 of 44 (86%) graduates. The median number of total cases (minimum 75) was 136 (range: 75-236). For complex neonates (minimum 5), the median number of cases was 6 (range: 2-17). Some fellows failed to meet the minimum requirements. Thirty-six (82%) graduates responded to the survey; most were satisfied with their overall operative experience, but less with their neonatal operative experience. Of this total, 84% are currently practicing congenital cardiac surgery, and 74% secured jobs prior to completing their residency. Since 2007, congenital cardiac surgery training has been accredited by the ACGME. In general, the training is uniform, the operative experience is robust, and the fellows are satisfied. Although shortcomings remain, this study highlights the many strengths of the current system. Copyright © 2016 The American Association for Thoracic Surgery. Published by Elsevier Inc. All rights reserved.

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.

Ovarian hyperstimulation syndrome

MedlinePlus

... A.D.A.M. Editorial team. Assisted Reproductive Technology Read more Ovarian Disorders Read more NIH MedlinePlus Magazine Read more A.D.A.M., Inc. is accredited by URAC, also known as the American Accreditation HealthCare Commission (www.urac.org). URAC's accreditation program is ...

Quality assurance aspects of GSR analysis by SEM/EDX: a report of first-hand experiences

NASA Astrophysics Data System (ADS)

Charles, Sebastien; Dehan, Didier; Geusens, Nadia; Nys, Bart

2009-05-01

Like many forensic science labs, the Belgian National Institute of Forensic Science (NICC) is involved in a Quality Assurance program aiming towards an ISO17025 Accreditation. Since last year, a project is underway in the GSR lab to validate the method used in the analysis of GSR samples acquired from the hands of suspects by SEM/EDX. The project is well underway, and is planned to lead to accreditation for this technique by the start of 2010. The presentation will discuss several aspects of the functioning of the lab that have to be addressed when preparing for this accreditation. Some of these issues and problems are so involved that separate sub-projects were defined in order to provide a manageable solution. The following topics will be treated in detail: definition of the scope of the accreditation, the validation of the SEM/EDX method with respect to : accuracy, precision, reproducibility and robustness, and the documentation of the Chain of Custody (CoC) of the samples and their storage. One specific sub-project that will be discussed is the study of contamination monitoring in different relevant locations of the lab. Finally, as we have recently acquired a new microscope, the technical criteria we used in the acquisition study will be presented with a focus on their relevance in a QA context. We feel this discussion is informative, both for labs that are pursuing a formal accreditation in the future, and those that work already in such a context and are in the process of acquiring new equipment.

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…

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…

HIV/AIDS Course Content in CSWE-Accredited Social Work Programs: A Survey of Current Curricular Practices

ERIC Educational Resources Information Center

Rowan, Diana; Shears, Jeffrey

2011-01-01

The authors surveyed program directors at all bachelor of social work and master of social work programs accredited by the Council on Social Work Education using an online tool that assessed whether and how their respective social work programs are covering content related to HIV/AIDS. Of the 650 program directors, 153 (24%) participated in the…

The Apollo Accreditation Program: A web-based Joint Commission International standards compliance management tool.

PubMed

Dewan, Shaveta; Sibal, Anupam; Uberoi, R S; Kaur, Ishneet; Nayak, Yogamaya; Kar, Sujoy; Loria, Gaurav; Yatheesh, G; Balaji, V

2014-01-01

Creating and implementing processes to deliver quality care in compliance with accreditation standards is a challenging task but even more daunting is sustaining these processes and systems. There is need for frequent monitoring of the gap between the expected level of care and the level of care actually delivered so as to achieve consistent level of care. The Apollo Accreditation Program (AAP) was implemented as a web-based single measurable dashboard to display, measure and compare compliance levels for established standards of care in JCI accredited hospitals every quarter and resulted in an overall 15.5% improvement in compliance levels over one year.

The status of medical laboratory towards of AFRO-WHO accreditation process in government and private health facilities in Addis Ababa, Ethiopia

PubMed Central

Mesfin, Eyob Abera; Taye, Bineyam; Belay, Getachew; Ashenafi, Aytenew

2015-01-01

Introduction The World Health Organization Regional Office for Africa (WHO AFRO) introduces a step wise incremental accreditation approach to improving quality of laboratory and it is a new initiative in Ethiopia and activities are performed for implementation of accreditation program. Methods Descriptive cross sectional study was conducted in 30 laboratory facilities including 6 laboratory sections to determine their status towards of accreditation using WHO AFRO accreditation checklist and 213 laboratory professionals were interviewed to assess their knowledge on quality system essentials and accreditation in Addis Ababa Ethiopia. Results Out of 30 laboratory facilities 1 private laboratory scored 156 (62%) points, which is the minimum required point for WHO accreditation and the least score was 32 (12.8%) points from government laboratory. The assessment finding from each section indicate that 2 Clinical chemistry (55.2% & 62.8%), 2 Hematology (55.2% & 62.8%), 2 Serology (55.2% & 62.8%), 2 Microbiology (55.2% & 62.4%), 1 Parasitology (62.8%) & 1 Urinalysis (61.6%) sections scored the minimum required point for WHO accreditation. The average score for government laboratories was 78.2 (31.2%) points, of these 6 laboratories were under accreditation process with 106.2 (42.5%) average score, while the private laboratories had 71.2 (28.5%) average score. Of 213 respondents 197 (92.5%) professionals had a knowledge on quality system essentials whereas 155 (72.8%) respondents on accreditation. Conclusion Although majority of the laboratory professionals had knowledge on quality system and accreditation, laboratories professionals were not able to practice the quality system properly and most of the laboratories had poor status towards the WHO accreditation process. Thus government as well as stakeholders should integrate accreditation program into planning and health policy. PMID:26889317

The status of medical laboratory towards of AFRO-WHO accreditation process in government and private health facilities in Addis Ababa, Ethiopia.

PubMed

Mesfin, Eyob Abera; Taye, Bineyam; Belay, Getachew; Ashenafi, Aytenew

2015-01-01

The World Health Organization Regional Office for Africa (WHO AFRO) introduces a step wise incremental accreditation approach to improving quality of laboratory and it is a new initiative in Ethiopia and activities are performed for implementation of accreditation program. Descriptive cross sectional study was conducted in 30 laboratory facilities including 6 laboratory sections to determine their status towards of accreditation using WHO AFRO accreditation checklist and 213 laboratory professionals were interviewed to assess their knowledge on quality system essentials and accreditation in Addis Ababa Ethiopia. Out of 30 laboratory facilities 1 private laboratory scored 156 (62%) points, which is the minimum required point for WHO accreditation and the least score was 32 (12.8%) points from government laboratory. The assessment finding from each section indicate that 2 Clinical chemistry (55.2% & 62.8%), 2 Hematology (55.2% & 62.8%), 2 Serology (55.2% & 62.8%), 2 Microbiology (55.2% & 62.4%), 1 Parasitology (62.8%) & 1 Urinalysis (61.6%) sections scored the minimum required point for WHO accreditation. The average score for government laboratories was 78.2 (31.2%) points, of these 6 laboratories were under accreditation process with 106.2 (42.5%) average score, while the private laboratories had 71.2 (28.5%) average score. Of 213 respondents 197 (92.5%) professionals had a knowledge on quality system essentials whereas 155 (72.8%) respondents on accreditation. Although majority of the laboratory professionals had knowledge on quality system and accreditation, laboratories professionals were not able to practice the quality system properly and most of the laboratories had poor status towards the WHO accreditation process. Thus government as well as stakeholders should integrate accreditation program into planning and health policy.

Ensuring quality and safety.

PubMed

Reid, Jerry

2010-01-01

The certification model addresses quality and safety by directly targeting the qualifications of individuals. The practice accreditation model takes a more global approach to quality and safety and addresses the qualifications of individuals and standards for additional components of the quality chain. Although both certification and practice accreditation fundamentally are voluntary, the programs may become mandatory when enforcement mechanisms are linked to the programs via state or federal legislation or via private reimbursement policies, effectively resulting in mandatory standards. The CARE bill takes a certification approach to quality and safety by focusing on the qualifications of the individual. MIPPA takes an accreditation approach by focusing on the practice. MQSA is somewhat of a hybrid in that it takes an accreditation approach, but spells out standards for the individual that the accreditor must follow. If the practice accreditation standards require that all technologists employed in the practice be certified in the modalities performed, then the practice accreditation model and the certification model become functionally equivalent in terms of personnel qualifications. To the extent that practice accreditation models are less prescriptive regarding personnel standards, the certification model results in more stringent standards.

Survey of CACREP-Accredited Programs: Training Counselors To Provide Treatment for Sexual Abuse.

ERIC Educational Resources Information Center

Kitzrow, Martha Anne

2002-01-01

Discusses the importance of training counselors to provide adequate treatment for survivors of sexual abuse. Presents the results of a survey of programs approved by the Council for Accreditation of Counseling and Related Educational Programs regarding current training practices, and offers recommendations and a model for developing a training…

The Relationship between Racial Identity and Acculturative Stress among African American Students in Counselor Training Programs

ERIC Educational Resources Information Center

Stewart, Tiffany A.; Owens, Delila; Queener, John E.; Reynolds, Cynthia A.

2014-01-01

In this study, we examined racial identity and acculturative stress among 116 African American counselor education graduate students in Council for the Accreditation of Counseling and Related Educational Programs (CACREP) accredited programs. Results indicated that racial identity and acculturative stress remain viable variables to take into…

CAEP Challenges for a Mid-South U.S. College Teacher Education Program

ERIC Educational Resources Information Center

Moffett, David W.

2016-01-01

What are the challenges faced by a mid-south liberal arts college teacher education program, in its attempt to successfully meet the new Council for the Accreditation of Educator Preparation (CAEP) accreditation requirements? The Investigator studied the Educator Program Provider (EPP) during academic year 2015-2016. The challenges faced by the…

78 FR 59621 - Extension of the Current Fees for the Accredited Laboratory Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-27

... regulatory samples of raw or processed meat and poultry products, and through which a check sample program... Laboratory Program. Such accreditation allows laboratories to conduct analyses of official meat and poultry... employer. List of Subjects in 9 CFR Part 391 Fees and charges, Government employees, Meat inspection...

Eating Disorders Training and Counselor Preparation: A Survey of Graduate Programs

ERIC Educational Resources Information Center

Levitt, Dana Heller

2006-01-01

The author surveyed counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs regarding the importance placed on eating disorders in counselor preparation and how they may be addressed. Most respondents valued the topic, and most did include or would consider including eating disorders…

78 FR 57857 - Medicare and Medicaid Programs; Application from the Compliance Team for Initial CMS-Approval of...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-20

...] Medicare and Medicaid Programs; Application from the Compliance Team for Initial CMS-Approval of its Rural... Compliance Team for initial recognition as a national accrediting organization for rural health clinics (RHCs... Compliance Team's request for initial CMS approval of its RHC accreditation program. This notice also...

Teaching Statistics in APA-Accredited Doctoral Programs in Clinical and Counseling Psychology: A Syllabi Review

ERIC Educational Resources Information Center

Ord, Anna S.; Ripley, Jennifer S.; Hook, Joshua; Erspamer, Tiffany

2016-01-01

Although statistical methods and research design are crucial areas of competency for psychologists, few studies explore how statistics are taught across doctoral programs in psychology in the United States. The present study examined 153 American Psychological Association-accredited doctoral programs in clinical and counseling psychology and aimed…

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...

42 CFR 493.1461 - Standard: General supervisor qualifications.

Code of Federal Regulations, 2012 CFR

2012-10-01

... chemical, physical, biological or clinical laboratory science, or medical technology from an accredited... proficiency examination for technologist given by HHS between March 1, 1986 and December 31, 1987, qualifies... medical laboratory or clinical laboratory training program approved or accredited by the Accrediting...

42 CFR 493.1461 - Standard: General supervisor qualifications.

Code of Federal Regulations, 2010 CFR

2010-10-01

... chemical, physical, biological or clinical laboratory science, or medical technology from an accredited... proficiency examination for technologist given by HHS between March 1, 1986 and December 31, 1987, qualifies... medical laboratory or clinical laboratory training program approved or accredited by the Accrediting...

42 CFR 493.1461 - Standard: General supervisor qualifications.

Code of Federal Regulations, 2013 CFR

2013-10-01

... chemical, physical, biological or clinical laboratory science, or medical technology from an accredited... proficiency examination for technologist given by HHS between March 1, 1986 and December 31, 1987, qualifies... medical laboratory or clinical laboratory training program approved or accredited by the Accrediting...

42 CFR 493.1461 - Standard: General supervisor qualifications.

Code of Federal Regulations, 2011 CFR

2011-10-01

... chemical, physical, biological or clinical laboratory science, or medical technology from an accredited... proficiency examination for technologist given by HHS between March 1, 1986 and December 31, 1987, qualifies... medical laboratory or clinical laboratory training program approved or accredited by the Accrediting...

42 CFR 493.1461 - Standard: General supervisor qualifications.

Code of Federal Regulations, 2014 CFR

2014-10-01

... chemical, physical, biological or clinical laboratory science, or medical technology from an accredited... proficiency examination for technologist given by HHS between March 1, 1986 and December 31, 1987, qualifies... medical laboratory or clinical laboratory training program approved or accredited by the Accrediting...

77 FR 69434 - Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-19

... submit to the Office of Management and Budget (OMB) for clearance the following proposal for collection...: National Institute of Standards and Technology (NIST). Title: National Voluntary Laboratory Accreditation... National Voluntary Laboratory Accreditation Program (NVLAP) accreditation. It is used by NVLAP to assess...

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...

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...

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...

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...

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...

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...

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...

7 CFR 205.500 - Areas and duration of accreditation.

Code of Federal Regulations, 2010 CFR

2010-01-01

... SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.500 Areas and... accreditation to certify organic production or handling operations if: (1) USDA determines, upon the request of...

[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.

7 CFR 205.509 - Peer review panel.

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 § 205.509 Peer review panel. The... evaluate the National Organic Program's adherence to the accreditation procedures in this subpart F and ISO...

Accreditation of Allied Medical Education Programs.

ERIC Educational Resources Information Center

American Medical Association, Chicago, IL. Council on Medical Education.

Prepared by the Council on Medical Education of the American Medical Association with the cooperation of collaborating organizations, this document is a collection of guidelines for accredited programs for medical assistants, nuclear medicine technology, orthopedic assistants, radiation therapy technology, and radiologic technologists. The…

Review on how proficiency testing needs in Brazil are supplied by accredited providers by Cgcre

NASA Astrophysics Data System (ADS)

Moura, M. H.; Borges, R. M. H.

2015-01-01

Proficiency testing schemes are an important tool to quality assurance in measurement as well as a tool to harmonization of multilateral recognition arrangements for accreditation. The General Coordination for Accreditation (Cgcre) of INMETRO developed a new program to accredit proficiency testing providers according with the International Standard ISO/IEC 17043. This work presents a review on needs for proficiency testing schemes in Brazil and assesses how these needs are supplied by accredited providers.

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.

Implementation of the OECD principles of good laboratory practice in test facilities complying with a quality system accredited to the ISO/IEC 17025 standard.

PubMed

Feller, Etty

2008-01-01

Laboratories with a quality system accredited to the ISO/IEC 17025 standard have a definite advantage, compared to non-accredited laboratories, when preparing their facilities for the implementation of the principles of good laboratory practice (GLP) of the Organisation for Economic Co-operation and Development (OECD). Accredited laboratories have an established quality system covering the administrative and technical issues specified in the standard. The similarities and differences between the ISO/IEC 17025 standard and the OECD principles of GLP are compared and discussed.

Forum on Proposed Revisions to ABET Engineering Accreditation Commission General Criteria on Student Outcomes and Curriculum (Criteria 3 and 5): A Workshop Summary

ERIC Educational Resources Information Center

Pool, Robert

2016-01-01

On February 16, 2016, the National Academy of Engineering held a forum to discuss proposed changes to criteria used by ABET (formerly the Accreditation Board for Engineering and Technology) to accredit engineering programs in colleges and universities around the world. The Forum on Proposed Revisions to ABET Engineering Accreditation Commission…

A National Survey to Evaluate Graduate Medical Education in Disparities and Limited English Proficiency: A Report From the AAIM Diversity and Inclusion Committee.

PubMed

Cardinal, Lucien J; Maldonado, Maria; Fried, Ethan D

2016-01-01

This article presents the results of a national survey addressing issues related to patients with limited English proficiency. We disseminated a national confidential survey to 391 program directors of Internal Medicine residency programs accredited by the Accreditation Council for Graduate Medical Education. Seventy percent of program directors indicated that their residents cared for a patient population that was composed of more than 10% limited-English-proficiency patients. Nineteen percent of residency programs provided no education on caring for patients with limited English proficiency. Thirty percent of program directors felt that their faculty could not adequately evaluate residents on their ability to practice culturally competent care, and 68% cited lack of faculty expertise as a significant barrier to implementing a curriculum in cultural competency. Yet only 24% indicated that they had faculty development relevant to cultural competency and health care disparities. Internal Medicine residents care for many patients with limited English proficiency. While it seems clear that an effective training curriculum is necessary, such a curriculum was not found to be uniformly present. Additionally, the lack of faculty expertise and faculty development in cultural competency and health care disparities is a significant barrier to the correction of this problem. Copyright © 2016 Alliance for Academic Internal Medicine. Published by Elsevier Inc. All rights reserved.

76 FR 78814 - National Voluntary Laboratory Accreditation Program; Operating Procedures

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-20

... requirements for accreditation bodies accrediting conformity assessment bodies. The change will allow NVLAP... the human environment. Therefore, an environmental assessment or Environmental Impact Statement is not..., Laboratories, Measurement standards, Testing. For the reasons set forth in the preamble, title 15 of the Code...

42 CFR 423.165 - Compliance deemed on the basis of accreditation.

Code of Federal Regulations, 2014 CFR

2014-10-01

... AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM (CONTINUED) VOLUNTARY MEDICARE PRESCRIPTION DRUG..., national accreditation organization approved by CMS; and (2) The accreditation organization uses the...) Access to covered drugs, as provided under §§ 423.120 and 423.124. (2) Drug utilization management...

42 CFR 423.165 - Compliance deemed on the basis of accreditation.

Code of Federal Regulations, 2013 CFR

2013-10-01

... AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM (CONTINUED) VOLUNTARY MEDICARE PRESCRIPTION DRUG..., national accreditation organization approved by CMS; and (2) The accreditation organization uses the...) Access to covered drugs, as provided under §§ 423.120 and 423.124. (2) Drug utilization management...

42 CFR 423.165 - Compliance deemed on the basis of accreditation.

Code of Federal Regulations, 2012 CFR

2012-10-01

... AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM (CONTINUED) VOLUNTARY MEDICARE PRESCRIPTION DRUG..., national accreditation organization approved by CMS; and (2) The accreditation organization uses the...) Access to covered drugs, as provided under §§ 423.120 and 423.124. (2) Drug utilization management...

42 CFR 488.5 - Effect of JCAHO or AOA accreditation of hospitals.

Code of Federal Regulations, 2010 CFR

2010-10-01

... HUMAN SERVICES (CONTINUED) STANDARDS AND CERTIFICATION SURVEY, CERTIFICATION, AND ENFORCEMENT PROCEDURES... Medicare participation requirements for that provider r supplier type. (c) Release and use of hospital accreditation surveys. (1) A hospital deemed to meet program requirements must authorize its accreditation...

10 CFR 431.18 - Testing laboratories.

Code of Federal Regulations, 2013 CFR

2013-01-01

... Technology/National Voluntary Laboratory Accreditation Program (NIST/NVLAP); or (2) A laboratory accreditation body having a mutual recognition arrangement with NIST/NVLAP; or (3) An organization classified by the Department, pursuant to § 431.19, as an accreditation body. (b) NIST/NVLAP is under the auspices...

10 CFR 431.18 - Testing laboratories.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Technology/National Voluntary Laboratory Accreditation Program (NIST/NVLAP); or (2) A laboratory accreditation body having a mutual recognition arrangement with NIST/NVLAP; or (3) An organization classified by the Department, pursuant to § 431.19, as an accreditation body. (b) NIST/NVLAP is under the auspices...

10 CFR 431.18 - Testing laboratories.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Technology/National Voluntary Laboratory Accreditation Program (NIST/NVLAP); or (2) A laboratory accreditation body having a mutual recognition arrangement with NIST/NVLAP; or (3) An organization classified by the Department, pursuant to § 431.19, as an accreditation body. (b) NIST/NVLAP is under the auspices...

10 CFR 431.18 - Testing laboratories.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Technology/National Voluntary Laboratory Accreditation Program (NIST/NVLAP); or (2) A laboratory accreditation body having a mutual recognition arrangement with NIST/NVLAP; or (3) An organization classified by the Department, pursuant to § 431.19, as an accreditation body. (b) NIST/NVLAP is under the auspices...

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...

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...

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...

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...

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...

Assessing the ACEJMC Professional Values and Competencies

ERIC Educational Resources Information Center

Christ, William G.; Henderson, Jennifer J.

2014-01-01

The accrediting body for media education, the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC), has established twelve professional values and competencies that all students must demonstrate before graduating from accredited journalism and mass communication programs. A close reading suggests that these twelve…

Italian quality assurance in mental health.

PubMed

Rossi, Giovanni; Agnetti, Germana; Bosio, Roberto; De Luca, Pasquale; Erlicher, Arcadio; Morganti, Carla; Neri, Giovanni; Re, Edoardo; Semisa, Domenico; Fioritti, Angelo

2014-06-01

Since the radical changes in Italian mental health law in the 1970s, quality assurance models have gained consensus as the most suitable service assessment tool. In the 1990s, the whole Italian National Health System changed into a corporate model, and an accreditation system was implemented.The Italian Association for Quality and Accreditation in Mental Health (Associazione Italiana per la Qualità e l'Accreditamento in Salute Mentale [QUASM]) was founded in 1984, and since then, it offers consultation and support for Mental Health Departments and Regional Governments to help them to develop psychiatric programs, self-evaluation, educational programs, and professional peer-model accreditation. The QUASM accreditation manual has now gone through several revisions, the last in 2008. Until 2008, QUASM was successful in promoting quality and facilitating both institutional and professional accreditation. However, radical changes triggered by financial crisis have jeopardized quality assurance implementation. Nowadays, the challenge for QUASM is to maintain quality and accreditation geared to excellence against prevailing leveling trends.

A National Survey on the Use of Immersive Simulation for Interprofessional Education in Physical Therapist Education Programs.

PubMed

Stockert, Brad; Ohtake, Patricia J

2017-10-01

There is growing recognition that collaborative practice among healthcare professionals is associated with improved patient outcomes and enhanced team functioning, but development of collaborative practitioners requires interprofessional education (IPE). Immersive simulation, a clinically relevant experience that deeply engages the learner in realistic clinical environments, is used increasingly for IPE. The purpose of this study was to assess the use of immersive simulation as a strategy for IPE in physical therapist (PT) education programs. During fall 2014 and spring 2015, we contacted all 214 Commission on Accreditation in Physical Therapy Education accredited PT education programs in the United States and invited a faculty member to participate in our online survey. One hundred fourteen PT programs responded (53% response rate). Eighty responding programs (70%) identified themselves as users of immersive simulation, and 45 programs (39%) used simulation for IPE. Of these 45 programs, more than 90% included Interprofessional Education Collaborative competency learning objectives of roles/responsibilities, interprofessional communication, and teams/teamwork and 51% reported learning objectives for values/ethics for interprofessional practice. Interprofessional simulations with PT students commonly included nursing (91%). In programs using immersive simulation for IPE, 91% included debriefing and 51% included debriefing by interprofessional teams. Eighty accredited PT programs (70%) that responded to the survey use immersive simulation, and 45 programs (39%) use simulation for IPE. Most programs conduct simulations consistent with recognized best practice, including debriefing and Interprofessional Education Collaborative competency learning objectives for promoting interprofessional collaborative practice. We anticipate an increase in the use of immersive simulation for IPE as an educational strategy to comply with the revised Commission on Accreditation in Physical Therapy Education accreditation standards related to interprofessional collaborative practice that will become effective on January 1, 2018.

75 FR 67992 - Voluntary Private Sector Accreditation and Certification Preparedness Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-04

... DEPARTMENT OF HOMELAND SECURITY Federal Emergency Management Agency [Docket ID FEMA-2008-0017] Voluntary Private Sector Accreditation and Certification Preparedness Program AGENCY: Federal Emergency... on an initial small business plan to address small business concerns in the Voluntary Private Sector...

15 CFR 285.8 - Proficiency testing.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 15 Commerce and Foreign Trade 1 2012-01-01 2012-01-01 false Proficiency testing. 285.8 Section 285... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY LABORATORY ACCREDITATION PROGRAM § 285.8 Proficiency testing. (a) NVLAP proficiency testing is...

15 CFR 285.8 - Proficiency testing.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 15 Commerce and Foreign Trade 1 2014-01-01 2014-01-01 false Proficiency testing. 285.8 Section 285... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY LABORATORY ACCREDITATION PROGRAM § 285.8 Proficiency testing. (a) NVLAP proficiency testing is...

15 CFR 285.8 - Proficiency testing.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 15 Commerce and Foreign Trade 1 2013-01-01 2013-01-01 false Proficiency testing. 285.8 Section 285... OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY LABORATORY ACCREDITATION PROGRAM § 285.8 Proficiency testing. (a) NVLAP proficiency testing is...

Graduate students' self assessment of competency in grief education and training in core accredited rehabilitation counseling programs

NASA Astrophysics Data System (ADS)

Cicchetti, Richard Jude

The study examined whether 93 master's level rehabilitation counselor trainees from select Midwestern CORE-accredited schools report having been adequately trained to identify and work with clients who are having grief-related issues from a loss or disability. Using the Grief Counseling Competency Scale (GCCS), participants showed a wide range of scores regarding personal competency related to grief; however, scores tended to be low when examining skills and knowledge relating to grief, with most respondents scoring between "this barely describes me" and "this somewhat describes me." Although presence or history of a disability was found to be related to personal competency, a number of variables were not related, including: gender, age, race/ethnicity, course work in grief theories and grief interventions, practica/internship setting, and attitudes toward people with disabilities. Implications for further research are discussed.

Invited article: Neurology education research.

PubMed

Stern, Barney J; Lowenstein, Daniel H; Schuh, Lori A

2008-03-11

There is a need to rigorously study the neurologic education of medical students, neurology residents, and neurologists to determine the effectiveness of our educational efforts. We review the status of neurologic education research as it pertains to the groups of interest. We identify opportunities and impediments for education research. The introduction of the Accreditation Council for Graduate Medical Education core competencies, the Accreditation Council of Continuing Medical Education requirement to link continuing medical education to improved physician behavior and patient care, and the American Board of Medical Specialties/American Board of Psychiatry and Neurology-mandated maintenance of certification program represent research opportunities. Challenges include numerous methodologic issues such as definition of the theoretical framework of the study, adequate sample size ascertainment, and securing research funding. State-of-the-art education research will require multidisciplinary research teams and innovative funding strategies. The central goal of all concerned should be defining educational efforts that improve patient outcomes.

How to make the most of failure mode and effect analysis.

PubMed

Stalhandske, Erik; DeRosier, Joseph; Patail, Bryanne; Gosbee, John

2003-01-01

Current accreditation standards issued by the Joint Commission for the Accreditation of Healthcare Organizations (JCAHO) require hospitals to carry out a proactive risk assessment on at least 1 high-risk activity each year for each accredited program. Because hospital risk managers and patient safety managers generally do not have the knowledge or level of comfort for conducting a proactive risk assessment, they will appreciate the expertise offered by biomedical equipment technicians (BMETs), occupational safety and health professionals, and others. The skills that have been developed by BMETs and others while conducting job safety analyses or failure mode effect analysis can now be applied to a health care proactive analysis. This article touches on the Health Care Failure Mode and Effect Analysis (HFMEA) model that the Department of Veterans Affairs (VA) National Center for Patient Safety developed for proactive risk assessment within the health care community. The goal of this article is to enlighten BMETs and others on the growth of proactive risk assessment within health care and also on the support documents and materials produced by the VA. For additional information on HFMEA, visit the VA website at www.patientsafety.gov/HFMEA.html.

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.

State and National Accreditation of One University Program: A Case Study

ERIC Educational Resources Information Center

Martindale, Maura; Bartell, Carol A.

2010-01-01

Programs preparing teachers of the deaf and hard of hearing are typically housed in schools of education and are subject to university requirements as well as state and national accreditation requirements. This article describes how one program to prepare teachers of the deaf, founded in 2007, navigated those requirements and became part of a…

Observing Faculty Culture: Faculty Attitudes and Perceptions toward Program Changes Due to Accreditation

ERIC Educational Resources Information Center

Knutson, Julie M.

2010-01-01

A grounded theory following an emerging design was completed in this study to identify the impact of program changes resulting from accreditation decisions on faculty culture in one department of a teacher preparation program at a university in the north-central area of the United States. The seven focus group participants agreed that faculty…

Self-Study and Evaluation Guide/1979 Edition. Section D-16: Other Service Program.

ERIC Educational Resources Information Center

National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, New York, NY.

The self evaluation guide is explained to be designed for accreditation of services to blind and visually handicapped students in service programs for which the NAC (National Accreditation Council for Agencies Serving the Blind and Visually Handicapped) does not have specific program standards (such as radio reading services and library services).…

Chemical Dependency Content in CSWE Accredited BSW Programs: A Survey of Course Content and Implications for Further Curricula Development.

ERIC Educational Resources Information Center

Jarrett, Herbert H.; Howard, Mary C.

1993-01-01

Reports on responses from 61 accredited baccalaureate programs of social work surveyed concerning inclusion of courses and instructional materials on alcoholism/chemical dependency in curricula, use made of 12-step programs and recovering people, and whether spirituality aspects were addressed. Concludes that content on alcoholism and chemical…

Research Productivity and Scholarly Impact of APA-Accredited School Psychology Programs: 2005-2009

ERIC Educational Resources Information Center

Kranzler, John H.; Grapin, Sally L.; Daley, Matt L.

2011-01-01

This study examined the research productivity and scholarly impact of faculty in APA-accredited school psychology programs using data in the PsycINFO database from 2005 to 2009. We ranked doctoral programs on the basis of authorship credit, number of publications, and number of citations. In addition, we examined the primary publication outlets of…

Delegation and Empowerment in CAATE Accredited Athletic Training Education Programs

ERIC Educational Resources Information Center

Hoch, Johanna; White, Kristi; Starkey, Chad; Krause, B. Andrew

2009-01-01

Context: The use of delegation can potentially alleviate some of the stress with administering an athletic training education program (ATEP) and allow program directors (PDs) to focus on other aspects of their academic role. Objectives: To determine the reasons PDs delegate and do not delegate tasks to other faculty of ATEPs accredited by the…

Certification Standards for Utah School Personnel.

ERIC Educational Resources Information Center

Utah State Board of Education, Salt lake City. Div. of Staff Development.

This document presents various standards for the accreditation of Utah public school personnel as developed by the Utah State Board of Education, current as of January 1977. Information presented includes the following: (1) Evaluation, Approval, and Accreditation of Teacher Education Programs; (2) Accreditation of Higher Institutions which Prepare…

42 CFR 423.165 - Compliance deemed on the basis of accreditation.

Code of Federal Regulations, 2011 CFR

2011-10-01

... AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM VOLUNTARY MEDICARE PRESCRIPTION DRUG BENEFIT Cost..., national accreditation organization approved by CMS; and (2) The accreditation organization uses the...) Access to covered drugs, as provided under §§ 423.120 and 423.124. (2) Drug utilization management...

NADE Accreditation: The Right Decision for the Current Time

ERIC Educational Resources Information Center

NADE Digest, 2018

2018-01-01

The National Association for Developmental Education (NADE) Accreditation process is more relevant and important than ever to the discussion of students' success and completion of meaningful credentials. In the current politically-charged climate, NADE Accreditation helps programs demonstrate not only to themselves and their administrations, but…

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,…

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...

42 CFR 8.2 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID... body that has been approved by SAMHSA under § 8.3 to accredit opioid treatment programs using opioid... SAMHSA. Accreditation survey means an onsite review and evaluation of an opioid treatment program by an...

42 CFR 8.2 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID... body that has been approved by SAMHSA under § 8.3 to accredit opioid treatment programs using opioid... SAMHSA. Accreditation survey means an onsite review and evaluation of an opioid treatment program by an...

42 CFR 8.2 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID... body that has been approved by SAMHSA under § 8.3 to accredit opioid treatment programs using opioid... SAMHSA. Accreditation survey means an onsite review and evaluation of an opioid treatment program by an...

42 CFR 8.2 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID... body that has been approved by SAMHSA under § 8.3 to accredit opioid treatment programs using opioid... SAMHSA. Accreditation survey means an onsite review and evaluation of an opioid treatment program by an...

76 FR 17367 - National Voluntary Laboratory Accreditation Program; Operating Procedures

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-29

... DEPARTMENT OF COMMERCE National Institute of Standards and Technology 15 CFR Part 285 [Docket No: 110125063-1062-02] RIN 0693-AB61 National Voluntary Laboratory Accreditation Program; Operating Procedures AGENCY: National Institute of Standards and Technology (NIST), Commerce. ACTION: Notice of proposed...

Benchmarking ACEJMC Competencies: What It Means for Assessment

ERIC Educational Resources Information Center

Henderson, Jennifer J.; Christ, William G.

2014-01-01

The Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) has developed twelve professional values and competencies that all students in accredited programs must demonstrate before graduation. This study asked Association of Schools of Journalism and Mass Communication (ASJMC) program administrators which competencies…

Accreditation's Benefits for Individuals and Institutions

ERIC Educational Resources Information Center

McGuire, Patricia A.

2009-01-01

Participation in accreditation processes, on visiting teams as well as through institutional self-study, is an excellent opportunity for individual academics to augment their professional expertise in a range of higher education issues: strategic planning and assessment, resource management and capital investments, curriculum planning and program…

Board evaluation and effectiveness: models, components and perspectives.

PubMed

Scharf, M; Marty, D; Barnsley, J

1994-01-01

Health facility boards are being challenged to increase their effectiveness in the face of the changing health care environment. To this end, accreditation standards require boards to develop methods of evaluating their governing function and performance. During a survey of governance issues, the authors interviewed a group of health service executives with respect to board evaluation at their facilities. The responses yielded insights relating to models and components of evaluation, board missions and policies, mentoring programs and trustee education and orientation.

15 CFR 285.1 - Purpose.

Code of Federal Regulations, 2010 CFR

2010-01-01

... AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY... as an unbiased third party to accredit both testing and calibration laboratories. Supplementary...

15 CFR 285.1 - Purpose.

Code of Federal Regulations, 2014 CFR

2014-01-01

... AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY... as an unbiased third party to accredit both testing and calibration laboratories. Supplementary...

15 CFR 285.1 - Purpose.

Code of Federal Regulations, 2013 CFR

2013-01-01

... AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY... as an unbiased third party to accredit both testing and calibration laboratories. Supplementary...

15 CFR 285.1 - Purpose.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY... as an unbiased third party to accredit both testing and calibration laboratories. Supplementary...

15 CFR 285.1 - Purpose.

Code of Federal Regulations, 2012 CFR

2012-01-01

... AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY... as an unbiased third party to accredit both testing and calibration laboratories. Supplementary...

Using Quality Improvement to Improve Internal and External Coordination and Referrals.

PubMed

Cain, Katherine L; Collins, Ragan P

As part of accreditation, Public Health Accreditation Board site visitors recommended that the New Orleans Health Department strengthen its quality improvement program. With support from the Public Health Accreditation Board, the New Orleans Health Department subsequently embarked on a data-driven planning process through which it prioritized quality improvement projects for 2016. One of these projects aimed to improve referrals to New Orleans Health Department's direct services programs from local clinics and hospitals to better provide our most vulnerable residents with a continuum of care. After completing a cause-and-effect analysis, we implemented a solution involving increased outreach to health care institutions and saw annual participation increase in 3 out of 4 of our programs. We leveraged this work to successfully apply for funding to create a centralized referral system, which will facilitate partnerships among local health and human service agencies and improve access to services. This is one example of how accreditation has benefited our health department and our community. We have found that the accreditation process promotes a culture of quality and helps health departments identify and address areas for improvement.

Resident research in internal medicine training programs.

PubMed

Alguire, P C; Anderson, W A; Albrecht, R R; Poland, G A

1996-02-01

To determine how well medical residency programs are prepared to meet the new Accreditation Council of Graduate Medical Education (ACGME) accreditation guidelines for resident scholarly activity. Cross-sectional study using a mailed survey. Program directors of all ACGME-accredited internal medicine residency programs. Program directors were asked to list the scholarly activities and products of their residents and their programs' minimal expectations for resident research; available academic, faculty, technical, and personnel support for resident research; perceived barriers to resident research; and the desired educational and skill outcomes of resident research. The responses of university-based training programs were compared with those of non-university-based programs. 271 program directors returned the survey, yielding a response rate of 65%. Ninety-seven percent of all programs have established scholarly guidelines consistent with accreditation requirements. Although only 37% of programs reported having an organized, comprehensive research curriculum, 70% taught skills important to research. Technical support and resources were generally available for resident research; the most frequently cited barrier to resident research was lack of resident time. University-based and non-university-based training programs differed in important ways. Generally, non-university-based programs had more research activity and structure, and they exceeded university-based programs in the number of oral and poster presentations given at local, state, and national professional meetings. Most programs have in place the basic elements conducive to resident research. Program directors have identified and teach educational outcomes and skills that are likely to have lifelong benefits for most of their graduates.

Selective pathology fellowships: diverse, innovative, and valuable subspecialty training.

PubMed

Iezzoni, Julia C; Ewton, April; Chévez-Barrios, Patricia; Moore, Stephen; Thorsen, Linda M; Naritoku, Wesley Y

2014-04-01

Although selective pathology fellowships have a long-standing history of developing trainees with advanced expertise in specific areas of pathology other than those of the American Board of Pathology-certified subspecialties, the widespread interest in this training continues to grow. To describe the historical background and current status of selective pathology fellowships, and to provide examples of 3 programs. In addition, Accreditation Council for Graduate Medical Education (ACGME)-accredited programs and nonaccredited programs in Selective Pathology are compared. ACGME data banks and publicly available online materials were used. Program directors of the fellowships examples in this paper provided program-specific information. Additionally, an online survey of the program directors and program coordinators of ACGME-accredited programs and nonaccredited programs in selective pathology was performed. There are currently 76 ACGME-accredited selective pathology programs. The programs are distributed between 3 major categories: surgical pathology, focused anatomic pathology, and focused clinical pathology. Although the vast majority of programs are concerned that their funding source may be cut in the next 3 years, most programs will not change the number of fellowship positions in their programs. Program requirements devoted specifically and solely to selective pathology have been developed and are in effect. The value of this training is recognized not only by pathologists, but by clinicians as well, in both academia and private practice. Importantly, the diversity and innovation inherent in selective pathology allow these programs to adeptly address new subspecialty areas and technologic advances in the current and evolving practice of pathology.

42 CFR 8.6 - Withdrawal of approval of accreditation bodies.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Withdrawal of approval of accreditation bodies. 8.6 Section 8.6 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Accreditation § 8.6 Withdrawal of approval of...

42 CFR 8.6 - Withdrawal of approval of accreditation bodies.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Withdrawal of approval of accreditation bodies. 8.6 Section 8.6 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Accreditation § 8.6 Withdrawal of approval of...

42 CFR 8.6 - Withdrawal of approval of accreditation bodies.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Withdrawal of approval of accreditation bodies. 8.6 Section 8.6 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Accreditation § 8.6 Withdrawal of approval of...

42 CFR 8.6 - Withdrawal of approval of accreditation bodies.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Withdrawal of approval of accreditation bodies. 8.6 Section 8.6 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Accreditation § 8.6 Withdrawal of approval of...

78 FR 57320 - Food and Drug Administration Food Safety Modernization Act: Proposed Rules on Foreign Supplier...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-18

...: Proposed Rules on Foreign Supplier Verification Programs and the Accreditation of Third-Party Auditors... Accreditation of Third-Party Auditors/Certification Bodies would strengthen the quality, objectivity, and... public can review the proposals on FSVP and the Accreditation of Third-Party Auditors/ Certification...

78 FR 49988 - Food and Drug Administration Food Safety Modernization Act: Proposed Rules on Foreign Supplier...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-16

...: Proposed Rules on Foreign Supplier Verification Programs and the Accreditation of Third-Party Auditors... Accreditation of Third-Party Auditors/Certification Bodies would strengthen the quality, objectivity, and... that the public can review the proposals on FSVP and the Accreditation of Third-Party Auditors...

Compendium of Military Allied Health Education.

ERIC Educational Resources Information Center

American Medical Association, Chicago, IL.

A broad overview of the military allied health educational system and specific information on individual courses are presented. A listing of the military allied health educational programs accredited by the Committee on Allied Health Education and Accreditation and a job description for each of the 24 accredited occupational areas are included. A…

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...

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...

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...

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...

Is CACREP Accreditation Making a Difference in Mental Health Counselor Preparation?

ERIC Educational Resources Information Center

Hollis, Joseph W.

1998-01-01

CACREP accredited mental health counselor programs are compared with those not accredited on admission requirements (two measures), average number of students enrolled, graduation requirements (credit hours and clinical experience measures), and placement the first year after graduation. Survey data are examined for the difference accreditation…

Specialized Accreditation of Business Schools: A Comparison of Alternative Costs, Benefits, and Motivations.

ERIC Educational Resources Information Center

Roller, Robert H.; Andrews, Brett K.; Bovee, Steven L.

2003-01-01

Responses from 122 of 411 business school deans/chairs indicated that 30 did not have business accreditation. Perceived accreditation costs, benefits, flexibility, and reputation varied by agency: American Assembly of Collegiate Schools of Business (most prestigious), Association of Collegiate Business Schools and Programs, or International…

75 FR 21715 - Reports, Forms and Recordkeeping Requirements; Agency Information Collection Activity Under OMB...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-26

.... Abstract: 46 U.S.C. 51309 authorizes the Academy to confer academic degrees. To maintain the appropriate academic standards, the program must be accredited by the appropriate accreditation body. The survey is part of USMMA's academic accreditation process. Annual Estimated Burden Hours: 250 hours. Addresses...

Learning through Accreditation: Faculty Reflections on the Experience of Program Evaluation

ERIC Educational Resources Information Center

Garrison, Sarah; Herring, Angel; Hinton, W. Jeff

2013-01-01

This qualitative study was conducted to explore the personal and professional experiences of family and consumer sciences educators (n = 3) who recently participated in the AAFCS accreditation process utilizing the 2010 Accreditation standards. Analysis of the transcribed semi-structured interview data yielded four overarching categories: (a)…

10 CFR 431.19 - Department of Energy recognition of accreditation bodies.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 3 2012-01-01 2012-01-01 false Department of Energy recognition of accreditation bodies. 431.19 Section 431.19 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY EFFICIENCY PROGRAM FOR... Methods of Determining Efficiency § 431.19 Department of Energy recognition of accreditation bodies. (a...

10 CFR 431.19 - Department of Energy recognition of accreditation bodies.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 3 2014-01-01 2014-01-01 false Department of Energy recognition of accreditation bodies. 431.19 Section 431.19 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY EFFICIENCY PROGRAM FOR... Methods of Determining Efficiency § 431.19 Department of Energy recognition of accreditation bodies. (a...

10 CFR 431.19 - Department of Energy recognition of accreditation bodies.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 3 2011-01-01 2011-01-01 false Department of Energy recognition of accreditation bodies. 431.19 Section 431.19 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY EFFICIENCY PROGRAM FOR... Methods of Determining Efficiency § 431.19 Department of Energy recognition of accreditation bodies. (a...

10 CFR 431.19 - Department of Energy recognition of accreditation bodies.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 3 2013-01-01 2013-01-01 false Department of Energy recognition of accreditation bodies. 431.19 Section 431.19 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY EFFICIENCY PROGRAM FOR... Methods of Determining Efficiency § 431.19 Department of Energy recognition of accreditation bodies. (a...

10 CFR 431.19 - Department of Energy recognition of accreditation bodies.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 3 2010-01-01 2010-01-01 false Department of Energy recognition of accreditation bodies. 431.19 Section 431.19 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ENERGY EFFICIENCY PROGRAM FOR... Methods of Determining Efficiency § 431.19 Department of Energy recognition of accreditation bodies. (a...

Safety climate and attitude toward medication error reporting after hospital accreditation in South Korea.

PubMed

Lee, Eunjoo

2016-09-01

This study compared registered nurses' perceptions of safety climate and attitude toward medication error reporting before and after completing a hospital accreditation program. Medication errors are the most prevalent adverse events threatening patient safety; reducing underreporting of medication errors significantly improves patient safety. Safety climate in hospitals may affect medication error reporting. This study employed a longitudinal, descriptive design. Data were collected using questionnaires. A tertiary acute hospital in South Korea undergoing a hospital accreditation program. Nurses, pre- and post-accreditation (217 and 373); response rate: 58% and 87%, respectively. Hospital accreditation program. Perceived safety climate and attitude toward medication error reporting. The level of safety climate and attitude toward medication error reporting increased significantly following accreditation; however, measures of institutional leadership and management did not improve significantly. Participants' perception of safety climate was positively correlated with their attitude toward medication error reporting; this correlation strengthened following completion of the program. Improving hospitals' safety climate increased nurses' medication error reporting; interventions that help hospital administration and managers to provide more supportive leadership may facilitate safety climate improvement. Hospitals and their units should develop more friendly and intimate working environments that remove nurses' fear of penalties. Administration and managers should support nurses who report their own errors. © 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.

Problematic Behavior: What Do CACREP Accredited Program Policies and Procedures Reflect

ERIC Educational Resources Information Center

Brown, Maranda

2011-01-01

Counselor Education programs are ethically obligated by accreditation standards and professional codes of ethics to identify counselors-in-training whose academic, clinical, and personal performance indicate problematic behavior that would potentially prevent them from entering the profession (McAdams, Foster, & Ward, 2007). Despite these…

Administrator Preparation for Multicultural Leadership: Inside Four Nationally Accredited Programs

ERIC Educational Resources Information Center

Gardiner, Mary; Enomoto, Ernestine K.

2004-01-01

As accrediting associations and ISLLC Standards for School Leaders attest, school leaders have a critical role to insure equitable educational opportunities for diverse students. But how are they being prepared for multicultural leadership in administrator preparation programs? This qualitative study examined and contrasted four different…

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.

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 onsite assessment that includes proficiency testing and documentation review. The ATL NVLAP accreditation currently applies specifically to its ISO 3744 soundpower- level determination procedure (see the photograph) and supporting ISO 17025 quality system, although all ATL operations are conducted in accordance with its quality system. The ATL staff is currently developing additional procedures to adapt this quality system to the testing of space flight hardware in accordance with International Space Station acoustic emission requirements.<

Accreditation's Alchemy Hour: Riding the Wave of Innovation

ERIC Educational Resources Information Center

Gaston, Paul L.

2014-01-01

This article was adapted from Paul L. Gaston's address to the 2014 annual meeting of the "Association of American Colleges and Universities." The panel session talk "Accreditation: Riding the Wave of Innovation--or Going Under?" addressed issues surrounding the many proposals for demolishing and rebuilding higher education…

Article Publications, Journal Outlets, and Article Themes for Current Faculty in APA-Accredited School Psychology Programs: 1995?1999

ERIC Educational Resources Information Center

Carper, Robin M.; Williams, Robert L.

2004-01-01

The study addressed three major questions regarding the 1995?1999 journal publications of faculty at school psychology programs accredited by the American Psychological Association (APA) as of Sept. 1, 2000: (a) Which program faculties had the strongest records of article publications for 1995?1999? (b) What were the major school psychology and…

Gender and Diversity Topics Taught in Commission on Accreditation for Marriage and Family Therapy Education Programs

ERIC Educational Resources Information Center

Winston, Ebony Joy; Piercy, Fred P.

2010-01-01

This article explores how the topics of gender and diversity are being taught and defined in accredited marriage and family therapy programs through syllabi content analysis and interviews with selected faculty. We examined findings by program (master's and doctoral) and type of training (those that taught specific gender and culture courses and…

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 four symposia, offering 8 credit hours each, are held each year in various subspecialties of CP. In 2003, 22 hospitals were accredited as CP training hospitals for a total quota of 26. Until 2003, the TSCP had certified 116 CPs. At the present time, only 103 certified CPs are actively practicing laboratory medicine. Re-certification requires 100 credit hours of continuing education. The requirements for board certification and re-certification are the two main driving forces for CPs in Taiwan to seek continuing education. Our model of education for CPs has proven to be effective. The number of practicing CPs increased from 21 (one per 3,083 beds) in 1991 to 103 (one per 929 beds) in 2002. Most of the CPs are associated with medical centers(62/103, 60.2%) and regional hospitals(38/103, 36.9%).

Accredited Orthopaedic Sports Medicine Fellowship Websites: An Updated Assessment of Accessibility and Content.

PubMed

Yayac, Michael; Javandal, Mitra; Mulcahey, Mary K

2017-01-01

A substantial number of orthopaedic surgeons apply for sports medicine fellowships after residency completion. The Internet is one of the most important resources applicants use to obtain information about fellowship programs, with the program website serving as one of the most influential sources. The American Orthopaedic Society for Sports Medicine (AOSSM), San Francisco Match (SFM), and Arthroscopy Association of North America (AANA) maintain databases of orthopaedic sports medicine fellowship programs. A 2013 study evaluated the content and accessibility of the websites for accredited orthopaedic sports medicine fellowships. To reassess these websites based on the same parameters and compare the results with those of the study published in 2013 to determine whether any improvement has been made in fellowship website content or accessibility. Cross-sectional study. We reviewed all existing websites for the 95 accredited orthopaedic sports medicine fellowships included in the AOSSM, SFM, and AANA databases. Accessibility of the websites was determined by performing a Google search for each program. A total of 89 sports fellowship websites were evaluated for overall content. Websites for the remaining 6 programs could not be identified, so they were not included in content assessment. Of the 95 accredited sports medicine fellowships, 49 (52%) provided links in the AOSSM database, 89 (94%) in the SFM database, and 24 (25%) in the AANA database. Of the 89 websites, 89 (100%) provided a description of the program, 62 (70%) provided selection process information, and 40 (45%) provided a link to the SFM website. Two searches through Google were able to identify links to 88% and 92% of all accredited programs. The majority of accredited orthopaedic sports medicine fellowship programs fail to utilize the Internet to its full potential as a resource to provide applicants with detailed information about the program, which could help residents in the selection and ranking process. Orthopaedic sports medicine fellowship websites that are easily accessible through the AOSSM, SFM, AANA, or Google and that provide all relevant information for applicants would simplify the process of deciding where to apply, interview, and ultimately how to rank orthopaedic sports medicine fellowship programs for the Orthopaedic Sports Medicine Fellowship Match.

[The accreditation of professional competence: the analysis of nursing
interventions to control anxiety in surgical patients].

PubMed

Brea-Rivero, Pilar; Herrera-Usagre, Manuel; Rojas-de-Mora-Figueroa, Ana; Esposito, Thomas

2016-01-01

. The accreditation of professional competence: the analysis of nursing interventions to control anxiety in surgical patients. The preoperative anxiety is a state of discomfort or unpleasant tension resulting from concerns about illness, hospitalization, anesthesia, surgery or the unknown. Nurses play a vital role reducing preoperative anxiety. An accreditation program was developed in Andalusia (Spain) to measure nurses' competences in this and others fields. To analyze the accredited nurses' interventions spectrum to reduce anxiety in surgical patients and to check if their range of interventions depends upon their professional skills accreditation level. Cross-sectional study. From 20016 to 2014, 1.282 interventions performed by 303 operating room nurses accredited through the Professional Skills Accreditation Program of the Andalusian Agency for Health Care Quality (ACSA) were analyzed with the latent class analysis (LCA) and multinomial logistic regression. Two-thirds of the sample was accredited in Advanced level, about 31% in Expert level and 2.6% in Excellent level. Mean age of patients was 58.5±19.8 years. Three professional profiles were obtained from the LCA. Those nurses classified in Class I (22.4% of the sample) were more likely to be women, to can for younger patients, and to be accredited in Expert or Excellent Level and to perform the larger range of interventions, becoming therefore the most complete professional profile. Those nurses who perform a wider range of interventions and specifically two evidence based interventions such Calming Technique and Coping Enhancement are those who have a higher level of accreditation level.

Beginning Blueprint: Electronic Exhibits for a Teacher Education Accreditation Council Academic Audit

ERIC Educational Resources Information Center

Koonce, Glenn L.; Hoskins, Joan J.; Goldman, Katie D.

2012-01-01

This study illustrates the development, usability, and advantages of an electronic exhibit for the TEAC (Teacher Education Accreditation Council) academic audit from the perspective of program education faculty. The examination of the successful utilization of electronic exhibits for teacher licensure and educational leadership program IBs…

76 FR 59136 - Medicare and Medicaid Programs; Application by Community Health Accreditation Program for...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-23

... use in enforcement activities; monitoring procedures for provider entities found not in compliance... pertaining to activities relating to the survey and certification of facilities are at 42 CFR part 488. The... complaints against accredited facilities. ++ CHAP's processes and procedures for monitoring HHAs found out of...

Curriculum and Course Materials for a Forensic DNA Biology Course

ERIC Educational Resources Information Center

Elkins, Kelly M.

2014-01-01

The Forensic Science Education Programs Accreditation Commission (FEPAC) requires accredited programs offer a "coherent curriculum" to ensure each student gains a "thorough grounding of the natural…sciences." Part of this curriculum includes completion of a minimum of 15 semester-hours forensic science coursework, nine of which…

Making the Case for Standards of Conduct in Clinical Training

ERIC Educational Resources Information Center

Homrich, Alicia M.; DeLorenzi, Leigh D.; Bloom, Zachary D.; Godbee, Brandi

2014-01-01

The authors examined a proposed set of standards for the personal and professional conduct of counseling trainees. Eighty-two counselor educators and supervisors from programs accredited by the Council for Accreditation of Counseling and Related Educational Programs ranked 55 behaviors divided across 3 categories (i.e., professional,…

42 CFR 423.171 - Procedures for approval of accreditation as a basis for deeming compliance.

Code of Federal Regulations, 2014 CFR

2014-10-01

..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM (CONTINUED) VOLUNTARY MEDICARE... organization, including the— (i) Size and composition of accreditation survey teams for each type of plan... activities with appropriate licensing bodies and ombudsmen programs. (7) A description of the organization's...

42 CFR 423.171 - Procedures for approval of accreditation as a basis for deeming compliance.

Code of Federal Regulations, 2012 CFR

2012-10-01

..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM (CONTINUED) VOLUNTARY MEDICARE... organization, including the— (i) Size and composition of accreditation survey teams for each type of plan... activities with appropriate licensing bodies and ombudsmen programs. (7) A description of the organization's...

42 CFR 423.171 - Procedures for approval of accreditation as a basis for deeming compliance.

Code of Federal Regulations, 2013 CFR

2013-10-01

..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM (CONTINUED) VOLUNTARY MEDICARE... organization, including the— (i) Size and composition of accreditation survey teams for each type of plan... activities with appropriate licensing bodies and ombudsmen programs. (7) A description of the organization's...

Mexican American Women Pursuing Counselor Education Doctorates: A Narrative Inquiry

ERIC Educational Resources Information Center

Hinojosa, Tamara J.; Carney, JoLynn V.

2016-01-01

The authors used narrative inquiry and Anzaldúa's (1999) bordlerlands theory to understand the cultural experiences of 5 Mexican American women in doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results indicated that participants navigated multiple cultural spheres and that the…

Counselor Educators and Students with Problems of Professional Competence: A Survey and Discussion

ERIC Educational Resources Information Center

Brown-Rice, Kathleen; Furr, Susan

2016-01-01

A total of 370 counselor educators in CACREP-accredited [Council for Accreditation of Counseling and Related Educational Programs] programs were surveyed to determine their knowledge of master's students' problems of professional competence (PPC) and their perception of roadblocks that affect gatekeeping practices. Findings suggest that educators…

The Relationship between Job Satisfaction and Overall Wellness in Counselor Educators

ERIC Educational Resources Information Center

Riley, Julie

2017-01-01

This study explored the relationship between overall wellness and job satisfaction in counselor educators. Full-time counselor educators employed in higher education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) completed the Five Factor Wellness Inventory to measure overall wellness…

10 CFR 430.25 - Laboratory Accreditation Program.

Code of Federal Regulations, 2013 CFR

2013-01-01

... Procedures § 430.25 Laboratory Accreditation Program. Testing for fluorescent lamp ballasts performed in accordance with appendix Q1 to this subpart shall comply with this § 430.25. The testing for general service... accordance with Appendix R to this subpart. The testing for medium base compact fluorescent lamps shall be...

10 CFR 430.25 - Laboratory Accreditation Program.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Procedures § 430.25 Laboratory Accreditation Program. Testing for fluorescent lamp ballasts performed in accordance with appendix Q1 to this subpart shall comply with this section § 430.25. The testing for general... performed in accordance with appendix R to this subpart. The testing for medium base compact fluorescent...

10 CFR 430.25 - Laboratory Accreditation Program.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Procedures § 430.25 Laboratory Accreditation Program. Testing for fluorescent lamp ballasts performed in accordance with appendix Q1 to this subpart shall comply with this § 430.25. The testing for general service... accordance with Appendix R to this subpart. The testing for medium base compact fluorescent lamps shall be...

42 CFR 493.571 - Disclosure of accreditation, State and CMS validation inspection results.

Code of Federal Regulations, 2013 CFR

2013-10-01

... validation inspection results. 493.571 Section 493.571 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES... Program § 493.571 Disclosure of accreditation, State and CMS validation inspection results. (a... licensure program, in accordance with State law. (c) CMS validation inspection results. CMS may disclose the...

42 CFR 493.571 - Disclosure of accreditation, State and CMS validation inspection results.

Code of Federal Regulations, 2011 CFR

2011-10-01

... validation inspection results. 493.571 Section 493.571 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES... Program § 493.571 Disclosure of accreditation, State and CMS validation inspection results. (a... licensure program, in accordance with State law. (c) CMS validation inspection results. CMS may disclose the...

42 CFR 493.571 - Disclosure of accreditation, State and CMS validation inspection results.

Code of Federal Regulations, 2012 CFR

2012-10-01

... validation inspection results. 493.571 Section 493.571 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES... Program § 493.571 Disclosure of accreditation, State and CMS validation inspection results. (a... licensure program, in accordance with State law. (c) CMS validation inspection results. CMS may disclose the...

42 CFR 493.571 - Disclosure of accreditation, State and CMS validation inspection results.

Code of Federal Regulations, 2010 CFR

2010-10-01

... validation inspection results. 493.571 Section 493.571 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES... Program § 493.571 Disclosure of accreditation, State and CMS validation inspection results. (a... licensure program, in accordance with State law. (c) CMS validation inspection results. CMS may disclose the...

42 CFR 493.571 - Disclosure of accreditation, State and CMS validation inspection results.

Code of Federal Regulations, 2014 CFR

2014-10-01

... validation inspection results. 493.571 Section 493.571 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES... Program § 493.571 Disclosure of accreditation, State and CMS validation inspection results. (a... licensure program, in accordance with State law. (c) CMS validation inspection results. CMS may disclose the...

Hydromorphone overdose

MedlinePlus

... Updated by: Jacob L. Heller, MD, MHA, Emergency Medicine, Emeritus, Virginia Mason Medical Center, Seattle, WA. ... as the American Accreditation HealthCare Commission (www.urac.org). URAC's accreditation program is ...

7 CFR 353.8 - Accreditation of non-government facilities.

Code of Federal Regulations, 2010 CFR

2010-01-01

... facilities may be obtained by writing to Phytosanitary Issues Management, PPQ, APHIS, 4700 River Road, Unit... Administrator determines that such action is necessary to protect the public health, interest, or safety. Such... the facility is seeking accreditation must be identified and must possess the training, education, or...

Skill Standards and Certification Issues.

ERIC Educational Resources Information Center

Leslie, Bruce

America's more than 1,200 community, technical, and junior colleges constitute the largest branch of higher education in the country. Two-year colleges are subjected to rigorous institutional accreditation standards and procedures by regional accrediting bodies. At least 80% of their students are already in the workforce, and they serve the…

Exploring the Role of Accreditation in Supporting Transfer and Student Mobility

ERIC Educational Resources Information Center

Felder, Pamela Petrease; Arleth, Megan T.

2016-01-01

Student mobility and transfer between two-year and four-year institutions are critical issues when considering student success and degree completion. College and university administrators continually work to identify opportunities that align policy and practice with accreditation standards in an effort to facilitate self-study initiatives and meet…

A Litmus Test of Academic Quality

ERIC Educational Resources Information Center

Orkodashvili, Mariam

2009-01-01

The paper discusses the major issues connected with the accreditation procedures in higher education system in the U.S. The questions raised are as follows: what are the reliable and credible indicators of quality instruction that could be measured in the process of accreditation of higher education institutions? How does greater transparency in…

Recreating America's Community Colleges: Implications of the Substantive Issues in Their Future

ERIC Educational Resources Information Center

Eaton, Judith S.

2006-01-01

CHEA is an institutional membership organization of degree-granting colleges and universities, and serves as an institutional voice for accreditation. CHEA also recognizes 60 regional, national and specialized accrediting organizations. This paper (the text of a speech delivered via teleconference to the Community College Futures Assembly,…

Examination of the Nexus between Academic Libraries and Accreditation: Lessons from Nigeria

ERIC Educational Resources Information Center

Nkiko, Christopher; Ilo, Promise; Idiegbeyan-Ose, Jerome; Segun-Adeniran, Chidi

2015-01-01

The article investigated the nexus between academic libraries and accreditation in the higher institutions with special focus on the Nigerian experience. It showed that all accreditation agencies place a high premium on library provisions as a major component of requisite benchmarks in determining the status of the program or institutions being…

Mortuary Science Programs: Examination of the External Evaluation Team

ERIC Educational Resources Information Center

Reinhard, D. Elaine

2010-01-01

The purpose of this study is to expand the literature on mortuary science accreditation site visit teams. This study used a mixed methodology design to examine: (1) who serves on the American Board of Funeral Service Education accreditation external site visit teams; (2) reasons for involvement in accreditation; (3) perceptions of important site…

Business School Accreditation in the Changing Global Marketplace: A Comparative Study of the Agencies and Their Competitive Strategies

ERIC Educational Resources Information Center

Zhao, Jun; Ferran, Carlos

2016-01-01

Purpose: This paper aims to examine current trends in business accreditation by describing and comparing the major international business accreditation agencies (Association to Advance Collegiate Schools of Business, European Quality Improvement System, Association of MBAs, Association of Collegiate Business Schools and Programs and International…

77 FR 51537 - Medicare and Medicaid Programs; Continued Approval of Det Norske Veritas Healthcare's (DNVHC's...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-24

... continued recognition as a national accrediting organization for hospitals that wish to participate in the... effective September 26, 2012, through September 26, 2018. DATES: This final notice is effective September 26... accreditation by an approved national accrediting organization (AO) that all applicable Medicare conditions are...

Work-Integrated Learning and Professional Accreditation Policies: An Environmental Health Higher Education Perspective

ERIC Educational Resources Information Center

Dunn, Louise; Nicholson, Rosemary; Ross, Kirstin; Bricknell, Lisa; Davies, Belinda; Hannelly, Toni; Lampard, Jane-Louise; Murray, Zoe; Oosthuizen, Jacques; Roiko, Anne; Wood, James

2018-01-01

The introduction of a new work-integrated learning (WIL) policy for university environmental health education programs seeking professional accreditation identified a number of problems. This included how to evaluate the acceptability of differing approaches to WIL for course accreditation purposes and a need to develop an agreed understanding of…

34 CFR 602.1 - Why does the Secretary recognize accrediting agencies?

Code of Federal Regulations, 2010 CFR

2010-07-01

... quality of education or training offered by the institutions or programs they accredit. (b) The Secretary... 34 Education 3 2010-07-01 2010-07-01 false Why does the Secretary recognize accrediting agencies? 602.1 Section 602.1 Education Regulations of the Offices of the Department of Education (Continued...

The evolution and geographic distribution of headache medicine fellowship programs and graduates: an observational study.

PubMed

Rizzoli, Paul; Weizenbaum, Emma; Loder, Thomas; Friedman, Deborah; Loder, Elizabeth

2014-01-01

We sought to assess the experiences, growth, and distribution of accredited headache medicine fellowships since accreditation began in 2007, and to examine the number and current practice locations of fellows graduated from those programs. There are no data on the distribution of headache fellowship programs and their graduates throughout the United States. We surveyed directors of Headache Medicine fellowship programs accredited by the United Council of Neurologic Subspecialties as of April 1, 2014. We recorded the geographic locations of accredited programs and fellowship graduates and determined their distribution in relation to the overall and selected minority populations of US census divisions, regions, and states. In early 2014, there were 25 accredited Headache Medicine fellowship programs in the United States. Thirty-two (63%) US states lack a headache fellowship program and 24 (47%) do not have a practicing United Council for Neurologic Subspecialties fellowship graduate. Fifty-two of 96 fellows (54%) entered practice in the same state where they did their training. The northeastern United States has the best ratio of fellowship programs and graduates to population (0.28 and 0.35 per million inhabitants) and land area (6.38 and 8 per 100,000 square miles). The Pacific Northwest has the worst (0.05 and 0.02 fellowship programs and graduates per million inhabitants and 2.3 and 1.1 per 100,000 square miles). Fifty-five percent of the US Hispanic population lives in areas of the country with only 32% of practicing certified headache specialists, 28% of accredited fellowship programs, and which have attracted only 27% of fellowship graduates. Thirty-three percent of the US black population lives in areas with just 8% of fellowship programs and 27% of fellowship graduates. Fellowship directors report that funding for fellowship positions is an important challenge. The number of fellowship programs has increased dramatically since 2007, but their geographic distribution is uneven and so are the subsequent practice locations of fellow graduates. At present, the distribution of training programs and headache specialists is not well matched to the US population as a whole or to the location of important racial and ethnic minorities. Increasing the overall supply of headache specialists is important, but geographic inequalities in specialist distribution must also be addressed or disparities will increase. © 2014 American Headache Society.

Accreditation of Individualized Quality Control Plans by the College of American Pathologists.

PubMed

Hoeltge, Gerald A

2017-03-01

The Laboratory Accreditation Program of the College of American Pathologists (CAP) began in 2015 to allow accredited laboratories to devise their own strategies for quality control of laboratory testing. Participants now have the option to implement individualized quality control plans (IQCPs). Only nonwaived testing that features an internal control (built-in, electronic, or procedural) is eligible for IQCP accreditation. The accreditation checklists that detail the requirements have been peer-reviewed by content experts on CAP's scientific resource committees and by a panel of accreditation participants. Training and communication have been key to the successful introduction of the new IQCP requirements. Copyright © 2016 Elsevier Inc. All rights reserved.

Unified Perspective for Categorization of Educational Quality Indicators from an Accreditation Process View--Relationships between Educational Quality Indicators Defined by Accrediting Agencies in México at the Institutional and Program Level, and Those Defined by Institutions of Higher Education

ERIC Educational Resources Information Center

Sosa Lopez, Jorge; Salinas Yañez, Miguel Alberto; Morales Salgado, Maria Del Rocío; Reyes Vergara, Maria De Lourdes

2016-01-01

This research provides an introduction and background on accreditation of higher education in México focusing on FIMPES (Federation of Mexican Private Institutions of Higher Education), CACEI (Council for Accreditation and Certification of Education in Engineering), and CETYS University as a case study to establish relationships between…

The Feasibility of Developing a Non-Engineering Aeronautical/Aerospace Science Doctoral Degree Program in U.S. Universities.

ERIC Educational Resources Information Center

Johnson, Jeffrey Alan; Lehrer, Henry R.

1995-01-01

A survey of 101 college aviation faculty that received a 79% response indicated that 68.3% agree on the current need and 75.9% on the future need for a nonengineering doctoral program in aeronautical/aerospace sciences; 51% believe the Council on Aviation Accreditation would be more willing to accredit institutions with such programs. (SK)

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.

15 CFR 285.14 - Criteria for accreditation.

Code of Federal Regulations, 2012 CFR

2012-01-01

... INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL... for the competence of testing and calibration laboratories, including revisions from time to time. ...

15 CFR 285.14 - Criteria for accreditation.

Code of Federal Regulations, 2011 CFR

2011-01-01

... INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL... for the competence of testing and calibration laboratories, including revisions from time to time. ...

15 CFR 285.14 - Criteria for accreditation.

Code of Federal Regulations, 2014 CFR

2014-01-01

... INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL... for the competence of testing and calibration laboratories, including revisions from time to time. ...