9 CFR 93.205 - Certificate for poultry.

Code of Federal Regulations, 2010 CFR

2010-01-01

... certificate of a salaried veterinary officer of the national government of the region of origin, or if... veterinarian accredited by the National Government of Mexico and endorsed by a full-time salaried veterinary... certificate of a salaried veterinary officer of the national government of the region of origin, or if...

9 CFR 93.205 - Certificate for poultry.

Code of Federal Regulations, 2011 CFR

2011-01-01

... certificate of a salaried veterinary officer of the national government of the region of origin, or if... veterinarian accredited by the National Government of Mexico and endorsed by a full-time salaried veterinary... certificate of a salaried veterinary officer of the national government of the region of origin, or if...

The Importance of Animal Welfare Science and Ethics to Veterinary Students in Australia and New Zealand.

PubMed

Freire, Rafael; Phillips, Clive J C; Verrinder, Joy M; Collins, Teresa; Degeling, Chris; Fawcett, Anne; Fisher, Andrew D; Hazel, Susan; Hood, Jennifer; Johnson, Jane; Lloyd, Janice K F; Stafford, Kevin; Tzioumis, Vicky; McGreevy, Paul D

The study of animal welfare and ethics (AWE) as part of veterinary education is important due to increasing community concerns and expectations about this topic, global pressures regarding food security, and the requirements of veterinary accreditation, especially with respect to Day One Competences. To address several key questions regarding the attitudes to AWE of veterinary students in Australia and New Zealand (NZ), the authors surveyed the 2014 cohort of these students. The survey aimed (1) to reveal what AWE topics veterinary students in Australia and NZ consider important as Day One Competences, and (2) to ascertain how these priorities align with existing research on how concern for AWE relates to gender and stage of study. Students identified triage and professional ethics as the most important Day One Competences in AWE. Students ranked an understanding of triage as increasingly important as they progressed through their program. Professional ethics was rated more important by early and mid-stage students than by senior students. Understanding the development of animal welfare science and perspectives on animal welfare were rated as being of little importance to veterinary graduates as Day One Competences, and an understanding of "why animal welfare matters" declined as the students progressed through the program. Combined, these findings suggest that veterinary students consider it more important to have the necessary practical skills and knowledge to function as a veterinarian on their first day in practice.

Medical Services: Medical, Dental, and Veterinary Care

DTIC Science & Technology

2002-01-28

requirements to fixed military treatment facility laboratories in Europe and Korea. Clarifies Joint Commission on the Accreditation of Healthcare ...which meets the requirements of the licensing and accrediting agencies (for example, FDA, AABB, Joint Commission on the Accreditation of Healthcare ...as officer in charge or equivalent status when no pharmacist is on duty at the facility. (2) Policies are established to ensure— (a) Rational

150th anniversary of veterinary education and the veterinary profession in North America: part 4, US veterinary colleges in 2011 and the distribution of their graduates.

PubMed

Smith, Donald F; Fenn, Melissa S

2011-01-01

This fourth article in an ongoing series of articles published in the Journal of Veterinary Medical Education on veterinary education and the veterinary profession provides information on the colleges and schools that exist in the US in 2011. This article provides a brief description of the educational programs and recent accreditation of the veterinary schools at Western University of the Health Sciences and Ross University on the Island of St. Kitts. Without taking into consideration Caribbean colleges, the number of veterinary student positions in US colleges has increased by approximately 24% in the past decade. The number of students attending veterinary colleges is unevenly distributed across the country with many of the more populous states having fewer students per 100,000 people than less populous states. The percentage of veterinarians who reside in the state of their alma mater also varies widely with alumni from some colleges remaining in the state of the college from which they graduated (e.g., Texas A&M and the University of California at Davis) and the graduates of other colleges (e.g., Cornell University and the University of Pennsylvania) being more widely distributed across the country. The location of veterinarians is also provided by state and adjusted for population and state size.

Veterinary Accreditation. A Reference Guide for Practitioners.

ERIC Educational Resources Information Center

Animal and Plant Health Inspection Service (USDA), Washington, DC.

This reference manual was designed as a guide for veterinarians who have been accredited by the U.S. Department of Agriculture (USDA) Animal and Plant Health Inspection Services. The guide provides instructions on the following topics: identifying animals, reportable diseases and conditions, brucellosis, tuberculosis, pseudorabies, miscellaneous…

AAVP Recommendations for Core Competency Standards Relating to Parasitological Knowledge and Skills.

PubMed

Snowden, Karen F; Krecek, Rosina C; Bowman, Dwight D

As part of the accreditation process, the American Veterinary Medical Association Council on Education has defined nine broad areas of core competencies that must be met by graduating students earning a Doctor of Veterinary Medicine degree. To define competencies in veterinary parasitology, the American Association of Veterinary Parasitologists (AAVP) has developed a detailed list of knowledge and skills that are recommended for inclusion in professional curricula. These recommendations were developed by instructors from colleges/schools of veterinary medicine in the US, Canada, and the Caribbean, and were reviewed and endorsed following AAVP guidelines.

Continuing Veterinary Medical Education Needs Assessment of Small Animal Practitioners in South Korea.

PubMed

Chun, Myung-Sun; Hwang, Cheol-Yong

2015-01-01

This first survey of small animal veterinarians in Korea explores demographic patterns, previous learning experiences, and program preferences for continuing veterinary medical education (CVME). Data were analyzed to identify and describe learning needs and preferences. Respondents' average CVME hours (38.4 hours/year) exceeded the mandatory 10 hours per year. Almost all respondents recognized the importance of CVME. Lack of time and travel distance were identified as significant barriers to CVME participation. CVME courses scheduled after 9 p.m. on weekdays with a registration fee of up to $50 US per hour were preferred. Respondents clearly defined the educational quality criteria of preferred CVME programs: delivery in a series of interventions in a small seminar format, with lectures on theory combined with practical skill-building wet labs taught by experienced veterinarians and board-certified specialists. Small animal veterinarians in Korea are enthusiastic life-long learners who are strongly motivated to select CVME learning activities based on self-identified needs. The changing environment of veterinary medicine in Korea demands an evolution of CVME quality criteria, such as clear program goals reflecting veterinarians' educational needs and desirable competencies, and specific measurable learning objectives. Moreover, the current accreditation system, which does not encourage hands-on skill development formats, needs urgent improvement.

9 CFR 161.6 - Suspension or revocation of veterinary accreditation and reaccreditation; criminal and civil...

Code of Federal Regulations, 2013 CFR

2013-01-01

... determination will be based on whether the veterinarian has fulfilled the following conditions: (i) The veterinarian is licensed or legally able to practice veterinary medicine in the State in which the veterinarian... applicant; and (D) Any other evidence reflecting on the honesty, professional integrity, reliability and...

9 CFR 161.6 - Suspension or revocation of veterinary accreditation and reaccreditation; criminal and civil...

Code of Federal Regulations, 2014 CFR

2014-01-01

... determination will be based on whether the veterinarian has fulfilled the following conditions: (i) The veterinarian is licensed or legally able to practice veterinary medicine in the State in which the veterinarian... applicant; and (D) Any other evidence reflecting on the honesty, professional integrity, reliability and...

9 CFR 161.6 - Suspension or revocation of veterinary accreditation and reaccreditation; criminal and civil...

Code of Federal Regulations, 2012 CFR

2012-01-01

... determination will be based on whether the veterinarian has fulfilled the following conditions: (i) The veterinarian is licensed or legally able to practice veterinary medicine in the State in which the veterinarian... applicant; and (D) Any other evidence reflecting on the honesty, professional integrity, reliability and...

Duty hours restriction for our surgical trainees: An ethical obligation or a bad idea?

PubMed

Adin, Christopher A; Fogle, Callie A; Marks, Steven L

2018-04-01

To ensure patient safety and protect the well-being of interns and residents, the Accreditation Council for Graduate Medical Education (ACGME) issued guidelines in 2003 limiting the working hours of physician trainees. Although many supported the goals of the ACGME, institutions struggled to restructure their programs and hire staff required by this unfunded mandate. Numerous studies have analyzed the effects of duty hours restrictions on patient outcomes and physician training over the past 15 years. Most agree that duty hours restrictions improved well-being of house officers, but these improvements came at the expense of continuity, and patient hand-offs led to medical errors. Effects on resident training are program specific, with duty hours restrictions having the most deleterious effects on surgical disciplines. Because veterinary specialists assume a similar role in providing 24-hour patient care, interns and residents face work-related stress as a result of extended working hours, on-call duty, and an increasingly complex caseload. The North Carolina State Veterinary Hospital is staffed by approximately 100 house officers representing almost every veterinary specialty group. We surveyed departing house officers regarding their quality of life and training experience. Sixty-six percent of interns and residents reported that they do not have time to take care of personal needs, and 57%-62% felt neutral or dissatisfied with their mental and physical well-being. Most trainees believed that decreased duty hours would improve learning, but 42% believed that decreased caseload would be detrimental to training. Veterinary educators must consider post-DVM veterinary training guidelines that maintain patient care with a good learning environment for interns and residents. © 2018 The American College of Veterinary Surgeons.

District, state or regional veterinary diagnostic laboratories.

PubMed

Gosser, H S; Morehouse, L G

1998-08-01

The district, regional or state laboratory is the local laboratory to which veterinarian practitioners usually submit samples, and consequently these laboratories are usually the first to observe a suspected disease problem. In most countries, these laboratories are under the jurisdiction of the State or region in which they are located. In the United States of America (USA), most veterinary diagnostic laboratories are State-associated and operate under the aegis of either the State Department of Agriculture or a university. The national laboratory provides reference assistance to the State laboratories. In the USA, the national Laboratory (the National Veterinary Services Laboratories) acts as a consultant to confirm difficult diagnoses and administer performance tests for State-associated laboratories. District, state or regional laboratories need to share information regarding technological advances in diagnostic procedures. This need was met in the USA by the formation of the American Association of Veterinary Laboratory Diagnosticians (AAVLD) in the late 1950s. Another requirement of district, state or regional diagnostic laboratories is a method to confirm quality assurance, which was fulfilled in the USA by an accreditation programme established through the AAVLD. The Accreditation Committee evaluates laboratories (on request) in terms of organisation, personnel, physical facilities and equipment, records, finance and budget. Those laboratories which meet the standards as established in the 'Essential Requirements for Accreditation' are given accreditation status, which indicates that they have the expertise and facilities to perform tests on food-producing animals for shipment in national or international commerce and on companion, laboratory or zoo animals. While confidentiality of test records is most important, it is becoming necessary to release certain types of animal disease test information if a country is to participate in the exportation of animals and animal products. As district, state and regional laboratories operate under many different administrative entities (i.e., universities, State governments and the Federal government), various checks at different administrative levels provide safeguards and reduce the possibility of faulty disease reporting.

Valid methods: the quality assurance of test method development, validation, approval, and transfer for veterinary testing laboratories.

PubMed

Wiegers, Ann L

2003-07-01

Third-party accreditation is a valuable tool to demonstrate a laboratory's competence to conduct testing. Accreditation, internationally and in the United States, has been discussed previously. However, accreditation is only I part of establishing data credibility. A validated test method is the first component of a valid measurement system. Validation is defined as confirmation by examination and the provision of objective evidence that the particular requirements for a specific intended use are fulfilled. The international and national standard ISO/IEC 17025 recognizes the importance of validated methods and requires that laboratory-developed methods or methods adopted by the laboratory be appropriate for the intended use. Validated methods are therefore required and their use agreed to by the client (i.e., end users of the test results such as veterinarians, animal health programs, and owners). ISO/IEC 17025 also requires that the introduction of methods developed by the laboratory for its own use be a planned activity conducted by qualified personnel with adequate resources. This article discusses considerations and recommendations for the conduct of veterinary diagnostic test method development, validation, evaluation, approval, and transfer to the user laboratory in the ISO/IEC 17025 environment. These recommendations are based on those of nationally and internationally accepted standards and guidelines, as well as those of reputable and experienced technical bodies. They are also based on the author's experience in the evaluation of method development and transfer projects, validation data, and the implementation of quality management systems in the area of method development.

The dual DVM/MPH degree at the University of Wisconsin--Madison: a uniquely interdisciplinary collaboration.

PubMed

Olsen, Christopher W; Remington, Patrick L

2008-01-01

The University of Wisconsin-Madison (UWM) launched a new Master of Public Health (MPH) degree program in 2005. This 42-credit MPH degree consists of 18 core and 14 elective course credits, two seminar credits, and eight field project/culminating experience credits. Unique strengths of the program include its strongly interdisciplinary philosophy, encompassing both health science (human medicine, veterinary medicine, pharmacy, nursing) and social science units on campus, and its emphasis on service learning through instructional and field project ties to the public-health community of the state and beyond. To date, the program has admitted 87 students, including full-time students as well as part-time students who continue to work in the health care and/or public-health sectors. The program is currently proceeding with the process for accreditation through the Council for Education in Public Health. In 2007, a formal dual DVM/MPH program was approved to allow students to integrate DVM and MPH training and complete both degrees in a total of five years. Nine MPH students over the first three years of admissions have been individuals affiliated with veterinary medicine (five DVM students and four post-graduate veterinarians).

Enhancing human-animal relationships through veterinary medical instruction in animal-assisted therapy and animal-assisted activities.

PubMed

Schaffer, Caroline Brunsman

2008-01-01

Instruction in animal-assisted therapy (AAT) and animal-assisted activities (AAAs) teaches veterinary medical students to confidently and assertively maximize the benefits and minimize the risks of this union of animals and people. Instruction in AAT/AAA also addresses requirements by the American Veterinary Medical Association Council on Education that accredited schools/colleges of veterinary medicine include in their standard curriculum the topics of the human-animal bond, behavior, and the contributions of the veterinarian to the overall public and professional health care teams. Entry-level veterinarians should be prepared to: (1) assure that animals who provide AAT/AAA are healthy enough to visit nursing homes, hospitals, or other institutions; (2) promote behavior testing that selects animals who will feel safe, comfortable, and connected; (3) advise facilities regarding infection control and ways to provide a safe environment where the animals, their handlers, and the people being visited will not be injured or become ill; and (4) advocate for their patients and show compassion for their clients when animals are determined to be inappropriate participants in AAT/AAA programs. This article presents AAT/AAA terminology, ways in which veterinarians can advocate for AAT/AAA, the advantages of being involved in AAT/AAA, a model AAT/AAA practicum from Tuskegee University's School of Veterinary Medicine (TUSVM), and examples of co-curricular activities in AAT/AAA by TUSVM's student volunteers.

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

PubMed

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

2015-01-01

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

The responsibilities of veterinary educators in responding to emerging needs in veterinary medicine.

PubMed

Halliwell, R E W

2009-08-01

It is an unfortunate fact that not only has veterinary education failed to adapt in the face of likely future needs, but it has also failed to respond to societal changes that have already taken place and that have affected the requirements for veterinary services and veterinary capability. The responsibility is primarily that of educators, although vision and foresight require a co-ordinated approach involving national and international veterinary organisations. Once it is accepted by all parties that change is essential, the implementation will fail unless there is a unified programme involving the schools and colleges, the accrediting agencies, the licensing authorities, governments, the professional organisations and corporate veterinary medicine. All have a role to play, and any one can readily block progress. A unified approach is an absolute requirement. The developed countries must take a leading role, but the issues are global, and ways must be found to facilitate change in all parts of the world. Disease knows no boundaries, and any strategy is only as strong as its weakest link.

USDA APHIS | Wildlife Damage

Science.gov Websites

& Speeches USDA Newsroom Videos Pet Travel Blog Z6_LO4C1BS0LO4EB0AER7MEEI2G47 Error Error Biosecurity ESF11 Farm Bill Horse Protection Hungry Pests Pet Travel Trade Veterinary Accreditation USDA.gov

Optimizing biomedical science learning in a veterinary curriculum: a review.

PubMed

Warren, Amy L; Donnon, Tyrone

2013-01-01

As veterinary medical curricula evolve, the time dedicated to biomedical science teaching, as well as the role of biomedical science knowledge in veterinary education, has been scrutinized. Aside from being mandated by accrediting bodies, biomedical science knowledge plays an important role in developing clinical, diagnostic, and therapeutic reasoning skills in the application of clinical skills, in supporting evidence-based veterinary practice and life-long learning, and in advancing biomedical knowledge and comparative medicine. With an increasing volume and fast pace of change in biomedical knowledge, as well as increased demands on curricular time, there has been pressure to make biomedical science education efficient and relevant for veterinary medicine. This has lead to a shift in biomedical education from fact-based, teacher-centered and discipline-based teaching to applicable, student-centered, integrated teaching. This movement is supported by adult learning theories and is thought to enhance students' transference of biomedical science into their clinical practice. The importance of biomedical science in veterinary education and the theories of biomedical science learning will be discussed in this article. In addition, we will explore current advances in biomedical teaching methodologies that are aimed to maximize knowledge retention and application for clinical veterinary training and practice.

Avoiding biohazards in medical, veterinary and research laboratories.

PubMed

Grizzle, W E; Fredenburgh, J

2001-07-01

Personnel in medical, veterinary or research laboratories may be exposed to a wide variety of pathogens that range from deadly to debilitating. For some of these pathogens, no treatment is available, and in other cases the treatment does not fully control the disease. It is important that personnel in laboratories that process human or microbiological specimens follow universal precautions when handling tissues, cells, or microbiological specimens owing to the increasing numbers of individuals infected with hepatitis C and HIV in the US and the possibility that an individual may be asymptomatic when a specimen is obtained. Similar precautions must be followed in laboratories that use animal tissues owing to the possibility of exposure to agents that are pathogenic in humans. Personnel with conditions associated with immunosuppression should evaluate carefully whether or not specific laboratory environments put them at increased risk of disease. We offer here some general approaches to identifying biohazards and to minimizing the potential risk of exposure. The issues discussed can be used to develop a general safety program as required by regulatory or accrediting agencies, including the Occupational Safety and Health Administration.

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…

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…

The Council on Aviation Accreditation. Part 2; Contemporary Issues

NASA Technical Reports Server (NTRS)

Prather, C. Daniel

2007-01-01

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

Applicability of the Calgary-Cambridge Guide to Dog and Cat Owners for Teaching Veterinary Clinical Communications.

PubMed

Englar, Ryane E; Williams, Melanie; Weingand, Kurt

2016-01-01

Effective communication in health care benefits patients. Medical and veterinary schools not only have a responsibility to teach communication skills, the American Veterinary Medical Association (AVMA) Council on Education (COE) requires that communication be taught in all accredited colleges of veterinary medicine. However, the best strategy for designing a communications curriculum is unclear. The Calgary-Cambridge Guide (CCG) is one of many models developed in human medicine as an evidence-based approach to structuring the clinical consultation through 71 communication skills. The model has been revised by Radford et al. (2006) for use in veterinary curricula; however, the best approach for veterinary educators to teach communication remains to be determined. This qualitative study investigated if one adaptation of the CCG currently taught at Midwestern University College of Veterinary Medicine (MWU CVM) fulfills client expectations of what constitutes clinically effective communication. Two focus groups (cat owners and dog owners) were conducted with a total of 13 participants to identify common themes in veterinary communication. Participants compared communication skills they valued to those taught by MWU CVM. The results indicated that while the CCG skills that MWU CVM adopted are applicable to cat and dog owners, they are not comprehensive. Participants expressed the need to expand the skillset to include compassionate transparency and unconditional positive regard. Participants also expressed different communication needs that were attributed to the species of companion animal owned.

Challenges facing the farm animal veterinary profession in England: A qualitative study of veterinarians' perceptions and responses.

PubMed

Ruston, Annmarie; Shortall, Orla; Green, Martin; Brennan, Marnie; Wapenaar, Wendela; Kaler, Jasmeet

2016-05-01

The farm animal veterinary profession in the UK has faced a number of challenges in recent decades related to the withdrawal of government funding and a contraction of the agricultural sector. They have come under pressure to respond by developing skills and focusing on disease prevention advisory services. However, this puts veterinarians in competition with other providers of these services, and moves in this direction have only been partial. Failure to respond to these challenges puts the veterinary profession at risk of de-professionalisation-a loss of their monopoly over knowledge, an erosion of client beliefs in their service ethos and a loss of work autonomy. This paper explores how farm animal veterinarians in England perceive these challenges and are responding to them. Semi-structured qualitative interviews were carried out with 28 veterinarians from Royal College of Veterinary Surgeon farm accredited practices. Veterinarians were chosen from high, medium and low density cattle farming regions. Interviews were recorded, transcribed and themes identified through the constant comparison method. The majority of respondents recognised the challenges facing the veterinary profession. Most believed their role had changed, moving towards that of a disease prevention adviser who was part of the farm management team. In terms of maintaining and redefining their professional status, farm animal veterinarians do have a defined body of knowledge and the ability to develop trusting relationships with clients, which enhances their competitiveness. However, while they recognise the changes and challenges, moves towards a disease prevention advisory model have only been partial. There seem to be little effort towards using Farm accreditation status or other strategies to promote their services. They do not appear to be finding effective strategies for putting their knowledge on disease prevention into practice. Disease prevention appears to be delivered on farm on an ad hoc basis, they are not promoting their disease prevention services to farmers effectively or using their professional position to stave off competition. Farm animals veterinarians will need to realign their veterinary expertise to the demands of the market, work together rather than in competition, improve their skills in preventive medicine, consolidate information given by non-veterinary advisors, develop new business models appropriate to their services and develop entrepreneurial skills to demonstrate their market value if they are to avoid becoming marginalised. Copyright © 2016 Elsevier B.V. All rights reserved.

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...

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

The First Shared Online Curriculum Resources for Veterinary Undergraduate Learning and Teaching in Animal Welfare and Ethics in Australia and New Zealand.

PubMed

Johnson, Jane; Collins, Teresa; Degeling, Christopher; Fawcett, Anne; Fisher, Andrew D; Freire, Rafael; Hazel, Susan J; Hood, Jennifer; Lloyd, Janice; Phillips, Clive J C; Stafford, Kevin; Tzioumis, Vicky; McGreevy, Paul D

2015-05-29

The need for undergraduate teaching of Animal Welfare and Ethics (AWE) in Australian and New Zealand veterinary courses reflects increasing community concerns and expectations about AWE; global pressures regarding food security and sustainability; the demands of veterinary accreditation; and fears that, unless students encounter AWE as part of their formal education, as veterinarians they will be relatively unaware of the discipline of animal welfare science. To address this need we are developing online resources to ensure Australian and New Zealand veterinary graduates have the knowledge, and the research, communication and critical reasoning skills, to fulfill the AWE role demanded of them by contemporary society. To prioritize development of these resources we assembled leaders in the field of AWE education from the eight veterinary schools in Australia and New Zealand and used modified deliberative polling. This paper describes the role of the poll in developing the first shared online curriculum resource for veterinary undergraduate learning and teaching in AWE in Australia and New Zealand. The learning and teaching strategies that ranked highest in the exercise were: scenario-based learning; a quality of animal life assessment tool; the so-called 'Human Continuum' discussion platform; and a negotiated curriculum.

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...

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.

Teaching Evidence-Based Veterinary Medicine in the US and Canada.

PubMed

Shurtz, Suzanne; Fajt, Virginia; Heyns, Erla P; Norton, Hannah F; Weingart, Sandra

There is no comprehensive review of the extent to which evidence-based veterinary medicine (EBVM) is taught in AVMA-accredited colleges of veterinary medicine in the US and Canada. We surveyed teaching faculty and librarians at these institutions to determine what EBVM skills are currently included in curricula, how they are taught, and to what extent librarians are involved in this process. Librarians appear to be an underused resource, as 59% of respondents did not use librarians/library resources in teaching EBVM. We discovered that there is no standard teaching methodology nor are there common learning activities for EBVM among our survey respondents, who represent 22 institutions. Respondents reported major barriers to inclusion such as a perceived shortage of time in an already-crowded course of study and a lack of high-quality evidence and point-of-care tools. Suggestions for overcoming these barriers include collaborating with librarians and using new EBVM online teaching resources.

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.

Human exposures to immobilising agents: results of an online survey.

PubMed

Haymerle, A; Fahlman, A; Walzer, C

2010-08-28

Cases of human exposure to veterinary injectable anaesthetics were reviewed following a literature search and completion of an online questionnaire in an attempt to provide an objective approach to the problem. The modified Glasgow Coma Scale was used to rank cases according to their severity. From the cases examined, results showed that intoxication with potent opioids, such as etorphine, carfentanil and thiafentanil, need to be treated with antagonists such as naloxone, nalmefene or naltrexone, and not with antagonists with agonistic properties, such as diprenorphine. With regard to the alpha(2)-agonists xylazine, detomidine, medetomidine and romifidine, no antagonist is currently accredited for human use. Atipamezole, a specific alpha(2)-antagonist, is widely used in veterinary medicine and has been used experimentally to reverse dexmetomidine in a study in human medicine. The high concentrations of alpha(2)-agonists being used in zoo and wildlife medicine warrant the accreditation of atipamezole for use in cases of human exposure. Knowledge and availability of the appropriate antagonist are essential in cases of human intoxication with injectable anaesthetics. Preventive measures, such as wearing gloves and eye protection, need to be used more regularly to reduce the risk of exposure.

Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Council on Accreditation of Nurse Anesthesia Educational Programs

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The Council on Accreditation of Nurse Anesthesia Educational Programs (COA) accredits institutions and programs that prepare nurses to become practicing nurse anesthetists. Currently the agency accredits 105 programs located in 35 states, the District of Columbia and Puerto Rico, including three single purpose freestanding institutions. The…

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,…

Developing and fostering a dynamic program for training in veterinary pathology and clinical pathology: veterinary students to post-graduate education.

PubMed

Lairmore, Michael D; Oglesbee, Michael; Weisbrode, Steve E; Wellman, Maxey; Rosol, Thomas; Stromberg, Paul

2007-01-01

Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work-life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work-life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long-term dividends for the future of the profession.

Developing and Fostering a Dynamic Program for Training in Veterinary Pathology and Clinical Pathology: Veterinary Students to Post-graduate Education

PubMed Central

Lairmore, Michael D.; Oglesbee, Michael; Weisbrode, Steve E.; Wellman, Maxey; Rosol, Thomas; Stromberg, Paul

2011-01-01

Recent reports project a deficiency of veterinary pathologists, indicating a need to train highly qualified veterinary pathologists, particularly in academic veterinary medicine. The need to provide high-quality research training for veterinary pathologists has been recognized by the veterinary pathology training program of the Ohio State University (OSU) since its inception. The OSU program incorporates elements of both residency training and graduate education into a unified program. This review illustrates the components and structure of the training program and reflects on future challenges in training veterinary pathologists. Key elements of the OSU program include an experienced faculty, dedicated staff, and high-quality students who have a sense of common mission. The program is supported through cultural and infrastructure support. Financial compensation, limited research funding, and attractive work environments, including work–life balance, will undoubtedly continue to be forces in the marketplace for veterinary pathologists. To remain competitive and to expand the ability to train veterinary pathologists with research skills, programs must support strong faculty members, provide appropriate infrastructure support, and seek active partnerships with private industry to expand program opportunities. Shortages of trained faculty may be partially resolved by regional cooperation to share faculty expertise or through the use of communications technology to bridge distances between programs. To foster continued interest in academic careers, training programs will need to continue to evolve and respond to trainees' needs while maintaining strong allegiances to high-quality pathology training. Work–life balance, collegial environments that foster a culture of respect for veterinary pathology, and continued efforts to reach out to veterinary students to provide opportunities to learn about the diverse careers offered in veterinary pathology will pay long-term dividends for the future of the profession. PMID:18287474

New directions for veterinary technology.

PubMed

Chadderdon, Linda M; Lloyd, James W; Pazak, Helene E

2014-01-01

Veterinary technology has generally established itself well in companion-animal and mixed-animal veterinary medical practice, but the career's growth trajectory is uncertain. Michigan State University (MSU) convened a national conference, "Creating the Future of Veterinary Technology-A National Dialogue," in November 2011 to explore ways to elevate the veterinary technician/technologist's role in the veterinary medical profession and to identify new directions in which the career could expand. Veterinary technicians/technologists might advance their place in private practice by not only improving their clinical skills, but by also focusing on areas such as practice management, leadership training, business training, conflict resolution, information technology, and marketing/communications. Some new employment settings for veterinary technicians/technologists include more participation within laboratory animal medicine and research, the rural farm industry, regulatory medicine, and shelter medicine. Achieving these ends would call for new training options beyond the current 2-year and 4-year degree programs. Participants suggested specialty training programs, hybrid programs of various types, online programs, veterinary technician residency programs of 12-18 months, and more integration of veterinary technician/technology students and veterinary medicine students at colleges of veterinary medicine.

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.

A Survey of Military Counseling Content and Curriculum among Council on Rehabilitation Education- and Council for Accreditation of Counseling and Related Educational Programs-Accredited Programs

ERIC Educational Resources Information Center

Stebnicki, Mark A.; Clemmons-James, Dominiquie; Leierer, Stephen

2017-01-01

Purpose: To determine the amount, frequency, and type of course content related to military counseling issues in Council on Rehabilitation Education (CORE)- and Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited master's-level counselor education programs. Methods: A questionnaire was sent to all CORE- and…

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.

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.

Methods of instruction of the incident command system and related topics at US veterinary schools.

PubMed

Smith, Joe S; Kuldau, Gretchen A

2014-12-01

The Incident Command System (ICS) is an adaptable construct designed to streamline response efforts to a disaster or other incident. We aimed to examine the methods used to teach the ICS at US veterinary schools and to explore alternative and novel methods for instruction of this material. A total of 29 US accredited veterinary schools (as of February 2012) were surveyed, and 18 of the 29 schools responded. The ICS and related topics were taught by both classroom methods and online instruction by most of the surveyed schools. Several of the schools used readily available Federal Emergency Management Agency and US Department of Agriculture resources to aid in instruction. Most schools used one course to teach the ICS, and some schools also used unique methods such as field exercises, drills, side-by-side training with disaster response teams, elective courses, extracurricular clubs, and externships to reinforce the ICS and related topics. Some of the surveyed institutions also utilized fourth-year clinical rotations and field deployments during actual disasters as a component of their ICS and emergency response curriculum. The ICS is being taught at some form at a significant number of US veterinary schools. Additional research is needed to evaluate the efficacy of the teaching methods of the ICS in US veterinary schools.

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...

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

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The Midwifery Education Accreditation Council (MEAC) is both a programmatic and an institutional accreditor. It accredits direct-entry midwifery educational programs and institutions awarding degrees and certificates throughout the United States. MEAC accredits or pre-accredits two programs and eight institutions located in nine states. Four of…

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.

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.

77 FR 23461 - Notice of Request for Applications for the Veterinary Medicine Loan Repayment Program

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-19

... Applications for the Veterinary Medicine Loan Repayment Program AGENCY: National Institute of Food and... announcing the release of the Veterinary Medicine Loan Repayment Program (VMLRP) Request for Applications (RFA) at www.nifa.usda.gov/vmlrp . DATES: The FY 2012 Veterinary Medicine Loan Repayment Program (VMLRP...

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 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.

The Council on Aviation Accreditation: Part One - Historical Foundation

NASA Technical Reports Server (NTRS)

Prather, C. Daniel

2006-01-01

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

The First Shared Online Curriculum Resources for Veterinary Undergraduate Learning and Teaching in Animal Welfare and Ethics in Australia and New Zealand

PubMed Central

Johnson, Jane; Collins, Teresa; Degeling, Christopher; Fawcett, Anne; Fisher, Andrew D.; Freire, Rafael; Hazel, Susan J.; Hood, Jennifer; Lloyd, Janice; Phillips, Clive J. C.; Stafford, Kevin; Tzioumis, Vicky; McGreevy, Paul D.

2015-01-01

Simple Summary There is a need for teaching Animal Welfare and Ethics in veterinary schools and we are developing online resources to meet this need. In this paper we describe how we prioritized the development of these resources by polling experts in the field. Abstract The need for undergraduate teaching of Animal Welfare and Ethics (AWE) in Australian and New Zealand veterinary courses reflects increasing community concerns and expectations about AWE; global pressures regarding food security and sustainability; the demands of veterinary accreditation; and fears that, unless students encounter AWE as part of their formal education, as veterinarians they will be relatively unaware of the discipline of animal welfare science. To address this need we are developing online resources to ensure Australian and New Zealand veterinary graduates have the knowledge, and the research, communication and critical reasoning skills, to fulfill the AWE role demanded of them by contemporary society. To prioritize development of these resources we assembled leaders in the field of AWE education from the eight veterinary schools in Australia and New Zealand and used modified deliberative polling. This paper describes the role of the poll in developing the first shared online curriculum resource for veterinary undergraduate learning and teaching in AWE in Australia and New Zealand. The learning and teaching strategies that ranked highest in the exercise were: scenario-based learning; a quality of animal life assessment tool; the so-called ‘Human Continuum’ discussion platform; and a negotiated curriculum. PMID:26479241

Integrating global animal health, public health and tropical animal health issues into the veterinary curriculum: a South African/African perspective.

PubMed

Swan, G E; Coetzer, J A W; Terblanche, H M

2009-08-01

The globalisation of trade and food, the increased volume and speed of international travel, climate change, and the related escalation of emerging and re-emerging infectious diseases mean that countries are now more interconnected and interdependent than ever before. Africa is beleaguered by a range of endemic infectious and parasitic tropical diseases which, due to its diverse wildlife populations and indigenous livestock, can serve as a reservoir of high-impact or transboundary diseases and play a role in the emergence of disease, particularly at the wildlife, domestic animal and human interfaces. It is therefore essential to integrate animal and public health issues into the veterinary curriculum. Veterinary training in most parts of sub-Saharan Africa has focused on producing veterinarians to serve the livestock sector although socio-economic changes and privatisation of Veterinary Services have caused curriculum adjustments, as have globalisation and the increased risk of the spread of transboundary diseases. In South Africa, undergraduate veterinary training is more clinically oriented than in other regions. Animal and public health issues are covered in the curriculum, although their global relevance is not emphasised. The authors describe the undergraduate veterinary curriculum and summarise post-graduate programmes in South Africa. They also discuss a more comprehensive core-elective approach to the current curriculum and the need to adapt to new challenges facing the profession. Finally, they examine the potential use of innovative technology in undergraduate and post-graduate training and professional development, the importance of regional and international collaboration and the accreditation and recognition of veterinary training.

77 FR 67330 - Solicitation of Input From Stakeholders Regarding the Veterinary Medicine Loan Repayment Program...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-09

... Input From Stakeholders Regarding the Veterinary Medicine Loan Repayment Program (VMLRP) AGENCY... administration of the Veterinary Medicine Loan Repayment Program (VMLRP) authorized under section 1415A of the... agreement, veterinary services in veterinarian shortage situations. As part of the stakeholder input process...

76 FR 68126 - Solicitation of Input From Stakeholders Regarding the Veterinary Medicine Loan Repayment Program...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-03

... Input From Stakeholders Regarding the Veterinary Medicine Loan Repayment Program (VMLRP) AGENCY... administration of the Veterinary Medicine Loan Repayment Program (VMLRP) authorized under section 1415A of the... agreement, veterinary services in veterinarian shortage situations. As part of the stakeholder input process...

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…

Development and pilot of Case Manager: a virtual-patient experience for veterinary students.

PubMed

Byron, Julie K; Johnson, Susan E; Allen, L Clare V; Brilmyer, Cheryl; Griffiths, Robert P

2014-01-01

There is an increasing demand in veterinary education to engage students, teach and reinforce clinical reasoning, and provide access anytime/anywhere to quality learning opportunities. In addition, accrediting bodies are asking for more concrete documentation of essential clinical-skills outcomes. Unfortunately, during the clinical year in a referral hospital setting, students are at the mercy of chance regarding the types of cases they will encounter and the opportunities they will have to participate. Patient- and case-simulation technology is becoming more popular as a way to achieve these objectives in human and veterinary medical education. Many of the current options available to the veterinary medical education community to develop virtual-patient cases are too time-consuming, cost prohibitive, or difficult for the instructor or learner to use. In response, we developed a learning tool, Case Manager, which is low-cost and user-friendly. Case Manager was designed to meet the demands of veterinary education by providing students with an opportunity to cultivate clinical reasoning skills and allowing for real-time student feedback. We launched a pilot test with 37 senior veterinary medical students as part of their Small Animal Internal Medicine clinical rotation. Students reported that Case Manager increased their engagement with the material, improved diagnostic and problem-solving skills, and broadened their exposure to a variety of cases. In addition, students felt that Case Manager was superior to a more traditional, less interactive case presentation format.

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…

78 FR 25417 - Notice of Request for Applications for the Veterinary Medicine Loan Repayment Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-01

... Applications for the Veterinary Medicine Loan Repayment Program AGENCY: National Institute of Food and... announcing the release of the Veterinary Medicine Loan Repayment Program (VMLRP) Request for Applications (RFA) at www.nifa.usda.gov/vmlrp . DATES: The fiscal year (FY) 2013 Veterinary Medicine Loan Repayment...

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…

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.

Towards the development of day one competences in veterinary behaviour medicine: survey of veterinary professionals experience in companion animal practice in Ireland.

PubMed

Golden, Olwen; Hanlon, Alison J

2018-01-01

Veterinary behaviour medicine should be a foundation subject of the veterinary curriculum because of its wide scope of applications to veterinary practice. Private practitioners are likely to be the primary source of information on animal behaviour for most pet owners, however studies indicate that behavioural issues are not frequently discussed during companion animal consultations and many practitioners lack confidence in dealing with behavioural problems, likely due to poor coverage of this subject in veterinary education.There is a need to identify learning outcomes to support day one competences in veterinary behaviour medicine and these should be informed by practice-based evidence. This study aimed to investigate the nature and frequency of behavioural queries experienced by veterinary professionals in Ireland, the provision of behavioural services at companion animal practices, behaviour referral practices and challenges associated with providing a behaviour service. Two online surveys were developed, one for private veterinary practitioners (PVP) and one for veterinary nurses (VN). Invitations to participate were distributed using contact details from the Premises Accreditation Scheme database on the Veterinary Council of Ireland website. Thirty-eight PVPs and 69 VNs completed the survey. Results indicated that less than half of companion animal practices offer behavioural consults and under a third of practices provide training and socialization events. Over half of the practices surveyed have referred cases to a behavioural specialist.The majority of respondents encountered behavioural queries weekly. Ninety-eight percent reported receiving queries regarding dog behaviour. Toilet training and unruly behaviour were two issues encountered frequently. Behavioural issues in cats were also common. House soiling and destructive behaviour were the problems most frequently encountered by respondents.The two most commonly cited barriers to providing behavioural consultations were lack of in-house or personal expertise, and that clients were not willing to pay for these services.Furthermore over half of all veterinary professionals surveyed indicated that they had received inadequate undergraduate training in veterinary behaviour medicine. Behavioural problems in companion animals can affect the quality of life of pets and their owners. Our survey findings indicate that many veterinary professionals frequently encounter behavioural problems and identify an opportunity for improved provision in behaviour medicine in veterinary education.

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…

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…

Education and the food-systems veterinarian: the impact of new information technologies.

PubMed

Bernardo, Theresa M

2006-01-01

Food systems educators face a double challenge: (1) the inherent change in scope and perspective from raising animals to producing safe food in an environmentally conscientious manner; and (2) the unprecedented demand for higher education, both nationally and internationally. In the modern world, small numbers of producers are capable of feeding a growing population. As demographics have shifted from rural to urban areas, more global livelihoods are derived from manufacturing and services than from agriculture. Education, as one of those services, is accounting for an increasing percentage of world trade, through the physical translocation of students and, more recently, through online education. Within the veterinary realm, colleges outside the United States seek accreditation to better compete for students, and there is increasing pressure from private schools. Today's food systems require a high level of veterinary expertise, with specialization in a particular production system as well as the ability to contribute as part of a larger team that can address economic, bio-security, biological-waste, animal-welfare, food-safety, and public-health concerns. The need for different expertise from food systems specialists (indeed, shortages of all types of veterinary specialists), combined with global competition in education, is a call to action for the veterinary profession. This is an opportunity to revisit and reorganize the delivery of veterinary education, making use of new collaborative technologies for greater efficiency and effectiveness.

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...

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.

75 FR 20239 - Veterinary Medicine Loan Repayment Program (VMLRP)

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-19

... Medicine Loan Repayment Program (VMLRP) AGENCY: National Institute of Food and Agriculture, USDA. ACTION... shortage situations, specifically for the Veterinary Medicine Loan Repayment Program (VMLRP) authorized by... a new Veterinary Medicine Loan Repayment Program (7 U.S.C. 3151a) authorizing the Secretary of...

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

34 CFR 600.56 - Additional criteria for determining whether a foreign veterinary school is eligible to apply to...

Code of Federal Regulations, 2011 CFR

2011-07-01

... veterinary school is eligible to apply to participate in the Direct Loan Program. 600.56 Section 600.56... (FFEL) Programs § 600.56 Additional criteria for determining whether a foreign veterinary school is... veterinary school to be eligible to apply to participate in the Direct Loan Program if, in addition to...

34 CFR 600.56 - Additional criteria for determining whether a foreign veterinary school is eligible to apply to...

Code of Federal Regulations, 2010 CFR

2010-07-01

... veterinary school is eligible to apply to participate in the FFEL programs. 600.56 Section 600.56 Education...) Programs § 600.56 Additional criteria for determining whether a foreign veterinary school is eligible to apply to participate in the FFEL programs. (a) The Secretary considers a foreign veterinary school to be...

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,…

7 CFR 3431.8 - Purpose and scope.

Code of Federal Regulations, 2010 CFR

2010-01-01

... SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.8 Purpose and scope. (a) Purpose. The regulations of this subpart apply to the award of veterinary medicine loan repayments under the Veterinary Medicine Loan...

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.…

A National Program for Instructional Development in Veterinary Pathology.

ERIC Educational Resources Information Center

Ward, Billy, C.

1979-01-01

Results of a study by the American College of Veterinary Pathologists to investigate mechanisms to facilitate sharing of audiovisual programs include a content analysis in veterinary pathology, a guidebook for the preparation of instruction, 20 instructional programs, a lesson evaluation mechanism, and a proposal for sharing programs. (JMD)

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…

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.

75 FR 63143 - Solicitation of Input From Stakeholders Regarding Administration of the Veterinary Medicine Loan...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-14

... Input From Stakeholders Regarding Administration of the Veterinary Medicine Loan Repayment Program... soliciting stakeholder input on the recent implementation of the Veterinary Medicine Loan Repayment Program..., for a specific period of time as identified in the agreement, veterinary services in veterinarian...

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

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

Changes in Veterinary Students' Attitudes Toward the Rural Environment and Rural Veterinary Practice: A Longitudinal Cohort Study.

PubMed

Hashizume, Cary T; Woloschuk, Wayne; Hecker, Kent G

2015-01-01

There is a paucity of research regarding veterinary students' attitudes toward the rural environment and rural veterinary practice and how these attitudes might change over the course of a veterinary medicine program that includes rural clinical experience. Using a 23-item questionnaire, attitudes toward rural lifestyle, rural work-life balance, opportunities for career and skill development in rural veterinary practice, and inter-professional teamwork in the rural environment were assessed at the beginning and completion of a four-year veterinary medicine program. Eighty-six students (74.4% female) were included in this Canadian study over a six-year period. Thirty-one participants (36.1%) were rural students. Overall, students' attitudes toward the rural lifestyle, rural work-life balance, and inter-professional teamwork in rural veterinary practice all significantly decreased (p<.001) over the course of the program. As compared to urban students, rural students had significantly higher rural lifestyle scores at both the beginning (p<.001) and end (p<.01) of the veterinary medicine program. A less positive attitude toward living and working in a rural environment could influence students to exclude rural veterinary practice as a career choice. Rural clinical experiences designed to sustain or increase veterinary student interest in rural practice may not be sufficient to support positive rural attitudes. Given the demand for rural veterinary services in developed countries, the implications of this study may extend beyond Canada.

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...

[The organisation and future development of Veterinary Services in Latin America].

PubMed

Gimeno, E

2003-08-01

Latin America undoubtedly has comparative advantages in the fields of animal production, animal health and the production of food of animal origin. However, countries in Latin America must build on these strengths if the continent is to become more competitive and be able to deal with the complexities of world markets. To do this, Veterinary Services must define their objectives and establish quality standards on which to base their work. For this to occur, the State must create well-defined regulations, establish systems of audit and find ways of working which allow for a high degree of coordination and collaboration between the public and private sectors. This should be done within a framework of a quality assurance system, which allows for responsible accreditation and independent audit and evaluation. The author discusses the approaches of the different countries in the region to animal health, zoonosis, food safety, veterinary drugs control, animal welfare and export-import control. All programmes relating to these issues must be based on technical information gained through epidemiological surveillance, the network of diagnostic laboratories, quarantine systems, risk analysis, identification and traceability of animals and animal products, registration and control of veterinary drugs, and food safety research. In some countries these systems are already being developed. Maintaining good international relations and cooperating with neighbouring countries is always a challenge for official Veterinary Services and international organisations such as the OIE (World organisation for animal health) have a key role to play in facilitating these relationships.

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

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…

Inclusion of Substance Abuse Training in CACREP-Accredited Programs

ERIC Educational Resources Information Center

Salyers, Kathleen M.; Ritchie, Martin H.; Cochrane, Wendy S.; Roseman, Christopher P.

2006-01-01

Professional counselors and counselors-in-training continue to serve clients who have substance abuse issues, yet systematic training in substance abuse counseling is not available to many counselors. The authors investigated the extent to which students in programs accredited by the Council for Accreditation of Counseling and Related Educational…

Inclusion of Substance Abuse Training in CACREP-Accredited Programs

ERIC Educational Resources Information Center

Salyers, Kathleen M.; Ritchie, Martin H.; Luellen, Wendy S.; Roseman, Christopher P.

2005-01-01

Professional counselors and counselors-in-training continue to serve clients who have substance abuse issues, yet systematic training in substance abuse counseling is not available to many counselors. The authors investigated the extent to which students in programs accredited by the Council for Accreditation of Counseling and Related Educational…

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…

7 CFR 3431.1 - Applicability of regulations.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM... administrative provisions for the Veterinary Medicine Loan Repayment Program (VMLRP) authorized by the National Veterinary Medical Service Act (NVMSA), 7 U.S.C. 3151a. ...

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.

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…

Effects of a veterinary student leadership program on measures of stress and academic performance.

PubMed

Moore, Dale A; Truscott, Marla L; St Clair, Lisa; Klingborg, Donald J

2007-01-01

Assuming leadership roles in veterinary student governance or club activities could be considered an added stressor for students because of the impact on time available for personal and academic activities. The study reported here evaluated the effects of participation in a leadership program and leadership activity across two classes of veterinary students on measures of stress, using the Derogatis Stress Profile (DSP), and on veterinary school academic performance, measured as annual grade-point average (GPA) over a three-year period. Program participants and their classmates completed the DSP three times across the first three years of veterinary school. On average, participating students reported self-declared stress levels that were higher and measured DSP stress levels that were lower than those of the general population. Students were more likely to assume elected or appointed leadership roles while in their first three years of the veterinary degree program if they participated in the optional leadership program and demonstrated lower stress in several dimensions. Some increased stress, as measured in some of the DSP stress dimensions, had a small but statistically significant influence on professional school GPA. The study determined that the most important predictors of students' cumulative GPA across the three-year period were the GPA from the last 45 credits of pre-veterinary coursework and their quantitative GRE scores. The results of the study indicate that neither participation in the leadership program nor taking on leadership roles within veterinary school appeared to influence veterinary school academic performance or to increase stress.

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.

The Case for Continuing Education in Veterinary Colleges.

ERIC Educational Resources Information Center

Lee, David E.

2003-01-01

Explores why continuing veterinary medical education (CVME) programs can play a vital role in supporting the overall strategy of a veterinary college. Discusses the current and future market for CVME programs and strategies for sustainability and synergy. (EV)

Evaluation as a critical factor of success in local public health accreditation programs.

PubMed

Tremain, Beverly; Davis, Mary; Joly, Brenda; Edgar, Mark; Kushion, Mary L; Schmidt, Rita

2007-01-01

This article presents the variety of approaches used to conduct evaluations of performance improvement or accreditation systems, while illustrating the complexity of conducting evaluations to inform local public health practice. We, in addition, hope to inform the Exploring Accreditation Program about relevant experiences involving accreditation and performance assessment processes, specifically evaluation, as it debates and discusses a national voluntary model. A background of each state is given. To further explore these issues, interviews were conducted with each state's evaluator to gain more in-depth information on the many different evaluation strategies and approaches used. On the basis of the interviews, the authors provide several overall themes, which suggest that evaluation is a critical tool and success factor for performance assessment or accreditation programs.

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.

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...

ISO 15189 accreditation: Requirements for quality and competence of medical laboratories, experience of a laboratory I.

PubMed

Guzel, Omer; Guner, Ebru Ilhan

2009-03-01

Medical laboratories are the key partners in patient safety. Laboratory results influence 70% of medical diagnoses. Quality of laboratory service is the major factor which directly affects the quality of health care. The clinical laboratory as a whole has to provide the best patient care promoting excellence. International Standard ISO 15189, based upon ISO 17025 and ISO 9001 standards, provides requirements for competence and quality of medical laboratories. Accredited medical laboratories enhance credibility and competency of their testing services. Our group of laboratories, one of the leading institutions in the area, had previous experience with ISO 9001 and ISO 17025 Accreditation at non-medical sections. We started to prepared for ISO 15189 Accreditation at the beginning of 2006 and were certified in March, 2007. We spent more than a year to prepare for accreditation. Accreditation scopes of our laboratory were as follows: clinical chemistry, hematology, immunology, allergology, microbiology, parasitology, molecular biology of infection serology and transfusion medicine. The total number of accredited tests is 531. We participate in five different PT programs. Inter Laboratory Comparison (ILC) protocols are performed with reputable laboratories. 82 different PT Program modules, 277 cycles per year for 451 tests and 72 ILC program organizations for remaining tests have been performed. Our laboratory also organizes a PT program for flow cytometry. 22 laboratories participate in this program, 2 cycles per year. Our laboratory has had its own custom made WEB based LIS system since 2001. We serve more than 500 customers on a real time basis. Our quality management system is also documented and processed electronically, Document Management System (DMS), via our intranet. Preparatory phase for accreditation, data management, external quality control programs, personnel related issues before, during and after accreditation process are presented. Every laboratory has to concentrate on patient safety issues related to laboratory testing and should perform quality improvement projects.

7 CFR 3431.12 - Selection of applicants.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan... a veterinary shortage situation, or pursue a career in food supply veterinary medicine: (i) Major or...

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...

Dogs in the Hall: A Case Study of Affective Skill Development in an Urban Veterinary Program

ERIC Educational Resources Information Center

Martin, Michael; Tummons, John; Ball, Anna; Bird, William

2014-01-01

The purpose of this bounded single case study was to explore how an urban high school veterinary program impacted students' affective skill development. The program was unique because students were required to participate in internships with local animal care businesses and care for animals within the school veterinary laboratory. The…

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…

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.

Global veterinary leadership.

PubMed

Wagner, G Gale; Brown, Corrie C

2002-11-01

The public needs no reminder that deadly infectious diseases such as FMD could emerge in any country at any moment, or that national food security could be compromised by Salmonella or Listeria infections. Protections against these risks include the knowledge that appropriate and equivalent veterinary education will enable detection and characterization of emerging disease agents, as well as an appropriate response, wherever they occur. Global veterinary leadership is needed to reduce the global threat of infectious diseases of major food animal and public health importance. We believe that the co-curriculum is an excellent way to prepare and train veterinarians and future leaders who understand and can deal with global issues. The key to the success of the program is the veterinarian's understanding that there is a cultural basis to the practice of veterinary medicine in any country. The result will be a cadre of veterinarians, faculty, and other professionals who are better able (language and culture) to understand the effects of change brought about by free trade and the importance of interdisciplinary and institutional relationships to deal effectively with national and regional issues of food safety and security. New global veterinary leadership programs will build on interests, experience, ideas, and ambitions. A college that wishes to take advantage of this diversity must offer opportunities that interest veterinarians throughout their careers and that preferably connect academic study with intensive experiential training in another country. At its best, the global veterinary leadership program would include a partnership between veterinarians and several international learning centers, a responsiveness to the identified international outreach needs of the profession, and attention to critical thinking and reflection. The global veterinary leadership program we have described is intended to be a set of ideas meant to promote collaboration, coalitions, and discussion among veterinarians and veterinary educators who may be intrigued by the concept. The impact of the program can be summarized as follows: Outreach Programs: The global veterinary leadership program will establish new partnerships between veterinarians and veterinary college faculty as they supervise the international internships and see a relationship between their goals and the value of food safety to this country. Strategic Opportunity: The program will build on the critical role that US veterinarians and veterinary colleges already play in strengthening the safety of free trade in this hemisphere. Diversity in an Age of Specialization: The program will combine a global orientation, language ability, and access to comprehensive, research- and economic-related work/study opportunities to expose veterinarians to the expanding world market for veterinary expertise. New Linkages Through Corporate Partners: Through the success and high visibility of current research and education programs, most veterinary colleges are well positioned to engage industry, government, and university leaders in ways to use the proposed program to increase the flow of new ideas and talent into the world food enterprise. International Funding: A new partnership among veterinarians, industry, government, and university leaders can coordinate strong multilateral requests for funding from national and international sources. An Interdisciplinary Strategy that Benefits Veterinary Medicine: The program will combine the diverse veterinary research and education system with our strong national and international network of collaborators to provide globally competent veterinarians who will be needed for the corporate and public opportunities of the future.

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:…

Ethics and Accreditation in Addictions Counselor Training: Possible Field Placement Issues for CACREP-Accredited Addictions Counseling Programs

ERIC Educational Resources Information Center

Linton, Jeremy M.

2012-01-01

Professional counselors have long been practicing in alcohol and drug treatment settings. However, only recently has the counseling field offered formal recognition of addictions counseling as a specialization through the implementation of accreditation standards for addiction counseling training programs. With the passage of the 2009 standards,…

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.

Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: American Speech-Language-Hearing Association

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The American Speech-Language-Hearing Association, Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) is a national accrediting agency of graduate education programs in audiology or speech-language pathology. The CAA currently accredits or or preaccredits 319 programs (247 in speech-language pathology and 72 in…

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…

Higher Education: Issues Related to Law School Cost and Access. Report to Congressional Committees. GAO-10-20

ERIC Educational Resources Information Center

Scott, George A.

2009-01-01

In order to participate in federal student financial aid programs, law schools must be accredited by an agency recognized by the Department of Education (Education). Accreditation is intended to ensure that schools provide basic levels of quality in their educational programs, and Education recognizes those accrediting agencies that it concludes…

7 CFR 3431.12 - Selection of applicants.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.12 Selection of applicants. (a) Review of... agreement, continue to serve in a veterinary shortage situation, or pursue a career in food animal...

7 CFR 3431.10 - Eligibility to participate.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.10 Eligibility to participate. To be... agreement to provide veterinary services in one of the veterinarian shortage situations; and (f) Comply with...

7 CFR 3431.16 - Certifications and verifications.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., EDUCATION, AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.16 Certifications and verifications. (a... applicant would meet the requirements of: (i) The veterinary service shortage situations as defined in the...

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.

7 CFR 3431.16 - Certifications and verifications.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AND AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine... requirements of: (1) The veterinary service shortage situations as defined in the RFA; (2) The eligibility.../or maintain a veterinary practice in a veterinary service shortage situation as defined in subpart A...

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…

North American veterinary pathology residency training programs: an overview of where they are today and where they were five years ago, with an analysis of trends.

PubMed

Fitzgerald, Scott D; Reed, Willie M; Kaneene, John B

2007-01-01

An e-mail/telephone survey of all active North American residency training programs in veterinary pathology was conducted in September 2005. The purpose of this survey was to determine current numbers of trainees, their program length and type, and salaries; to compare current numbers to five years earlier; and, finally, to gauge interest in expanding current programs. All 41 training institutions contacted responded to the survey. Briefly, the survey found that there are currently 235 veterinary pathology residents, for a mean of 5.7 residents per training program. The number of residents currently in training programs and the number of applicants for these programs has increased compared to five years earlier. There is widespread interest in further expanding capacity in these programs, and the coalition of the American College of Veterinary Pathologists and the Society of Toxicologic Pathology is a well-known source of possible funding for additional residents. This survey report further documents the numbers of combined residency/PhD programs, average starting salaries for new residents, outside sponsorship effects on pathology training programs, and some of the common concerns regarding veterinary pathology training programs voiced by the respondents. While residency training capacity has expanded in the last five years, and there is widespread desire to further expand these training programs, a shortage of veterinary pathologists for future market needs will need to be addressed by increased funding from as yet unspecified sources.

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

7 CFR 3431.21 - Breach.

Code of Federal Regulations, 2010 CFR

2010-01-01

... SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.21 Breach. (a) General. If a program participant fails to...

7 CFR 3431.17 - VMLRP service agreement offer.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., EDUCATION, AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.17 VMLRP service agreement offer. The... provide veterinary services under the VMLRP. As part of the offer, successful VMLRP applicants will be...

7 CFR 3431.1 - Applicability of regulations.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Designation of Veterinarian Shortage Situations § 3431... veterinarian shortage situations as well as the administrative provisions for the Veterinary Medicine Loan Repayment Program (VMLRP) authorized by the National Veterinary Medical Service Act (NVMSA), 7 U.S.C. 3151a. ...

7 CFR 3431.8 - Purpose and scope.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Regulations of the Department of Agriculture (Continued) NATIONAL INSTITUTE OF FOOD AND AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.8 Purpose and scope. (a) Purpose. The regulations of this subpart apply to the award of veterinary medicine...

7 CFR 3431.9 - Eligibility to apply.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.9 Eligibility to apply. (a) General. To be eligible to apply to the VMLRP an applicant must: (1) Have a degree of Doctor of Veterinary...

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…

7 CFR 3431.22 - Waiver.

Code of Federal Regulations, 2010 CFR

2010-01-01

... SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.22 Waiver. (a) A program participant may seek a waiver or...

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 Role of Veterinary Education in Safety Policies for Animal-Assisted Therapy and Activities in Hospitals and Nursing Homes.

PubMed

Linder, Deborah E; Mueller, Megan K; Gibbs, Debra M; Siebens, Hannah C; Freeman, Lisa M

Animal-assisted activities (AAA) and animal-assisted therapy (AAT) programs are increasing in popularity, but current programs vary in their safety and health policies. Veterinarians can have an important role in ensuring the safety of both the animals and humans involved, but it is unclear how best to educate veterinary students to serve effectively in this role. Therefore, the goal of this study was to assess the knowledge gaps and perceptions of first-year veterinary students on health and safety aspects of AAA/AAT programs by administering a survey. This information could then guide future educational training in veterinary schools to address the knowledge gaps in this area. Formal education during the veterinary curriculum had not yet been provided to these students on AAA/AAT before the survey. Of 98 first-year veterinary students, 91 completed the survey. When asked about policies on visiting animals, 58% of students responded that nursing homes are required to have a policy and 67% responded that hospitals are required to have one. Three quarters of students reported that veterinarians, animal handlers, and facilities should share the responsibility for ensuring safe human-animal interaction in AAA/AAT programs. Most (82%) of the students responded that all or most national and local therapy animal groups prohibit animals that consume raw meat diets from participating in AAA/AAT programs. The results of this survey will help veterinary schools better identify knowledge gaps that can be addressed in veterinary curricula so future veterinarians will be equipped to provide appropriate public health information regarding AAA/AAT programs.

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

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...

76 FR 38550 - Technical Standard DOE-STD-1095-2011, Department of Energy Laboratory Accreditation for External...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-01

... Laboratory Accreditation for External Dosimetry AGENCY: Office of Health, Safety and Security, Department of... Department) is issuing Technical Standard DOE-STD-1095-2011, Department of Energy Laboratory Accreditation... part, to determine whether to accredit dosimetry programs in accordance with the DOE Laboratory...

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…

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...

Barriers to and enablers of implementing antimicrobial stewardship programs in veterinary practices.

PubMed

Hardefeldt, Laura Y; Gilkerson, J R; Billman-Jacobe, H; Stevenson, M A; Thursky, K; Bailey, K E; Browning, G F

2018-03-23

Antimicrobial stewardship (AMS) programs are yet to be widely implemented in veterinary practice and medical programs are unlikely to be directly applicable to veterinary settings. To gain an in-depth understanding of the factors that influence effective AMS in veterinary practices in Australia. A concurrent explanatory mixed methods design was used. The quantitative phase of the study consisted of an online questionnaire to assess veterinarians' attitudes to antimicrobial resistance (AMR) and antimicrobial use in animals, and the extent to which AMS currently is implemented (knowingly or unknowingly). The qualitative phase used semi-structured interviews to gain an understanding of the barriers to and enablers of AMS in veterinary practices. Data were collected and entered into NVivo v.11, openly coded and analyzed according to mixed methods data analysis principles. Companion animal, equine, and bovine veterinarians participated in the study. Veterinary practices rarely had antimicrobial prescribing policies. The key barriers were a lack of AMS governance structures, client expectations and competition between practices, cost of microbiological testing, and lack of access to education, training and AMS resources. The enablers were concern for the role of veterinary antimicrobial use in development of AMR in humans, a sense of pride in the service provided, and preparedness to change prescribing practices. Our study can guide development and establishment of AMS programs in veterinary practices by defining the major issues that influence the prescribing behavior of veterinarians. © 2018 The Authors. Journal of Veterinary Internal Medicine published by Wiley Periodicals, Inc. on behalf of the American College of Veterinary Internal Medicine.

7 CFR 3431.13 - Terms of loan repayment and length of service requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

...) COOPERATIVE STATE RESEARCH, EDUCATION, AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.13 Terms... service in a veterinary shortage situation, as determined by the Secretary, with a minimum of 3 years (and...

7 CFR 3431.13 - Terms of loan repayment and length of service requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

...) NATIONAL INSTITUTE OF FOOD AND AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.13 Terms of loan repayment and length of service requirements. (a) Loan repayment. For each year of obligated service in a veterinary shortage situation, as...

Accreditation Issues Related to Adult Degree Programs

ERIC Educational Resources Information Center

Simpson, Edward G., Jr.

2004-01-01

Understanding the fundamental tenets and structure of the accreditation process can assist institutions in the design of high-quality degree programs while affording adult students a reasonable level of consumer protection.

A Summer Enrichment and Reinforcement Program in the School of Veterinary Medicine at Tuskegee Institute, Alabama. A Program Designed to Respond to a Challenge: Increased Minority and Disadvantaged Representation in Veterinary Medicine.

ERIC Educational Resources Information Center

Poole, Georgia C.; Adams, Eugene W.

This report describes a pre-entry summer program at the School of Veterinary Medicine at Tuskegee Institute, Alabama, designed to develop attitudinal readiness and coqnitive abilities of students who face a high risk of attrition because of inadequate learning skills. The program, which runs for eight weeks, consists of three phases: 1) phase one,…

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.

Guidelines for zoo and aquarium veterinary medical programs and veterinary hospitals.

PubMed

Backues, Kay; Clyde, Vickie; Denver, Mary; Fiorello, Christine; Hilsenroth, Rob; Lamberski, Nadine; Larson, Scott; Meehan, Tom; Murray, Mike; Ramer, Jan; Ramsay, Ed; Suedmeyer, Kirk; Whiteside, Doug

2011-03-01

These guidelines for veterinary medical care and veterinary hospitals are written to conform with the requirements of the Animal Welfare Act, which states that programs of disease prevention and parasite control, euthanasia, and adequate veterinary care shall be established and maintained under the supervision of a veterinarian. Ideally the zoo and aquarium should be providing the best possible veterinary medical care for the animals in their collections. Many of these animals are rare and endangered and the institutions should endeavor both to provide for the long term health and well being of these animals and to advance the field of non-domestic animal medicine. It is hoped that this publication will aid in this process.

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…

Meta-audit of laboratory ISO accreditation inspections: measuring the old emperor's clothes.

PubMed

Wilson, Ian G; Smye, Michael; Wallace, Ian J C

2016-02-01

Accreditation to ISO/IEC 17025 is required for EC official food control and veterinary laboratories by Regulation (EC) No. 882/2004. Measurements in hospital laboratories and clinics are increasingly accredited to ISO/IEC 15189. Both of these management standards arose from command and control military standards for factory inspection during World War II. They rely on auditing of compliance and have not been validated internally as assessment bodies require of those they accredit. Neither have they been validated to criteria outside their own ideology such as the Cochrane principles of evidence-based medicine which might establish whether any benefit exceeds their cost. We undertook a retrospective meta-audit over 14 years of internal and external laboratory audits that checked compliance with ISO 17025 in a public health laboratory. Most noncompliances arose solely from clauses in the standard and would not affect users. No effect was likely from 91% of these. Fewer than 1% of noncompliances were likely to have consequences for the validity of results or quality of service. The ISO system of compliance auditing has the performance characteristics of a poor screening test. It adds substantially to costs and generates more noise (false positives) than informative signal. Ethical use of resources indicates that management standards should not be used unless proven to deliver the efficacy, effectiveness, and value required of modern healthcare interventions. © 2015 The Authors. MicrobiologyOpen published by John Wiley & Sons Ltd.

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…

Accreditation in Kinesiology: The Process, Criticism and Controversy, and the Future

ERIC Educational Resources Information Center

Templin, Thomas J.; Blankenship, Bonnie Tjeerdsma

2007-01-01

The question of accreditation has been quite controversial in higher education. Some consider accreditation as a necessary "evil" while others reject it outright. It is a process designed to promote quality assurance and improvement in institutions and programs, yet one mired in various issues. While accreditation is controversial in a number 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.

Veterinarians and public practice at the Virginia-Maryland Regional College of Veterinary Medicine: building on a tradition of expertise and partnership.

PubMed

Feldman, Katherine A; Walters, Bettye K

2008-01-01

The Virginia-Maryland Regional College of Veterinary Medicine (VMRCVM), a regional veterinary college for Maryland and Virginia, has a long and unique tradition of encouraging careers in public and corporate veterinary medicine. The VMRCVM is home to the Center for Public and Corporate Veterinary Medicine (CPCVM), and each year approximately 10% of the veterinary students choose the public/corporate veterinary medicine track. The faculty of the CPCVM, and their many partners from the veterinary public practice community, teach in the veterinary curriculum and provide opportunities for students locally, nationally, and internationally during summers and the final clinical year. Graduates of the program work for government organizations, including the US Department of Agriculture, the Food and Drug Administration, and the Centers for Disease Control and Prevention, as well as in research, in industry, and for non-governmental organizations. Recent activities include securing opportunities for students, providing career counseling for graduate veterinarians interested in making a career transition, delivering continuing education, and offering a preparatory course for veterinarians sitting the board examination for the American College of Veterinary Preventive Medicine. As the VMRCVM moves forward in recognition of the changing needs of the veterinary profession, it draws on its tradition of partnership and capitalizes on the excellence of its existing program. Future plans for the CPCVM include possible expansion in the fields of public health, public policy, international veterinary medicine, organizational leadership, and the One Health initiative. Quality assurance and evaluation of the program is ongoing, with recognition that novel evaluation approaches will be useful and informative.

The State of Veterinary Dental Education in North America, Canada, and the Caribbean: A Descriptive Study.

PubMed

Anderson, Jamie G; Goldstein, Gary; Boudreaux, Karen; Ilkiw, Jan E

Dental disease is important in the population of pets seen by veterinarians. Knowledge and skills related to oral disease and dentistry are critical entry-level skills expected of graduating veterinarians. A descriptive survey on the state of veterinary dental education was sent to respondents from 35 veterinary schools in the United States, Canada, and the Caribbean. Using the online SurveyMonkey application, respondents answered up to 26 questions. Questions were primarily designed to determine the breadth and depth of veterinary dental education from didactic instruction in years 1-3 to the clinical year programs. There was an excellent response to the survey with 86% compliance. Learning opportunities for veterinary students in years 1-3 in both the lecture and laboratory environments were limited, as were the experiences in the clinical year 4, which were divided between community-type practices and veterinary dentistry and oral surgery services. The former provided more hands-on clinical experience, including tooth extraction, while the latter focused on dental charting and periodontal debridement. Data on degrees and certifications of faculty revealed only 12 programs with board-certified veterinary dentists. Of these, seven veterinary schools had residency programs in veterinary dentistry at the time of the survey. Data from this study demonstrate the lack of curricular time dedicated to dental content in the veterinary schools participating in the survey, thereby suggesting the need for veterinary schools to address the issue of veterinary dental education. By graduation, new veterinarians should have acquired the needed knowledge and skills to meet both societal demands and professional expectations.

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)

National workshop on core competencies for success in the veterinary profession.

PubMed

Lloyd, James W; King, Lonnie J; Klausner, Jeffrey S; Harris, Donna

2003-01-01

A workshop was designed to (1) present results of the Core Competencies for Veterinary Medicine project conducted by Personnel Decisions International (PDI); (2) discuss and analyze the implications of the PDI study results for academia, private practice, and industry; (3) identify actionable items-discuss opportunities and barriers; and (4) develop appropriate recommendations-devise specific actions for implementation as next steps. In total, 25 veterinary colleges were represented at the workshop and a total of 110 attendees participated, a broad cross-section of the veterinary profession (both academic and non-academic). Through an orchestrated combination of general sessions and facilitated, small group discussions, prioritized recommendations for implementation and initial action plans for next steps were developed. Recommendations included publicizing results of the PDI study, reconsidering current admissions policies and processes, evaluating the applicant pool and current recruitment programs, developing structured mentoring programs, enhancing DVM/VMD training programs, coordinating the development of continuing education programs, and overcoming existing barriers to change. Next steps should involve collaborative efforts across all sectors of the veterinary profession to develop plans for implementing the workshop's recommendations. Leadership for follow-up might reasonably come from the Association of American Veterinary Medical Colleges (AAVMC), the American Veterinary Medical Association (AVMA), and the American Animal Hospital Association (AAHA), either individually or collectively, through the National Commission on Veterinary Economic Issues (NCVEI). Partnerships with industry are also possible and should be strongly considered.

Veterinary Preventive Medicine Curriculum Development at Louisiana State University

ERIC Educational Resources Information Center

Hubbert, William T.

1976-01-01

The program aims at training veterinarians, with interdepartmental faculty participation the rule rather than the exception. Included in the curriculum are: avian medicine, herd health management, veterinary public health, veterinary food hygiene, and regulatory veterinary medicine. (LBH)

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…

76 FR 80878 - Solicitation of Veterinary Shortage Situation Nominations for the Veterinary Medicine Loan...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-27

... Journal of the American Veterinary Medical Association (JAVMA), and sponsored by the Food Supply... (FY) 2012, as authorized under the National Veterinary Medical Services Act (NVMSA), 7 U.S.C. 3151a... INFORMATION CONTACT: Gary Sherman; National Program Leader, Veterinary Science; National Institute of Food and...

7 CFR 3431.11 - Application.

Code of Federal Regulations, 2010 CFR

2010-01-01

... SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.11 Application. Individuals who meet the eligibility...

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...

7 CFR 3431.3 - Definitions and acronyms.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Designation of Veterinarian Shortage Situations § 3431... Veterinary Medical Service Act, as amended. Agency or NIFA means the National Institute of Food and... the Secretary. Food supply veterinary medicine means all aspects of veterinary medicine's involvement...

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…

7 CFR 3431.20 - Administration.

Code of Federal Regulations, 2010 CFR

2010-01-01

... SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.20 Administration. The VMLRP will be administered by CSREES...

7 CFR 3431.14 - Priority.

Code of Federal Regulations, 2010 CFR

2010-01-01

... SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.14 Priority. Pursuant to NVMSA, the Secretary will give...

7 CFR 3431.18 - Service agreement.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.18 Service agreement. (a) The service...

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...

34 CFR 600.56 - Additional criteria for determining whether a foreign veterinary school is eligible to apply to...

Code of Federal Regulations, 2013 CFR

2013-07-01

... private nonprofit), the school satisfies all of the following criteria: (1) The school provides, and in... instruction through a training program for foreign veterinary students that has been approved by all... veterinary school is eligible to apply to participate in the Direct Loan Program. 600.56 Section 600.56...

34 CFR 600.56 - Additional criteria for determining whether a foreign veterinary school is eligible to apply to...

Code of Federal Regulations, 2014 CFR

2014-07-01

... private nonprofit), the school satisfies all of the following criteria: (1) The school provides, and in... instruction through a training program for foreign veterinary students that has been approved by all... veterinary school is eligible to apply to participate in the Direct Loan Program. 600.56 Section 600.56...

34 CFR 600.56 - Additional criteria for determining whether a foreign veterinary school is eligible to apply to...

Code of Federal Regulations, 2012 CFR

2012-07-01

... private nonprofit), the school satisfies all of the following criteria: (1) The school provides, and in... instruction through a training program for foreign veterinary students that has been approved by all... veterinary school is eligible to apply to participate in the Direct Loan Program. 600.56 Section 600.56...

Preparing students for careers in food-supply veterinary medicine: a review of educational programs in the United States.

PubMed

Posey, R Daniel; Hoffsis, Glen F; Cullor, James S; Naylor, Jonathan M; Chaddock, Michael; Ames, Trevor R

2012-01-01

The real and/or perceived shortage of veterinarians serving food-supply veterinary medicine has been a topic of considerable discussion for decades. Regardless of this debate, there are issues still facing colleges of veterinary medicine (CVMs) about the best process of educating future food-supply veterinarians. Over the past several years, there have been increasing concerns by some that the needs of food-supply veterinary medicine have not adequately been met through veterinary educational institutions. The food-supply veterinary medical curriculum offered by individual CVMs varies depending on individual curricular design, available resident animal population, available food-animal caseload, faculty, and individual teaching efforts of faculty. All of the institutional members of the Association of American Veterinary Medical Colleges (AAVMC) were requested to share their Food Animal Veterinary Career Incentives Programs. The AAVMC asked all member institutions what incentives they used to attract and educate students interested in, or possibly considering, a career in food-supply veterinary medicine (FSVM). The problem arises as to how we continue to educate veterinary students with ever shrinking budgets and how to recruit and retain faculty with expertise to address the needs of society. Several CVMs use innovative training initiatives to help build successful FSVM programs. This article focuses on dairy, beef, and swine food-animal education and does not characterize colleges' educational efforts in poultry and aquaculture. This review highlights the individual strategies used by the CVMs in the United States.

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.

Career paths of alumni of the Cornell Leadership Program for Veterinary Students

PubMed Central

Fraser, D. R.; McGregor, D. D.; Grohn, Y. T.

2014-01-01

The Cornell Leadership Program at Cornell University, USA, aims to assist talented veterinary students to embark on careers in research, academia, government agencies or industry. Over 400 students have participated since the Program began in 1990 and their subsequent careers have been followed. In this study, five sources of data were analysed: application documents of the participants; audio recordings of interviews with each participant from 2000 to 2007; annual tracking records of alumni after graduating with a veterinary degree; spontaneous comments from alumni about how the Program influenced their career plans; and a list of published scientific papers by alumni. Analysis revealed that about 50 per cent of veterinary graduates were establishing themselves in careers envisaged by the Program, although many of them experienced conflicts between a vocational commitment to clinical practice and a desire to solve problems through research. Many alumni asserted that the Program had influenced their career plans, but they had difficulty in accepting that rigorous scientific training was more important in acquiring research skills than working directly on a veterinary research problem. One career of great appeal to alumni was that of veterinary translational science, in which disease mechanisms are defined through fundamental research. It is concluded from the data that there are three challenging concepts for recently qualified veterinarians aiming to advance the knowledge of animal disease: research careers are satisfying and rewarding for veterinarians; a deep understanding of the chosen field of research is needed; and a high standard of scientific training is required to become an effective veterinary scientist. PMID:19103620

7 CFR 3431.10 - Eligibility to participate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan... United States; (e) Sign a service agreement to provide veterinary services in one of the veterinarian...

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.

Survey of veterinary extension in the United States.

PubMed

Sischo, W M; Floyd, J G; McKean, J D; Hueston, W D

1999-11-15

To assess veterinary extension in the United States as perceived by veterinary extension personnel. Cross-sectional survey. Extension veterinarians in the United States. 2 surveys were designed and mailed to extension veterinarians listed by the USDA and the American Association of Extension Veterinarians. 34 states had > or = 1 extension veterinarian. The majority (> 60%) of extension veterinarians did not commit time to resident education and were not involved in research activities. Paradoxically, 23% of responding extension veterinarians did not report extension work. Programs for food animal producers, horse owners, and companion animal owners were provided by 100, 63, and 37% of states, respectively. Continuing education (CE) programs were provided for food animal veterinarians, equine veterinarians, and companion animal veterinarians by 96, 63, and 52% of states, respectively. Challenges facing veterinary extension included limited recognition of veterinary extension activities by universities, lack of university personnel to support CE programs, and decreased support for companion animal extension programs. Extension veterinarians need to identify and clearly articulate the mission of veterinary extension, develop more collaborative programs across regions, and continue to serve as catalysts to bring diverse constituents together. Extension veterinarians must distinguish their mission not solely as information transfer, which can be accomplished in a variety of ways outside of extension, but as a coherent and consistent program of education and policy developed on a national level and distributed locally.

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 ...

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…

Public health education at the University of California, Davis: past, present, and future programs.

PubMed

Hird, David W; Lloyd, K C Kent; McCurdy, Stephen A; Schenker, Marc B; Troidl, John J; Kass, Philip H

2008-01-01

This article reviews the history of public-health education at the University of California, Davis, from the inception of the Master of Preventive Veterinary Medicine Program in the School of Veterinary Medicine through the creation of the Master of Public Health Program offered jointly by the Schools of Medicine and Veterinary Medicine. The long history of collaborative teaching and research between the schools, as well as the university's close proximity to and relationship with numerous university-affiliated and state public-health agencies, has created remarkable opportunities for novel and creative public-health education. The university is already anticipating the approval of a School of Public Health on its campus, which will create even more educational opportunities in both human and veterinary public-health disciplines. Given the projected shortfall of veterinarians entering such fields, the opportunity of a novel Doctor of Public Health degree program specifically suited to the needs of veterinary medicine is also discussed as a means of addressing this shortage.

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.

7 CFR 3431.24 - Reporting requirements, monitoring, and close-out.

Code of Federal Regulations, 2010 CFR

2010-01-01

...) COOPERATIVE STATE RESEARCH, EDUCATION, AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.24...

7 CFR 3431.19 - Payment and tax liability.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.19 Payment and tax liability. (a) Loan...

Engineering Veterinary Education: A Clarion Call for Reform in Veterinary Education--Let's Do It!

ERIC Educational Resources Information Center

Radostits, Otto M.

2003-01-01

Supports an engineering model of tracking programs in veterinary medical education and suggests that undergraduate student quotas need to be considered in order to educate a sufficient number of new veterinary graduates in the different fields needed by society. (SLD)

7 CFR 3431.17 - VMLRP service agreement offer.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AND AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine... successful applicants to enter into an agreement with the Secretary to provide veterinary services under the... defined in the RFA, to secure an offer of employment or establish and/or maintain a veterinary practice in...

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.

SPIKE and D-PIKE: innovative experiences that engage students early and position them to succeed in food-supply veterinary medicine.

PubMed

Karriker, Locke A; Ramirez, Alejandro; Leuschen, Bruce; Halbur, Pat

2008-01-01

Recent trends in urbanization of the population, increased need for bio-security on large farms, and more food-animal or mixed-animal practitioners approaching retirement age are forcing a renewed focus on recruiting and training veterinary students with an interest in production-animal medicine. The increasing number of veterinary students coming from urban backgrounds has led to a need to expose these students to standard animal-production practices and to interest them in a career involving food animals. This article describes one such program developed at Iowa State University, in which 14 students obtained hands-on experience in all aspects of swine and dairy production across a wide sampling of herd size, housing style, bio-security levels, and production phases. The participating students, ranging from senior undergraduates to third-year veterinary students, gained valuable insight not only into daily farming practices but also the knowledge and skills necessary to provide quality veterinary care to these clients. The first year of this program has yielded positive feedback from all participants, including the veterinary practices, private producers, corporate sponsors, and students. Current applicants cite positive comments from past participants as motivating their interest in the program. This program has the potential to expand as an opportunity to educate selected students in the field of food-supply veterinary medicine and to help fill the anticipated void in this area.

7 CFR 3431.24 - Reporting requirements, monitoring, and close-out.

Code of Federal Regulations, 2011 CFR

2011-01-01

... INSTITUTE OF FOOD AND AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.24 Reporting requirements, monitoring, and close-out. VMLRP...

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…

Native American tribal cultures: implications for veterinary medical education.

PubMed

Gelberg, Susan; Gelberg, Howard

2007-01-01

This article reviews the literature from veterinary medicine, tribal education, career development, and psychology to focus on the reasons that Native people are currently under-represented in the field of veterinary medicine. Educational implications and recruitment strategies are suggested. Local, state, and national resources are provided to help veterinary medical educators make their programs more culturally competent for Native veterinary students and faculty.

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...

Establishing an academic neurology specialty program: experiences over a five-year period.

PubMed

Packer, Rebecca A; Lambrechts, Nicolaas E; Bentley, R Timothy

2012-01-01

Veterinary neurology is an expanding specialty field. At the time of this writing, 13 out of 33 (40%) US and Canadian veterinary colleges, and many more veterinary colleges outside of North America, had no active clinical neurology service. New academic programs will likely be established to fill this need, often starting with a single neurologist. Establishing a neurology service with one founding faculty member can be accomplished by developing the program in phases and creating a support network that optimizes faculty strengths and interests. Such an approach allows for the gradual expansion of services and staffing in a manageable way to ultimately provide a full-service program. A description of this development process at Purdue University School of Veterinary Medicine is presented as a case study and model for the establishment of other neurology or specialty services.

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...

Perspectives on academic veterinary administration.

PubMed

Gelberg, H B; Gelberg, S

2001-09-15

It is important for veterinary administrators to apply knowledge bases from other fields to their own unique administrative needs. For example, although some resources are written for business managers, the discussions of four key management competency areas, guidelines for mastering these skills, organizational assessment tools, and other self-help tools may provide interesting food-for-thought for veterinary administrators.(76) In developing their own administrative styles, administrators should seek to apply those principles that seem to intuitively fit with their personal research styles, work situations, managerial styles, administrative preferences, and unique organizational culture. Through strengthening their liaisons with community and university business programs, counseling agencies, employee assistance programs, and psychology researchers, administrators can continue to be exposed to and benefit from new paradigms for consideration in veterinary medical environments. Through these liaisons, the unique needs of veterinary medical environments are also communicated to individuals within the fields of psychology and business, thus stimulating new research that specifically targets veterinary medical environment leadership issues. Each field has unique contributions to help veterinary administrators work toward creating veterinary medical environments that are creative, energetic, visionary, pragmatic, and highly marketable in order to help administrators recruit and nurture the best and brightest veterinary researchers, teachers, and clinicians.

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…

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.

Using Alumni Research To Assess a Veterinary Curriculum and Alumni Employment and Reward Patterns.

ERIC Educational Resources Information Center

Bristol, David G.

2002-01-01

Surveyed alumni of North Carolina State University's veterinary program to ascertain outcomes of their education. Findings included career path, earnings, satisfaction with the program, and gender differences. (EV)

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...

Domestic violence shelter partnerships and veterinary student attitudes at North American veterinary schools and colleges.

PubMed

Creevy, Kate E; Shaver, Stephanie L; Cornell, Karen K

2013-01-01

Animal abuse and domestic violence are linked issues, and pet ownership is reported to play a crucial role in the choice to leave an abusive situation. Although veterinarians witness the effects of abuse and violence over the course of their careers, they have limited training regarding these issues. One mechanism for educating veterinary students while providing a service for victims of domestic violence is the creation of partnerships between domestic violence shelters and veterinary schools. These extracurricular programs can provide both care for pets belonging to victims of domestic violence and an educational platform for student participants. The goals of this study were to determine the prevalence and characteristics of domestic violence shelter partnerships (DVSPs) at North American veterinary teaching hospitals and to determine whether the presence of a DVSP was associated with increased awareness among veterinary students regarding animal abuse and domestic violence. Nine of 33 veterinary schools surveyed described a DVSP program. Students at schools with DVSPs associated with their veterinary teaching hospitals were significantly more likely to indicate that their awareness of the link between animal abuse and domestic violence had increased during veterinary school. Most veterinary students reported that they felt poorly prepared to handle domestic violence and animal abuse issues in the workplace. This study indicates that extracurricular DVSPs are a viable means of educating veterinary students regarding domestic violence and animal abuse. A need for improved education on these topics in veterinary schools across North America is identified.

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…

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.<

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…

Mississippi Curriculum Framework for Veterinary Technology (Program CIP: 51.0808--Veterinarian Asst./Animal Health). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the veterinary technology program. Presented in the introductory section are a of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of…

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.

Clinically Prepared Veterinary Students: Enhancing Veterinary Student Hands-on Experiences and Supporting Hospital Caseload Using Shelter Medicine Program.

PubMed

Shivley, Jacob M; Brookshire, Wilson C; Bushby, Philip A; Woodruff, Kimberly A

2018-01-01

Referral-level medicine is important in the veterinary curriculum, however veterinary students also need a solid base knowledge of clinically relevant, routine surgical and diagnostic skills to be clinically prepared after graduation. Exposure to a referral-only, or primarily referral caseload, does not always provide veterinary students with the routine hands-on experiences and competencies expected by the American Veterinary Medical Association Council on Education, the Royal College of Veterinary Surgeons, the Australian Veterinary Boards Council, or prospective employers. The aim of this descriptive study was to assess how a shelter medicine program can fill the companion animal caseload gap and create the necessary hands-on experiences considered essential in the veterinary curriculum. Pedagogical frameworks, course curriculum and design, student experiences, and student assessments were described for three core curricular areas (surgery, medical days, population medicine) of the Shelter Medicine Program at Mississippi State University. The shelter surgery experience provided a high-quality, high-volume spay/neuter environment where fourth-year students averaged 65 sterilization surgeries in two weeks and demonstrated a quantifiable decrease in surgical time. The shelter surgery experience added on average 9,000 small animal cases per year to the overall hospital caseload. Shelter medical days, where students provide veterinary care during on-site shelter visits, created opportunities for third-year students to directly interact with shelter animals by performing physical examinations and diagnostic testing, and to gain experience in developing treatment protocols and recommendations for commonly encountered problems. The shelter medical days experience averaged over 700 small animal cases per year and over 1,500 diagnostic procedures. Finally, students participated in 15 onsite shelter consultations where they obtained a working knowledge of biosecurity at a population level, including how to minimize the risk of infectious diseases spreading to healthy populations. Despite several challenges, results from this curricular program assessment support the aim that animal shelters and humane organizations offer opportunities that can be mutually beneficial for both animal organizations and veterinary students. The primary care caseload for the teaching institution was positively impacted, and students were better prepared to meet potential employers' expectations and fulfill required core competencies in veterinary medical education.

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 ...

Final-year veterinary students' perceptions of their communication competencies and a communication skills training program delivered in a primary care setting and based on Kolb's Experiential Learning Theory.

PubMed

Meehan, Michael P; Menniti, Marie F

2014-01-01

Veterinary graduates require effective communication skills training to successfully transition from university into practice. Although the literature has supported the need for veterinary student communication skills training programs, there is minimal research using learning theory to design programs and explore students' perceptions of such programs. This study investigated veterinary students' perceptions of (1) their communication skills and (2) the usefulness of a communication skills training program designed with Kolb's Experiential Learning Theory (ELT) as a framework and implemented in a primary care setting. Twenty-nine final-year veterinary students from the Ontario Veterinary College attended a 3-week communication skills training rotation. Pre- and post-training surveys explored their communication objectives, confidence in their communication skills, and the usefulness of specific communication training strategies. The results indicated that both before and after training, students were most confident in building rapport, displaying empathy, recognizing how bonded a client is with his or her pet, and listening. They were least confident in managing clients who were angry or not happy with the charges and who monopolized the appointment. Emotionally laden topics, such as breaking bad news and managing euthanasia discussions, were also identified as challenging and in need of improvement. Interactive small-group discussions and review of video-recorded authentic client appointments were most valuable for their learning and informed students' self-awareness of their non-verbal communication. These findings support the use of Kolb's ELT as a theoretical framework and of video review and reflection to guide veterinary students' learning of communication skills in a primary care setting.

Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Montessori Accreditation Council for Teacher Education

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

The Montessori Accreditation Council for Teacher Education, Commission on Accreditation (MACTE) is a national programmatic and institutional accreditor. The agency currently has 68 freestanding institutions and 13 programs located throughout the United States. The agency's recognition enables its institutions to establish eligibility to receive…

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…

Accreditation in the Profession of Psychology: A Cautionary Tale

ERIC Educational Resources Information Center

Maiden, Robert; Knight, Bob G.; Howe, Judith L.; Kim, Seungyoun

2012-01-01

This article examines the history of accreditation in psychology and applies the lessons learned to the Association for Gerontology in Higher Education's (AGHE) consideration of forming an organization to accredit programs in gerontology. The authors identify the challenges met and unmet, the successes and failures, and the key issues that emerged…

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...

Microscope use in clinical veterinary practice and potential implications for veterinary school curricula.

PubMed

Stewart, Sherry M; Dowers, Kristy L; Cerda, Jacey R; Schoenfeld-Tacher, Regina M; Kogan, Lori R

2014-01-01

Microscopy (skill of using a microscope) and the concepts of cytology (study of cells) and histology (study of tissues) are most often taught in professional veterinary medicine programs through the traditional method of glass slides and light microscopes. Several limiting factors in veterinary training programs are encouraging educators to explore innovative options for teaching microscopy skills and the concepts of cytology and histology. An anonymous online survey was administered through the Colorado Veterinary Medical Association to Colorado veterinarians working in private practice. It was designed to assess their current usage of microscopes for cytological and histological evaluation of specimens and their perceptions of microscope use in their veterinary education. The first part of the survey was answered by 183 veterinarians, with 104 indicating they had an onsite diagnostic lab. Analysis pertaining to the use of the microscope in practice and in veterinary programs was conducted on this subset. Most respondents felt the amount of time spent in the curriculum using a microscope was just right for basic microscope use and using the microscope for viewing and learning about normal and abnormal histological sections and clinical cytology. Participants felt more emphasis could be placed on clinical and diagnostic cytology. Study results suggest that practicing veterinarians frequently use microscopes for a wide variety of cytological diagnostics. However, only two respondents indicated they prepared samples for histological evaluation. Veterinary schools should consider these results against the backdrop of pressure to implement innovative teaching techniques to meet the changing needs of the profession.

Fat dogs and coughing horses: K-12 programming for veterinary workforce development.

PubMed

San Miguel, Sandra F; Carleton Parker, Loran; Adedokun, Omolola A; Burgess, Wilella D; Cipriani Davis, Kauline S; Blossom, Thaddaeus D; Schneider, Jessica L; Mennonno, Ann M; Ruhl, Joseph D; Veatch, Jennifer H; Wackerly, Amy J; Shin, Soo Yeon; Ratliff, Timothy L

2013-01-01

Workforce development strategies to educate, inform, and diversify the veterinary profession of the future must begin with children in elementary school. This article provides a description of the Fat Dogs and Coughing Horses program, which takes a multifaceted approach toward informing young students, beginning in first grade, about the interesting work and career opportunities available in the field of veterinary medicine. The program, a collaboration among Purdue University and Indiana public schools, is supported by a Science Education Partnership Award from the Office of Research Infrastructure Programs, a component of the National Institutes of Health. The overall goal of the program is to provide formal and informal educational opportunities for students, parents, teachers, and the public about the science involved in keeping people and their animals healthy. Examples of health concerns that impact both people and their pets are used to inform and excite children about careers in the health sciences. The program resulted in (1) curricula for students in Grades 1-3, 6, and 9; (2) four children's books and a set of collectible cards which highlight veterinarians, veterinary technicians, and research scientists who work with animals; and (3) four traveling museum-level quality exhibits. Preliminary assessment data has shown that the implementation of the curricula enhanced student science learning and science attitudes and interests. The program provides evidence that partnerships among professionals in veterinary medicine and K-12 education can result in impactful workforce development programs.

Fat Dogs and Coughing Horses: K-12 Programming for Veterinary Workforce Development

PubMed Central

San Miguel, Sandra F.; Parker, Loran Carleton; Adedokun, Omolola A.; Burgess, Wilella D.; Cipriani Davis, Kauline S.; Blossom, Thaddaeus D.; Schneider, Jessica L.; Mennonno, Ann M.; Ruhl, Joseph D.; Veatch, Jennifer H.; Wackerly, Amy J.; Shin, Soo Yeon; Ratliff, Timothy L.

2013-01-01

Workforce development strategies to educate, inform, and diversify the veterinary profession of the future must begin with children in elementary school. This manuscript provides a description of the Fat Dogs and Coughing Horses program, which takes a multifaceted approach toward informing young students, beginning in first grade, about the interesting work and career opportunities available in the field of veterinary medicine. The program, a collaboration among Purdue University and Indiana public schools, is supported by a Science Education Partnership Award from the Office of Research Infrastructure Programs, a component of the National Institutes of Health. The overall goal of the program is to provide formal and informal educational opportunities for students, parents, teachers, and the public about the science involved in keeping people and their animals healthy. Examples of health concerns that impact both people and their pets are used to inform and excite children about careers in the health sciences. The program resulted in (1) curricula for students in grades 1–3, 6, and 9; (2) four children’s books and a set of collectible cards which highlight veterinarians, veterinary technicians, and research scientists who work with animals; and, (3) four traveling museum-grade exhibits. Preliminary assessment data has shown that the implementation of the curricula enhanced student science learning, and science attitudes and interests. The program provides evidence that partnerships among professionals in veterinary medicine and K-12 education can result in impactful workforce development programs. PMID:24052417

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.

Graduate Training in Toxicology in Colleges of Veterinary Medicine.

ERIC Educational Resources Information Center

Robens, J. F.; Buck, W. B.

1979-01-01

Presented are an American Board of Veterinary Toxicology survey and evaluation of the training resources available in graduate programs in toxicology located in colleges of veterinary medicine. Regulatory toxicology, number of toxicologists needed, and curriculum are also discussed. (JMD)