WorldWideScience

Sample records for educational programs accredited

  1. Ethics Education in CACREP-Accredited Counselor Education Programs

    Science.gov (United States)

    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,…

  2. Accreditation in the Professions: Implications for Educational Leadership Preparation Programs

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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…

  4. Delegation and Empowerment in CAATE Accredited Athletic Training Education Programs

    Science.gov (United States)

    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…

  5. Accreditation of emerging oral health professions: options for dental therapy education programs.

    Science.gov (United States)

    Gelmon, Sherril B; Tresidder, Anna Foucek

    2011-01-01

    The study explored the options for accreditation of educational programs to prepare a new oral health provider, the dental therapist. A literature review and interviews of 10 content experts were conducted. The content experts represented a wide array of interests, including individuals associated with the various dental stakeholder organizations in education, accreditation, practice, and licensure, as well as representatives of non-dental accrediting organizations whose experience could inform the study. Development of an educational accreditation program for an emerging profession requires collaboration among key stakeholders representing education, practice, licensure, and other interests. Options for accreditation of dental therapy education programs include establishment of a new independent accrediting agency; seeking recognition as a committee within the Commission on Accreditation of Allied Health Education Programs; or working with the Commission on Dental Accreditation (CODA) to create a new accreditation program within CODA. These options are not mutually exclusive, and more than one accreditation program could potentially exist. An educational accreditation program is built upon a well-defined field, where there is a demonstrated need for the occupation and for accreditation of educational programs that prepare individuals to enter that occupation. The fundamental value of accreditation is as one player in the overall scheme of improving the quality of higher education delivered to students and, ultimately, the delivery of health services. Leaders concerned with the oral health workforce will need to consider future directions and the potential roles of new oral health providers as they determine appropriate directions for educational accreditation for dental therapy.

  6. Accreditation of Professional Preparation Programs for School Health Educators: The Changing Landscape

    Science.gov (United States)

    Taub, Alyson; Goekler, Susan; Auld, M. Elaine; Birch, David A.; Muller, Susan; Wengert, Deitra; Allegrante, John P.

    2014-01-01

    The health education profession is committed to maintaining the highest standards of quality assurance, including accreditation of professional preparation programs in both school and community/public health education. Since 2001, the Society for Public Health Education (SOPHE) has increased attention to strengthening accreditation processes for…

  7. 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

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

    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

  9. Accreditation of Medical Education Programs: Moving From Student Outcomes to Continuous Quality Improvement Measures.

    Science.gov (United States)

    Blouin, Danielle; Tekian, Ara

    2018-03-01

    Accreditation of undergraduate medical education programs aims to ensure the quality of medical education and promote quality improvement, with the ultimate goal of providing optimal patient care. Direct linkages between accreditation and education quality are, however, difficult to establish. The literature examining the impact of accreditation predominantly focuses on student outcomes, such as performances on national examinations. However, student outcomes present challenges with regard to data availability, comparability, and contamination.The true impact of accreditation may well rest in its ability to promote continuous quality improvement (CQI) within medical education programs. The conceptual model grounding this paper suggests accreditation leads medical schools to commit resources to and engage in self-assessment activities that represent best practices of CQI, leading to the development within schools of a culture of CQI. In line with this model, measures of the impact of accreditation on medical schools need to include CQI-related markers. The CQI orientation of organizations can be measured using validated instruments from the business and management fields. Repeated determinations of medical schools' CQI orientation at various points throughout their accreditation cycles could provide additional evidence of the impact of accreditation on medical education. Strong CQI orientation should lead to high-quality medical education and would serve as a proxy marker for the quality of graduates and possibly for the quality of care they provide.It is time to move away from a focus on student outcomes as measures of the impact of accreditation and embrace additional markers, such as indicators of organizational CQI orientation.

  10. Mammography accreditation program

    Energy Technology Data Exchange (ETDEWEB)

    Wilcox, P.

    1993-12-31

    In the mid-1980`s, the movement toward the use of dedicated mammography equipment provided significant improvement in breast cancer detection. However, several studies demonstrated that this change was not sufficient to ensure optimal image quality at a low radiation dose. In particular, the 1985 Nationwide Evaluation of X-ray Trends identified the wide variations in image quality and radiation dose, even from dedicated units. During this time period, the American Cancer Society (ACS) launched its Breast Cancer Awareness Screening Campaign. However, there were concerns about the ability of radiology to respond to the increased demand for optimal screening examinations that would result from the ACS program. To respond to these concerns, the ACS and the American College of Radiology (ACR) established a joint committee on mammography screening in 1986. After much discussion, it was decided to use the ACR Diagnostic Practice Accreditation Program as a model for the development of a mammography accreditation program. However, some constraints were required in order to make the program meet the needs of the ACS. This voluntary, peer review program had to be timely and cost effective. It was determined that the best way to address these needs would be to conduct the program by mail. Finally, by placing emphasis on the educational nature of the program, it would provide an even greater opportunity for improving mammographic quality. The result of this effort was that, almost six years ago, in May 1987, the pilot study for the ACR Mammography Accreditation Program (MAP) began, and in August of that year, the first applications were received. In November 1987, the first 3-year accreditation certificates were awarded.

  11. Mammography accreditation program

    International Nuclear Information System (INIS)

    Wilcox, P.

    1993-01-01

    In the mid-1980's, the movement toward the use of dedicated mammography equipment provided significant improvement in breast cancer detection. However, several studies demonstrated that this change was not sufficient to ensure optimal image quality at a low radiation dose. In particular, the 1985 Nationwide Evaluation of X-ray Trends identified the wide variations in image quality and radiation dose, even from dedicated units. During this time period, the American Cancer Society (ACS) launched its Breast Cancer Awareness Screening Campaign. However, there were concerns about the ability of radiology to respond to the increased demand for optimal screening examinations that would result from the ACS program. To respond to these concerns, the ACS and the American College of Radiology (ACR) established a joint committee on mammography screening in 1986. After much discussion, it was decided to use the ACR Diagnostic Practice Accreditation Program as a model for the development of a mammography accreditation program. However, some constraints were required in order to make the program meet the needs of the ACS. This voluntary, peer review program had to be timely and cost effective. It was determined that the best way to address these needs would be to conduct the program by mail. Finally, by placing emphasis on the educational nature of the program, it would provide an even greater opportunity for improving mammographic quality. The result of this effort was that, almost six years ago, in May 1987, the pilot study for the ACR Mammography Accreditation Program (MAP) began, and in August of that year, the first applications were received. In November 1987, the first 3-year accreditation certificates were awarded

  12. Standards & Procedures for Voluntary Accreditation of Early Childhood Education Programs in Missouri.

    Science.gov (United States)

    Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

    Missouri has no laws or state regulations establishing accreditation requirements for early childhood education programs. State statutes authorize the Division of Family Services, Department of Social Services to license day care programs that operate more than 4 hours a day. However, these statutes presently exempt from licensure day care…

  13. Training Accreditation Program

    International Nuclear Information System (INIS)

    1989-01-01

    The Training Accreditation Program establishes the objectives and criteria against which DOE nuclear facility training is evaluated to determine its readiness for accreditation. Training programs are evaluated against the accreditation objectives and criteria by facility personnel during the initial self-evaluation process. From this self-evaluation, action plans are made by the contractor to address the scope of work necessary in order to upgrade any deficiencies noted. This scope of work must be formally documented in the Training Program Accreditation Plan. When reviewed and approved by the responsible Head of the Field Organization and cognizant Program Secretarial Office, EH-1 concurrence is obtained. This plan then becomes the document which guides accreditation efforts for the contractor

  14. 42 CFR Appendix A to Part 75 - Standards for Accreditation of Educational Programs for Radiographers

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Standards for Accreditation of Educational Programs for Radiographers A Appendix A to Part 75 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH... film evaluation; (k) Methods of patient care; (l) Pathology; (m) Radiologic physics; and (n) Radiation...

  15. The program director and accreditation

    International Nuclear Information System (INIS)

    Tristan, T.A.; Capp, M.P.; Krabbenhoft, K.L.; Armbruster, J.S.

    1987-01-01

    Field Survey is contrasted with the Specialist Site Visitor. The discussion addresses the reasons for different types of surveys and how the surveys and the Hospital Information Form are used in evaluating a graduate residency program in radiology for accreditation. The Residency Review Committee for Radiology (RRC) and the staff of the Accreditation Council for Graduate Medical Education (ACGME) of Residencies in Radiology offer a program for program directors and other interested leaders in graduate programs in radiology. The authors explain the review and accreditation process for residencies in radiology with special emphasis on the preparation for inspection by accurate and full completion of the Hospital Information Form on which the program is judged, and the nature of the inspection procedures

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

    Science.gov (United States)

    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…

  17. Accreditation of nuclear engineering programs

    International Nuclear Information System (INIS)

    Williamson, T.G.

    1989-01-01

    The American Nuclear Society (ANS) Professional Development and Accreditation Committee (PDAC) has the responsibility for accreditation of engineering and technology programs for nuclear and similarly named programs. This committee provides society liaison with the Accreditation Board for Engineering and Technology (ABET), is responsible for the appointment and training of accreditation visitors, nomination of members for the ABET Board and Accreditation Commissions, and review of the criteria for accreditation of nuclear-related programs. The committee is composed of 21 members representing academia and industry. The ABET consists of 19 participating bodies, primarily professional societies, and 4 affiliate bodies. Representation on ABET is determined by the size of the professional society and the number of programs accredited. The ANS, as a participating body, has one member on the ABET board, two members on the Engineering Accreditation Commission, and one on the Technology Accreditation Commission. The ABET board sets ABET policy and the commissions are responsible for accreditation visits

  18. Practitioner Perceptions of Advertising Education Accreditation.

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  20. THE PROBLEMS OF PROFESSIONAL PUBLIC ACCREDITATION OF ADDITIONAL PROFESSIONAL EDUCATION PROGRAMS AND THE PROSPECTS OF ITS IMPLEMENTATION

    Directory of Open Access Journals (Sweden)

    Tatyana V. Matveeva

    2015-01-01

    Full Text Available Leading role in the process of development and improvement of modern Russian education plays an additional professional education, which, to the greatest extent, responds to the qualitative changes in the socio-economic relations in a rapidly changing world. The aim of this paper is to identify the organizational and legal problems of professional and public accreditation of additional professional education programs in Russia and the opportunities development of this institution in modern conditions. The scientific research problem was to justify the need for professional and public accreditation of additional professional education programs of modern universities on the basis of delegation of procedures for evaluating the quality of education by public authorities to the public expert organizations, which ensure the independence and objectivity of the decisions made by qualified experts using a standardized assessment tools and tech to meet the needs of all parties concerned for highly qualified professionals. Methods. Empirical and theoretical methods were applied in the process of solving the problems in the scientific work to achieve the objectives of the study and test the hypothesis of an integrated methodology. Theoretical research methods involve: analysis of different literary sources (including legislative and regulatory enactments of the Higher Authorities of the Russian Federation, regulatory enactments of the Ministry of General and Vocational Education of the Russian Federation, compilation, synthesis of empirical data, comparative analysis, and others. Empirical research methods include: observation, testing, interview, questionnaire, ranking, pedagogical experiment, analysis of the products of activity, method of expert evaluations, methods of mathematical statistics, and other. Results. The expediency of independent accreditation procedures is proved. The goals that need to be solved to enhance the competitiveness of

  1. Accreditation of undergraduate and graduate medical education

    DEFF Research Database (Denmark)

    Davis, Deborah J; Ringsted, Charlotte

    2006-01-01

    Accreditation organizations such as the Liaison Committee for Medical Education (LCME), the Royal College of Physicians and Surgeons of Canada (RCPSC), and the Accreditation Council for Graduate Medical Education (ACGME) are charged with the difficult task of evaluating the educational quality...... of medical education programs in North America. Traditionally accreditation includes a more quantitative rather than qualitative judgment of the educational facilities, resources and teaching provided by the programs. The focus is on the educational process but the contributions of these to the outcomes...... are not at all clear. As medical education moves toward outcome-based education related to a broad and context-based concept of competence, the accreditation paradigm should change accordingly. Udgivelsesdato: 2006-Aug...

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

    Science.gov (United States)

    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…

  3. IADC's well control accreditation program

    International Nuclear Information System (INIS)

    Kropla, S.M.

    1997-01-01

    WellCAP is a well control accreditation program devised and implemented by the International Association of Drilling Contractors (IADC). It is a worldwide comprehensive system that defines a well control training curriculum, establishes minimum standards and recommends guidelines for course structure. The program began in mid-1993 and is viewed as a means for training institutions to demonstrate industry recognition to customers, contractors and local governments. Schools can apply to have their courses accredited. The accreditation system is administered by a review panel. The application process requires that the school perform a detailed review of its curriculum and operations and bring them in line with the WellCAP curriculum and accreditation criteria. Currently, more than 75 schools around the world have requested application materials for WellCAP. To date fifteen schools have been fully accredited

  4. Practical Nursing Education: Criteria and Procedures for Accreditation.

    Science.gov (United States)

    National Association for Practical Nurse Education and Service, Inc., New York, NY.

    The third in a series of pamphlets on practical nursing education, this document contains information on accreditation standards governing nursing programs. Included are announcements of: (1) available accreditation and consultation services, (2) policies regulating accreditation eligibility, (3) standards of ethics by which nursing programs are…

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

    Science.gov (United States)

    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…

  6. Gender and diversity topics taught in Commission on Accreditation for Marriage and Family Therapy Education programs.

    Science.gov (United States)

    Winston, Ebony Joy; Piercy, Fred P

    2010-10-01

    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 those that attempted to infuse gender and culture throughout the curriculum). We examined 39 syllabi from 21 master's and 18 doctoral training programs. In addition, we conducted 20 interviews with faculty members. (Eighteen were White/Caucasian, one was African American and one was Asian Indian.) Some variation in topic areas was found between master's and doctoral programs and between those programs that offered specific course content and those that offered infused course content. However, qualitative interview data reflected many similarities. Particularly apparent was the level of commitment, transparency, and experiential learning methods professors used, regardless of program level or type. © 2010 American Association for Marriage and Family Therapy.

  7. What Should Gerontology Learn from Health Education Accreditation?

    Science.gov (United States)

    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…

  8. Identifying barriers to glycemic control in patients with type 2 diabetes after completion of an accredited education program.

    Science.gov (United States)

    Gildea, Chris M; Lantaff, Wendy M; Olenik, Nicole L

    The objective of this study was to identify patient-perceived barriers to achieving A1C targets after receiving instruction in an accredited diabetes education program. Qualitative research using semistructured interviews and thematic analyses. One pharmacist-run diabetes center located within an independent community pharmacy in a suburban region of southern Indiana. A total of 17 participants between the ages of 41-78 were interviewed in March and April 2016. Not applicable. Patient-perceived barriers to attaining glycemic control after completion of a pharmacist-taught diabetes self-management education (DSME) program accredited by the American Association of Diabetes Educators. Participants reported a variety of perceived barriers to glycemic control subsequent to the receipt of structured education. Seven major themes emerged: 1) health care provider factors; 2) self-identified indiscretions; 3) psychological barriers and poor social support; 4) knowledge deficits; 5) personal injury or adverse drug events; 6) time constraints and competing life demands; and 7) financial constraints. Participants reported a variety of perceived barriers to achieving A1C targets after completing DSME. Incorporation of solutions and coping mechanisms to these barriers into diabetes education programs may help patients attain glycemic control. Other factors may require individualized attention outside of DSME in follow-up episodes of diabetes care. Copyright © 2017 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.

  9. Accreditation and Its Significance for Programs of Higher Education in Criminology and Criminal Justice: A Review of the Literature.

    Science.gov (United States)

    Simpson, Antony E.

    The development of minimum standards in higher education through the evolution of accreditation in specialized disciplines, and standard setting in criminology and criminal justice education are examined. The very different experiences with the concept of accreditation encountered in the fields of public administration and law are considered. Law…

  10. 76 FR 52548 - National Veterinary Accreditation Program; Currently Accredited Veterinarians Performing...

    Science.gov (United States)

    2011-08-23

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

  11. Training Accreditation Program

    International Nuclear Information System (INIS)

    1989-01-01

    The cornerstone of safe operation of Department of Energy (DOE) nuclear facilities is personnel performing the day-to-day functions which accomplish the facility mission. Training that is conducted efficiently and effectively and is directly related to the needs of the job (i.e. performance-based training) is fundamental to safe operation. Responsibility for the safe operation of these facilities is a line management function. Therefore, achieving performance-based training requires commitment from the organization for which training is provided. This commitment includes making subject matter experts available for participation in and review of the products of the performance-based training process. It also includes budgeting and scheduling the time required for both initial and continuing training. This commitment must be made by corporate and facility senior management from the beginning. Management must get involved at the start to ensure that they are not only cognizant of ongoing activities, but are also involved to the degree necessary to thoroughly understand the process. Policies implemented and support demonstrated by senior management provide the driving force to ensure that training programs receive the attention that is imperative if facility training programs are to be successful

  12. Balancing Stakeholders' Interests in Evolving Teacher Education Accreditation Contexts

    Science.gov (United States)

    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…

  13. 75 FR 59605 - National Veterinary Accreditation Program; Currently Accredited Veterinarians Performing...

    Science.gov (United States)

    2010-09-28

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

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

    Science.gov (United States)

    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.

  15. Evaluating the Accreditation Council on Graduate Medical Education core clinical competencies: techniques and feasibility in a urology training program.

    Science.gov (United States)

    Miller, David C; Montie, James E; Faerber, Gary J

    2003-10-01

    We describe several traditional and novel techniques for teaching and evaluating the Accreditation Council on Graduate Medical Education (ACGME) core clinical competencies in a urology residency training program. The evolution and underpinnings of the ACGME Outcome Project were reviewed. Several publications related to the evaluation of clinical competencies as well as current assessment techniques at our institution were also analyzed. Several tools for the assessment of clinical competencies have been developed and refined in response to the ACGME Outcome project. Standardized patient encounters and expanded patient satisfaction surveys may prove useful with regard to assessing resident professionalism, patient care and communication skills. A feasible and possibly undervalued technique for evaluating a number of core competencies is the implementation of formal written appraisals of the nature and quality of resident performance at departmental conferences. The assessment of competency in practice based learning and systems based practice may be achieved through innovative exercises, such as practice guideline development, that assess the evidence for various urologic interventions as well as the financial and administrative aspects of such care. We describe several contemporary methods for teaching and evaluating the core clinical competencies in a urology training program. While the techniques described are neither comprehensive nor feasible for every program, they nevertheless provide an important starting point for a meaningful exchange of ideas in the urological graduate medical education community.

  16. Tracking Residents Through Multiple Residency Programs: A Different Approach for Measuring Residents' Rates of Continuing Graduate Medical Education in ACGME-Accredited Programs.

    Science.gov (United States)

    Byrne, Lauren M; Holt, Kathleen D; Richter, Thomas; Miller, Rebecca S; Nasca, Thomas J

    2010-12-01

    Increased focus on the number and type of physicians delivering health care in the United States necessitates a better understanding of changes in graduate medical education (GME). Data collected by the Accreditation Council for Graduate Medical Education (ACGME) allow longitudinal tracking of residents, revealing the number and type of residents who continue GME following completion of an initial residency. We examined trends in the percent of graduates pursuing additional clinical education following graduation from ACGME-accredited pipeline specialty programs (specialties leading to initial board certification). Using data collected annually by the ACGME, we tracked residents graduating from ACGME-accredited pipeline specialty programs between academic year (AY) 2002-2003 and AY 2006-2007 and those pursuing additional ACGME-accredited training within 2 years. We examined changes in the number of graduates and the percent of graduates continuing GME by specialty, by type of medical school, and overall. The number of pipeline specialty graduates increased by 1171 (5.3%) between AY 2002-2003 and AY 2006-2007. During the same period, the number of graduates pursuing additional GME increased by 1059 (16.7%). The overall rate of continuing GME increased each year, from 28.5% (6331/22229) in AY 2002-2003 to 31.6% (7390/23400) in AY 2006-2007. Rates differed by specialty and for US medical school graduates (26.4% [3896/14752] in AY 2002-2003 to 31.6% [4718/14941] in AY 2006-2007) versus international medical graduates (35.2% [2118/6023] to 33.8% [2246/6647]). The number of graduates and the rate of continuing GME increased from AY 2002-2003 to AY 2006-2007. Our findings show a recent increase in the rate of continued training for US medical school graduates compared to international medical graduates. Our results differ from previously reported rates of subspecialization in the literature. Tracking individual residents through residency and fellowship programs provides

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

    Science.gov (United States)

    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.

  18. Accreditation and Expansion in Danish Higher Education

    DEFF Research Database (Denmark)

    Rasmussen, Palle

    2014-01-01

    During the last decade, an accreditation system for higher education has been introduced in Denmark. Accreditation partly represents continuity from an earlier evaluation system, but it is also part of a government policy to increasingly define higher education institutions as market actors....... The attempts of universities to increase their student enrolments have combined with the logic of accreditation to produce an increasing number of higher education degrees, often overlapping in content. Students’ scope for choice has been widened, but the basis for and the consequences of choice have become...

  19. Ethics Education in Professional Psychology: A Survey of American Psychological Association Accredited Programs

    OpenAIRE

    Domenech Rodriguez, Melanie M.; Erickson Cornish, Jennifer A; Thomas, Janet T; Forrest, Linda; Anderson, Austin; Bow, James N

    2014-01-01

    Professional psychologists are expected to know ethical standards and engage in proactive analysis of ethical considerations across professional roles (e.g., practice, research, teaching). Yet, little is known about the current state of doctoral ethics education in professional psychology, including the content covered and pedagogical strategies used to ensure developing this core component of professional competency (de las Fuentes, Willmuth, & Yarrow, 2005). A survey of ethics educators fro...

  20. Accreditation to manage research programs

    International Nuclear Information System (INIS)

    Miramand, Pierre

    1993-01-01

    In this report for an accreditation to supervise research, the author proposes an overview of a study of transfers of vanadium towards benthic organisms (i.e. the toxicity of vanadium for sea coastal organisms), of studies of transfer of transuranic elements from sediment to marine benthic species. He presents current researches and perspectives: study of the level of metallic pollutants and physical-chemical characteristics of coastal waters in northern Cotentin, researches in Seine Bay, study of pollution biologic indicators. Numerous articles are provided in appendix

  1. HPS instrument calibration laboratory accreditation program

    Energy Technology Data Exchange (ETDEWEB)

    Masse, F.X; Eisenhower, E.H.; Swinth, K.L.

    1993-12-31

    The purpose of this paper is to provide an accurate overview of the development and structure of the program established by the Health Physics Society (HPS) for accrediting instrument calibration laboratories relative to their ability to accurately calibrate portable health physics instrumentation. The purpose of the program is to provide radiation protection professionals more meaningful direct and indirect access to the National Institute of Standards and Technology (NIST) national standards, thus introducing a means for improving the uniformity, accuracy, and quality of ionizing radiation field measurements. The process is designed to recognize and document the continuing capability of each accredited laboratory to accurately perform instrument calibration. There is no intent to monitor the laboratory to the extent that each calibration can be guaranteed by the program; this responsibility rests solely with the accredited laboratory.

  2. Beyond accreditation: excellence in medical education.

    Science.gov (United States)

    Ahn, Eusang; Ahn, Ducksun

    2014-01-01

    Medical school accreditation is a relatively new phenomenon in Korea. The development of an accreditation body and standards for a two-tiered "Must" and "Should" system in 1997 eventually led to the implementation of a third "Excellence" level of attainment. These standards were conceived out of a desire to be able to first recognize and promote outstanding performance of medical schools, second to provide role models in medical education, and furthermore to preview the third level as potential components of the pre-existing second level for the next accreditation cycle. It is a quality-assurance mechanism that, while not required for accreditation itself, pushes medical schools to go beyond the traditional requirements of mere pass-or-fail accreditation adequacy, and encourages schools to deliver an unprecedented level of medical education. The Association for Medical Education in Europe developed its own third-tier system of evaluation under the ASPIRE project, with many similar goals. Due to its advanced nature and global scope, the Korean accreditation body has decided to implement the ASPIRE system in Korea as well.

  3. Administrator Preparation for Multicultural Leadership: Inside Four Nationally Accredited Programs

    Science.gov (United States)

    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…

  4. Integrating qualified nurses and non-nurses in midwifery education: the two-year experience of an ACNM DOA Accredited Program.

    Science.gov (United States)

    Fullerton, J T; Shah, M A; Schechter, S; Muller, J H

    2000-01-01

    In 1996, the Division of Accreditation (DOA) of the American College of Nurse-Midwives (ACNM) preaccredited the first direct entry program of midwifery education for candidates who already possess undergraduate degrees in non-nursing disciplines. Inaugurated through the partnership of the State University of New York Health Science Center at Brooklyn and the North Central Bronx Hospital, this 1-year, postbaccalaureate, certificate program of studies graduated two integrated classes of 22 registered nurse (RN) and nine direct entry (DE) students between 1997 and 1998. This article presents the experience of the first 2 years of this innovative program, focusing on the profiles of the DE students, their achievements, and their experiences entering the workforce. All of the data comparing nurse and non-nurse student progress through the program of studies strongly support the conclusion that, within an ACNM DOA preaccredited/accredited midwifery education program, DE students can achieve standards of academic excellence and clinical competency that are at least equivalent to those demonstrated by their RN peers.

  5. The 2001 Educational Policy and Accreditation Standards: Issues and Opportunities for BSW Education

    Directory of Open Access Journals (Sweden)

    Irene Queiro-Tajalli

    2001-12-01

    Full Text Available The Educational Policy and Accreditation Standards (EPAS combines social work educational policies and accreditation standards within a single document. The EPAS establishes guidelines for baccalaureate and masters’ level social work education throughout the United States. In this article, the authors discuss the implications of the EPAS for Bachelor of Social Work (BSW programs. They focus especially upon those aspects of the EPAS that relate to foundation-level program objectives and curriculum content.

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

    Science.gov (United States)

    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…

  7. Accrediting Professional Education: Research and Policy Issues.

    Science.gov (United States)

    Koff, Robert H.; Florio, David H.

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

  8. DOE standard: The Department of Energy Laboratory Accreditation Program administration

    International Nuclear Information System (INIS)

    1998-12-01

    This technical standard describes the US Department of Energy Laboratory Accreditation Program (DOELAP), organizational responsibilities, and the accreditation process. DOELAP evaluates and accredits personnel dosimetry and radiobioassay programs used for worker monitoring and protection at DOE and DOE contractor sites and facilities as required in Title 10, Code of Federal Regulations, Part 835, Occupational Radiation Protection. The purpose of this technical standard is to establish procedures for administering DOELAP and acquiring accreditation

  9. The current practice of mentoring across Accreditation Council of Graduate Medical Education – International accredited programs in Qatar from faculty and trainees perspectives

    Science.gov (United States)

    Suliman, Shireen; Al-Mohammed, Ahmed; Al Mohanadi, Dabia; Allen, Margaret; Bylund, Carma L

    2018-01-01

    Purpose Mentoring plays a vital role in academic productivity, personal development, and career guidance for students, residents, fellows, and junior faculty. A culture of mentoring is spreading across residency and fellowship training programs in Hamad Medical Corporation, the main teaching tertiary care facility in Qatar. However, there is insufficient knowledge about the current practice of mentoring in these programs. Methods We conducted a cross-sectional study by surveying all faculty and trainees in all residency and fellowship training programs in Qatar. Each completed a web-based questionnaire that asked about the current experience, self-efficacy and measures of improvement of the current practice of mentoring across training programs. Results A total of 393/650 faculty members (61%), 187/250 fellows (74%), and 405/650 residents (62%) responded to the two surveys. Most (74% of faculty members) reported being current mentors, while 67% of residents and fellows reported that they currently have mentors. Faculty who received training in mentoring and those who had an established formal mentoring program in their departments were more likely to enroll in mentoring than others (86%, Pmentoring initiative in their departments were to develop a structured mentoring program and to train the mentors. Content analysis revealed participants’ confusion differentiating between the terms mentoring and supervision. Conclusion Based on the current study, many existing mentoring relationships have an evident confusion between supervision and mentoring roles. Developing structured mentoring program and training both faculty and trainees in mentoring is recommended to improve the current practice of mentoring within the training programs. PMID:29416385

  10. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... State Requirements Contact Online Education Accreditation, Verification, and Validation Accreditation, Verification, and Validation Programs Accreditation, Verification, and ...

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

    Science.gov (United States)

    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, pInternal 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.

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

    Science.gov (United States)

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

    2016-01-01

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

  13. A Perspective on the Accreditation of Nontraditional Higher Education.

    Science.gov (United States)

    Andrews, Grover; Harris, John

    1979-01-01

    The nontraditional education movement in postsecondary education has presented new problems for accreditation in terms of results vs process, governance, the rise of entrepreneurs, and territoriality. (JMF)

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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 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.

  18. Adapting the Accreditation Procedures to a New Educational Technology

    DEFF Research Database (Denmark)

    Cojocaru, Dorian; Tudor Tanasie, Razvan; Friesel, Anna

    2017-01-01

    , Technology, Engineering and Math (STEM) topics, including: technology solutions, infrastructure, activities, assessment, curricula, and classroom furniture and environment designs. The project addresses three different learning contexts (post-secondary design studios, post-secondary engineering sciences...... classrooms, and secondary-level high school STEM learning environments) across four national settings in the EU. In the upper defined context, this paper deals with the problem of adapting the accreditation of the engineering programs to the new educational technologies....

  19. Adapting the Accreditation Procedures to a New Educational Technology

    DEFF Research Database (Denmark)

    Cojocaru, Dorian; Tudor Tanasie, Razvan; Friesel, Anna

    2016-01-01

    , Technology, Engineering and Math (STEM) topics, including: technology solutions, infrastructure, activities, assessment, curricula, and classroom furniture and environment designs. The project addresses three different learning contexts (post-secondary design studios, post-secondary engineering sciences...... classrooms, and secondary-level high school STEM learning environments) across four national settings in the EU. In the upper defined context, this paper deals with the problem of adapting the accreditation of the engineering programs to the new educational technologies....

  20. The DOE Laboratory Accreditation Program 8 years later

    International Nuclear Information System (INIS)

    Cummings, R.; Kershisnik, R.; Taylor, T.; Grothaus, G.; Loesch, R.M.

    1994-01-01

    The DOE Laboratory Accreditation Program was implemented in 1986. Currently, the program is conducting its seventeenth performance testing session for whole body personnel dosimeters. All but two DOE laboratories have gained accreditation for their whole body personnel dosimetry systems. Several test situations which were anticipated in the early stages of DOELAP have not materialized. In addition, the testing standard for whole body personnel dosimetry systems is under review and revision. In the near future, the accreditation programs for extremity dosimetry and bioassay will be implemented. This presentation summarizes the status and anticipated direction of the DOE whole body and extremity dosimetry and bioassay laboratory accreditation program

  1. Reputation Cycles: The Value of Accreditation for Undergraduate Journalism Programs

    Science.gov (United States)

    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…

  2. Accreditation of Medical Education in China: Accomplishments and Challenges

    Science.gov (United States)

    Wang, Qing

    2014-01-01

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

  3. Surgical training, duty-hour restrictions, and implications for meeting the Accreditation Council for Graduate Medical Education core competencies: views of surgical interns compared with program directors.

    Science.gov (United States)

    Antiel, Ryan M; Van Arendonk, Kyle J; Reed, Darcy A; Terhune, Kyla P; Tarpley, John L; Porterfield, John R; Hall, Daniel E; Joyce, David L; Wightman, Sean C; Horvath, Karen D; Heller, Stephanie F; Farley, David R

    2012-06-01

    To describe the perspectives of surgical interns regarding the implications of the new Accreditation Council for Graduate Medical Education (ACGME) duty-hour regulations for their training. We compared responses of interns and surgery program directors on a survey about the proposed ACGME mandates. Eleven general surgery residency programs. Two hundred fifteen interns who were administered the survey during the summer of 2011 and a previously surveyed national sample of 134 surgery program directors. Perceptions of the implications of the new duty-hour restrictions on various aspects of surgical training, including the 6 ACGME core competencies of graduate medical education, measured using 3-point scales (increase, no change, or decrease). Of 215 eligible surgical interns, 179 (83.3%) completed the survey. Most interns believed that the new duty-hour regulations will decrease continuity with patients (80.3%), time spent operating (67.4%), and coordination of patient care (57.6%), while approximately half believed that the changes will decrease their acquisition of medical knowledge (48.0%), development of surgical skills (52.8%), and overall educational experience (51.1%). Most believed that the changes will improve or will not alter other aspects of training, and 61.5% believed that the new standards will decrease resident fatigue. Surgical interns were significantly less pessimistic than surgery program directors regarding the implications of the new duty-hour restrictions on all aspects of surgical training (P training under the new paradigm of duty-hour restrictions have significant concerns about the effect of these regulations on the quality of their training.

  4. 75 FR 57658 - National Veterinary Accreditation Program; Correcting Amendment

    Science.gov (United States)

    2010-09-22

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

  5. Training and education in religion/spirituality within APA-accredited clinical psychology programs: 8 years later.

    Science.gov (United States)

    Schafer, Rachel M; Handal, Paul J; Brawer, Peter A; Ubinger, Megan

    2011-06-01

    This study was a follow up investigation of Brawer et al.'s (Prof Psychol Res Pr 33(2):203-206, 2002) survey of education and training of clinical psychologists in religion/spirituality. Directors of clinical training were surveyed to determine whether changes had occurred in the coverage of religion and spirituality through course work, research, supervision, and in the systematic coverage of the content area. Results indicated an increased coverage in the areas of supervision, dedicated courses, inclusion as part of another course, and research. There was no increase in systematic coverage, but significantly more programs provided at least some coverage. The current study also assesses other areas of incorporation as well as directors' opinions regarding the importance of religion/spirituality in the field of psychology.

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

    Science.gov (United States)

    Cicchetti, Richard Jude

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

  7. Accreditation of Gerontology Programs: A Look from Inside

    Science.gov (United States)

    Van Dussen, Daniel J.; Applebaum, Robert; Sterns, Harvey

    2012-01-01

    For over three decades, there has been considerable discussion about the development of gerontology education in the United States. A debate about accreditation is a logical outgrowth in this evolution. The dialogue about accreditation raises some important questions and gives gerontology an opportunity to further define itself. Accreditation…

  8. Toward Trust: Recalibrating Accreditation Practices for Postsecondary Arts Education

    Science.gov (United States)

    Warburton, Edward C.

    2018-01-01

    This article charts the influence of American accreditation policies on postsecondary arts education practices. Some commentators suggest that accreditation is a standards- and evidence-based process. I argue that trust is at the center of concerns about assessment in higher education, especially in the arts. The purpose of this article is to…

  9. Health Physics Society program for accreditation of calibration laboratories

    International Nuclear Information System (INIS)

    West, L.; Masse, F.X.; Swinth, K.L.

    1988-01-01

    The Health Physics Society has instituted a new program for accreditation of organizations that calibrate radiation survey instruments. The purpose of the program is to provide radiation protection professionals with an expanded means of direct and indirect access to national standards, thus introducing a means for improving the uniformity, accuracy, and quality of ionizing radiation field measurements. Secondary accredited laboratories are expected to provide a regional support basis. Tertiary accredited laboratories are expected to operate on a more local basis and provide readily available expertise to end users. The accreditation process is an effort to provide better measurement assurance for surveys of radiation fields. The status of the accreditation program, general criteria, gamma-ray calibration criteria, and x-ray calibration criteria are reviewed

  10. Higher Education Institutional and Program Evaluations in Taiwan and the Emerging Roles of Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT)

    Science.gov (United States)

    Lee, Lung-Sheng; Wei, Yen-Shun; Wang, Li-Yun

    2013-01-01

    Post-secondary education institutions in Taiwan are divided into two tracks, general higher education (HE) and technological and vocational education (TVE). The evaluation of all universities/colleges is mandated by the University Act. Higher education institutions receive mandated institutional evaluation every six years and program evaluation…

  11. A new model for accreditation of residency programs in internal medicine.

    Science.gov (United States)

    Goroll, Allan H; Sirio, Carl; Duffy, F Daniel; LeBlond, Richard F; Alguire, Patrick; Blackwell, Thomas A; Rodak, William E; Nasca, Thomas

    2004-06-01

    A renewed emphasis on clinical competence and its assessment has grown out of public concerns about the safety, efficacy, and accountability of health care in the United States. Medical schools and residency training programs are paying increased attention to teaching and evaluating basic clinical skills, stimulated in part by these concerns and the responding initiatives of accrediting, certifying, and licensing bodies. This paper, from the Residency Review Committee for Internal Medicine of the Accreditation Council for Graduate Medical Education, proposes a new outcomes-based accreditation strategy for residency training programs in internal medicine. It shifts residency program accreditation from external audit of educational process to continuous assessment and improvement of trainee clinical competence.

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

    Science.gov (United States)

    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…

  13. Onsite assessments for the Department of Energy Laboratory Accreditation Program

    International Nuclear Information System (INIS)

    McMahan, K.L.

    1992-01-01

    For Department of Energy (DOE) facilities, compliance with DOE Order 5480.11 became a requirement in January 1989. One of the requirements of this Order is that personal external dosimetry programs be accredited under the Department of Energy's Laboratory Accreditation Program (DOELAP) in Personnel Dosimetry. The accreditation process, from the facility's perspective, is two-fold: dosimeters must meet performance criteria in radiation categories appropriate for each facility, and personnel administering and carrying out the program must demonstrate good operating practices. The DOELAP onsite assessment is designed to provide an independent evaluation of the latter

  14. Competencies for public health and interprofessional education in accreditation standards of complementary and alternative medicine disciplines.

    Science.gov (United States)

    Brett, Jennifer; Brimhall, Joseph; Healey, Dale; Pfeifer, Joseph; Prenguber, Marcia

    2013-01-01

    This review examines the educational accreditation standards of four licensed complementary and alternative medicine (CAM) disciplines (naturopathic medicine, chiropractic health care, acupuncture and oriental medicine, and massage therapy), and identifies public health and other competencies found in those standards that contribute to cooperation and collaboration among the health care professions. These competencies may form a foundation for interprofessional education. The agencies that accredit the educational programs for each of these disciplines are individually recognized by the United States Department (Secretary) of Education. Patients and the public are served when healthcare practitioners collaborate and cooperate. This is facilitated when those practitioners possess competencies that provide them the knowledge and skills to work with practitioners from other fields and disciplines. Educational accreditation standards provide a framework for the delivery of these competencies. Requiring these competencies through accreditation standards ensures that practitioners are trained to optimally function in integrative clinical care settings. © 2013 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    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…

  16. Neoliberalism and Western Accreditation in the Middle East: A Critical Discourse Analysis of Educational Leadership Constituent Council Standards

    Science.gov (United States)

    Romanowski, Michael H.

    2017-01-01

    Purpose: The purpose of this paper is to examine the role of neoliberalism and the accreditation of educational leadership programs in one Gulf Cooperation Council (GCC) country by contextualizing the accreditation process and closely examining the Educational Leadership Constituent Council (ELCC) standards used by NCATE, now CAEP, to accredit…

  17. Quality assurance and accreditation of engineering education in Jordan

    Science.gov (United States)

    Aqlan, Faisal; Al-Araidah, Omar; Al-Hawari, Tarek

    2010-06-01

    This paper provides a study of the quality assurance and accreditation in the Jordanian higher education sector and focuses mainly on engineering education. It presents engineering education, accreditation and quality assurance in Jordan and considers the Jordan University of Science and Technology (JUST) for a case study. The study highlights the efforts undertaken by the faculty of engineering at JUST concerning quality assurance and accreditation. Three engineering departments were accorded substantial equivalency status by the Accreditation Board of Engineering and Technology in 2009. Various measures of quality improvement, including curricula development, laboratories improvement, computer facilities, e-learning, and other supporting services are also discussed. Further assessment of the current situation is made through two surveys, targeting engineering instructors and students. Finally, the paper draws conclusions and proposes recommendations to enhance the quality of engineering education at JUST and other Jordanian educational institutions.

  18. 75 FR 34148 - Voluntary Private Sector Accreditation and Certification Preparedness Program

    Science.gov (United States)

    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...

  19. 42 CFR Appendix D to Part 75 - Standards for Accreditation of Educational Programs for Nuclear Medicine Technologists

    Science.gov (United States)

    2010-10-01

    ...) Medical terminology; (5) Oral and written communications; (6) General chemistry; and (7) Medical ethics...) Laboratories; (d) Medical schools; (e) Postsecondary vocational/technical schools and institutions; and (f..., curriculum design, program planning, and counseling. (b) Medical Director—(1) Responsibilities. The medical...

  20. Accreditation of Spanish engineering programs, first experiences. The case of the Terrassa School of Engineering

    Directory of Open Access Journals (Sweden)

    Mª Dolores Álvarez

    2016-03-01

    Full Text Available The implementation of the European Space for Higher Education has entailed new requirements for Spanish Higher Education Programs. Regulations (RD 1393, 2007 stablish that university programs, in order to have official validity, must be submitted to an external evaluation process before their official implementation, denominated Validation, and to an ex-post process or Accreditation. Terrassa School of Engineering (EET was one of the first schools in Spain to adapt to the European Space for Higher Education, in the academic period 2009-10 and then, one of the first university institutions submitted to an accreditation process. In this communication, the important role of the Internal Quality Assurance System in the assessment of the school’s programs is exposed as well as the approach followed in the key steps of the process: Accreditation

  1. Schools of Education: Legal and Political Issues of Accreditation

    Science.gov (United States)

    Koff, Robert H.; Florio, David H.

    1977-01-01

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

  2. Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-Based Service Learning Projects

    Science.gov (United States)

    Gibbone, Anne; Mercier, Kevin

    2014-01-01

    Teacher candidates' use of technology is a component of physical education teacher education (PETE) program learning goals and accreditation standards. The methods presented in this article can help teacher candidates to learn about and apply technology as an instructional tool prior to and during field or clinical experiences. The goal in…

  3. 78 FR 45917 - National Committee on Foreign Medical Education and Accreditation Meeting

    Science.gov (United States)

    2013-07-30

    ... DEPARTMENT OF EDUCATION National Committee on Foreign Medical Education and Accreditation Meeting AGENCY: Office of Postsecondary Education, National Committee on Foreign Medical Education and... meeting of the National Committee on Foreign Medical Education and Accreditation (NCFMEA). Parts of this...

  4. Accreditation of human research protection program: An Indian perspective

    Directory of Open Access Journals (Sweden)

    K L Bairy

    2012-01-01

    Full Text Available With the increasing number of clinical trials being placed in India, it is the collective responsibility of the Investigator sites, Government, Ethics Committees, and Sponsors to ensure that the trial subjects are protected from risks these studies can have, that subjects are duly compensated, and credible data generated. Most importantly, each institution/hospital should have a strong Human Research Protection Program to safe guard the trial subjects. In order to look at research with a comprehensive objective approach, there is a need for a formal auditing and review system by a recognized body. As of now, only the sponsors are monitoring/auditing their respective trials; however, there is an increasing need to perform a more detailed review and assessment of processes of the institution and the Ethics Committee. This challenge can be addressed by going for accreditation by a reputed association that encompasses-the institutions, the ethics committees, and researcher/research staff. Starting their journey for the accreditation process in late 2010, Kasturba Medical College and Hospital [KMC], Manipal, and Manipal Hospital Bangalore [MHB] received full Association for the Accreditation of Human Research Protection Programs (AAHRPP accreditation in Dec 2011-a first in India. This article delves into the steps involved in applying for AAHRPP accreditation from an Indian Perspective, the challenges, advantages, and testimonials from the two hospitals on the application experience and how the accreditation has improved the Human Research Protection Program at these hospitals.

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

    Science.gov (United States)

    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…

  6. Role of accrediting bodies in providing education leadership in medical education

    Directory of Open Access Journals (Sweden)

    Sam Leinster

    2014-01-01

    Role of accreditation authorities: If accreditation authorities are to provide leadership in medical education they must undertake regular review of their standards. This should be informed by all stakeholders and include experts in medical education. The format of the standards must provide clear direction to medical schools. Accreditation should take place regularly and should result in the production of a publicly accessible report.

  7. Image Quality Improvement after Implementation of a CT Accreditation Program

    International Nuclear Information System (INIS)

    Kim, You Sung; Jung, Seung Eun; Choi, Byung Gil; Shin, Yu Ri; Hwang, Seong Su; Ku, Young Mi; Lim, Yeon Soo; Lee, Jae Mun

    2010-01-01

    The purpose of this study was to evaluate any improvement in the quality of abdominal CTs after the utilization of the nationally based accreditation program. Approval was obtained from the Institutional Review Board, and informed consent was waived. We retrospectively analyzed 1,011 outside abdominal CTs, from 2003 to 2007. We evaluated images using a fill-up sheet form of the national accreditation program, and subjectively by grading for the overall CT image quality. CT scans were divided into two categories according to time periods; before and after the implementation of the accreditation program. We compared CT scans between two periods according to parameters pertaining to the evaluation of images. We determined whether there was a correlation between the results of a subjective assessment of the image quality and the evaluation scores of the clinical image. The following parameters were significantly different after the implementation of the accreditation program: identifying data, display parameters, scan length, spatial and contrast resolution, window width and level, optimal contrast enhancement, slice thickness, and total score. The remaining parameters were not significantly different between scans obtained from the two different periods: scan parameters, film quality, and artifacts. After performing the CT accreditation program, the quality of the outside abdominal CTs show marked improvement, especially for the parameters related to the scanning protocol

  8. Sampling Methods and the Accredited Population in Athletic Training Education Research

    Science.gov (United States)

    Carr, W. David; Volberding, Jennifer

    2009-01-01

    Context: We describe methods of sampling the widely-studied, yet poorly defined, population of accredited athletic training education programs (ATEPs). Objective: There are two purposes to this study; first to describe the incidence and types of sampling methods used in athletic training education research, and second to clearly define the…

  9. The impact of an accreditation system on the quality of undergraduate medical education in Saudi Arabia

    OpenAIRE

    Alrebish, Saleh Ali

    2017-01-01

    The accreditation of undergraduate medical education is a universal undertaking. Despite the widespread adoption of accreditation processes and an increasing focus on accreditation as a mechanism to ensure minimum standards are met in various fields, there is little evidence to support the effectiveness of accreditation. The new accreditation body in Saudi Arabia, the National Commission for Academic Accreditation and Assessment (NCAAA), is viewed anecdotally as a positive development; howeve...

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

    Science.gov (United States)

    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.

  11. Does Accreditation Matter? School Readiness Rates for Accredited versus Nonaccredited Child Care Facilities in Florida's Voluntary Pre-Kindergarten Program

    Science.gov (United States)

    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…

  12. 77 FR 13312 - National Committee on Foreign Medical Education and Accreditation

    Science.gov (United States)

    2012-03-06

    ... DEPARTMENT OF EDUCATION National Committee on Foreign Medical Education and Accreditation AGENCY: National Committee on Foreign Medical Education and Accreditation, Office of Postsecondary Education, U.S... National Committee on Foreign Medical Education and Accreditation (NCFMEA). Parts of this meeting will be...

  13. Accreditation of Biomedical Engineering Programs in Europe - Challenge and Opportunity

    National Research Council Canada - National Science Library

    Nagel, Joachim

    2001-01-01

    .... Accreditation plays an important role in ensuring transnational mobility and employability, and offers the additional advantages of confidence for the employer that the employee has the necessary education, training and responsible experience, and confidence for the user of the service, e.g. patients, that those providing the service are effective and competent.

  14. Undergraduate homeopathy education in Europe and the influence of accreditation.

    Science.gov (United States)

    Viksveen, Petter; Steinsbekk, Aslak

    2011-10-01

    The safety of patients consulting with practitioners of complementary and alternative medicine (CAM) partially depends on practitioners' competence, and thus the standard of undergraduate education. Describe undergraduate homeopathy courses in Europe, student/graduate numbers and whether there were differences between recognised/accredited and non-recognised/non-accredited courses. Cross sectional survey of current homeopathy undergraduate education in Europe in 2008. Data from 145 (94.8%) out of 153 identified courses were collected. Eighty-five (55.6%) responded to a questionnaire survey. For others some data was extracted from their websites. Only data from the questionnaire survey is used for the main analysis. The average course in the questionnaire survey had 47 enrolled students and 142 graduates, and lasted 3.6 years part-time. An estimated 6500 students were enrolled and 21,000 had graduated from 153 identified European undergraduate homeopathy courses. Out of 85 courses most had entry requirements and provided medical education (N = 48) or required students to obtain this competence elsewhere (N = 33). The average number of teaching hours were 992 (95% confidence interval (CI) 814, 1170) overall, with 555 h (95%CI 496, 615) for homeopathy. Four out of five courses were recognised/accredited. Recognised/accredited part-time courses lasted significantly longer than non-recognised/non-accredited courses (difference 0.6 years, 95%CI 0.0-1.2, P = 0.040), and offered significantly larger numbers of teaching hours in homeopathy (difference 167 h, 95%CI 7-327, P = 0.041). About 6500 currently enrolled students are doing undergraduate homeopathy education in Europe and 21,000 have graduated from such courses over a period of about 30 years. Undergraduate homeopathy education in Europe is heterogeneous. Recognised/accredited courses are more extensive with more teaching hours. Copyright © 2011 Elsevier Ltd. All rights reserved.

  15. European Surgical Education and Training in Gynecologic Oncology: The impact of an Accredited Fellowship.

    Science.gov (United States)

    Chiva, Luis M; Mínguez, Jose; Querleu, Denis; Cibula, David; du Bois, Andreas

    2017-05-01

    The aim of this study was to understand the current situation of surgical education and training in Europe among members of the European Society of Gynecological Oncology (ESGO) and its impact on the daily surgical practice of those that have completed an accredited fellowship in gynecologic oncology. A questionnaire addressing topics of interest in surgical training was designed and sent to ESGO members with surgical experience in gynecologic oncology. The survey was completely confidentially and could be completed in less than 5 minutes. Responses from 349 members from 42 European countries were obtained, which was 38% of the potential target population. The respondents were divided into 2 groups depending on whether they had undergone an official accreditation process. Two thirds of respondents said they had received a good surgical education. However, accredited gynecologists felt that global surgical training was significantly better. Surgical self-confidence among accredited specialists was significantly higher regarding most surgical oncological procedures than it was among their peers without such accreditation. However, the rate of self-assurance in ultraradical operations, and bowel and urinary reconstruction was quite low in both groups. There was a general request for standardizing surgical education across the ESGO area. Respondents demanded further training in laparoscopy, ultraradical procedures, bowel and urinary reconstruction, and postoperative management of complications. Furthermore, they requested the creation of fellowship programs in places where they are not now accredited and the promotion of rotations and exchange in centers of excellence. Finally, respondents want supporting training in disadvantaged countries of the ESGO area. Specialists in gynecologic oncology that have obtained a formal accreditation received a significantly better surgical education than those that have not. The ESGO responders recognize that their society should

  16. Experiences of Accreditation of Medical Education in Taiwan

    Directory of Open Access Journals (Sweden)

    Chi-Wan Lai

    2009-12-01

    Full Text Available This review aims to introduce the Taiwanese Medical Accreditation System: its history, role and future goals. In 1999, the Ministry of Education, Taiwanese Government commissioned the non-profit National Health Research Institutes (NHRI to develop a new medical accreditation system. According to that policy, the Taiwan Medical Accreditation Council (TMAC was established in the same year. The council serves a similar function to that of the Liaison Committee on Medical Education (LCME of the United States and the Australian Medical Council (AMC. The accreditation process consists of a self-assessment plus a four-day site visit by a team of eight medical educators that are headed by one of the council members of the TMAC. The first cycle of initial visits was completed from 2001 to 2004. Subsequent follow-up visits were arranged according to the results of the survey with smaller-sized teams and shorter periods. There is evidence to suggest that the majority (seven of eleven of the medical schools in Taiwan have made good progress. TMAC’s next step will be to monitor the progress and raise the standard of medical education in individual schools with a homogenous, superior standard of medical education.

  17. Reorientation of Educational Deputy of Ministry of Health and Medical Education in accreditation and evaluation

    Directory of Open Access Journals (Sweden)

    Einollahi B

    2004-01-01

    Full Text Available Background. Recently the Government of Islamic Republic of Iran has considered radical changes and innovation in the structure of medical education at all levels. Therefore the “Accreditation and Evaluation Plan of Medical Universities in Iran” is approved and emphasized in the Third 5-Year Development Program. Method. The Educational Deputy (ED of Ministry of Health and Medical Education (MOHME considered three main plans: (1 Goal-based internal evaluation, and external evaluation of educational departments of medical universities based on internal evaluation. In 1995-6 ED began the internal evaluation, defining quality as fitness for purpose; and in 2000 started the external evaluation in some medical schools as a pilot study, based on previous internal evaluation. (2 Collaboration with World Federation for Medical Education (WFME, according to International Standards for Basic Medical Education Pilot Studies. Shiraz Medical University was co-opted by WFME to collaborate in the first stage; three medical universities (Tehran, Shahid Beheshti and Ahvaz are accepted for the second stage. (3 The project of “Standardization of Medical Education in Iran for Achieving International Accreditation”. This process is being performed in several steps: (a Study of three different sets of national (Australia, US and Mexico and international (WFME standards; (b Collection of the experts’ viewpoints specialized in medical education in this regard; (c Development of the first action plan; and (d Conduction of this project as pilot study in a number of medical universities. Results. Having primary results disseminated, motivated many other medical universities so that some announced their readiness to begin internal and external evaluation or standardization process. Conclusion. Regarding the importance of quality improvement in medical education, it is expected that even if this process would not lead to international accreditation acquisition, it

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

    Science.gov (United States)

    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…

  19. An Exploratory Investigation of the Assessment Practices of Selected Association to Advance Collegiate Schools of Business--Accredited Business Programs and Linkages with General Education Outcomes

    Science.gov (United States)

    Vitullo, Elizabeth; Jones, Elizabeth A.

    2010-01-01

    This research study investigated the assessment practices of five different undergraduate business programs. It examines the learning outcomes required for the business programs and their linkages with general education outcomes. Specific assessment methods, the results from assessments, and how business program faculty use assessment findings to…

  20. Accreditation in the Netherlands: Does Accountability Improve Educational Quality?

    Science.gov (United States)

    van Berkel, Henk; Wijnen, Wynand

    2010-01-01

    This article traces the changes in quality assurance within the Dutch higher education system. It starts with a brief history of the development of the Dutch accreditation system, which is the latest step in a process that started with an external quality assurance system. This is followed by an extensive description of the present accreditation…

  1. Translator education and accreditation policies in Africa: Exploring ...

    African Journals Online (AJOL)

    This article questions the presuppositions on which current translator education and accreditation in South Africa and Africa are based. This is done on the basis of Tymozcko's reconceptualisation of translation studies and of Robinson's theory of translation quality. It presents sets of data as case studies that support ...

  2. Accreditation and Quality Assurance in the Egyptian Higher Education System

    Science.gov (United States)

    Schomaker, Rahel

    2015-01-01

    Purpose: This study aims to analyze the quality of the Egyptian accreditation system. With a view on the high competition in the domestic labor market as well as with regards to the international competitiveness of Egyptian graduates and the potential role of Egyptian universities in the international market for higher education, a high quality of…

  3. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Special Activities Resources Housing and Travel ... Contact Online Education Accreditation, Verification, and Validation Accreditation, Verification, and Validation Programs Accreditation, Verification, and ...

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

    Science.gov (United States)

    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.

  5. 75 FR 60773 - Voluntary Private Sector Accreditation and Certification Preparedness Program

    Science.gov (United States)

    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...

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

    International Nuclear Information System (INIS)

    2015-01-01

    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. 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

  7. 75 FR 73088 - Medicare Program; Application by the American Association for Accreditation of Ambulatory Surgery...

    Science.gov (United States)

    2010-11-29

    ... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Medicare and Medicaid Services [CMS-2332-PN] Medicare Program; Application by the American Association for Accreditation of Ambulatory Surgery... Association for Accreditation of Ambulatory Surgery Facilities (AAAASF) for recognition as a national...

  8. Developing online accreditation education resources for health care services: An Australian Case Study.

    Science.gov (United States)

    Pereira-Salgado, Amanda; Boyd, Leanne; Johnson, Matthew

    2017-02-01

    In 2013, 'National Safety and Quality Health Service Standards' accreditation became mandatory for most health care services in Australia. Developing and maintaining accreditation education is challenging for health care services, particularly those in regional and rural settings. With accreditation imminent, there was a need to support health care services through the process. A needs analysis identified limited availability of open access online resources for national accreditation education. A standardized set of online accreditation education resources was the agreed solution to assist regional and rural health care services meet compulsory requirements. Education resources were developed over 3 months with project planning, implementation and assessment based on a program logic model. Resource evaluation was undertaken after the first 3 months of resource availability to establish initial usage and stakeholder perceptions. From 1 January 2015 to 31 March 2015, resource usage was 20 272, comprising 12 989 downloads, 3594 course completions and 3689 page views. Focus groups were conducted at two rural and one metropolitan hospital (n = 16), with rural hospitals reporting more benefits. Main user-based recommendations for future resource development were automatic access to customizable versions, ensuring suitability to intended audience, consistency between resource content and assessment tasks and availability of short and long length versions to meet differing users' needs. Further accreditation education resource development should continue to be collaborative, consider longer development timeframes and user-based recommendations. © 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

  9. High-dose secondary calibration laboratory accreditation program

    Energy Technology Data Exchange (ETDEWEB)

    Humphreys, J.C. [National Institute of Standards and Technology, Gaithersburg, MD (United States)

    1993-12-31

    There is a need for high-dose secondary calibration laboratories to serve the multi-billion dollar radiation processing industry. This need is driven by the desires of industry for less costly calibrations and faster calibration-cycle response time. Services needed include calibration irradiations of routine processing dosimeters and the supply of reference standard transfer dosimeters for irradiation in the production processing facility. In order to provide measurement quality assurance and to demonstrate consistency with national standards, the high-dose secondary laboratories would be accredited by means of an expansion of an existing National Voluntary Laboratory Accreditation Program. A laboratory performance criteria document is under development to implement the new program.

  10. High-dose secondary calibration laboratory accreditation program

    International Nuclear Information System (INIS)

    Humphreys, J.C.

    1993-01-01

    There is a need for high-dose secondary calibration laboratories to serve the multi-billion dollar radiation processing industry. This need is driven by the desires of industry for less costly calibrations and faster calibration-cycle response time. Services needed include calibration irradiations of routine processing dosimeters and the supply of reference standard transfer dosimeters for irradiation in the production processing facility. In order to provide measurement quality assurance and to demonstrate consistency with national standards, the high-dose secondary laboratories would be accredited by means of an expansion of an existing National Voluntary Laboratory Accreditation Program. A laboratory performance criteria document is under development to implement the new program

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

    NARCIS (Netherlands)

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

    2017-01-01

    Background: Evaluating the quality of postgraduate medical education (PGME) programs through accreditation is common practice worldwide. Accreditation is shaped by educational quality and quality management. An appropriate accreditation design is important, as it may drive improvements in training.

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

    Science.gov (United States)

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

    2013-12-01

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

  13. Designing Proficiency Tests to Accredit Previous Knowledge in American and British Literature in a Bilingual Education Program (Diseño de exámenes de suficiencia para acreditar el conocimiento previo en literatura americana y británica en un programa de educación bilingüe)

    Science.gov (United States)

    León Chica, César Julio; D'Costa Martínez, Catalina; Franco Jácome, Gisela

    2010-01-01

    This article aims at identifying the kind of American and British literature tests that can be designed to allow students who enter a bilingual education program at a private university in Colombia to have their previous knowledge in these two subjects accredited through a proficiency test. Students' needs, opinions, beliefs, existing commercial…

  14. Higher Education Accreditation and the Federal Government

    Science.gov (United States)

    Kelchen, Robert

    2017-01-01

    The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos…

  15. 78 FR 9899 - National Committee on Foreign Medical Education and Accreditation

    Science.gov (United States)

    2013-02-12

    ... DEPARTMENT OF EDUCATION National Committee on Foreign Medical Education and Accreditation AGENCY: Office of Postsecondary Education, U.S. Department of Education, National Committee on Foreign Medical... National Committee on Foreign Medical Education and Accreditation (NCFMEA). Parts of this meeting will be...

  16. 77 FR 49788 - National Committee on Foreign Medical Education and Accreditation

    Science.gov (United States)

    2012-08-17

    ... DEPARTMENT OF EDUCATION National Committee on Foreign Medical Education and Accreditation AGENCY: Office of Postsecondary Education, U.S. Department of Education, National Committee on Foreign Medical... National Committee on Foreign Medical Education and Accreditation (NCFMEA). Parts of this meeting will be...

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

    Science.gov (United States)

    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…

  18. The Balance Between Higher Education Autonomy and Public Quality Assurance:Development of the Portuguese System for Teacher Education Accreditation

    Directory of Open Access Journals (Sweden)

    Bártolo Campos

    2004-12-01

    Full Text Available The accreditation systems of higher education institutions and/or programs are becoming a policy measure used to find a balance between their autonomy and public assurance concerning the quality of the qualifications they award. This article analyses, from the point of view of this balance of power, the process of development of the Portuguese accreditation system aimed at providing public assurance that initial teacher education programs are more driven by social demand, namely by the changing school education needs. This was a political and cultural process rather than a merely rational and technical one. Thus the emergence of the need for, and possibility of, external pressure upon higher education institutions is related to the evolution of several social factors. On the other hand, the implementation of the accreditation system means a significant change for these institutions which implies new practices and comes into conflict with some of their values and with power sharing within and among them and with society. For these reasons a strategy of wide participation of significant stakeholders was deemed more suitable for the formulation, adoption and implementation of this new public policy. The way in which government, the accreditation body, and the significant stakeholders exercised their power in this process influenced the characteristics of the system, the rhythm of its implementation, and the abrupt governmental decision to put it on stand-by, until now.

  19. Accreditation and Quality Assurance in Post Secondary Education in the Kingdom of Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Abdullah ALMUSALLAM

    2013-12-01

    Full Text Available Saudi Arabia has a diverse system of post-secondary education, and it is expanding rapidly in response to demographic changes and increasing demands for participation. There is also very rapid economic and industrial development and increasing exposure to international competition in many areas of activity. Post-secondary education must continue to expand and standards of education and training that are equivalent to international best practice must be achieved and widely recognized. The standards must be achieved in all institutions and in all programs. These requirements have led the government to establish the National Commission for Academic Accreditation and Assessment as an independent agency for quality assurance and accreditation. The Commission has responsibility for establishing standards, supporting quality improvement, and accreditation and in all post-secondary institutions other than those in defense. Its focus will be on both quality of institutions as a whole, and the quality of education and training programs. Principles underlying the system the Commission is developing include encouraging continuing improvement rather than being satisfied with minimally acceptable standards, encouraging diversity, ensuring cooperation and mutual support among the different agencies involved and designing approaches tailored to Saudi Arabia’s traditions and requirements rather than adopting a system developed elsewhere. In doing this the Commission is drawing on the best ideas we can find elsewhere in the world, but the system we develop will be our own. Pilot programs have been conducted in two universities involving institutional and program self-studies and independent external reviews to trial and refine the procedures involved. Developmental reviews are being carried out in a number of other universities and colleges to provide experience with the new processes. Most higher education institutions conducted initial self-evaluations based

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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,…

  2. Quality assurance of medical education in the Netherlands: programme or systems accreditation? [

    Directory of Open Access Journals (Sweden)

    Hillen, Harry F. P.

    2010-04-01

    Full Text Available [english] Accreditation is an instrument that is used worldwide to monitor, maintain and improve the quality of medical education. International standards have been defined to be used in reviewing and evaluating the quality of education. The organization and the process of accreditation of medical education programmes in the Netherlands and in Flanders are described in some detail. Accreditation can be based on the results of a detailed assessment of an educational programme or on an evaluation of the educational system and the organization of the institution in question. The Flemish-Dutch accreditation organization (NAO is moving from programme accreditation towards a combination of programme and systems accreditation. The pros and cons of these two approaches are discussed.

  3. Quality assurance of medical education in the Netherlands: programme or systems accreditation?

    Science.gov (United States)

    Hillen, Harry F P

    2010-01-01

    Accreditation is an instrument that is used worldwide to monitor, maintain and improve the quality of medical education. International standards have been defined to be used in reviewing and evaluating the quality of education. The organization and the process of accreditation of medical education programmes in the Netherlands and in Flanders are described in some detail. Accreditation can be based on the results of a detailed assessment of an educational programme or on an evaluation of the educational system and the organization of the institution in question. The Flemish-Dutch accreditation organization (NAO) is moving from programme accreditation towards a combination of programme and systems accreditation. The pros and cons of these two approaches are discussed.

  4. Best Practices in Physics Program Assessment: Should APS Provide Accreditation Standards for Physics?

    Science.gov (United States)

    Hodapp, Theodore

    The Phys21 report, ``Preparing Physics Students for 21st Century Careers,'' provides guidance for physics programs to improve their degree programs to make them more relevant for student career choices. Undertaking such changes and assessing impact varies widely by institution, with many departments inventing assessments with each periodic departmental or programmatic review. American Physical Society has embarked on a process to integrate information from Phys21, the results of other national studies, and educational research outcomes to generate a best-practices guide to help physics departments conduct program review, assessment, and improvement. It is anticipated that departments will be able to use this document to help with their role in university-level accreditation, and in making the case for improvements to departmental programs. Accreditation of physics programs could stem from such a document, and I will discuss some of the thinking of the APS Committee on Education in creating this guide, and how they are advising APS to move forward in the higher education landscape that is increasingly subject to standards-based evaluations. I will describe plans for the design, review, and dissemination of this guide, and how faculty can provide input into its development. This material is based upon work supported by the National Science Foundation under Grant No. 1540570. Opinions expressed do not necessarily reflect those of the NSF.

  5. A Citation Tracking System to Facilitate Sponsoring Institution Oversight of ACGME-Accredited Programs.

    Science.gov (United States)

    Long, Timothy R; Poe, John D; Zimmerman, Richard S; Rose, Steven H

    2012-12-01

    The Accreditation Council for Graduate Medical Education (ACGME) requires the graduate medical education committee and the designated institutional official to ensure that citations for noncompliance with the accreditation standards and institutional trends in citations are reviewed and corrected. To describe a citation tracking system (CTS) that uses Microsoft Office Access to efficiently catalogue, monitor, and document resolution of citations. The CTS was implemented in a sponsoring institution with oversight of 133 ACGME-accredited programs. The designated institutional official and the graduate medical education committee review all program letters of notification and enter citations into the CTS. A program-correction plan is required for each citation and is entered into the database. Open citations and action plans are reviewed by the graduate medical education committee and the designated institutional official on a quarterly basis, with decisions ranging from "closing" the citation to approving the action plan in process to requiring a new or modified action plan. Citation categories and subcategories are accessed on the ACGME website and entered into the CTS to identify trends. All 236 citations received since the 2006 Mayo School of Graduate Medical Education institutional site visit were entered into the CTS. On November 22, 2011, 26 of 236 citations (11%) were in active status with ongoing action plans, and 210 (89%) citations had been resolved and were closed. The CTS uses commercially available software to ensure citations are monitored and addressed and to simplify analysis of citation trends. The approach requires minimal staff time for data input and updates and can be performed without institutional information technology assistance.

  6. 40 CFR 745.228 - Accreditation of training programs: public and commercial buildings, bridges and superstructures...

    Science.gov (United States)

    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] ...

  7. The Emergence of Hospital Accreditation Programs in East Africa: Lessons from Uganda, Kenya, and Tanzania

    Directory of Open Access Journals (Sweden)

    Jeffrey Lane

    2014-01-01

    Full Text Available The objective of this manuscript was to examine existing hospital accreditation systems in three East African countries (Uganda, Kenya and Tanzania, assess attitudes and opinions of key stakeholders regarding hospital accreditation systems in the region, and identify lessons regarding sustainable and effective implementation of hospital accreditation systems in resource-limited countries. National hospital accreditation systems were found in Kenya and Tanzania. Uganda’s accreditation system, known as Yellow Star, had been suspended. Attitudes and opinions of key stakeholders almost unanimously supported the idea of establishing new national hospital accreditation programs, but opinions differed regarding whether that system should be operated by the government or a private independent organization. Our analysis supports the following lessons regarding accreditation systems in the region: (1 self-funding mechanisms are critical to long-term success; (2 external assessments occurred more frequently in our focus countries than accreditation systems in developed countries; (3 Kenya has established framework for providing financial incentives to highly performing hospitals, but these links need to be strengthened; and (4 automatic accreditation of governmental health facilities in Kenya and Tanzania illustrate the potential hazard of public authorities overseeing accreditation programs.

  8. The Emergence of Hospital Accreditation Programs in East Africa: Lessons from Uganda, Kenya, and Tanzania

    Directory of Open Access Journals (Sweden)

    Jeffrey Lane

    2014-03-01

    Full Text Available The objective of this manuscript was to examine existing hospital accreditation systems in three East African countries (Uganda, Kenya and Tanzania, assess attitudes and opinions of key stakeholders regarding hospital accreditation systems in the region, and identify lessons regarding sustainable and effective implementation of hospital accreditation systems in resource-limited countries. National hospital accreditation systems were found in Kenya and Tanzania. Uganda’s accreditation system, known as Yellow Star, had been suspended. Attitudes and opinions of key stakeholders almost unanimously supported the idea of establishing new national hospital accreditation programs, but opinions differed regarding whether that system should be operated by the government or a private independent organization. Our analysis supports the following lessons regarding accreditation systems in the region: (1 self--‐funding mechanisms are critical to long-term success; (2 external assessments occurred more frequently in our focus countries than accreditation systems in developed countries; (3 Kenya has established framework for providing financial incentives to highly performing hospitals, but these links need to be strengthened; and (4 automatic accreditation of governmental health facilities in Kenya and Tanzania illustrate the potential hazard of public authorities overseeing accreditation programs.

  9. Interorganizational networks: fundamental to the Accreditation Canada program.

    Science.gov (United States)

    Mitchell, Jonathan I; Nicklin, Wendy; MacDonald, Bernadette

    2014-01-01

    Within the Canadian healthcare system, the term population-accountable health network defines the use of collective resources to optimize the health of a population through integrated interventions. The leadership of these networks has also been identified as a critical factor, highlighting the need for creative management of resources in determining effective, balanced sets of interventions. In this article, using specific principles embedded in the Accreditation Canada program, the benefits of a network approach are highlighted, including knowledge sharing, improving the consistency of practice through standards, and a broader systems-and-population view of healthcare delivery across the continuum of care. The implications for Canadian health leaders to leverage the benefits of interorganizational networks are discussed.

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

    Science.gov (United States)

    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

  11. Accreditation of Biomedical Engineering Programs in Europe - Challenge and Opportunity

    National Research Council Canada - National Science Library

    Nagel, Joachim

    2001-01-01

    Today, more than 100 universities and polytechnic schools in Europe offer educational programs in Biomedical Engineering at all academic levels, but without any international coordination of contents...

  12. Aligning Assessments for COSMA Accreditation

    Science.gov (United States)

    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…

  13. Accreditation System for Technical Education Programmes in India: A Critical Review

    Science.gov (United States)

    Prasad, G.; Bhar, C.

    2010-01-01

    This paper gives an overview of the Indian technical education system with regard to both its quantitative and qualitative scenario and upholds the value of accreditation in quality improvement and quality assurance of educational programmes. The paper presents a comparison of accreditation systems being followed in some important countries,…

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

    Science.gov (United States)

    de Paor, Cathal

    2016-01-01

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

  15. Professionalizing Gerontology: Why AGHE Must Accredit Gerontology Programs

    Science.gov (United States)

    Pelham, Anabel; Schafer, Donna; Abbott, Pauline; Estes, Carroll

    2012-01-01

    The aging of society requires more trained aging specialists. Are higher education institutions prepared? Results of a comparison of gerontology programs in 2000 and 2010 indicate that the number of programs has declined and that higher education is not prepared. To address this challenge, the authors propose that gerontology be professionalized.…

  16. 78 FR 59701 - Medicare Program; Approval of Accrediting Organization for Suppliers of Advanced Diagnostic...

    Science.gov (United States)

    2013-09-27

    ...] Medicare Program; Approval of Accrediting Organization for Suppliers of Advanced Diagnostic Imaging... accredit suppliers seeking to furnish the technical component (TC) of advanced diagnostic imaging services... advanced diagnostic imaging (ADI) service and establish procedures to ensure that the criteria used by an...

  17. Cyber Forensics and Security as an ABET-CAC Accreditable Program

    Science.gov (United States)

    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…

  18. 76 FR 66929 - Medicare and Medicaid Programs; The American Association for Accreditation of Ambulatory Surgery...

    Science.gov (United States)

    2011-10-28

    ...] Medicare and Medicaid Programs; The American Association for Accreditation of Ambulatory Surgery Facilities... receipt of a deeming application from the American Association for Accreditation of Ambulatory Surgery... of Ambulatory Surgery Facilities (AAAASF's) request for deeming authority for RHCs. This notice also...

  19. 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.

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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…

  1. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Validation Programs Accreditation, Verification, and Validation Programs Accredited Education Institutes ... Entering Resident Readiness Assessment Evidence-Based Decisions in ...

  2. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... National Accreditation Program for Breast Centers About NAPBC Accreditation Education NAPBC Standards Cancer Programs News Quality in Geriatric Surgery Coalition for Quality in Geriatric ...

  3. Medical school accreditation in Australia: Issues involved in assessing major changes and new programs

    Directory of Open Access Journals (Sweden)

    Michael J. Field

    2011-06-01

    Full Text Available The Australian Medical Council (AMC is an independent company for quality assurance and quality improvement in medical education in Australia and New Zealand. Accreditation procedures for the 20 medical schools in these two countries are somewhat different for three different circumstances or stages of school development: existing medical schools, established courses undergoing major changes, and new schools. This paper will outline some issues involved in major changes to existing courses, and new medical school programs. Major changes have included change from a 6 year undergraduate course to a 5 year undergraduate course or 4 year graduate-entry course, introduction of a lateral graduate-entry stream, new domestic site of course delivery, offshore course delivery, joint program between two universities, and major change to curriculum. In the case of a major change assessment, accreditation of the new or revised course may be granted for a period up to two years after the full course has been implemented. In the assessment of proposals for introduction of new medical courses, six issues needing careful consideration have arisen: forward planning, academic staffing, adequate clinical experience, acceptable research program, adequacy of resources, postgraduate training program and employment.

  4. Secondary calibration laboratory for ionizing radiation laboratory accreitation program National Institute of Standards and Technology National Voluntary Laboratory Accreditation Program

    Energy Technology Data Exchange (ETDEWEB)

    Martin, P.R.

    1993-12-31

    This paper presents an overview of the procedures and requirements for accreditation under the Secondary Calibration Laboratory for Ionizing Radiation Program (SCLIR LAP). The requirements for a quality system, proficiency testing and the onsite assessment are discussed. The purpose of the accreditation program is to establish a network of secondary calibration laboratories that can provide calibrations traceable to the primary national standards.

  5. Secondary calibration laboratory for ionizing radiation laboratory accreitation program National Institute of Standards and Technology National Voluntary Laboratory Accreditation Program

    International Nuclear Information System (INIS)

    Martin, P.R.

    1993-01-01

    This paper presents an overview of the procedures and requirements for accreditation under the Secondary Calibration Laboratory for Ionizing Radiation Program (SCLIR LAP). The requirements for a quality system, proficiency testing and the onsite assessment are discussed. The purpose of the accreditation program is to establish a network of secondary calibration laboratories that can provide calibrations traceable to the primary national standards

  6. US Department of Energy Laboratory Accredition Program (DOELAP) for personnel dosimetry systems

    Energy Technology Data Exchange (ETDEWEB)

    Cummings, F.M.; Carlson, R.D.; Loesch, R.M.

    1993-12-31

    Accreditation of personnel dosimetry systems is required for laboratories that conduct personnel dosimetry for the U.S. Department of Energy (DOE). Accreditation is a two-step process which requires the participant to pass a proficiency test and an onsite assessment. The DOE Laboratory Accreditation Program (DOELAP) is a measurement quality assurance program for DOE laboratories. Currently, the DOELAP addresses only dosimetry systems used to assess the whole body dose to personnel. A pilot extremity DOELAP has been completed and routine testing is expected to begin in January 1994. It is expected that participation in the extremity program will be a regulatory requirement by January 1996.

  7. Insurance Regulation: The NAIC Accreditation Program Can be Improved

    National Research Council Canada - National Science Library

    DIngell, John

    2001-01-01

    ... environment of the insurance industry and insurance regulation. In addition, it has revised the way accreditation reviews are performed and scored and has improved training for members of review teams.

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

    Science.gov (United States)

    van Zanten, Marta

    2017-01-01

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

  9. Latinos’ Informational Needs in Attaining Accredited Theological Education

    Directory of Open Access Journals (Sweden)

    Filomena Saxton

    2014-06-01

    Full Text Available This paper explores published articles that report on theological education in the Hispanic/Latino community. It looks at U.S. demographic changes and the needs of the Latino community to provide civic and church leadership within their communities. The article reports on past efforts, and challenges, to increase Latino enrollment in graduate theological education. It looks at current strategies by Asociación para la Educación Teológica Hispana (AETH to collaborate with American Theological Schools (ATS and the American Theological Library Association (ATLA to certify unaccredited Bible Institutes so that the educational standards will be strengthened and create a clearer pathway for Latinas/os to enter ATS accredited member schools. The purpose of the paper is to present the AETH commission report and discuss ways to help strengthen ways to meet the informational needs of students in Bible Institutes as well as provide more resources that will meet the needs of the Latino community.

  10. The Power of Collaboration: Experiences From the Educational Innovations Project and Implications for the Next Accreditation System.

    Science.gov (United States)

    Sweet, David B; Vasilias, Jerry; Clough, Lynn; Davis, Felicia; McDonald, Furman S; Reynolds, Eileen E; O'Malley, Cheryl W; Hinchey, Kevin T; Kirk, Lynne M; Gersoff, Andrew S; Clyburn, E Benjamin; Frohna, John G

    2014-09-01

    The Internal Medicine Educational Innovations Project (EIP) is a 10-year pilot project for innovating in accreditation, which involves annual reporting of information and less-restrictive requirements for a group of high-performing programs. The EIP program directors' experiences offer insight into the benefits and challenges of innovative approaches to accreditation as the Accreditation Council for Graduate Medical Education transitions to the Next Accreditation System. We assessed participating program directors' perceptions of the EIP at the midpoint of the project's 10-year life span. We conducted telephone interviews with 15 of 18 current EIP programs (83% response rate) using a 19-item, open-ended, structured survey. Emerging themes were identified with content analysis. Respondents identified a number of the benefits from the EIP, most prominent among them, collaboration between programs (87%, 13 of 15) and culture change around quality improvement (47%, 7 of 15). The greatest benefit for residents was training in quality improvement methods (53%, 8 of 15), enhancing those residents' ability to become change agents in their future careers. Although the requirement for annual data reporting was identified by 60% (9 of 15) of program directors as the biggest challenge, respondents also considered it an important element for achieving progress on innovations. Program directors unanimously reported their ability to sustain innovation projects beyond the 10-year participation in EIP. The work of EIP was not viewed as "more work," but as "different work," which created a new mindset of continuous quality improvement in residency training. Lessons learned offer insight into the value of collaboration and opportunities to use accreditation to foster innovation.

  11. Teacher Accreditation Courses in Rural Education at UFT: Perspectives and challenges in the construction of a course

    Directory of Open Access Journals (Sweden)

    Darlene Araújo Gomes

    2017-12-01

    Full Text Available We present a study about teacher accreditation in rural education at the Federal University at Tocantins (UFT. We analyzed the political and pedagogical aspects of the implementation of the course. We debated the protagonism of social movements in struggles for the right to education and in issues related to higher education policies for rural areas in Brazil. The methodological approach was inspired by oral history, using a qualitative approach. We interviewed teachers who participated in the implementation of the course at UFT, to grasp the expectations and constructions undertaken in the materialization of the accreditation course. The theoretical basis of this study involved a dialogue with authors such as: Caldart, Santos, Molina, Arroyo, Silva and Alberti. We discuss the pedagogy of alternance as a reference to the quality of alternance sought for the accreditation program for rural education and proposals for its enactment. We find that the implementation of the accreditation course in rural education represents an achievement for the population living in rural areas and is in a process of construction, which requires that its organizers adopt new positions in relation to conflicts and confrontations involved in its realization.

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

    Science.gov (United States)

    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.

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

    International Nuclear Information System (INIS)

    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 developed 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

  14. Educational program emergency planning.

    Science.gov (United States)

    Curtis, Tammy

    2009-01-01

    Tragic university shootings have prompted administrators of higher education institutions to re-evaluate their emergency preparedness plans and take appropriate measures for preventing and responding to emergencies. To review the literature and identify key components needed to prevent shootings at higher education institutions in the United States, and in particular, institutions housing radiologic science programs. Twenty-eight emergency preparedness plans were retrieved electronically and reviewed from a convenience sample of accredited radiologic science programs provided by the Joint Review Committee on Education in Radiologic Technology Web site. The review of the 28 emergency preparedness plans confirmed that most colleges are prepared for basic emergencies, but lack the key components needed to successfully address mass-casualty events. Only 5 (18%) of the 28 institutions addressed policies concerning school shootings.

  15. Addressing the Need for Management Processes for Higher Education Accreditation.

    Science.gov (United States)

    Brennan, Linda L.; Austin, Walter W.

    2003-01-01

    The accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB International) ask business schools to describe consistent processes that provide for operational consistency and continuous improvement in support of the schools' stated missions. This article addresses the identification of requisite quality…

  16. Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

    Science.gov (United States)

    Donato, Emily; Lightfoot, Nancy; Carter, Lorraine; MacEwan, Leigh

    2016-01-01

    In 2010, the Canadian Association of Schools of Nursing, the accrediting body for nursing programs in Canada, became part of the Accreditation of Interprofessional Health Education initiative. In turn, interprofessional education (IPE) is now a requirement in nursing curricula. Although the requirement is formally in place, how it is achieved…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  19. American College of Radiology Accreditation Program for mammographic screening sites: Physical evaluation criteria

    International Nuclear Information System (INIS)

    Hendrick, R.E.; Haus, A.G.; Hubbard, L.B.; Lasky, H.J.; McCrohan, J.; McLelland, R.; Rothenberg, L.N.; Tanner, R.L.; Zinninger, M.D.

    1987-01-01

    The American College of Radiology has initiated a program for the accreditation of mammographic screening sites, which includes evaluation by mail of image quality and average glandular breast dose. Image quality is evaluated by use of a specially designed phantom (a modified RMI 152D Mammographic Phantom) containing simulated microcalcifications, fibrils and masses. Average glandular dose to a simulated 4.5-cm-thick (50% glandular, 50% fat) compressed breast is evaluated by thermoluminescent dosimeter measurements of entrance exposure and half value layer. Standards for acceptable image quality and patient doses are presented and preliminary results of the accreditation program are discussed

  20. Towards ABET accreditation for a SWE program: alternative student assessment techniques

    International Nuclear Information System (INIS)

    Alghamdi, A.; Nasir, M.; Alnafjan, K.

    2011-01-01

    This paper describes assessment techniques utilized for assessing undergraduate students studying in a software engineering program. The purpose behind this work is to get the program accredited by the Accreditation Board of Engineering and Technology (ABET). Therefore, a number of applied direct and indirect assessment techniques are described. These techniques are implemented towards the end of the semester to assess the extent to which the student and course outcomes are satisfied. Consequently, results are obtained and analyzed and various learning issues are eventually identified. Finally, the paper provides suggestions for improvement in course delivery as well as learning mechanism. (author)

  1. 77 FR 11130 - Medicare Program; Application by the American Association of Diabetes Educators (AADE) for...

    Science.gov (United States)

    2012-02-24

    ...] Medicare Program; Application by the American Association of Diabetes Educators (AADE) for Continued... American Association of Diabetes Educators' (AADE) request for the Secretary's approval of its... Association of Diabetes Educators for continued recognition as a national accreditation program for...

  2. Valuing the Accreditation Process

    Science.gov (United States)

    Bahr, Maria

    2018-01-01

    The value of the National Association for Developmental Education (NADE) accreditation process is far-reaching. Not only do students and programs benefit from the process, but also the entire institution. Through data collection of student performance, analysis, and resulting action plans, faculty and administrators can work cohesively towards…

  3. Health-promoting educational settings in Taiwan: development and evaluation of the Health-Promoting School Accreditation System.

    Science.gov (United States)

    Chen, Fu-Li; Lee, Albert

    2016-03-01

    The Taiwan Ministry of Health and Welfare and Ministry of Education launched the Health-Promoting School (HPS) program in 2002. One of the most significant barriers to evaluating HPS is the absence of adequate instruments. The main aim of this study is to develop the Taiwan Health-Promoting School Accreditation System (HPSAS) framework and then evaluate its accreditation effectiveness. The HPSAS accreditation standards were derived mainly from the World Health Organization (WHO) publication, WHO Health Promoting Schools: A Framework for Action in 2008 and the Taiwan School Health Act. Delphi technique and pilot test were used to confirm the availability and acceptability of the standards and procedures for HPSAS in 2011. After that, two rounds of school evaluations were completed in 2012 (214 participant schools) and 2014 (182 participant schools). The accreditation operation process included documentary reviews, national and international accredited commissioners conducted on-site visits. Descriptive analyses were used to indicate HPS award level distribution. The study established six key HPSAS standards. Each standard had at least two components; overall, there were 21 components and 47 scoring elements. Of the participating schools evaluated in 2012, four were at the gold, 14 silver, and 120 bronze levels, compared with five, 20, and 31, respectively, of schools evaluated in 2014. The study showed that schools at different award levels had different full-score rates in six standards. The schools at the gold level performed exceptionally well. The worst performance among the six standards at each award level was in the skill-based health curriculum. The HPSAS is an objective instrument used to evaluate the process and outcomes of the HPS program. In the future, combinations of different types of data (e.g. students' health behaviors, school climate, or teachers' health-teaching innovations) will enable further validation of the HPS effectiveness. © The Author

  4. Electronic laboratory quality assurance program: A method of enhancing the prosthodontic curriculum and addressing accreditation standards.

    Science.gov (United States)

    Moghadam, Marjan; Jahangiri, Leila

    2015-08-01

    An electronic quality assurance (eQA) program was developed to replace a paper-based system and to address standards introduced by the Commission on Dental Accreditation (CODA) and to improve educational outcomes. This eQA program provides feedback to predoctoral dental students on prosthodontic laboratory steps at New York University College of Dentistry. The purpose of this study was to compare the eQA program of performing laboratory quality assurance with the former paper-based format. Fourth-year predoctoral dental students (n=334) who experienced both the paper-based and the electronic version of the quality assurance program were surveyed about their experiences. Additionally, data extracted from the eQA program were analyzed to identify areas of weakness in the curriculum. The study findings revealed that 73.8% of the students preferred the eQA program to the paper-based version. The average number of treatments that did not pass quality assurance standards was 119.5 per month. This indicated a 6.34% laboratory failure rate. Further analysis of these data revealed that 62.1% of the errors were related to fixed prosthodontic treatment, 27.9% to partial removable dental prostheses, and 10% to complete removable dental prostheses in the first 18 months of program implementation. The eQA program was favored by dental students who have experienced both electronic and paper-based versions of the system. Error type analysis can yield the ability to create customized faculty standardization sessions and refine the didactic and clinical teaching of the predoctoral students. This program was also able to link patient care activity with the student's laboratory activities, thus addressing the latest requirements of the CODA regarding the competence of graduates in evaluating laboratory work related to their patient care. Copyright © 2015 Editorial Council for the Journal of Prosthetic Dentistry. Published by Elsevier Inc. All rights reserved.

  5. Quality of Electronic Nursing Records: The Impact of Educational Interventions During a Hospital Accreditation Process.

    Science.gov (United States)

    Nomura, Aline Tsuma Gaedke; Pruinelli, Lisiane; da Silva, Marcos Barragan; Lucena, Amália de Fátima; Almeida, Miriam de Abreu

    2018-03-01

    Hospital accreditation is a strategy for the pursuit of quality of care and safety for patients and professionals. Targeted educational interventions could help support this process. This study aimed to evaluate the quality of electronic nursing records during the hospital accreditation process. A retrospective study comparing 112 nursing records during the hospital accreditation process was conducted. Educational interventions were implemented, and records were evaluated preintervention and postintervention. Mann-Whitney and χ tests were used for data analysis. Results showed that there was a significant improvement in the nursing documentation quality postintervention. When comparing records preintervention and postintervention, results showed a statistically significant difference (P educational interventions performed by nurses led to a positive change that improved nursing documentation and, consequently, better care practices.

  6. Impact of quality concepts on nuclear engineering accreditation

    International Nuclear Information System (INIS)

    Woodall, D.M.

    1993-01-01

    This paper is an update of the accreditation process for nuclear engineering education at the undergraduate and graduate level in U.S. universities and colleges. The Engineering Accreditation Commission (EAC) of the Accreditation Board for Engineering and Technology (ABET) has made a number of major changes in the process for engineering accreditation in recent years. This paper identifies those changes that have taken place, discusses the rationale for those changes, and encourages U.S. universities with nuclear engineering programs to respond

  7. An Evaluative Review of School Accreditation Implementation Program in Indonesian Contexts

    Science.gov (United States)

    Haryati, Sri

    2014-01-01

    This paper critically reviews and evaluates the implementation of School Accreditation Program for the period of 2013 with a particular reference to Central Java Schools, consisting of Kindergarten (TK) Elementary School (SD), Junior High School (SMP) and Senior High School (SMA) (Note 1). The aim of the review is to see to what extent they can…

  8. Of Course: Prerequisite Courses for Admission into APA-Accredited Clinical and Counseling Psychology Programs

    Science.gov (United States)

    Norcross, John C.; Sayette, Michael A.; Stratigis, Katerina Y.; Zimmerman, Barrett E.

    2014-01-01

    Students often inquire about which psychology courses to complete in preparation for graduate school. This study provides data that enable students and their advisors to make research-informed decisions. We surveyed the directors of the 304 American Psychological Association-accredited doctoral programs in clinical and counseling psychology (97%…

  9. 75 FR 67992 - Voluntary Private Sector Accreditation and Certification Preparedness Program

    Science.gov (United States)

    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...

  10. Scholarly Productivity and Impact of School Psychology Faculty in APA-Accredited Programs

    Science.gov (United States)

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

    2013-01-01

    The primary objective of this study was to conduct a normative assessment of the research productivity and scholarly impact of tenured and tenure-track faculty in school psychology programs accredited by the American Psychological Association (APA). Using the PsycINFO database, productivity and impact were examined for the field as a whole and by…

  11. Professional Interaction, Relevant Practical Experience, and Intellectual Contributions at Nondoctoral AACSB-Accredited Accounting Programs

    Science.gov (United States)

    Arlinghaus, Barry P.

    2008-01-01

    In this article, the author discusses a survey of faculty members at nondoctoral AACSB-accredited accounting programs in the United States. The purpose of the survey was to determine the environment for professional interaction and relevant experience in light of institutional demands for intellectual contributions. The findings show that the…

  12. The Status of Quality Assurance and Accreditation Systems within Higher Education Institutions in the Republic of Yemen

    Science.gov (United States)

    Anaam, Mahyoub Ali; Alhammadi, Abdullah Othman; Kwairan, Abdulwahab Awadh

    2009-01-01

    The purpose of this paper is to provide an overview of the status of quality assurance and accreditation systems within higher education institutions in Yemen. The paper initially describes the stages of development and changes that have occurred in the field of quality and accreditation in Yemeni higher education. The paper shows that no formal…

  13. The accreditation programs and proficiency test in Taiwan for personnel dosimeter services (1991-1998)

    International Nuclear Information System (INIS)

    Lee, B.T.; Hwang, W.S.; Su, S.H.

    2000-01-01

    According to the ionizing radiation safety regulation approved by the ROC Atomic Energy Council (AEC), personnel dosimeter processors shall be accredited by the Chinese National Laboratory Accreditation (CNLA) program before offering dosimeter services and shall be accredited every two years (now has been rescheduled to be every three years since 1996). The aim of this program is to secure quality and technical capability of personnel dosimeters, and to provide systematic improvement for the internal calibration and testing laboratory applying for accreditation by means of assessment procedures. The criteria used to evaluate the capability at laboratories are ISO/IEC 25 (1990) and technical guide in different accreditation fields. The Institute of Nuclear Energy Research (INER) was entrusted by CNLA as the central laboratory to perform the proficiency test of personnel dosimeters for laboratory accreditation in December 1990. Such proficiency tests, based on ANSI N13.11 (1983), which is mainly separated to accident categories and protection categories which consists of eight parts of tests including single and mixture radiation of x-ray, gamma, beta and neutron, have been conducted four times, in 1991, 1993, 1995 and 1998. This paper deals with the test procedures and results of proficiency tests of personnel dosimeters from 1991 until 1998. The results of the four proficiency tests showed that, for accident categories, the pass rate is about 91%; for protection categories, the pass rate is about 98%. Meanwhile, the central laboratory will adopt a new version of HPS N13.11 (1993) to replace ANSI N13.11 (1983) as new criteria for the next proficiency test to be conducted in 2001. (author)

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

    Science.gov (United States)

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

    2018-06-01

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

  15. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Accreditation Program for Breast Centers About NAPBC Accreditation Education NAPBC Standards Cancer Programs News Quality in Geriatric ... Continuous Certification Requirements SSR Login MIPS Resources and Education Quality and Safety Conference Trauma Trauma Programs Trauma ...

  16. Evaluation of a training program of hypertension for accredited social health activists (ASHA) in rural India.

    Science.gov (United States)

    Abdel-All, Marwa; Thrift, Amanda Gay; Riddell, Michaela; Thankappan, Kavumpurathu Raman Thankappan; Mini, Gomathyamma Krishnakurup; Chow, Clara K; Maulik, Pallab Kumar; Mahal, Ajay; Guggilla, Rama; Kalyanram, Kartik; Kartik, Kamakshi; Suresh, Oduru; Evans, Roger George; Oldenburg, Brian; Thomas, Nihal; Joshi, Rohina

    2018-05-02

    Hypertension is a major risk factor for cardiovascular disease, a leading cause of premature death and disability in India. Since access to health services is poor in rural India and Accredited Social Health Activists (ASHAs) are available throughout India for maternal and child health, a potential solution for improving hypertension control is by utilising this available workforce. We aimed to develop and implement a training package for ASHAs to identify and control hypertension in the community, and evaluate the effectiveness of the training program using the Kirkpatrick Evaluation Model. The training program was part of a cluster randomised feasibility trial of a 3-month intervention to improve hypertension outcomes in South India. Training materials incorporated details on managing hypertension, goal setting, facilitating group meetings, and how to measure blood pressure and weight. The 15 ASHAs attended a five-day training workshop that was delivered using interactive instructional strategies. ASHAs then led community-based education support groups for 3 months. Training was evaluated using Kirkpatrick's evaluation model for measuring reactions, learning, behaviour and results using tests on knowledge at baseline, post-training and post-intervention, observation of performance during meetings and post-intervention interviews. The ASHAs' knowledge of hypertension improved from a mean score of 64% at baseline to 76% post-training and 84% after the 3-month intervention. Research officers, who observed the community meetings, reported that ASHAs delivered the self-management content effectively without additional assistance. The ASHAs reported that the training materials were easy to understand and useful in educating community members. ASHAs can be trained to lead community-based group educational discussions and support individuals for the management of high blood pressure. The feasibility trial is registered with the Clinical Trials Registry - India (CTRI

  17. Open and Distance Education Accreditation Standards Scale: Validity and Reliability Studies

    Science.gov (United States)

    Can, Ertug

    2016-01-01

    The purpose of this study is to develop, and test the validity and reliability of a scale for the use of researchers to determine the accreditation standards of open and distance education based on the views of administrators, teachers, staff and students. This research was designed according to the general descriptive survey model since it aims…

  18. Social Responsibility in Intra-organisational Procedures of Higher Education Institutions with AACSB Accreditation

    OpenAIRE

    Dzięgiel, Andżelika; Wojciechowska, Anna

    2017-01-01

    This paper aims to identify the core elements of social responsibility which have been applied in intraorganisational procedures of higher education institutions with AACSB Accreditation. The concept of corporate social responsibility (CSR) in entrepreneurial strategies means taking into account their social interests and environmental protection, as well as, relationships with different groups of stakeholders. In contemporary business, CSR activities are very important. Therefore, universiti...

  19. Quality Assurance in Engineering Education: Comparison of Accreditation Schemes and ISO 9001.

    Science.gov (United States)

    Karapetrovic, Stanislav; Rajamani, Divakar; Willborn, Walter

    1998-01-01

    Outlines quality assurance schemes for distance-education technologies that are based on the ISO 9000 family of international quality-assurance standards. Argues that engineering faculties can establish such systems on the basis of and integrated with accreditation schemes. Contains 34 references. (DDR)

  20. The State of Neurocritical Care Fellowship Training and Attitudes toward Accreditation and Certification: A Survey of Neurocritical Care Fellowship Program Directors

    Directory of Open Access Journals (Sweden)

    Rajat Dhar

    2017-11-01

    Full Text Available Neurocritical care as a recognized and distinct subspecialty of critical care has grown remarkably since its inception in the 1980s. As of 2016, there were 61 fellowship training programs accredited by the United Council for Neurologic Subspecialties (UCNS in the United States and more than 1,000 UCNS-certified neurointensivists from diverse medical backgrounds. In late 2015, the Program Accreditation, Physician Certification, and Fellowship Training (PACT Committee of the Neurocritical Care Society (NCS was convened to promote and support excellence in the training and certification of neurointensivists. One of the first tasks of the committee was to survey neurocritical care fellowship training program directors to ascertain the current state of fellowship training and attitudes regarding transition to Accreditation Council for Graduate Medical Education (ACGME accreditation of training programs and American Board of Medical Specialties (ABMS certification of physicians. First, the survey revealed significant heterogeneities in the manner of neurocritical care training and a lack of consistency in requirements for fellow procedural competency. Second, although a majority of the 33 respondents indicated that a move toward ACGME accreditation/ABMS certification would facilitate further growth and mainstreaming of training in neurocritical care, many programs do not currently meet administrative requirements and do not receive the level of institutional support that would be needed for such a transition. In summary, the results revealed that there is an opportunity for future harmonization of training standards and that a transition to ACGME accreditation/ABMS certification is preferred. While the results reflect the opinions of more than half of the survey respondents, they represent only a small sample of neurointensivists.

  1. Using Simulation-Based Medical Education to Meet the Competency Requirements for the Single Accreditation System.

    Science.gov (United States)

    Riley, Bernadette

    2015-08-01

    Simulation-based medical education can provide medical training in a nonjudgmental, patient-safe, and effective environment. Although simulation has been a relatively new addition to medical education, the aeronautical, judicial, and military fields have used simulation training for hundreds of years, with positive outcomes. Simulation-based medical education can be used in a variety of settings, such as hospitals, outpatient clinics, medical schools, and simulation training centers. As the author describes in the present article, residencies currently accredited by the American Osteopathic Association can use a simulation-based medical education curriculum to meet training requirements of the 6 competencies identified by the Accreditation Council for Graduate Medical Education. The author also provides specific guidance on providing training and assessment in the professionalism competency.

  2. Impact of the Accreditation Council for Graduate Medical Education work-hour regulations on neurosurgical resident education and productivity.

    Science.gov (United States)

    Jagannathan, Jay; Vates, G Edward; Pouratian, Nader; Sheehan, Jason P; Patrie, James; Grady, M Sean; Jane, John A

    2009-05-01

    Recently, the Institute of Medicine examined resident duty hours and their impact on patient safety. Experts have suggested that reducing resident work hours to 56 hours per week would further decrease medical errors. Although some reports have indicated that cutbacks in resident duty hours reduce errors and make resident life safer, few authors have specifically analyzed the effect of the Accreditation Council for Graduate Medical Education (ACGME) duty-hour limits on neurosurgical resident education and the perceived quality of training. The authors have evaluated multiple objective surrogate markers of resident performance and quality of training to determine the impact of the 80-hour workweek. The United States Medical Licensing Examination (USMLE) Step 1 data on neurosurgical applicants entering ACGME-accredited programs between 1998 and 2007 (before and after the implementation of the work-hour rules) were obtained from the Society of Neurological Surgeons. The American Board of Neurological Surgery (ABNS) written examination scores for this group of residents were also acquired. Resident registration for and presentations at the American Association of Neurological Surgeons (AANS) annual meetings between 2002 and 2007 were examined as a measure of resident academic productivity. As a case example, the authors analyzed the distribution of resident training hours in the University of Virginia (UVA) neurosurgical training program before and after the institution of the 80-hour workweek. Finally, program directors and chief residents in ACGME-accredited programs were surveyed regarding the effects of the 80-hour workweek on patient care, resident training, surgical experience, patient safety, and patient access to quality care. Respondents were also queried about their perceptions of a 56-hour workweek. Despite stable mean USMLE Step 1 scores for matched applicants to neurosurgery programs between 2000 and 2008, ABNS written examination scores for residents

  3. US Department of Energy Laboratory Accreditation Program for personnel dosimetry systems (DOELAP)

    International Nuclear Information System (INIS)

    Carlson, R.D.; Gesell, T.F.; Kalbeitzer, F.L.; Roberson, P.L.; Jones, K.L.; MacDonald, J.C.; Vallario, E.J.; Pacific Northwest Lab., Richland, WA; USDOE Assistant Secretary for Nuclear Energy, Washington, DC

    1988-01-01

    The US Department of Energy (DOE) Office of Nuclear Safety has developed and initiated the DOE Laboratory Accreditation Program (DOELAP) for personnel dosimetry systems to assure and improve the quality of personnel dosimetry at DOE and DOE contractor facilities. It consists of a performance evaluation program that measures current performance and an applied research program that evaluates and recommends additional or improved test and performance criteria. It also provides guidance to DOE, identifying areas where technological improvements are needed. The two performance evaluation elements in the accreditation process are performance testing and onsite assessment by technical experts. Performance testing evaluates the participant's ability to accurately and reproducibly measure dose equivalent. Tests are conducted in accident level categories for low- and high-energy photons as well as protection level categories for low- and high-energy photons, beta particles, neutrons and mixtures of these

  4. Outcomes Assessment in Accredited Health Information Management Programs

    Science.gov (United States)

    Bennett, Dorine

    2010-01-01

    The purpose of this study was to determine the use and perceived usefulness of outcomes assessment methods in health information management programs. Additional characteristics of the outcomes assessment practices were recognized. The findings were evaluated for significant differences in results based on age of the program, type of institution,…

  5. IMpact of international accreditation in the recognition of academic degrees in the domestic and foreign labor market. Case study: Civil engineering program

    Directory of Open Access Journals (Sweden)

    Jose Barragan Codina

    2015-07-01

    Full Text Available In a globalized era it is not enough to have a professional qualification to ensure economic and professional success. The academic background of professionals must be adequate to face challenges and solve problems of a globalized and dynamic world. Civil engineers face many complications when seeking an international career. There are many differences within the profession globally such as: resources, workforce, climate, language, culture, philosophies, regulations, etc. which raise the entry barriers to fully practice as a civil engineer. The International accreditations play a major role as the first evidence of the civil engineer technical proficiency. These assure the quality of the higher education curricula and add value to the human capital on an international context. Despite the fact that many Mexican Universities have academic programs which have international accreditations, civil engineer graduates cannot easily work across borders. This paper describes the impact that international accreditation has for civil engineers when seeking an international career.

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

    Science.gov (United States)

    Collins, Ian

    2015-01-01

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

  7. The work place educational climate in gynecological oncology fellowships across Europe: the impact of accreditation.

    Science.gov (United States)

    Piek, Jurgen; Bossart, Michaela; Boor, Klarke; Halaska, Michael; Haidopoulos, Dimitrios; Zapardiel, Ignacio; Grabowski, Jacek; Kesic, Vesna; Cibula, David; Colombo, Nicoletta; Verheijen, Rene; Manchanda, Ranjit

    2015-01-01

    A good educational climate/environment in the workplace is essential for developing high-quality medical (sub)specialists. These data are lacking for gynecological oncology training. This study aims to evaluate the educational climate in gynecological oncology training throughout Europe and the factors affecting it. A Web-based anonymous survey sent to ENYGO (European Network of Young Gynecological Oncologists) members/trainees to assess gynecological oncology training. This included sociodemographic information, details regarding training posts, and a 50-item validated Dutch Residency Educational Climate Test (D-RECT) questionnaire with 11 subscales (1-5 Likert scale) to assess the educational climate. The χ test was used for evaluating categorical variables, and the Mann-Whitney U (nonparametric) test was used for continuous variables between 2 independent groups. Cronbach α assessed the questionnaire reliability. Multivariable linear regression assessed the effect of variables on D-RECT outcome subscales. One hundred nineteen gynecological oncological fellows responded. The D-RECT questionnaire was extremely reliable for assessing the educational environment in gynecological oncology (subscales' Cronbach α, 0.82-0.96). Overall, trainees do not seem to receive adequate/effective constructive feedback during training. The overall educational climate (supervision, coaching/assessment, feedback, teamwork, interconsultant relationships, formal education, role of the tutor, patient handover, and overall consultant's attitude) was significantly better (P = 0.001) in centers providing accredited training in comparison with centers without such accreditation. Multivariable regression indicated the main factors independently associated with a better educational climate were presence of an accredited training post and total years of training. This study emphasizes the need for better feedback mechanisms and the importance of accreditation of centers for training in

  8. Quality and accreditation in higher education: integration and internationalization of Latin America and the Caribbean

    Directory of Open Access Journals (Sweden)

    Jorge González González

    2013-10-01

    Full Text Available The paper discusses the concepts of «quality» and «accreditation» in education with different meanings, and proposes comprehensive definitions that have been put into practice by the Union of Universities of Latin America and the Caribbean and the International Network of Evaluators through model «V» evaluation planningfor continuous improvement, integration and internationalization of higher education.

  9. Quality and Accreditation Requirements for the Curriculum Development of Special Education Departments as Perceived by Faculty Members

    Directory of Open Access Journals (Sweden)

    Omer A. Agail

    2017-10-01

    Full Text Available The current study aimed to determine the quality and accreditation requirements, according to the NCAAA, for the curriculum development of the departments of Special Education as perceived by faculty members. Moreover, the study aimed to determine the relationship between the faculty awareness and other factors such as, gender, academic rank, teaching experience, participation in curriculum development, attendance of workshop, and participation in program development committees. The researcher created a survey to answer the research questions. A sample of (45 faculty members was chosen randomly from three main universities: King Khalid university, Jazan University, and Najran University.  Statistical methods were used, including mean, frequencies, one sample t–test, one way ANOVA. The results indicated that the participants' awareness toward curriculum development requirements was generally very low, because of the limited number of faculty members and the newly established departments. It was recommended that quality culture should be disseminated, and moral and material support should be provided to the programs in these departments.  Keywords: Study programs, Quality, Accreditation, Special education.

  10. ISO/IEC 17025 laboratory accreditation of NRC Acoustical Standards Program

    Science.gov (United States)

    Wong, George S. K.; Wu, Lixue; Hanes, Peter; Ohm, Won-Suk

    2004-05-01

    Experience gained during the external accreditation of the Acoustical Standards Program at the Institute for National Measurement Standards of the National Research Council is discussed. Some highlights include the preparation of documents for calibration procedures, control documents with attention to reducing future paper work and the need to maintain documentation or paper trails to satisfy the external assessors. General recommendations will be given for laboratories that are contemplating an external audit in accordance to the requirements of ISO/IEC 17025.

  11. Report on survey in fiscal 2000. Survey on introduction of external accreditation system in engineer education - iron and steel (Survey on education accreditation in material field); 2000 nendo chosa hokokusho. Gijutsusha kyoiku no gaibu ninteiseido donyu ni kansuru chosa (tekko) -Zairyo bunya ni okeru kyoiku nintei ni kansuru chosa

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2001-03-01

    In order to ensure international applicability of engineer education such as in universities and other organizations, and to improve the environment to supply human resources demanded by economic societies, a survey was performed on external accreditation systems for engineer education such as in universities and other organizations in the material field. In the survey, discussions were given on whether or not the education program accreditation system for the material field being structured has any problem in the actual operation of the accreditation through trials at Chiba Engineering University and Tokai University. As a result, it was revealed that the criteria are too general, requiring more detailed description on the guideline, and criteria should be so considered that assessment at higher levels can be given to the graduation research, which is a Japan's particular education system. In addition, it was made clear as a problem in the education programming side that a room for improvement remains in the education methods for the engineering ethics, communication skills, and the method for evaluating the students' achievements. In the survey on the methods for examination and accreditation in the U.S.A. it was found out that education organizations are perplexed with the new criteria of EC 2000. (NEDO)

  12. The impact of an international online accreditation system on pedagogical models and strategies in higher education

    Directory of Open Access Journals (Sweden)

    Garista Patrizia

    2015-06-01

    Full Text Available Health promotion practice is characterised by a diverse workforce drawn from a broad range of disciplines, bringing together an extensive breadth of knowledge, skills, abilities, attitudes and values stemming from biomedical and social science frameworks. One of the goals of the CompHP Project was to ensure that higher education training would not only reach competency-based standards necessary for best practice, but also facilitate mobility within the EU and beyond through the accreditation of professional practitioners and educational courses. As a result, higher education institutions in Italy and elsewhere are requested to shift the focus from the definition of learning objectives to the identification of teaching strategies and assessment measures to guarantee that students have acquired the competencies identified. This requires reflection on the pedagogical models underpinning course curricula and teaching–learning approaches in higher education, not only to meet the competency-based standards but also to incorporate overarching transversal competencies inherent to the profession and, more specifically, to the online accreditation procedure. Professionals applying for registration require competence in foreign languages, metacognition and be digitally literate. The article provides a brief overview of the development and structure of the International Union for Health Promotion and Education online accreditation system and proposes a pedagogical reflection on course curricula.

  13. Internal medicine rounding practices and the Accreditation Council for Graduate Medical Education core competencies.

    Science.gov (United States)

    Shoeb, Marwa; Khanna, Raman; Fang, Margaret; Sharpe, Brad; Finn, Kathleen; Ranji, Sumant; Monash, Brad

    2014-04-01

    The Accreditation Council for Graduate Medical Education (ACGME) has established the requirement for residency programs to assess trainees' competencies in 6 core domains (patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice). As attending rounds serve as a primary means for educating trainees at academic medical centers, our study aimed to identify current rounding practices and attending physician perceived capacity of different rounding models to promote teaching within the ACGME core competencies. We disseminated a 24-question survey electronically using educational and hospital medicine leadership mailing lists. We assessed attending physician demographics and the frequency with which they used various rounding models, as defined by the location of the discussion of the patient and care plan: bedside rounds (BR), hallway rounds (HR), and card-flipping rounds (CFR). Using the ACGME framework, we assessed the perceived educational value of each model. We received 153 completed surveys from attending physicians representing 34 institutions. HR was used most frequently for both new and established patients (61% and 43%), followed by CFR for established patients (36%) and BR for new patients (22%). Most attending physicians indicated that BR and HR were superior to CFR in promoting the following ACGME competencies: patient care, systems-based practice, professionalism, and interpersonal skills. HR is the most commonly employed rounding model. BR and HR are perceived to be valuable for teaching patient care, systems-based practice, professionalism, and interpersonal skills. CFR remains prevalent despite its perceived inferiority in promoting teaching across most of the ACGME core competencies. © 2014 Society of Hospital Medicine.

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

    Science.gov (United States)

    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…

  15. Ethics Education in Midwifery Education Programs in the United States.

    Science.gov (United States)

    Megregian, Michele

    2016-09-01

    Familiarity with ethical concepts is a required competency for new graduates and a component of accreditation for midwifery education programs in the United States. While midwifery educators have acknowledged the importance of ethics education in midwifery programs, little is known about current methods, format, or evaluation of ethics education. A Web-based survey was developed for program directors of accredited midwifery education programs in the United States. Clock hours, formats, venues, content topics, barriers, and evaluation methods were evaluated by descriptive analysis. Fifty-one percent of programs completed the online survey (25/49). Of these, only 7 (28%) offer ethics as a stand-alone class, although all responding programs integrate some ethics education into other core classes. Programs show variation in format, venue, resources, and clock hours dedicated to ethics education. The most frequent barrier to ethics education is an already crowded curriculum (60%), although 32% of programs denied any barriers at all. The majority of programs include the ethical concepts of informed consent, shared decision making, and effective communication in curriculum content. This survey found that there is considerable variation in ethics education in terms of content, format, and evaluation among accredited midwifery education programs in the United States. Midwifery educators have an opportunity to explore the ethical dilemmas unique to maternity care from a midwifery perspective. There is also the opportunity to create a comprehensive and dynamic midwifery ethics curriculum, which incorporates both stand-alone ethics courses and ethics concepts that are woven throughout the core midwifery curriculum. © 2016 by the American College of Nurse-Midwives.

  16. Alphabet Soup: School Library Media Education in the United States

    Science.gov (United States)

    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…

  17. The role of the EPA radiation quality assurance program in the measurement quality assurance accreditation program for radioassay laboratories

    Energy Technology Data Exchange (ETDEWEB)

    Grady, T.M. [Environmental Monitoring Systems Laboratory, Las Vegas, NV (United States)

    1993-12-31

    As the nature and extent of radiological contamination becomes better documented and more public, radioanalytical laboratories are faced with a constantly expanding variety of new and difficult analytical requirements. Concurrent with those requirements is the responsibility to provide customers, regulatory officials, or the public with defensible data produced in an environment of verifiable, controlled quality. To meet that need, a quality assurance accreditation program for radioassay laboratories has been proposed by the American National Standards Institute (ANSI). The standard will provide the organizational framework and functional requirements needed to assure the quality of laboratory outputs. Under the proposed program, the U.S. Environmental Protection Agency`s (EPA`s) Laboratory Intercomparison Program plays a key role as a reference laboratory. The current and proposed roles of the EPA Intercomparison Program are discussed, as are the functional relationships between EPA, the accreditating organization, and the service and monitoring laboratories.

  18. Faculty performance evaluation in accredited U.S. public health graduate schools and programs: a national study.

    Science.gov (United States)

    Gimbel, Ronald W; Cruess, David F; Schor, Kenneth; Hooper, Tomoko I; Barbour, Galen L

    2008-10-01

    To provide baseline data on evaluation of faculty performance in U.S. schools and programs of public health. The authors administered an anonymous Internet-based questionnaire using PHP Surveyor. The invited sample consisted of individuals listed in the Council on Education for Public Health (CEPH) Directory of Accredited Schools and Programs of Public Health. The authors explored performance measures in teaching, research, and service, and assessed how faculty performance measures are used. A total of 64 individuals (60.4%) responded to the survey, with 26 (40.6%) reporting accreditation/reaccreditation by CEPH within the preceding 24 months. Although all schools and programs employ faculty performance evaluations, a significant difference exists between schools and programs in the use of results for merit pay increases and mentoring purposes. Thirty-one (48.4%) of the organizations published minimum performance expectations. Fifty-nine (92.2%) of the respondents counted number of publications, but only 22 (34.4%) formally evaluated their quality. Sixty-two (96.9%) evaluated teaching through student course evaluations, and only 29 (45.3%) engaged in peer assessment. Although aggregate results of teaching evaluation are available to faculty and administrators, this information is often unavailable to students and the public. Most schools and programs documented faculty service activities qualitatively but neither assessed it quantitatively nor evaluated its impact. This study provides insight into how schools and programs of public health evaluate faculty performance. Results suggest that although schools and programs do evaluate faculty performance on a basic level, many do not devote substantial attention to this process.

  19. Accredition: An accredited utility's perspective

    International Nuclear Information System (INIS)

    Jambrovic, H.

    1990-01-01

    Accredition is a quality assurance program that applies to electricity billing meters. Under the Electricity and Gas Inspection Act, an electricity meter is not a legal billing device until a prototype has been scrutinized and approved for use by Consumer and Corporate Affairs Canada (CCAC) laboratories, and a meter cannot be used for billing purposes unless its accuracy and condition have been inspected and the meter is sealed to prevent tampering. In 1986 an ammendment to the act allowed accredited organizations to inspect, verify and seal their own billing meters. Ontario Hydro embarked on a program to become accredited in 1987, to offset spiraling government inspection fees in the order of $500,000/y, and to be less dependent on the availability of government inspectors. Ontario Hydro achieved accredition status two years after embarking on the program, which involved completion of cost benefit analysis, securing senior management commitment, preparation of a comprehensive quality assurance program manual, implementation of quality assurance program policies, procedures and controls, submitting meter shop operations and field meter handling practices to both internal Ontario Hydro and external government audit, and correction of audit findings. 2 figs

  20. Ostomy Home Skills Program

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

    Science.gov (United States)

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

    2018-01-01

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

  2. Medical students’ perceptions of international accreditation

    Science.gov (United States)

    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

  3. Medical students' perceptions of international accreditation.

    Science.gov (United States)

    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.

  4. Otolaryngology Resident Education and the Accreditation Council for Graduate Medical Education Core Competencies: A Systematic Review.

    Science.gov (United States)

    Faucett, Erynne A; Barry, Jonnae Y; McCrary, Hilary C; Saleh, Ahlam A; Erman, Audrey B; Ishman, Stacey L

    2018-04-01

    To date, there have been no reports in the current literature regarding the use of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in otolaryngology residency training. An evaluation may help educators address these core competencies in the training curriculum. To examine the quantity and nature of otolaryngology residency training literature through a systematic review and to evaluate whether this literature aligns with the 6 core competencies. A medical librarian assisted in a search of all indexed years of the PubMed, Embase, Education Resources Information Center (via EBSCOhost), Cochrane Library (Cochrane Database of Systematic Reviews, Cochrane Central Register of Controlled Trials, and Cochrane Methodology Register), Thomson Reuters Web of Science (Science Citation Index Expanded, Social Sciences Citation Index Expanded, Conference Proceedings Citation Index-Science, and Conference Proceedings Citation Index-Social Science and Humanities), Elsevier Scopus, and ClinicalTrials.gov databases to identify relevant English-language studies. Included studies contained original human data and focused on otolaryngology resident education. Data regarding study design, setting, and ACGME core competencies addressed were extracted from each article. Initial searches were performed on May 20, 2015, and updated on October 4, 2016. In this systematic review of 104 unique studies, interpersonal communication skills were reported 15 times; medical knowledge, 48 times; patient care, 44 times; practice-based learning and improvement, 31 times; professionalism, 15 times; and systems-based practices, 10 times. Multiple studies addressed more than 1 core competency at once, and 6 addressed all 6 core competencies. Increased emphasis on nonclinical core competencies is needed, including professionalism, interpersonal and communication skills, and systems-based practices in the otolaryngology residency training curriculum. A formal curriculum

  5. Working towards implementation of a nuclear medicine accreditation program in a South African teaching hospital

    International Nuclear Information System (INIS)

    Eiselen, T.; Ellmann, A.

    2004-01-01

    Full text: Introduction: Quality assurance in Nuclear Medicine is of utmost importance in order to ensure optimal scintigraphic results and correct patient management and care. The implementation of a good quality assurance program should address all factors that playa role in the optimal functioning of a department. It should be developed by scientific findings as well as national and international guidelines. Aim: To develop a tailor made program that can be managed according to the individual needs and requirements of a Nuclear Medicine department in a teaching hospital. This program is aimed at international accreditation of the department. Materials and methods: Auditing of the following aspects was conducted: organizational, clinical and technical, personnel satisfaction, patient experience and satisfaction, referring physicians experience and satisfaction. Information was collected by means of questionnaires to groups and individuals for opinion polls; one-to-one interviews with personnel and patients; technical evaluation of equipment according to manufacturer's specifications and international standards; laboratory equipment evaluation according to precompiled guidelines and investigation of laboratory procedures for standardization and radiation safety. Existing procedure protocols were measured against international guidelines and evaluated for possible shortcomings of technical as well as cosmetic details, and data storage facilities were evaluated in terms of user friendliness, viability and cost effectiveness. A number of international accreditation experts were also visited to establish the validity of our results. Results: Patient questionnaires indicated overall satisfaction with personal service providing, but provision of written and understandable information, long waiting periods and equipment must receive attention. Staff questionnaires indicated a general lack of communication between different professional groups and the need for

  6. Social Responsibility in Intra-organisational Procedures of Higher Education Institutions with AACSB Accreditation

    Directory of Open Access Journals (Sweden)

    Andżelika Dzięgiel

    2016-10-01

    Full Text Available This paper aims to identify the core elements of social responsibility which have been applied in intraorganisational procedures of higher education institutions with AACSB Accreditation. The concept of corporate social responsibility (CSR in entrepreneurial strategies means taking into account their social interests and environmental protection, as well as, relationships with different groups of stakeholders. In contemporary business, CSR activities are very important. Therefore, universities, especially those with prestigious accreditations, should also act in accordance with the rules prevailing in the business market. The Association to Advance Collegiate School of Business (AACSB is a global, nonprofit membership organisation of educational institutions, businesses, and other entities. Higher education institutions with certificates represent the highest standard of achievement for business schools all over the world. For the research and analysis, there have been selected six universities from three countries: the United States, the United Kingdom and New Zealand. According to the international standard ISO 26000 dated as of 2010, social responsibility involves seven core subjects: organisational governance, human rights, labour practices, environment, fair operating practices, customer issues, community involvement and development. All these aspects were researched in intraorganisational procedures of selected higher education institutions with AACSB Accreditation. It is a comprehensive and objective comparison of several educational institutions in the world in terms of their implemented CSR activities. The results of the research show that the institutions under the study established a wide range of procedures for respecting CSR. They took into account transparency, respect to the law, human rights, labour practices and organisational governance. While they pay less attention to the environmental issues, fair operating practices and

  7. Library/Information Science Education, Placement, and Salaries. Guide to Employment Sources in the Library and Information Professions; Placements and Salaries 2000: Plenty of Jobs, Salaries Flat; Accredited Master's Programs in Library and Information Studies; Library Scholarship Sources; Library Scholarship and Award Recipients, 2001.

    Science.gov (United States)

    Davis, Darlena; Terrell, Tom; Gregory, Vicki L.

    2002-01-01

    Includes five articles that report on employment sources in the library and information professions; placements and salaries, which indicate plenty of jobs and salaries that are flat; accredited master's programs in library and information studies; library scholarship sources; and library scholarship and award recipients. (LRW)

  8. STEM Education Programs

    Science.gov (United States)

    & Development (LDRD) National Security Education Center (NSEC) Office of Science Programs Richard P Databases National Security Education Center (NSEC) Center for Nonlinear Studies Engineering Institute Scholarships STEM Education Programs Teachers (K-12) Students (K-12) Higher Education Regional Education

  9. The state of cancer survivorship programming in Commission on Cancer-accredited hospitals in Georgia.

    Science.gov (United States)

    Kirsch, Logan J; Patterson, Angela; Lipscomb, Joseph

    2015-03-01

    In Georgia, there are more than 356,000 cancer survivors. Although many encounter challenges as a result of treatment, there is limited data on the availability of survivorship programming. This paper highlights findings from two surveys assessing survivorship care in Commission on Cancer (CoC)-accredited hospitals in Georgia. In 2010, 38 CoC-accredited hospitals were approached to complete a 36-item survey exploring knowledge of national standards and use of survivorship care plans (SCPs), treatment summaries (TSs), and psychosocial assessment tools. In 2012, 37 CoC-accredited hospitals were asked to complete a similar 21-item survey. Seventy-nine percent (n = 30) of cancer centers completed the 2010 survey. Sixty percent (n = 18) reported having a cancer survivorship program in place or in development. Forty-three percent (n = 13) provided survivors with a SCP and 40% (n = 12) a TS. Sixty percent (n = 18) reported either never or rarely using a psychosocial assessment tool. Sixty-two percent (n = 23) completed the 2012 survey. Ninety-six percent (n = 22) were aware of the new CoC guideline 3.3. Thirty-nine percent (n = 9) provided a SCP and/or TS. Eighty-seven percent (n = 20) stated they were very confident or somewhat confident their organization could implement a SCP and/or TS by 2015. The data indicated the importance of collaboration and shared responsibility for survivorship care. Broad implementation of SCPs and TSs can help address the late and long-term effects of treatment. Increasing knowledge on survivorship care is imperative as the Georgia oncology community engages oncologists and primary care providers to achieve higher quality of life for all survivors.

  10. Accreditation Council for Graduate Medical Education (ACGME) Surgery Resident Operative Logs: The Last Quarter Century.

    Science.gov (United States)

    Drake, Frederick Thurston; Aarabi, Shahram; Garland, Brandon T; Huntington, Ciara R; McAteer, Jarod P; Richards, Morgan K; Zern, Nicole Kansier; Gow, Kenneth W

    2017-05-01

    To describe secular trends in operative experience for surgical trainees across an extended period using the most comprehensive data available, the Accreditation Council for Graduate Medical Education (ACGME) case logs. Some experts have expressed concern that current trainees are inadequately prepared for independent practice. One frequently mentioned factor is whether duty hours' restrictions (DHR) implemented in 2003 and 2004 contributed by reducing time spent in the operating room. A dataset was generated from annual ACGME reports. Operative volume for total major cases (TMC), defined categories, and four index laparoscopic procedures was evaluated. TMC dropped after implementation of DHR but rebounded after a transition period (949 vs 946 cases, P = nonsignificance). Abdominal cases increased from 22% of overall cases to 31%. Alimentary cases increased from 21% to 26%. Trauma and vascular surgery substantially decreased. For trauma, this drop took place well before DHR. The decrease in vascular surgery also began before DHR but continued afterward as well: 148 cases/resident in the late 1990s to 107 currently. Although total operative volume rebounded after implementation of DHR, diversity of operative experienced narrowed. The combined increase in alimentary and abdominal cases is nearly 13%, over a half-year's worth of operating in 5-year training programs. Bedrock general surgery cases-trauma, vascular, pediatrics, and breast-decreased. Laparoscopic operations have steadily increased. If the competence of current graduates has, in fact, diminished. Our analysis suggests that operative volume is not the problem. Rather, changing disease processes, subspecialization, reductions in resident autonomy, and technical innovation challenge how today's general surgeons are trained.

  11. Components of laboratory accreditation.

    Science.gov (United States)

    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.

  12. 76 FR 15945 - National Voluntary Laboratory Accreditation Program (NVLAP) Workshop for Laboratories Interested...

    Science.gov (United States)

    2011-03-22

    ... Information Technology (HIT) Electronic Health Record Technology AGENCY: National Institute of Standards and... NVLAP accreditation to perform Testing of Health Information Technology (HIT) electronic health record... HIT electronic health record technology. NVLAP accreditation criteria are established in accordance...

  13. 75 FR 53277 - Notice of Intent To Terminate Selected National Voluntary Laboratory Accreditation Program (NVLAP...

    Science.gov (United States)

    2010-08-31

    ... Testing LAP revealed that there are four (4) laboratories enrolled in the plumbing area. Two of the... Service (IAS), an accreditation body recognized by the International Laboratory Accreditation Cooperation... to eliminate the duplicate accreditations, saving each between $4,000 and $8,000 per year in fees...

  14. Ostomy Home Skills Program

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    Full Text Available ... Meetings and Events Scholarships, Competitions, Awards, and Project Work Top 10 Reasons to Participate Grand Rounds Webinar ... Accreditation Program for Breast Centers About NAPBC Accreditation Education NAPBC Standards Cancer Programs News Quality in Geriatric ...

  15. Ostomy Home Skills Program

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    Full Text Available ... Class Clinical Congress 2018 Events at Clinical Congress Child Care at Clinical Congress Info for International Attendees ... Accreditation Program for Breast Centers About NAPBC Accreditation Education NAPBC Standards Cancer Programs News Quality in Geriatric ...

  16. National Athletic Trainers' Association-accredited postprofessional athletic training education: attractors and career intentions.

    Science.gov (United States)

    Mazerolle, Stephanie M; Dodge, Thomas M

    2012-01-01

    Anecdotally, we know that students select graduate programs based on location, finances, and future career goals. Empirically, however, we lack information on what attracts a student to these programs. To gain an appreciation for the selection process of graduate study. Qualitative study. Postprofessional programs in athletic training (PPATs) accredited by the National Athletic Trainers' Association. A total of 19 first-year PPAT students participated, representing 13 of the 16 accredited PPAT programs. All interviews were conducted via phone and transcribed verbatim. Analysis of the interview data followed the procedures as outlined by a grounded theory approach. Trustworthiness was secured by (1) participant checks, (2) participant verification, and (3) multiple analyst triangulations. Athletic training students select PPAT programs for 4 major reasons: reputation of the program or faculty (or both), career intentions, professional socialization, and mentorship from undergraduate faculty or clinical instructors (or both). Participants discussed long-term professional goals as the driving force behind wanting an advanced degree in athletic training. Faculty and clinical instructor recommendations and the program's prestige helped guide the decisions. Participants also expressed the need to gain more experience, which promoted autonomy, and support while gaining that work experience. Final selection of the PPAT program was based on academic offerings, the assistantship offered (including financial support), advanced knowledge of athletic training concepts and principles, and apprenticeship opportunities. Students who attend PPAT programs are attracted to advancing their entry-level knowledge, are committed to their professional development as athletic trainers, and view the profession of athletic training as a life-long career. The combination of balanced academics, clinical experiences, and additional professional socialization and mentorship from the PPAT program

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

    Science.gov (United States)

    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…

  18. Accreditation in the Profession of Psychology: A Cautionary Tale

    Science.gov (United States)

    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…

  19. NADE Accreditation: The Right Decision for the Current Time

    Science.gov (United States)

    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…

  20. Accreditation of prior learning: andragogy in action or a 'cut price' approach to education?

    Science.gov (United States)

    Howard, S

    1993-11-01

    The rapid changes in nurse education are proceeding within the wider context of developments in adjacent educational fields, which are themselves subject to external influences, and one such development is the accreditation of prior experiential learning (APEL). In order to be critically aware of the potential involved in embracing this concept, it is necessary to clarify and examine the influencing factors which guide the current andragogical climate of nurse education, and those which predispose to the recognition of APEL. Utilizing a case-study approach, this paper will examine the relevant issues as they relate to experienced students pursuing the learning outcomes of Project 2000, and will address the question of value for all parties concerned.

  1. Factors associated with intern noncompliance with the 2003 Accreditation Council for Graduate Medical Education's 30-hour duty period requirement.

    Science.gov (United States)

    Maloney, Christopher G; Antommaria, Armand H Matheny; Bale, James F; Ying, Jian; Greene, Tom; Srivastava, Rajendu

    2012-07-13

    In 2003 the Accreditation Council for Graduate Medical Education mandated work hour restrictions. Violations can results in a residency program being cited or placed on probation. Recurrent violations could results in loss of accreditation. We wanted to determine specific intern and workload factors associated with violation of a specific mandate, the 30-hour duty period requirement. Retrospective review of interns' performance against the 30-hour duty period requirement during inpatient ward rotations at a pediatric residency program between June 24, 2008 and June 23, 2009. The analytical plan included both univariate and multivariable logistic regression analyses. Twenty of the 26 (77%) interns had 80 self-reported episodes of continuous work hours greater than 30 hours. In multivariable analysis, noncompliance was inversely associated with the number of prior inpatient rotations (odds ratio: 0.49, 95% confidence interval (0.38, 0.64) per rotation) but directly associated with the total number of patients (odds ratio: 1.30 (1.10, 1.53) per additional patient). The number of admissions on-call, number of admissions after midnight and number of discharges post-call were not significantly associated with noncompliance. The level of noncompliance also varied significantly between interns after accounting for intern experience and workload factors. Subject to limitations in statistical power, we were unable to identify specific intern characteristics, such as demographic variables or examination scores, which account for the variation in noncompliance between interns. Both intern and workload factors were associated with pediatric intern noncompliance with the 30-hour duty period requirement during inpatient ward rotations. Residency programs must develop information systems to understand the individual and experience factors associated with noncompliance and implement appropriate interventions to ensure compliance with the duty hour regulations.

  2. Ethics Education in Australian Preservice Teacher Programs: A Hidden Imperative?

    Science.gov (United States)

    Boon, Helen J.; Maxwell, Bruce

    2016-01-01

    This paper provides a snapshot of the current approach to ethics education in accredited Australian pre-service teacher programs. Methods included a manual calendar search of ethics related subjects required in teacher programs using a sample of 24 Australian universities and a survey of 26 university representatives. Findings show a paucity of…

  3. Accreditation: The US framework for colleges and professional disciplines

    International Nuclear Information System (INIS)

    Reyes-Guerra, D.R.

    1989-01-01

    Accreditation is a system of verified quality control and recognition. When applied to education it becomes the instrument by which the quality of education is measure. For engineering, the recognized accrediting agency is the Accreditation board for Engineering and Technology (ABET). The American Nuclear Society (ANS) provides input to ABET and to the profession regarding the special educational needs of nuclear engineering or nuclear engineering technology and related fields. The accreditation process involves the determination of criteria applicable to the educational experience that will satisfy the profession and the individual discipline; the application, with judgment, of the criteria to an individual program; the visit to that program by an evaluation team; and the judgment of the program against the criteria. The accreditation process requires a comprehensive self-study of the specific program being evaluated. Results are verified on-site by the evaluation team. Programs are accredited for a limited time span: 6 yr at the maximum. Programs are reevaluated as necessary for continued accreditation

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

    Science.gov (United States)

    El-Khawas, Elaine

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

  5. Enhancing Michigan's local public health accreditation program through participation in the multistate learning collaborative.

    Science.gov (United States)

    Kushion, Mary L; Tews, Debra Scamarcia; Parker, Melody D

    2007-01-01

    This article presents Michigan's efforts and accomplishments as a result of its involvement with the Multi-State Learning Collaborative (MLC) project. The article gives a brief overview of Michigan's accreditation program. It outlines the two goals and six objectives associated with Michigan's MLC project, and describes the structure it used to implement the project plan. It further explains and illustrates the outcomes achieved from successfully meeting the goals and objectives. The article gives a sample of a proposed voluntary component for continuous quality improvement that local health departments can implement utilizing the Shewhart Cycle of "Plan, Do, Check, and Act" and National Association of City and County Health Officials' Operational Definition of a Functional Health Department.

  6. Canada's Industry-University Co-Op Education Accreditation System and Its Inspiration for the Evaluation of China's Industry-University-Institute Cooperative Education

    Science.gov (United States)

    Qiubo, Yang; Shibin, Wang; Zha, Qiang

    2016-01-01

    The high degree of interest that higher education systems around the world have in employability has driven the profound development of industry-university cooperative education. Canada's industry-university co-op education system has served as a model for global cooperative education, and its accreditation system guarantees the high quality of…

  7. Building and implementing a security certification and accreditation program official (ISC)2 guide to the CAPCM CBK

    CERN Document Server

    Howard, Patrick D

    2004-01-01

    Building and Implementing a Security Certification and Accreditation Program: Official (ISC)2 Guide to the CAP CBK demonstrates the practicality and effectiveness of certification and accreditation (C&A) as a risk management methodology for IT systems in both public and private organizations. It provides security professionals with an overview of C&A components, enabling them to document the status of the security controls of their IT systems, and learn how to secure systems via standard, repeatable processes.  This book consists of four main sections. It begins with a description of what it

  8. Teaching and Understanding the Concept of Critical Thinking Skills within Michigan Accredited Associate Degree Dental Hygiene Programs

    Science.gov (United States)

    Beistle, Kimberly S.

    2012-01-01

    This study explores dental hygiene faculty's perceptions regarding the issues surrounding the concept of critical thinking skills integration within Michigan accredited associate degree dental hygiene programs. The primary research goals are to determine faculty understanding of the concept of critical thinking, identify personal and departmental…

  9. Promoting Social Equity, Diversity, and Inclusion through Accreditation: Comparing National and International Standards for Public Affairs Programs in Latin America

    Science.gov (United States)

    Rubaii, Nadia

    2016-01-01

    Purpose: This purpose of this study is to examine the extent to which accreditation of public affairs programs can be a tool to advance social equity, diversity, and inclusion. The paper is presented in the context of the widespread acceptance of the importance of addressing social inequalities in Latin America and the critical role that public…

  10. Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation

    Science.gov (United States)

    Tutwiler, Sandra Winn; deMarrais, Kathleen; Gabbard, David; Hyde, Andrea; Konkol, Pamela; Li, Huey-li; Medina, Yolanda; Rayle, Joseph; Swain, Amy

    2013-01-01

    This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and…

  11. Pathology Informatics Essentials for Residents: A flexible informatics curriculum linked to Accreditation Council for Graduate Medical Education milestones

    Science.gov (United States)

    Henricks, Walter H; Karcher, Donald S; Harrison, James H; Sinard, John H; Riben, Michael W; Boyer, Philip J; Plath, Sue; Thompson, Arlene; Pantanowitz, Liron

    2016-01-01

    Context: Recognition of the importance of informatics to the practice of pathology has surged. Training residents in pathology informatics have been a daunting task for most residency programs in the United States because faculty often lacks experience and training resources. Nevertheless, developing resident competence in informatics is essential for the future of pathology as a specialty. Objective: The objective of the study is to develop and deliver a pathology informatics curriculum and instructional framework that guides pathology residency programs in training residents in critical pathology informatics knowledge and skills and meets Accreditation Council for Graduate Medical Education Informatics Milestones. Design: The College of American Pathologists, Association of Pathology Chairs, and Association for Pathology Informatics formed a partnership and expert work group to identify critical pathology informatics training outcomes and to create a highly adaptable curriculum and instructional approach, supported by a multiyear change management strategy. Results: Pathology Informatics Essentials for Residents (PIER) is a rigorous approach for educating all pathology residents in important pathology informatics knowledge and skills. PIER includes an instructional resource guide and toolkit for incorporating informatics training into residency programs that vary in needs, size, settings, and resources. PIER is available at http://www.apcprods.org/PIER (accessed April 6, 2016). Conclusions: PIER is an important contribution to informatics training in pathology residency programs. PIER introduces pathology trainees to broadly useful informatics concepts and tools that are relevant to practice. PIER provides residency program directors with a means to implement a standardized informatics training curriculum, to adapt the approach to local program needs, and to evaluate resident performance and progress over time. PMID:27563486

  12. Development and evaluation of a pharmacogenomics educational program for pharmacists.

    Science.gov (United States)

    Formea, Christine M; Nicholson, Wayne T; McCullough, Kristen B; Berg, Kevin D; Berg, Melody L; Cunningham, Julie L; Merten, Julianna A; Ou, Narith N; Stollings, Joanna L

    2013-02-12

    Objectives. To evaluate hospital and outpatient pharmacists' pharmacogenomics knowledge before and 2 months after participating in a targeted, case-based pharmacogenomics continuing education program.Design. As part of a continuing education program accredited by the Accreditation Council for Pharmacy Education (ACPE), pharmacists were provided with a fundamental pharmacogenomics education program.Evaluation. An 11-question, multiple-choice, electronic survey instrument was distributed to 272 eligible pharmacists at a single campus of a large, academic healthcare system. Pharmacists improved their pharmacogenomics test scores by 0.7 questions (pretest average 46%; posttest average 53%, p=0.0003).Conclusions. Although pharmacists demonstrated improvement, overall retention of educational goals and objectives was marginal. These results suggest that the complex topic of pharmacogenomics requires a large educational effort in order to increase pharmacists' knowledge and comfort level with this emerging therapeutic opportunity.

  13. Development and Implementation of Cgcre Accreditation Program for Greenhouse Gas Verification Bodies

    International Nuclear Information System (INIS)

    Fermam, Ricardo Kropf Santos; De Queiroz, Andrea Barroso Melo Monteiro

    2016-01-01

    An organizational innovation is defined as the implementation of a new organizational method in the firm's business practices, organization of your workplace or in its external relations. This work illustrates a Cgcre innovation, by presentation of the development process of greenhouse gases verification body in Brazil according to the Brazilian accreditation body, the General Coordination for Accreditation (Cgcre). (paper)

  14. Is there any link between accreditation programs and the models of organizational excellence?

    Directory of Open Access Journals (Sweden)

    Fernando Tobal Berssaneti

    Full Text Available Abstract OBJECTIVE To evaluate whether accredited health organizations perform better management practices than non-accredited ones. METHOD The study was developed in two stages: a literature review, and a study of multiple cases in 12 healthcare organizations in the state of São Paulo, Brazil. It surveyed articles comparing hospital accreditation with the EFQM (European Foundation for Quality Management model of excellence in management. According to the pertinent literature, the accreditation model and the EFQM model are convergent and supplementary in some aspects. RESULTS With 99% confidence, one can say that there is evidence that accredited organizations scored better in the evaluation based on the EFQM model in comparison to non-accredited organizations. This result was also confirmed in the comparison of results between the categories Facilitators and Results in the EFQM model. CONCLUSION There is convergence between the accreditation model and the EFQM excellence model, suggesting that accreditation helps the healthcare sector to implement the best management practices already used by other business sectors.

  15. 77 FR 12848 - Medicare Program; Solicitation of Independent Accrediting Organizations To Participate in the...

    Science.gov (United States)

    2012-03-02

    ... provided in the ADDRESSES section of this notice, no later than 5 p.m. daylight savings time (d.s.t.) on... to the remaining accreditation organizations within a reasonable period of time. C. Application...) of the Act at any time prior to the formal notice of approval or denial is received. An accreditation...

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

    Science.gov (United States)

    Annabi, Carrie Amani; Wilkins, Stephen

    2016-01-01

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

  17. Accreditation Role of the National Universities Commission and the Quality of the Educational Inputs into Nigerian University System

    Science.gov (United States)

    Ibijola; Yinka, Elizabeth

    2014-01-01

    The Accreditation role of the National Universities Commission (NUC) and the quality of the educational inputs into Nigerian university system was investigated in this work, using a descriptive research of survey design. The population consisted of public Universities in South-West, Nigeria. The sample was made up of 300 subjects, consisting of 50…

  18. Report on survey in fiscal 2000. Survey on introduction of external accreditation system in engineer education (general); 2000 nendo chosa hokokusho. Gijutsusha kyoiku no gaibu ninteiseido donyu ni kansuru chosa (Zentai)

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2001-03-01

    In order to ensure international applicability of engineer education such as in universities and other organizations, and to improve the environment to supply human resources demanded by economic societies, trials and discussions were performed on the external accreditation system for engineer education such as in universities and other organizations. The current fiscal year has performed the trials of examination and accreditation at 19 universities and for 20 programs covering eight fields including chemistry, machinery, civil engineering, electrical, electronic, information communications, information processing, materials, resources and agricultural engineering. In performing the trials, the purpose and the basic policies were identified, the guidebook for actual examinations was prepared, and the program check book and the trial examination report were also compiled. Two assembly training meetings were held to train about 130 examiners, of which 65 examiner chiefs and examiners have participated in the trials for 20 schools to work for the examination. As a result of the trials, the training was found capable of having served for improvement of the engineer education program in high-level education institutions, and improvement of the accreditation criteria and examination methods to establish the external accreditation system. (NEDO)

  19. Report on survey in fiscal 2000. Survey on introduction of external accreditation system in engineer education (civil engineering); 2000 nendo chosa hokokusho. Gijutsusha kyoiku no gaibu ninteiseido donyu ni kansuru chosa (Doboku)

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2001-03-01

    In order to ensure international applicability of engineer education such as in universities and other organizations, and to improve the environment to supply human resources demanded by economic societies, surveys and discussions were given on the external accreditation system for engineer education such as in universities and other organizations. In the field of civil engineering, a special sub-committee was organized, and in advance to a trial examination, surveys and discussions were executed by participating in the actual examination of the engineer educational program at the engineering department of Auckland University, and by participating in the ABET trial examination by the civil engineering department of Kansas State University and the engineering department of Stanford University in the U.S.A. The trial examination was performed upon selecting the engineer educational programs of the civil engineering department of Kinki University and Tottori University. This paper describes the fundamental policies on the educational program examination work for the field of civil engineering, the self-assessment under the educational program, the direction of engineering qualification and educational accreditation, the fundamental concept of examination and accreditation and evaluation process, the works done by the civil engineering section of the science and engineering department of Kinki University, and the works done by the civil engineering section of the engineering department of Tottori University. (NEDO)

  20. Methods used by accredited dental specialty programs to advertise faculty positions: results of a national survey.

    Science.gov (United States)

    Ballard, Richard W; Hagan, Joseph L; Armbruster, Paul C; Gallo, John R

    2011-01-01

    The various reasons for the current and projected shortages of dental faculty members in the United States have received much attention. Dental school deans have reported that the top three factors impacting their ability to fill faculty positions are meeting the requirements of the position, lack of response to position announcement, and salary/budget limitations. An electronic survey sent to program directors of specialty programs at all accredited U.S. dental schools inquired about the number of vacant positions, advertised vacant positions, reasons for not advertising, selection of advertising medium, results of advertising, and assistance from professional dental organizations. A total of seventy-three permanently funded full-time faculty positions were reported vacant, with 89.0 percent of these positions having been advertised in nationally recognized professional journals and newsletters. Networking or word-of-mouth was reported as the most successful method for advertising. The majority of those responding reported that professional dental organizations did not help with filling vacant faculty positions, but that they would utilize the American Dental Association's website or their specialty organization's website to post faculty positions if they were easy to use and update.

  1. Is Gerontology Ready for Accreditation?

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Wixom, Micah Ann

    2014-01-01

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

  3. Is accredited social health activists' basic oral health knowledge appropriate in educating rural Indian population?

    Directory of Open Access Journals (Sweden)

    Narayana Rao Vinnakota

    2017-01-01

    Full Text Available Introduction: Accredited social health activists (ASHAs are the grassroot level health activists in the community who are involved in health education and community mobilization toward utilizing the health services. Materials and Methods: A descriptive cross-sectional study was carried out to assess the oral health knowledge among ASHAs working in Guntur district of Andhra Pradesh, India. Five Primary Health Centers were randomly selected, and the total sample was 275. Categorical data were analyzed using Chi-square test. P ≤ 0.05 was considered to be statistically significant. Results: The mean age was 32 ± 5.11 years and mean education was 9 ± 1.329 years of schooling. ASHAs were categorized into two groups based on their education levels, i.e., Group I whose education qualification is <10th class and Group II whose education qualification is above 10th class to observe any difference in knowledge based on their education. Overall knowledge among ASHAs was poor and also it was observed that both the groups were having poor knowledge regarding dental caries, calculus, dental plaque, oral cancer, and change of tooth brush. About 69.5% of the ASHAs were approached by public with dental problems, but only a few, i.e., 15.8% have referred the patients to the nearby dentist. Conclusion: As we know that most of the dental diseases are preventable, there is a dire need that ASHAs should be thoroughly educated in the aspects of oral health and diseases during their training period. This not only helps in creating awareness among them but also serves the ultimate purpose of improving the oral health of rural population.

  4. A Content Analysis of Problematic Behavior in Counselor Education Programs

    Science.gov (United States)

    Brown, Maranda

    2013-01-01

    Counselor education programs are 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; Rust, Raskin, & Hill,…

  5. Is gerontology ready for accreditation?

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  7. External quality assessment programs in the context of ISO 15189 accreditation.

    Science.gov (United States)

    Sciacovelli, Laura; Secchiero, Sandra; Padoan, Andrea; Plebani, Mario

    2018-05-23

    Effective management of clinical laboratories participating in external quality assessment schemes (EQAS) is of fundamental importance in ensuring reliable analytical results. The International Standard ISO 15189:2012 requires participation in interlaboratory comparison [e.g. external quality assessment (EQA)] for all tests provided by an individual laboratory. If EQAS is not commercially available, alternative approaches should be identified, although clinical laboratories may find it challenging to choose the EQAS that comply with the international standards and approved guidelines. Great competence is therefore required, as well as knowledge of the characteristics and key elements affecting the reliability of an EQAS, and the analytical quality specifications stated in approved documents. Another skill of fundamental importance is the ability to identify an alternative approach when the available EQAS are inadequate or missing. Yet the choice of the right EQA program alone does not guarantee its effectiveness. In fact, the fundamental steps of analysis of the information provided in EQA reports and the ability to identify improvement actions to be undertaken call for the involvement of all laboratory staff playing a role in the specific activity. The aim of this paper was to describe the critical aspects that EQA providers and laboratory professionals should control in order to guarantee effective EQAS management and compliance with ISO 15189 accreditation requirements.

  8. Dose calculation algorithm for the Department of Energy Laboratory Accreditation Program

    International Nuclear Information System (INIS)

    Moscovitch, M.; Tawil, R.A.; Thompson, D.; Rhea, T.A.

    1991-01-01

    The dose calculation algorithm for a symmetric four-element LiF:Mg,Ti based thermoluminescent dosimeter is presented. The algorithm is based on the parameterization of the response of the dosimeter when exposed to both pure and mixed fields of various types and compositions. The experimental results were then used to develop the algorithm as a series of empirical response functions. Experiments to determine the response of the dosimeter and to test the dose calculation algorithm were performed according to the standard established by the Department of Energy Laboratory Accreditation Program (DOELAP). The test radiation fields include: 137 Cs gamma rays, 90 Sr/ 90 Y and 204 Tl beta particles, low energy photons of 20-120 keV and moderated 252 Cf neutron fields. The accuracy of the system has been demonstrated in an official DOELAP blind test conducted at Sandia National Laboratory. The test results were well within DOELAP tolerance limits. The results of this test are presented and discussed

  9. A Study of the FEPAC Accredited Graduate Forensic Science Programs' Curricula

    Science.gov (United States)

    Rushton, Catherine Genice

    2016-01-01

    The National Institute of Justice (1999) and the National Academy of Sciences (2009) recommended that forensic science training shift from on-the-job training to formal education; however, the reports cited inconsistencies in the curricula of the forensic science degree programs as an impediment to this. The Forensic Science Education Programs…

  10. The Accreditation Council for Graduate Medical Education resident duty hour new standards: history, changes, and impact on staffing of intensive care units.

    Science.gov (United States)

    Pastores, Stephen M; O'Connor, Michael F; Kleinpell, Ruth M; Napolitano, Lena; Ward, Nicholas; Bailey, Heatherlee; Mollenkopf, Fred P; Coopersmith, Craig M

    2011-11-01

    The Accreditation Council for Graduate Medical Education recently released new standards for supervision and duty hours for residency programs. These new standards, which will affect over 100,000 residents, take effect in July 2011. In response to these new guidelines, the Society of Critical Care Medicine convened a task force to develop a white paper on the impact of changes in resident duty hours on the critical care workforce and staffing of intensive care units. A multidisciplinary group of professionals with expertise in critical care education and clinical practice. Relevant medical literature was accessed through a systematic MEDLINE search and by requesting references from all task force members. Material published by the Accreditation Council for Graduate Medical Education and other specialty organizations was also reviewed. Collaboratively and iteratively, the task force corresponded by electronic mail and held several conference calls to finalize this report. The new rules mandate that all first-year residents work no more than 16 hrs continuously, preserving the 80-hr limit on the resident workweek and 10-hr period between duty periods. More senior trainees may work a maximum of 24 hrs continuously, with an additional 4 hrs permitted for handoffs. Strategic napping is strongly suggested for trainees working longer shifts. Compliance with the new Accreditation Council for Graduate Medical Education duty-hour standards will compel workflow restructuring in intensive care units, which depend on residents to provide a substantial portion of care. Potential solutions include expanded utilization of nurse practitioners and physician assistants, telemedicine, offering critical care training positions to emergency medicine residents, and partnerships with hospitalists. Additional research will be necessary to evaluate the impact of the new standards on patient safety, continuity of care, resident learning, and staffing in the intensive care unit.

  11. Validity of Simulation-Based Assessment for Accreditation Council for Graduate Medical Education Milestone Achievement.

    Science.gov (United States)

    Isaak, Robert S; Chen, Fei; Martinelli, Susan M; Arora, Harendra; Zvara, David A; Hobbs, Gene; Stiegler, Marjorie P

    2018-01-25

    The Accreditation Council for Graduate Medical Education requires biannual evaluation of anesthesiology residents on 25 subcompetency milestones. Some milestone domains are particularly challenging to repeatedly and reliably observe during clinical care. Simulation-Based Milestones Assessment (SBMA) may help overcome these challenges. However, few studies have examined the external validation of simulation assessment scores (ie, the relationships between simulation-based assessment scores and other standard measures of ability) for milestones. This study analyzed whether SBMA scores (1) discriminate by postgraduate year, (2) improve over time, and (3) correlate with traditional measures of performance. This is a retrospective analysis of 55 residents' SBMA data from 30 scenarios for two academic years. Each scenario was evaluated for time-in-training discrimination. Scenarios were then analyzed for SBMA scoring trends over time, and SBMA scores were compared with residents' clinical evaluations. Twenty-four SBMA scenarios discriminated by postgraduate year. Repeated measure analysis of variance showed statistically significant between-session score improvements (F (3, 54) = 17.79, P Medical Education milestone competencies.

  12. The pathology milestones and the next accreditation system.

    Science.gov (United States)

    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.

  13. Commission for the Accreditation of Birth Centers

    Science.gov (United States)

    ... Learning Login: Commissioners Birth Centers CABC Learning Place Home Accredited Birth Centers Find CABC Accredited Birth Centers What does ... In the Pursuit of Excellence You are here: Home In the ... for the Accreditation of Birth Centers (CABC) provides support, education, and accreditation to ...

  14. Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

    Science.gov (United States)

    Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

    2016-01-01

    Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Knowledge of ACGME core competencies. Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1-10 vs > 10), and number of rotations taught per year (1-6 vs 7-12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10-12 rotations per year) were more likely to provide competency-based teaching. Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies.

  15. Applying accreditation standards in a self-evaluation process: The experience of Educational Development Center of Tehran University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    A Mirzazadeh

    2016-03-01

    Full Text Available Introduction: Educational Development Centers (EDCs, as the coordinator in education development in Medical Sciences universities, in order to improve their quality should evaluate their activities. In spite of remarkable performance of Tehran University of Medical Sciences (TUMS EDC in previous national rankings, but it faces many challenges and problems. This paper provided the process, results and lessons learned from a self-evaluation experience conducted at TUMS EDC based on accreditation standards. Method: The present study is an Institutional self-evaluation study based on the national accreditation standards of EDCs (2012. Data were gathered using an open-ended questionnaire developed on the basis of the SWOT format. A directional content analysis applied to analyze the data. Results: In total, 84 point of strengths, 87 weaknesses, 15 opportunities, 24 threats and also 99 recommendations for quality improvement were reported. The most important strengths of the center were the existence of an established mechanism regarding research process in education and scholarship of education, holding various faculty development courses and training standardized patient. The most important weaknesses were the lack of specified procedures in some areas such as monitoring the planning and reviewing of educational programs in the field of educational programs and evaluation of empowerment courses. Conclusion: The present evaluation results will be useful in directing future policies of TUMS EDC such as revising its strategic planning. We hope that the current experience can be helpful for administrators in EDCs in the Ministry of Health and Medical Education and also other Medical Sciences Universities.

  16. PAEA Accreditation Task Force Briefing Paper: Moving Toward Profession-Defined, Outcomes-Based Accreditation.

    Science.gov (United States)

    Bondy, Mary Jo; Fletcher, Sara; Lane, Steven

    2017-12-01

    In anticipation of a revision to the Standards for Accreditation, the Phyisician Assistant Education Association (PAEA) charged a small task force to develop a strategy for engaging its members in the revision process. Rather than focusing on the current Standards, the task force members recommend a backward design approach to determine the desired outcomes of a successful revision to the Standards. Ultimately, the group believes that shifting to a profession-defined, outcomes-based model for accreditation will allow for greater innovation in physician assistant education and reduce the strain on programs facing resource limitations, particularly clinical site shortages. Task force members value accreditation and urge a paradigm shift in the Standards revision process to focus on meaningful educational outcomes that lead to enhanced program quality and patient safety.

  17. Standards of Quality: Accreditation Guidelines Redesigned

    Science.gov (United States)

    Forsythe, Hazel; Andrews, Frances; Stanley, M. Sue; Anderson, Carol L.

    2011-01-01

    To ensure optimal standards for AAFCS program accreditation, the Council for Accreditation (CFA) conducted a review and revision of the "2001 AAFCS Standards for Accreditation." The CFA took a three-pronged approach including (a) a review of academic accreditations that had relationships to the FCS disciplines, (b) concept, content, and process…

  18. The electronic residency application service application can predict accreditation council for graduate medical education competency-based surgical resident performance.

    Science.gov (United States)

    Tolan, Amy M; Kaji, Amy H; Quach, Chi; Hines, O Joe; de Virgilio, Christian

    2010-01-01

    Program directors often struggle to determine which factors in the Electronic Residency Application Service (ERAS) application are important in the residency selection process. With the establishment of the Accreditation Council for Graduate Medical Education (ACGME) competencies, it would be important to know whether information available in the ERAS application can predict subsequent competency-based performance of general surgery residents. This study is a retrospective correlation of data points found in the ERAS application with core competency-based clinical rotation evaluations. ACGME competency-based evaluations as well as technical skills assessment from all rotations during residency were collected. The overall competency score was defined as an average of all 6 competencies and technical skills. A total of77 residents from two (one university and one community based university-affiliate) general surgery residency programs were included in the analysis. Receiving honors for many of the third year clerkships and AOA membership were associated with a number of the individual competencies. USMLE scores were predictive only of Medical Knowledge (p = 0.004). Factors associated with higher overall competency were female gender (p = 0.02), AOA (p = 0.06), overall number of honors received (p = 0.04), and honors in Ob/Gyn (p = 0.03) and Pediatrics (p = 0.05). Multivariable analysis showed honors in Ob/Gyn, female gender, older age, and total number of honors to be predictive of a number of individual core competencies. USMLE scores were only predictive of Medical Knowledge. The ERAS application is useful for predicting subsequent competency based performance in surgical residents. Receiving honors in the surgery clerkship, which has traditionally carried weight when evaluating a potential surgery resident, may not be as strong a predictor of future success. Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights

  19. Is there any link between accreditation programs and the models of organizational excellence?

    Science.gov (United States)

    Berssaneti, Fernando Tobal; Saut, Ana Maria; Barakat, Májida Farid; Calarge, Felipe Araujo

    2016-01-01

    To evaluate whether accredited health organizations perform better management practices than non-accredited ones. The study was developed in two stages: a literature review, and a study of multiple cases in 12 healthcare organizations in the state of São Paulo, Brazil. It surveyed articles comparing hospital accreditation with the EFQM (European Foundation for Quality Management) model of excellence in management. According to the pertinent literature, the accreditation model and the EFQM model are convergent and supplementary in some aspects. With 99% confidence, one can say that there is evidence that accredited organizations scored better in the evaluation based on the EFQM model in comparison to non-accredited organizations. This result was also confirmed in the comparison of results between the categories Facilitators and Results in the EFQM model. There is convergence between the accreditation model and the EFQM excellence model, suggesting that accreditation helps the healthcare sector to implement the best management practices already used by other business sectors. Avaliar se as organizações de saúde acreditadas possuem melhores práticas de gestão do que as não acreditadas. A pesquisa foi dividida em duas etapas: revisão da literatura e estudo de casos múltiplos com 12 organizações de saúde, localizadas no estado de São Paulo ‒ Brasil. Foram pesquisados artigos que comparavam a acreditação hospitalar com o modelo de excelência em gestão da EFQM (European Foundation for Quality Management), sendo que a literatura pertinente considera que o modelo de acreditação e o modelo da EFQM são convergentes e, ao mesmo tempo, complementares em determinados aspectos. Com 99% de confiança, pode-se afirmar que há evidência de que as organizações com acreditação obtiveram uma pontuação maior na avaliação baseada no modelo EFQM comparativamente às organizações não acreditadas. Este resultado também se confirmou na comparação dos

  20. The Value of Assessment and Accreditation for Hospitality and Tourism Graduate Education

    Science.gov (United States)

    Roberson, Richard D., Jr.

    2010-01-01

    Graduate education in hospitality is a growing field with a number of different approaches and philosophies which inform the decisions and directions put forth by program administrators. A case study explains the methods and justifications used by one institution to conduct a self assessment to assure high quality graduate hospitality education.…

  1. Holding Tight or at Arm's Length: How Higher Education Regional Accrediting Bodies Address PLA. Research Brief

    Science.gov (United States)

    Council for Adult and Experiential Learning, 2014

    2014-01-01

    Prior learning assessment (PLA) is the term used for the various ways in which higher education institutions and other organizations assess an individual's learning for the purposes of granting college credit, certification, or advanced standing in a postsecondary education program. In recent years, there has been growing interest in PLA from…

  2. Current status of core and advanced adult gastrointestinal endoscopy training in Canada: Survey of existing accredited programs.

    Science.gov (United States)

    Xiong, Xin; Barkun, Alan N; Waschke, Kevin; Martel, Myriam

    2013-01-01

    To determine the current status of core and advanced adult gastroenterology training in Canada. A survey consisting of 20 questions pertaining to core and advanced endoscopy training was circulated to 14 accredited adult gastroenterology residency program directors. For continuous variables, median and range were analyzed; for categorical variables, percentage and associated 95% CIs were analyzed. All 14 programs responded to the survey. The median number of core trainees was six (range four to 16). The median (range) procedural volumes for gastroscopy, colonoscopy, percutaneous endoscopic gastrostomy and sigmoidoscopy, respectively, were 400 (150 to 1000), 325 (200 to 1500), 15 (zero to 250) and 60 (25 to 300). Eleven of 13 (84.6%) programs used endoscopy simulators in their curriculum. Eight of 14 programs (57%) provided a structured advanced endoscopy training fellowship. The majority (88%) offered training of combined endoscopic retrograde cholangiopancreatography (ERCP) and endoscopic ultrasonography. The median number of positions offered yearly for advanced endoscopy fellowship was one (range one to three). The median (range) procedural volumes for ERCP, endoscopic ultrasonography and endoscopic mucosal resection, respectively, were 325 (200 to 750), 250 (80 to 400) and 20 (10 to 63). None of the current programs offered training in endoscopic submucosal dissection or natural orifice transluminal endoscopic surgery. Most accredited adult Canadian gastroenterology programs met the minimal procedural requirements recommended by the Canadian Association of Gastroenterology during core training. However, a more heterogeneous experience has been observed for advanced training. Additional studies would be required to validate and standardize evaluation tools used during gastroenterology curricula.

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

    Science.gov (United States)

    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.

  4. The Environment for Professional Interaction and Relevant Practical Experience in AACSB-Accredited Accounting Programs.

    Science.gov (United States)

    Arlinghaus, Barry P.

    2002-01-01

    Responses from 276 of 1,128 faculty at Association to Advance Collegiate Schools of Business-accredited schools indicated that 231 were certified; only 96 served in professional associations; large numbers received financial support for professional activities, but only small numbers felt involvement or relevant experience (which are required for…

  5. Comparison of Onsite Versus Online Chart Reviews as Part of the American College of Radiation Oncology Accreditation Program.

    Science.gov (United States)

    Hepel, Jaroslaw T; Heron, Dwight E; Mundt, Arno J; Yashar, Catheryn; Feigenberg, Steven; Koltis, Gordon; Regine, William F; Prasad, Dheerendra; Patel, Shilpen; Sharma, Navesh; Hebert, Mary; Wallis, Norman; Kuettel, Michael

    2017-05-01

    Accreditation based on peer review of professional standards of care is essential in ensuring quality and safety in administration of radiation therapy. Traditionally, medical chart reviews have been performed by a physical onsite visit. The American College of Radiation Oncology Accreditation Program has remodeled its process whereby electronic charts are reviewed remotely. Twenty-eight radiation oncology practices undergoing accreditation had three charts per practice undergo both onsite and online review. Onsite review was performed by a single reviewer for each practice. Online review consisted of one or more disease site-specific reviewers for each practice. Onsite and online reviews were blinded and scored on a 100-point scale on the basis of 20 categories. A score of less than 75 was failing, and a score of 75 to 79 was marginal. Any failed charts underwent rereview by a disease site team leader. Eighty-four charts underwent both onsite and online review. The mean scores were 86.0 and 86.9 points for charts reviewed onsite and online, respectively. Comparison of onsite and online reviews revealed no statistical difference in chart scores ( P = .43). Of charts reviewed, 21% had a marginal (n = 8) or failing (n = 10) score. There was no difference in failing charts ( P = .48) or combined marginal and failing charts ( P = .13) comparing onsite and online reviews. The American College of Radiation Oncology accreditation process of online chart review results in comparable review scores and rate of failing scores compared with traditional on-site review. However, the modern online process holds less potential for bias by using multiple reviewers per practice and allows for greater oversight via disease site team leader rereview.

  6. 34 CFR 602.28 - Regard for decisions of States and other accrediting agencies.

    Science.gov (United States)

    2010-07-01

    ... applicable State law to provide a program of education beyond the secondary level. (b) Except as provided in paragraph (c) of this section, the agency may not grant initial or renewed accreditation or preaccreditation... standards, why the action of the other body does not preclude the agency's grant of accreditation or...

  7. From Evaluation to Accreditation

    DEFF Research Database (Denmark)

    Rasmussen, Palle

    Quality was introduced as political priority in Danish higher education during the 1980ties, associated with new public management as well as with new liberalism and conservatism. As a political goal the concept of quality has a paradoxical character because it does not lay out any definite course...... of education programmes has been introduced, also in the form of a national agency with the mission of accrediting all higher education programmes. The paper discusses reasons for and problems in this approach, and the more general social functions of quality assessment and accreditation....

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

    Science.gov (United States)

    Ebbinghouse, Carol

    1999-01-01

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

  9. Education programs catalog

    Energy Technology Data Exchange (ETDEWEB)

    1994-05-01

    Since its formation in 1977, US DOE has been authorized to support education programs that help ensure an adequate supply of scientists, engineers, and technicians for energy-related research, production activities, and technology transfer. A national conference in 1989 produced a clear vision of the important role that DOE, its facilities, and its 169,000 Federal and contract employees can play in the educational life of their communities and the Nation. Many of the programs listed in this catalog are the result of this new vision; others have existed for many years. Purpose of this catalog is to make all DOE education efforts more widely known so that more teachers, students, and others can benefit. Supporting the hundreds of education programs (precollege, undergraduate, graduate, public) is the network of DOE national laboratories, technology centers, and other research facilities. Brief descriptions of each facility, its programs, and contact information for its education personnel are included.

  10. Quality assurance in the measurement of internal radioactive contamination and dose assessment and the United States Department of Energy Laboratory Accreditation Program

    International Nuclear Information System (INIS)

    Bhatt, Anita

    2016-01-01

    The Quality Assurance for analytical measurement of internal radioactive contamination and dose assessment in the United States (US) is achieved through the US Department of Energy (DOE) Laboratory Accreditation Program (DOELAP) for both Dosimetry and Radio bioassay laboratories for approximately 150,000 radiation workers. This presentation will explain the link between Quality Assurance and the DOELAP Accreditation process. DOELAP is a DOE complex-wide safety program that ensures the quality of worker radiation protection programs. DOELAP tests the ability of laboratories to accurately measure and quantify radiation dose to workers and assures the laboratories quality systems are capable of defending and sustaining their measurement results. The United States Law in Title 10 of the Code of Federal Regulations 835 requires that personnel Dosimetry and Radio bioassay programs be tested and accredited

  11. Professional Re-Accreditation: Constructing Educational Policy for Career-Long Teacher Professional Learning

    Science.gov (United States)

    Watson, Cate; Fox, Alison

    2015-01-01

    Competence as a measure of "fitness to practice" and its evaluation through mechanisms of personal performance review, has led to the introduction of systems in a number of professions which link appraisal to the maintenance of professional registration (variously referred to as re-validation, re-certification, re-accreditation, etc.).…

  12. Translating Quality in Higher Education: US Approaches to Accreditation of Institutions from around the World

    Science.gov (United States)

    Blanco Ramírez, Gerardo

    2015-01-01

    This article reports on findings from a sociolinguistic qualitative study exploring inter-discursive relations manifested in the approaches and strategies that regional accrediting agencies in the United States utilise when recognising foreign universities. Even as most countries have developed national quality assurance systems and whilst…

  13. A suitability study of the fission product phantom and the bottle manikin absorption phantom for calibration of in vivo bioassay equipment for the DOELAP accreditation testing program

    International Nuclear Information System (INIS)

    Olsen, P.C.; Lynch, T.P.

    1991-08-01

    Pacific Northwest laboratory (PNL) conducted an intercomparison study of the Fission Product phantom and the bottle manikin absorption (BOMAB) phantom for the US Department of Energy (DOE) to determine the consistency of calibration response of the two phantoms and their suitability for certification and use under a planned bioassay laboratory accreditation program. The study was initiated to determine calibration factors for both types of phantoms and to evaluate the suitability of their use in DOE Laboratory Accreditation Program (DOELAP) round-robin testing. The BOMAB was found to be more appropriate for the DOELAP testing program. 9 refs., 9 figs., 9 tabs

  14. Evaluating Coding Accuracy in General Surgery Residents' Accreditation Council for Graduate Medical Education Procedural Case Logs.

    Science.gov (United States)

    Balla, Fadi; Garwe, Tabitha; Motghare, Prasenjeet; Stamile, Tessa; Kim, Jennifer; Mahnken, Heidi; Lees, Jason

    The Accreditation Council for Graduate Medical Education (ACGME) case log captures resident operative experience based on Current Procedural Terminology (CPT) codes and is used to track operative experience during residency. With increasing emphasis on resident operative experiences, coding is more important than ever. It has been shown in other surgical specialties at similar institutions that the residents' ACGME case log may not accurately reflect their operative experience. What barriers may influence this remains unclear. As the only objective measure of resident operative experience, an accurate case log is paramount in representing one's operative experience. This study aims to determine the accuracy of procedural coding by general surgical residents at a single institution. Data were collected from 2 consecutive graduating classes of surgical residents' ACGME case logs from 2008 to 2014. A total of 5799 entries from 7 residents were collected. The CPT codes entered by residents were compared to departmental billing records submitted by the attending surgeon for each procedure. Assigned CPT codes by institutional American Academy of Professional Coders certified abstract coders were considered the "gold standard." A total of 4356 (75.12%) of 5799 entries were identified in billing records. Excel 2010 and SAS 9.3 were used for analysis. In the event of multiple codes for the same patient, any match between resident codes and billing record codes was considered a "correct" entry. A 4-question survey was distributed to all current general surgical residents at our institution for feedback on coding habits, limitations to accurate coding, and opinions on ACGME case log representation of their operative experience. All 7 residents had a low percentage of correctly entered CPT codes. The overall accuracy proportion for all residents was 52.82% (range: 43.32%-60.07%). Only 1 resident showed significant improvement in accuracy during his/her training (p = 0

  15. National Diabetes Education Program

    Science.gov (United States)

    ... Living Tips About WIN NIDDK Information Clearinghouses National Diabetes Education Program Together with more than 200 partners ... type 2 diabetes. Learn more about NDEP . National Diabetes Month You are the center of your diabetes ...

  16. Photovoltaic module certification/laboratory accreditation criteria development: Implementation handbook

    Energy Technology Data Exchange (ETDEWEB)

    Osterwald, C.R. [National Renewable Energy Laboratory, Golden, CO (United States); Hammond, R.L.; Wood, B.D.; Backus, C.E.; Sears, R.L. [Arizona State Univ., Tempe, AZ (United States); Zerlaut, G.A. [SC-International, Inc., Tempe, AZ (United States); D`Aiello, R.V. [RD Associates, Tempe, AZ (United States)

    1996-08-01

    This document covers the second phase of a two-part program. Phase I provided an overview of the structure and function of typical product certification/laboratory accreditation programs. This report (Phase H) provides most of the draft documents that will be necessary for the implementation of a photovoltaic (PV) module certification/laboratory accreditation program. These include organizational documents such as articles of incorporation, bylaws, and rules of procedure, as well as marketing and educational program documents. In Phase I, a 30-member criteria development committee was established to guide, review and reach a majority consensus regarding criteria for a PV certification/laboratory accreditation program. Committee members represented PV manufacturers, end users, standards and codes organizations, and testing laboratories. A similar committee was established for Phase II; the criteria implementation committee consisted of 29 members. Twenty-one of the Phase I committee members also served on the Phase II committee, which helped to provide program continuity during Phase II.

  17. Survey of animal welfare, animal behavior, and animal ethics courses in the curricula of AVMA Council on Education-accredited veterinary colleges and schools.

    Science.gov (United States)

    Shivley, Chelsey B; Garry, Franklyn B; Kogan, Lori R; Grandin, Temple

    2016-05-15

    OBJECTIVE To explore the extent to which veterinary colleges and schools accredited by the AVMA Council on Education (COE) have incorporated specific courses related to animal welfare, behavior, and ethics. DESIGN Survey and curriculum review. SAMPLE All 49 AVMA COE-accredited veterinary colleges and schools (institutions). PROCEDURES The study consisted of 2 parts. In part 1, a survey regarding animal welfare, behavior, and ethics was emailed to the associate dean of academic affairs at all 49 AVMA COE-accredited institutions. In part 2, the curricula for the 30 AVMA COE-accredited institutions in the United States were reviewed for courses on animal behavior, ethics, and welfare. RESULTS Seventeen of 49 (35%) institutions responded to the survey of part 1, of which 10 offered a formal animal welfare course, 9 offered a formal animal behavior course, 8 offered a formal animal ethics course, and 5 offered a combined animal welfare, behavior, and ethics course. The frequency with which courses on animal welfare, behavior, and ethics were offered differed between international and US institutions. Review of the curricula for the 30 AVMA COE-accredited US institutions revealed that 6 offered a formal course on animal welfare, 22 offered a formal course on animal behavior, and 18 offered a formal course on animal ethics. CONCLUSIONS AND CLINICAL RELEVANCE Results suggested that AVMA COE-accredited institutions need to provide more formal education on animal welfare, behavior, and ethics so veterinarians can be advocates for animals and assist with behavioral challenges.

  18. Academic medicine change management: the power of the liaison committee on medical education accreditation process.

    Science.gov (United States)

    Chandran, Latha; Fleit, Howard B; Shroyer, A Laurie

    2013-09-01

    Stony Brook University School of Medicine (SBU SOM) used a Liaison Committee on Medical Education (LCME) site visit to design a change management approach that engaged students, revitalized faculty, and enabled significant, positive institutional transformation while flexibly responding to concurrent leadership transitions. This "from-the-trenches" description of novel LCME site-visit-related processes may provide an educational program quality improvement template for other U.S. medical schools. The SBU SOM site visit processes were proactively organized within five phases: (1) planning (4 months), (2) data gathering (12 months), (3) documentation (6 months), (4) visit readiness (2 months), and (5) visit follow-up (16 months). The authors explain the key activities associated with each phase.The SBU SOM internal leadership team designed new LCME-driven educational performance reports to identify challenging aspects of the educational program (e.g., timeliness of grades submitted, midcourse feedback completeness, clerkship grading variability across affiliate sites, learning environment or student mistreatment incidents). This LCME process increased institutional awareness, identified the school's LCME vulnerabilities, organized corrective actions, engaged key stakeholders in communication, ensured leadership buy-in, and monitored successes. The authors' strategies for success included establishing a strong internal LCME leadership team, proactively setting deadlines for all phases of the LCME process, assessing and communicating vulnerabilities and action plans, building multidisciplinary working groups, leveraging information technology, educating key stakeholders through meetings, retreats, and consultants, and conducting a mock site visit. The urgency associated with an impending high-stakes LCME site visit can facilitate positive, local, educational program quality improvement.

  19. Law-Based Degree Programs in Business and Their Departments: What's in a Name? (A Comprehensive Study of Undergraduate Law-Based Degrees in AACSB-Accredited Universities)

    Science.gov (United States)

    Miller, Carol J.; Crain, Susan J.

    2007-01-01

    This study examines undergraduate law-based degree programs in the 404 U.S. universities with undergraduate degrees in business that had Association to Advance Collegiate Schools of Business (AACSB) accreditation in 2005. University Web sites were used to identify and compare law-based undergraduate programs inside business to law-related programs…

  20. NREL's Education Center Programs | NREL

    Science.gov (United States)

    NREL's Education Center Programs NREL's Education Center Programs There are a variety of educational programs offered through NREL's education center to inspire our community to explore the science neighbors, campus and trail maps, and more. A photo of the NREL Education Center exterior. Programs for

  1. The contested space: The impact of competency-based education and accreditation on dietetic practice in Australia.

    Science.gov (United States)

    Ash, Susan; Palermo, Claire; Gallegos, Danielle

    2018-05-06

    Competency-based Education (CBE) has underpinned the education of dietitians in Australia since the first Competency Standards (CS) were published; however, little is known about how CBE has influenced dietetic practice. The aim of this paper is to explore how a CBE framework and the CS have influenced dietetic practice in Australia since 1990. A qualitative investigation explored concepts of dietetic practice. Data analysed were original interviews previously undertaken with recent graduate dietitians during 1991 (n = 26), 1998 (n = 23) and 2007 (n = 19) and seven guided discussions with dietitians and employers (n = 28) conducted in 2014 to identify themes. The DAA Competency Standards and Accreditation Manuals/Standards since 1990 were also analysed to triangulate the interview data and to investigate how the CS were interpreted. Themes identified from interviews included: (i) communicating for better care, (ii) scientific enquiry for effective practice, (iii) critical thinking and evidence-based practice and (iv) professionalism, which remained core to dietetic practice over time, but leadership, advocacy, business management and entrepreneurial skills have emerged more strongly as the scope of practice has diversified. The landscape in which dietitians' practice showed increasing complexity and clear boundaries separating professional roles were disappearing. The 2015 CS and the 2017 Accreditation Standards highlighted that competency remains a shifting construct and that professional behaviours change depending on economic and political reasons in the play of power. Accreditation policy and current standards have successfully maintained a standard of dietetic practice across a diverse country but have the potential to constrain innovation. © 2018 Dietitians Association of Australia.

  2. Youth Education - Programs / Projects

    OpenAIRE

    2004-01-01

    Christine Bozak: 4-H Steers that Work. Rebecca Brooks: Relationship Skills Education. Travis Burke: Defining Competency in the 4-H Professional’s Job. Holly L. Hays Butler: 4-H at the Indiana School for the Deaf . Kevin D. Chilek: Quality Assurance Program for Youth Livestock Exhibitors. Graham Cochran: Lessons from an Innovative Urban Youth Education Center. Steve Cramer: Use Activities Fun and Humor to Teach Character Education. Annette Devitt: Life on the Farm Project. Janet Edwards: Emot...

  3. Sleep technologists educational needs assessment: a survey of polysomnography, electroneurodiagnostic technology, and respiratory therapy education program directors.

    Science.gov (United States)

    Wells, Mary Ellen; Vaughn, Bradley V

    2013-10-15

    In this study, we assessed the community and educational needs for sleep technologists by surveying program directors of nationally accredited polysomnography, electroneurodiagnostic technology, and respiratory care educational programs. Currently, little is known about our educational capacity and the need for advanced degrees for sleep medicine technical support. A questionnaire was developed about current and future community and educational needs for sleep technologists. The questionnaire was sent to directors of CAAHEP-accredited polysomnography and electroneurodiagnostic technology programs (associate degree and certificate programs), and directors of CoARC-accredited respiratory therapy associate degree and bachelor degree programs (n = 358). Qualitative and quantitative data were collected via an internet survey tool. Data analysis was conducted with the IBM SPSS statistical package and included calculating means and standard deviations of the frequency of responses. Qualitative data was analyzed and classified based on emerging themes. One hundred seven of 408 program directors completed the survey. Seventy-four percent agreed that demand for qualified sleep technologists will increase, yet 50% of those surveyed believe there are not enough educational programs to meet the demand. Seventy-eight percent of those surveyed agreed that the educational requirements for sleep technologists will soon increase; 79% of those surveyed believe sleep centers have a need for technologists with advanced training or specialization. Our study shows educators of associate and certificate degree programs believe there is a need for a bachelor's degree in sleep science and technology.

  4. Measuring Student Transformation in Entrepreneurship Education Programs

    Directory of Open Access Journals (Sweden)

    Steven A. Gedeon

    2017-01-01

    Full Text Available This article describes how to measure student transformation primarily within a university entrepreneurship degree program. Student transformation is defined as changes in knowledge (“Head”, skills (“Hand”, and attitudinal (“Heart” learning outcomes. Following the institutional impact model, student transformation is the primary goal of education and all other program goals and aspects of quality desired by stakeholders are either input factors (professors, courses, facilities, support, etc. or output performance (number of startups, average starting salary, % employment, etc.. This goal-setting framework allows competing stakeholder quality expectations to be incorporated into a continuous process improvement (CPI model when establishing program goals. How to measure these goals to implement TQM methods is shown. Measuring student transformation as the central focus of a program promotes harmony among competing stakeholders and also provides a metric on which other program decisions (e.g., class size, assignments, and pedagogical technique may be based. Different stakeholders hold surprisingly different views on defining program quality. The proposed framework provides a useful way to bring these competing views into a CPI cycle to implement TQM requirements of accreditation. The specific entrepreneurial learning outcome goals described in the tables in this article may also be used directly by educators in nonaccredited programs and single courses/workshops or for other audiences.

  5. The U.S. Department of Energy Laboratory Accreditation Program for testing the performance of extremity dosimetry systems: a summary of the program status

    International Nuclear Information System (INIS)

    Cummings, F.M.; Carlson, R.D.; Gesell, T.F.; Loesch, R.M.

    1992-01-01

    In 1986, The U.S. Department of Energy (DOE) implemented a program to test the performance of its personnel whole-body dosimetry systems. This program was the DOE Laboratory Accreditation Program (DOELAP). The program parallels the performance testing program specified in the American National Standard for Dosimetry - Personnel Dosimetry Performance -Criteria for Testing (ANSI N13.11-1983), but also addresses the additional dosimetry needs of DOE facilities. As an extension of the whole-body performance testing program, the DOE is now developing a program to test the performance of personnel extremity dosimetry systems. The draft DOE standard for testing extremity dosimetry systems is much less complex than the whole-body dosimetry standard and reflects the limitations imposed on extremity dosimetry by dosimeter design and irradiation geometry. A pilot performance test session has been conducted to evaluate the proposed performance-testing standard. (author)

  6. Accreditation, the reward for quality

    International Nuclear Information System (INIS)

    Anon.

    1983-01-01

    Arkansas Power and Light Co. (AP and L) includes safety along with efficiency in the ''bottom line'' of a quality training program designed to improve performance at its nuclear units. The program keeps operators aware of design and refueling as well as regulatory changes. The Institute of Nuclear Power Operations (INPO) accredited the utility's operator training program in 1984. The article cites examples of the training program, and gives an overview of the INPO team's analysis that led to accreditation

  7. [Accreditation of medical laboratories].

    Science.gov (United States)

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

    2003-07-27

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

  8. Didactic Migraine Education in US Doctor of Pharmacy Programs

    Science.gov (United States)

    Padiyara, Rosalyn S.; Schommer, Jon C.

    2010-01-01

    Objective To compare didactic migraine education in doctor of pharmacy (PharmD) programs in the United States with the Headache Consortium's evidence-based migraine treatment recommendations. Methods A self-administered survey instrument was mailed to all 90 Accreditation Council for Pharmacy Education (ACPE) approved PharmD programs in the United States. Results Seventy-seven programs responded (86%) and 69 useable survey instruments were analyzed. Fifty-five percent of programs discussed the Consortium's guidelines, 49% discussed the selection of nonprescription versus prescription agents, 45% recommended a butalbital-containing product as migraine treatment, and 20% educated students about tools for assessing migraine-related debilitation. At least 50% of programs taught information consistent with the remaining Consortium recommendations. Conclusion Approximately half of the PharmD programs teach concepts about migraine headache treatment consistent with the US Headache Consortium's recommendations. PMID:20221355

  9. Associate in Occupational Studies, Culinary Arts. Self-Study Report Presented to the Accrediting Commission of the American Culinary Federation Educational Institute.

    Science.gov (United States)

    Schenectady County Community Coll., Schenectady, NY.

    This report is the self-study of the Associate in Occupational Studies (AOS) in Culinary Arts program offered by the Hotel, Culinary Arts, and Tourism Department at Schenectady County Community College (New York). The self-study was conducted to support the department's application for initial accreditation of the Culinary Arts program with the…

  10. Clinical Psychology Training: Accreditation and Beyond.

    Science.gov (United States)

    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.

  11. Evaluating a Program Designed to Demonstrate Continuous Improvement in Teaching at an AACSB-Accredited College of Business at a Regional University: A Case Study

    Science.gov (United States)

    Pritchard, Robert E.; Saccucci, Michael S.; Potter, Gregory C.

    2010-01-01

    This article provides a detailed statistical analysis of a process intended to demonstrate continuous improvement in teaching at an AACSB accredited college of business. The Educational Testing Service's SIR II student evaluation instrument was used to measure teaching effectiveness. A six-year longitudinal analysis of the SIR II results does not…

  12. 7 CFR 205.506 - Granting accreditation.

    Science.gov (United States)

    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...

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

    Science.gov (United States)

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

    2017-06-02

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

  14. Design and Development of an MPH Program for Distance Education Delivery

    OpenAIRE

    Steven R. Hawks

    2008-01-01

    The Master-s of Public Health (MPH) degree is growing in popularity among a number of higher education institutions throughout the world as a distance education graduate program. This paper offers an overview of program design and development strategies that promote successful distance delivery of MPH programs. Design and development challenges are discussed in terms of type of distance delivery, accreditation, student demand, faculty development, user needs, course conte...

  15. An Examination of U.S. AACSB International Accounting-Accredited Schools to Determine Global Travel Experience Requirements in Accounting Masters Programs

    Science.gov (United States)

    Taylor, Susan Lee; Finley, Jane B.

    2010-01-01

    The authors report on the extent to which U.S. graduate accounting programs accredited by the Association to Advance Collegiate Schools of Business have included some type of global travel experience in their graduate accounting curriculum. The authors contacted 137 member schools offering accounting masters degrees. Only one school required an…

  16. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... CME Accreditation PartnerCME Joint Providership Program Verification of Knowledge and Skills Academy of Master Surgeon Educators Academy ... Online Guide to Choosing a Surgical Residency Practice Management Workshops Patients and Family Patient Education Patient Education ...

  17. The cutting-edge training modalities and educational platforms for accredited surgical training: A systematic review.

    Science.gov (United States)

    Forgione, Antonello; Guraya, Salman Y

    2017-01-01

    Historically, operating room (OR) has always been considered as a stand-alone trusted platform for surgical education and training. However, concerns about financial constraints, quality control, and patient safety have urged the surgical educators to develop more cost-effective, surgical educational platforms that can be employed outside the OR. Furthermore, trained surgeons need to regularly update their surgical skills to keep abreast with the emerging surgical technologies. This research aimed to explore the value of currently available modern surgical tools that can be used outside the OR and also elaborates the existing laparoscopic surgical training programs in world-class centers across the globe with a view to formulate a blended and unified structured surgical training program. Several data sources were searched using MeSH terms "Laparoscopic surgery" and "Surgical training" and "Surgical curriculum" and "fundamentals of endoscopic surgery" and "fundamentals of laparoscopic surgery" and "Telementoring" and "Box trainer." The eligibility criteria used in data extraction searched for original and review articles and by excluding the editorial articles, short communications, conference proceedings, personal view, and commentaries. Data synthesis and data analysis were done by reviewing the initially retrieved 211 articles. Irrelevant and duplicate and redundant articles were excluded from the study. Finally, 12 articles were selected for this systematic review. Data results showed that a myriad of cutting-edge technical innovations have provided modern surgical training tools such as the simulation-based mechanical and virtual reality simulators, animal and cadaveric labs, telementoring, telerobotic-assisted surgery, and video games. Surgical simulators allow the trainees to acquire surgical skills in a tension-free environment without supervision or time constraints. The existing world-renowned surgical training centers employ various clusters of training

  18. Promoting Continuing Education Programs.

    Science.gov (United States)

    Hendrickson, Gayle A.

    This handbook is intended for use by institutions in marketing their continuing education programs. A section on "Devising Your Strategy" looks at identifying a target audience, determining the marketing approach, and developing a marketing plan and promotional techniques. A discussion of media options looks at the advantages and…

  19. University Accreditation using Data Warehouse

    Science.gov (United States)

    Sinaga, A. S.; Girsang, A. S.

    2017-01-01

    The accreditation aims assuring the quality the quality of the institution education. The institution needs the comprehensive documents for giving the information accurately before reviewed by assessor. Therefore, academic documents should be stored effectively to ease fulfilling the requirement of accreditation. However, the data are generally derived from various sources, various types, not structured and dispersed. This paper proposes designing a data warehouse to integrate all various data to prepare a good academic document for accreditation in a university. The data warehouse is built using nine steps that was introduced by Kimball. This method is applied to produce a data warehouse based on the accreditation assessment focusing in academic part. The data warehouse shows that it can analyse the data to prepare the accreditation assessment documents.

  20. Frustrations among graduates of athletic training education programs.

    Science.gov (United States)

    Bowman, Thomas G; Dodge, Thomas M

    2013-01-01

    Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Qualitative study. National Athletic Trainers' Association (NATA) accredited postprofessional education program. Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.

  1. The effect of the Accreditation Council for Graduate Medical Education Duty Hours Policy on plastic surgery resident education and patient care: an outcomes study.

    Science.gov (United States)

    Basu, Chandrasekhar Bob; Chen, Li-Mei; Hollier, Larry H; Shenaq, Saleh M

    2004-12-01

    The Accreditation Council for Graduate Medical Education (ACGME) Work-Hours Duty Policy became effective on July 1, 2003, mandating the reduction of resident duty work hours. The Baylor College of Medicine Multi-Institutional Integrated Plastic Surgery Program instituted a resident duty work-hours policy on July 1, 2002 (1 year ahead of the national mandate). Outcomes data are needed to facilitate continuous improvements in plastic surgical residency training while maintaining high-quality patient care. To assess the effect of this policy intervention on plastic surgery resident education as measured through the six core competencies and patient/resident safety, the investigators surveyed all categorical plastic surgery residents 6 months after implementation of the policy. This work represents the first empiric study investigating the effect of duty hours reduction on plastic surgery training and education. The categorical plastic surgery residents at the Baylor College of Medicine Multi-Institutional Integrated Plastic Surgery Program completed a 68-item survey on a five-point Likert scale (1 = strongly disagree to 5 = strongly agree). Residents were asked to rate multiple parameters based on the ACGME six core competencies, including statements on patient care and clinical/operative duties, resident education, resident quality of life, and resident perceptions on this policy. All surveys were completed anonymously. The sample size was n = 12 (program year 3 through program year 6), with a 100 percent response rate. Univariate and bivariate statistical analysis was conducted with SPSS version 10.0 statistical software. Specifically, interquartile deviations were used to find consensus among resident responses to each statement. Descriptive statistics indicated higher percentages of agreement on a majority of statements in three categories, including patient care and clinical/operative duties, academic duties, and resident quality of life. Using interquartile

  2. Achieving Accreditation Council for Graduate Medical Education duty hours compliance within advanced surgical training: a simulation-based feasibility assessment.

    Science.gov (United States)

    Obi, Andrea; Chung, Jennifer; Chen, Ryan; Lin, Wandi; Sun, Siyuan; Pozehl, William; Cohn, Amy M; Daskin, Mark S; Seagull, F Jacob; Reddy, Rishindra M

    2015-11-01

    Certain operative cases occur unpredictably and/or have long operative times, creating a conflict between Accreditation Council for Graduate Medical Education (ACGME) rules and adequate training experience. A ProModel-based simulation was developed based on historical data. Probabilistic distributions of operative time calculated and combined with an ACGME compliant call schedule. For the advanced surgical cases modeled (cardiothoracic transplants), 80-hour violations were 6.07% and the minimum number of days off was violated 22.50%. There was a 36% chance of failure to fulfill any (either heart or lung) minimum case requirement despite adequate volume. The variable nature of emergency cases inevitably leads to work hour violations under ACGME regulations. Unpredictable cases mandate higher operative volume to ensure achievement of adequate caseloads. Publically available simulation technology provides a valuable avenue to identify adequacy of case volumes for trainees in both the elective and emergency setting. Copyright © 2015 Elsevier Inc. All rights reserved.

  3. The self-assessment and accreditation process of the Bachelor's degree in Social Studies and Civic Education, an initial step to improve the teaching of the discipline.

    OpenAIRE

    Zárate M, María Jesús; Corrales P., Rodolfo

    2014-01-01

    In this article, the authors analyze the importance of the process of accreditation  for the improvement of the quality of the university education on having taken the particular case of the Baccalaureate as a reference in the Bachillerato en la Enseñanza  de los Estudios Sociales y Educación Cívica (BEESEC), in the Universidad Nacional,  career that after an exhaustive process of analysis manages to obtain, in October, 2013, the official accreditation on the part of the National System of Ac...

  4. ACEHSA accreditation safeguards the public interest.

    Science.gov (United States)

    Sundre, Steven M

    2004-01-01

    Daily, we are reminded that the public's investment in attaining quality health and medical care is among the most important priorities of our nation's citizens. Central to realizing that attainment is the level of professional competence of those charged with managing the nation's health resources. The not-for-profit Accrediting Commission on Education for Health Services Administration is the sole national organization governing the standards by which future health managers, administrators, and executives are educated and trained in accredited graduate programs. The impact of the ACEHSA is growing as health and medical leaders, government and regulatory policy-makers, insurance executives, special interest groups, and, of course, members of the public increasingly realize that top-flight healthcare delivery requires excellence in the management of health resources.

  5. Addiction Counseling Accreditation: CACREP's Role in Solidifying the Counseling Profession

    Science.gov (United States)

    Hagedorn, W. Bryce; Culbreth, Jack R.; Cashwell, Craig S.

    2012-01-01

    In this article, the authors discuss the Council for Accreditation of Counseling and Related Educational Programs' (CACREP) role in furthering the specialty of addiction counseling. After sharing a brief history and the role of counselor certification and licensure, the authors share the process whereby CACREP developed the first set of…

  6. A review of forensic science higher education programs in the United States: bachelor's and master's degrees.

    Science.gov (United States)

    Tregar, Kristen L; Proni, Gloria

    2010-11-01

    As the number of forensic science programs offered at higher education institutions rises, and more students express an interest in them, it is important to gain information regarding the offerings in terms of courses, equipment available to students, degree requirements, and other important aspects of the programs. A survey was conducted examining the existing bachelor's and master's forensic science programs in the U.S. Of the responding institutions, relatively few were, at the time of the survey, accredited by the forensic science Education Programs Accreditation Commission (FEPAC). In general, the standards of the responding programs vary considerably primarily in terms of their size and subjects coverage. While it is clear that the standards for the forensic science programs investigated are not homogeneous, the majority of the programs provide a strong science curriculum, faculties with advanced degrees, and interesting forensic-oriented courses. © 2010 American Academy of Forensic Sciences.

  7. The cutting-edge training modalities and educational platforms for accredited surgical training: A systematic review

    Directory of Open Access Journals (Sweden)

    Antonello Forgione

    2017-01-01

    Full Text Available Background: Historically, operating room (OR has always been considered as a stand-alone trusted platform for surgical education and training.However, concerns about financial constraints, quality control, and patient safety have urged the surgical educators to develop more cost-effective, surgical educational platforms that can be employed outside the OR. Furthermore, trained surgeons need to regularly update their surgical skills to keep abreast with the emerging surgical technologies. This research aimed to explore the value of currently available modern surgical tools that can be used outside the OR and also elaborates the existing laparoscopic surgical training programs in world-class centers across the globe with a view to formulate a blended and unified structured surgical training program. Materials and Methods: Several data sources were searched using MeSH terms “Laparoscopic surgery” and “Surgical training” and “Surgical curriculum” and “fundamentals of endoscopic surgery” and “fundamentals of laparoscopic surgery” and “Telementoring” and “Box trainer.” The eligibility criteria used in data extraction searched for original and review articles and by excluding the editorial articles, short communications, conference proceedings, personal view, and commentaries. Data synthesis and data analysis were done by reviewing the initially retrieved 211 articles. Irrelevant and duplicate and redundant articles were excluded from the study. Results: Finally, 12 articles were selected for this systematic review. Data results showed that a myriad of cutting-edge technical innovations have provided modern surgical training tools such as the simulation-based mechanical and virtual reality simulators, animal and cadaveric labs, telementoring, telerobotic-assisted surgery, and video games. Surgical simulators allow the trainees to acquire surgical skills in a tension-free environment without supervision or time constraints

  8. Nonprofit Management Education in MPA Programs: Lessons for Successful Track Building

    Science.gov (United States)

    Gerlach, John David

    2016-01-01

    As the American nonprofit sector continues to grow, so does interest in nonprofit management graduate education. MPA programs play a significant role in preparing students for work in the nonprofit field. This article examines nonprofit management as an area of graduate study, paying particular attention to how NASPAA-accredited MPA programs…

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

    Science.gov (United States)

    Ferry, Jan

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

  10. INDIVIDUAL EDUCATION PROGRAMS

    OpenAIRE

    ILICH-STOSHOVIКЈ Danijela; NIKOLIКЈ Snezhana

    2015-01-01

    Inclusion, as a process of enrolling of children with disability in regular schools, demands obligation for adequate preparing regular schools, teachers, pupils and their parents for accepting those children. It, also, means that special services must be prepared to help teachers and children with disability too, in an adequate way. The first and most important step is developing of Individualized education programs (IEP).The purpose of IEP is to provide a disabled child with specialized or i...

  11. Educational Programs for Intelligence Professionals.

    Science.gov (United States)

    Miller, Jerry P.

    1994-01-01

    Discusses the need for education programs for competitive intelligence professionals. Highlights include definitions of intelligence functions, focusing on business intelligence; information utilization by decision makers; information sources; competencies for intelligence professionals; and the development of formal education programs. (38…

  12. Accreditation of physicist in radiotherapy-past, present and future

    International Nuclear Information System (INIS)

    Howlett, S.

    2010-01-01

    Full text: Accreditation of medical physicists for clinical radiotherapy practice was commenced by the ACPSEM in 1988 by a group of experienced physicists interested in setting a benchmark of international standard by which to assess practising radiotherapy physicists. It is a voluntary, peer based examination process and leads to the award of Accreditation in Radiotherapy Equipment Commissioning and Quality Assurance (ARECQA). The responsible body within the ACPSEM is the Radiation Oncology Accreditation Panel (ROAP) under the umbrella of the Professional Standards Board(PSB). Over 130 physicists in Australia and New Zealand have been awarded ARECQA and it has been recognised by the radiotherapy professions and government bodies as a desirable and sometimes required, standard of qualification. With the implementation of the Training, Education and Accreditation Program (TEAP) by ACPSEM in 2003, a new Accreditation in Radiation Oncology Medical Physics (AROMP) was established in 2005. ARECQA will cease taking applications from experienced physicists on December 31st 2012 and only the AROMP pathway will be available. An external review of TEAP funded by the Commonwealth Government Department of Health and Ageing (DoHA), which is not yet publicly released, will have implications for AROMP in the future. This talk will review the development and progress of accreditation in radiation oncology medical physics in Australia and New Zealand, its place in the delivery of quality patient care, the relationship to ACPSEM registration, the current situation and future directions. (author)

  13. Quality assurance and accreditation.

    Science.gov (United States)

    1997-01-01

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

  14. Readability of Individualized Education Programs

    Science.gov (United States)

    Lo, Lusa

    2014-01-01

    An individualized education program is a legal document that details information regarding the special education program of a student with a disability. For parents to determine whether they agree with the individualized education program that is proposed by the school, they must first be able to read and comprehend the document. This study aimed…

  15. Business and International Education Program

    Science.gov (United States)

    Office of Postsecondary Education, US Department of Education, 2012

    2012-01-01

    This paper presents an overview of the Business and International Education Program of the International Education Programs Service (IEPS). This program provides funds to institutions of higher education that enter into an agreement with a trade association, a business, or both for the purpose of improving business curriculum and as a means of…

  16. Status of portfolios in undergraduate medical education in the LCME accredited US medical school.

    Science.gov (United States)

    Chertoff, Jason; Wright, Ashleigh; Novak, Maureen; Fantone, Joseph; Fleming, Amy; Ahmed, Toufeeq; Green, Marianne M; Kalet, Adina; Linsenmeyer, Machelle; Jacobs, Joshua; Dokter, Christina; Zaidi, Zareen

    2016-09-01

    We sought to investigate the number of US medical schools utilizing portfolios, the format of portfolios, information technology (IT) innovations, purpose of portfolios and their ability to engage faculty and students. A 21-question survey regarding portfolios was sent to the 141 LCME-accredited, US medical schools. The response rate was 50% (71/141); 47% of respondents (33/71) reported that their medical school used portfolios in some form. Of those, 7% reported the use of paper-based portfolios and 76% use electronic portfolios. Forty-five percent reported portfolio use for formative evaluation only; 48% for both formative and summative evaluation, and 3% for summative evaluation alone. Seventy-two percent developed a longitudinal, competency-based portfolio. The most common feature of portfolios was reflective writing (79%). Seventy-three percent allow access to the portfolio off-campus, 58% allow usage of tablets and mobile devices, and 9% involve social media within the portfolio. Eighty percent and 69% agreed that the portfolio engaged students and faculty, respectively. Ninety-seven percent reported that the portfolios used at their institution have room for improvement. While there is significant variation in the purpose and structure of portfolios in the medical schools surveyed, most schools using portfolios reported a high level of engagement with students and faculty.

  17. Games Learning in education for a newly accredited study course: Fundamentals of Industrial Engineering

    Directory of Open Access Journals (Sweden)

    Rastislav Beňo

    2015-12-01

    Full Text Available In the EU, the quality of education in recent years has become a priority topic. In the context of university education and meeting the requirements of industrial practice, in the countries of the EU, different activities are carried out. These activities are focused on the techniques and methods by which we can achieve excellence in the educational process, creative solutions and innovative forms. The aim is to adapt educational processes to the current digital age. Therefore, in the educational process it is necessary to apply new forms and methods of education. With application of this method we can streamline the educational process and also increase the initiative and interest of students in acquiring new knowledge, skills and abilities. The aim of the article is to present the project, which is focused on improving the educational process by using a new approach to learning - Games Learning

  18. Accreditation and Participatory Design

    DEFF Research Database (Denmark)

    Simonsen, Jesper; Scheuer, John Damm

    2016-01-01

    This paper presents a soft project management paradigm approach based on participatory design to assuring values and benefits in public projects. For more than a decade, quality development in the Danish healthcare sector has been managed with an accreditation system known as the Danish Quality......-driven IT development and suggest how this approach may form a cornerstone of project management in a new quality-assurance program for the Danish healthcare sector....

  19. Surveys on awareness and needs of industries to external accreditation system in engineer education; Gijutsusha kyoiku no gaibu ninteiseido donyu ni taisuru sangyo kai no ioshiki to needs ni kansuru chosa

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2001-03-01

    In certifying the engineer educational programs at advanced educational organizations, questionnaire and visiting surveys were performed to identify the awareness and needs of industries, and reflect the results to the external accreditation system. The questionnaire survey was conducted on 1,100 engineers acting in the wide technical areas. Effective replies were obtained from 528 engineers. The visiting survey was executed on different business areas and operations. The result of the survey revealed that, in the awareness related to international universality of the engineer education and engineer qualification, 87% answered that they feel they need them, but the cognition rate on the accreditation system has not reached even 50%. In hearing the opinions from representatives in the industries, they indicated that it is not correct to link the certification course of JABEE directly to the engineer qualification; international applicability of JABEE with America is fine, but defining the engineers who desire to come from Asian countries and work in Japan is necessary; the engineer education has its importance shifting from quantity to quality and specialization, but on the other hand diversity is also demanded; and criteria would be necessary to guarantee the minimum required knowledge and capability. (NEDO)

  20. INDIVIDUAL EDUCATION PROGRAMS

    Directory of Open Access Journals (Sweden)

    Snezhana NIKOLIKJ

    2006-06-01

    Full Text Available Inclusion, as a process of enrolling of children with disability in regular schools, demands obligation for adequate preparing regular schools, teachers, pupils and their parents for accepting those children. It, also, means that special services must be prepared to help teachers and children with disability too, in an adequate way. The first and most important step is developing of Individualized education programs (IEP.The purpose of IEP is to provide a disabled child with specialized or individualized assistance in school. In order an IEP to be developed for a child, it is necessary to evaluate a child, and than to determine goals of individual achievements for every pupil with disability.The aim of this paper is to show one of many ways for construction IEP. The paper will give some examples of IEP recommendation (general and special, goals and steps to determine programs and types of services.

  1. Accreditation in general practice in Denmark

    DEFF Research Database (Denmark)

    Andersen, Merethe K; Pedersen, Line B; Siersma, Volkert

    2017-01-01

    Background: Accreditation is used increasingly in health systems worldwide. However, there is a lack of evidence on the effects of accreditation, particularly in general practice. In 2016 a mandatory accreditation scheme was initiated in Denmark, and during a 3-year period all practices, as default...... general practitioners in Denmark. Practices allocated to accreditation in 2016 serve as the intervention group, and practices allocated to accreditation in 2018 serve as controls. The selected outcomes should meet the following criteria: (1) a high degree of clinical relevance; (2) the possibility...... practice and mortality. All outcomes relate to quality indicators included in the Danish Healthcare Quality Program, which is based on general principles for accreditation. Discussion: The consequences of accreditation and standard-setting processes are generally under-researched, particularly in general...

  2. Training in Strength-Based Intervention and Assessment Methodologies in APA-Accredited Psychology Programs

    Science.gov (United States)

    Nichols, Kayla; Graves, Scott L., Jr.

    2018-01-01

    The importance of identifying and building on individual strengths has been a key component of many psychoeducational theories and modalities focused on developing interventions. However, program training in this growing area is not well known. As such, this is the first study designed to ascertain the American Psychological Association-accredited…

  3. 78 FR 59621 - Extension of the Current Fees for the Accredited Laboratory Program

    Science.gov (United States)

    2013-09-27

    ... that it will not have a significant impact on a substantial number of small entities. Executive Order... Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital or...

  4. The cutting-edge training modalities and educational platforms for accredited surgical training: A systematic review

    OpenAIRE

    Forgione, Antonello; Guraya, Salman Y.

    2017-01-01

    Background: Historically, operating room (OR) has always been considered as a stand-alone trusted platform for surgical education and training. However, concerns about financial constraints, quality control, and patient safety have urged the surgical educators to develop more cost-effective, surgical educational platforms that can be employed outside the OR. Furthermore, trained surgeons need to regularly update their surgical skills to keep abreast with the emerging surgical technologies. Th...

  5. Toward More Successful Biomedical Informatics Education Programs and Ecosystems in the Arab World.

    Science.gov (United States)

    Wageih, Mohamed A; Marcano-Cedeño, Alexis; Gómez, Enrique J; Mantas, John

    2015-01-01

    Biomedical & Health Informatics (BMHI) is relatively new in Arab States. However, several programs/ tracks are running, with high promises of expansion. Programs are evaluated by national authorities, not by a specialized body/association. This does not always mean that the program is of an international standard. One of the possible ways of ensuring the quality of these programs is to be evaluated by international agencies. The International Medical Informatics Association (IMIA) has the expertise in the evaluation BMHI education programs. Accredited programs staffs will have the opportunities for Internationalization and to be engaged with other top-notch organizations, which will have great impacts on the overall implementations of the BMHI in the Arab World. The goal of this document is to show to Arab Universities (pilot: Egypt) how to apply for IMIA Accreditation for their programs.

  6. 德國師資培育認證制度研究 A Study on Teacher Education Accreditation System in Germany

    Directory of Open Access Journals (Sweden)

    楊深坑 Shen-Keng Yang

    2009-06-01

    Full Text Available 本文旨在透過歷史研究、檔案文件分析探討德國師資培育認證制度之源起背景、立法與政策、認證機構之組織結構、認證標準、實施過程及結果之運用。並對德國師資培育認證制度利弊得失做批判性的分析,據以擬具可行建議,作為改進我國當前師資培育認證制度之參考。受到《波隆那宣言》建立歐洲高等教育區之影響,以及國際高等教育品質保證潮流之衝擊,德國為回應國內提升師資素質之訴求,在立法上規定建立師資培育學程須先經認證,爾後並以5 年為週期重新認證。認證機構與實地執行評鑑機構分立為兩個層級的認證體制。大學學程設置之一般標準由「德國學程認證基金會」研訂,師資培育專業標準由「各邦文教部長會議」研訂。實施過程標準化,未通過認證之師資培育學程,限期改善,否則撤銷。德國師資培育認證度雖有立法明確、評鑑與認證機構功能區分清楚、標準嚴密、認證過程透明等優點,惟有以下缺失:與傳統國家考試制度及師資培育體制仍有調適上之困難、評鑑機構與認證機構之協調有待加強、訪評專家遴選不易、經費負擔沉重。據上研究結論,本文提出五項建議,以改進我國當前師資培育評鑑體制。 Through historical approach and documentary analysis, this paper attempts to offer a critical analysis of teacher education accreditation system in Germany. First of all, the influential factors of the establishment of German teacher education accreditation system are discussed from historical and international perspectives. A critical analysis of the two-layered accreditation system, the Foudation for the Accreditation of Study Programmes in Germany and the certified Evaluation Agencies, follows sequently to show the organizational structures and their missions of those two level institutions of

  7. Evaluating Hospice and Palliative Medicine Education in Pediatric Training Programs.

    Science.gov (United States)

    Singh, Arun L; Klick, Jeffrey C; McCracken, Courtney E; Hebbar, Kiran B

    2017-08-01

    Hospice and Palliative Medicine (HPM) competencies are of growing importance in training general pediatricians and pediatric sub-specialists. The Accreditation Council for Graduate Medical Education (ACGME) emphasized pediatric trainees should understand the "impact of chronic disease, terminal conditions and death on patients and their families." Currently, very little is known regarding pediatric trainee education in HPM. We surveyed all 486 ACGME-accredited pediatric training program directors (PDs) - 200 in general pediatrics (GP), 57 in cardiology (CARD), 64 in critical care medicine (CCM), 69 in hematology-oncology (ONC) and 96 in neonatology (NICU). We collected training program's demographics, PD's attitudes and educational practices regarding HPM. The complete response rate was 30% (148/486). Overall, 45% offer formal HPM curriculum and 39% offer a rotation in HPM for trainees. HPM teaching modalities commonly reported included conferences, consultations and bedside teaching. Eighty-one percent of all respondents felt that HPM curriculum would improve trainees' ability to care for patients. While most groups felt that a HPM rotation would enhance trainees' education [GP (96%), CARD (77%), CCM (82%) and ONC (95%)], NICU PDs were more divided (55%; p training, there remains a paucity of opportunities for pediatric trainees. Passive teaching methods are frequently utilized in HPM curricula with minimal diversity in methods utilized to teach HPM. Opportunities to further emphasize HPM in general pediatric and pediatric sub-specialty training remains.

  8. US Accreditation in Mexico: Quality in Higher Education as Symbol, Performance and Translation

    Science.gov (United States)

    Blanco-Ramirez, Gerardo

    2015-01-01

    Quality practices in higher education involve more than mere compliance with standards and technical mandates; given the complexity of the decisions involved in quality in higher education, this concept, quality, can be analyzed as symbol and performance. This paper utilizes translation as heuristic to analyze the implementation of US…

  9. The work place educational: climate in gynecological oncology fellowships across Europe: the impact of accreditation

    NARCIS (Netherlands)

    Piek, J.M.J.; Bossart, M.; Boor, K.; Halaska, M.J.; Haidopoulos, D.; Zapardiel, I.; Grabowski, J.P.; Kesic, V.; Cibula, D.; Colombo, N.; Verheijen, RHM; Manchanda, R.

    Background: A good educational climate/environment in the workplace is essential for developing high-quality medical (sub)specialists. These data are lacking for gynecological oncology training. Objective: This study aims to evaluate the educational climate in gynecological oncology training

  10. Educators Exchange: A Program Evaluation.

    Science.gov (United States)

    Armstrong, William B.

    The Educators Exchange Program (EEP) was established under a training and educational exchange agreement reached by California's San Diego Community College District (SDCCD) and the republic of Mexico. In the program, the District provided a 4-week technological training program to faculty at Centros de Capacitacion Tecnologica Industrial…

  11. Quality assurance manual for the Department of Energy laboratory accreditation program for personnel dosimetry systems

    International Nuclear Information System (INIS)

    1987-02-01

    The overall purpose of this document is to establish a uniform approach to quality assurance. This will ensure that uniform, high-quality personnel dosimetry practices are followed by the participating testing laboratories. The document presents guidelines for calibrating and maintaining measurement and test equipment (M and TE), calibrating radiation fields, and subsequently irradiating and handling personnel dosimeters in laboratories involved in the DOE dosimetry systems testing program. Radiation energies for which the test procedures apply are photons with approximately 15 keV to 2 MeV, beta particles above 0.3 MeV, neutrons with approximately 1 keV to 2 MeV. 12 refs., 4 tabs

  12. On The Issue Of The Nature And Evaluation Of The Equipment And Facilities During The Accreditation Of Schools Of Higher Education

    OpenAIRE

    Ivan Zhelev

    2012-01-01

    The provision of high quality education in higher schools is connected with the need for skilled and habilitated academic staff and the existence of modern equipment and facilities. In the article there are examined some theoretical and applied aspects of the equipment and facilities of the higher schools and on that basis there is outlined a methodical approach for their evaluation during accreditation. There are clarifie d the nature, elements and scope of the term „equipment and facilities...

  13. Evaluating and Enhancing Outcomes Assessment Quality in Higher Education Programs

    Science.gov (United States)

    Wolf, Kenneth; Goodwin, Laura

    2007-01-01

    Accreditation is a mark of distinction indicating that an institution has met high standards set by the profession, and an increasingly important feature of the accreditation process in higher education is "outcomes assessment." This article presents two rubrics for evaluating the quality of an institution's outcomes assessment system. One rubric…

  14. Accredited Birth Centers

    Science.gov (United States)

    ... Danbury, CT 06810 203-748-6000 Accredited Since March 1998 Corvallis Birth & Women's Health Center Accredited 2314 NW Kings Blvd, Suite ... Washington, DC 20002 202-398-5520 Accredited Since March 2001 Flagstaff Birth and Women's Center Accredited 401 West Aspen Avenue Flagstaff, AZ ...

  15. Aerospace engineering educational program

    Science.gov (United States)

    Craft, William; Klett, David; Lai, Steven

    1992-01-01

    The principle goal of the educational component of NASA CORE is the creation of aerospace engineering options in the mechanical engineering program at both the undergraduate and graduate levels. To accomplish this goal, a concerted effort during the past year has resulted in detailed plans for the initiation of aerospace options in both the BSME and MSME programs in the fall of 1993. All proposed new courses and the BSME aerospace option curriculum must undergo a lengthy approval process involving two cirriculum oversight committees (School of Engineering and University level) and three levels of general faculty approval. Assuming approval is obtained from all levels, the options will officially take effect in Fall '93. In anticipation of this, certain courses in the proposed curriculum are being offered during the current academic year under special topics headings so that current junior level students may graduate in May '94 under the BSME aerospace option. The proposed undergraduate aerospace option curriculum (along with the regular mechanical engineering curriculum for reference) is attached at the end of this report, and course outlines for the new courses are included in the appendix.

  16. Human Genome Education Program

    Energy Technology Data Exchange (ETDEWEB)

    Richard Myers; Lane Conn

    2000-05-01

    The funds from the DOE Human Genome Program, for the project period 2/1/96 through 1/31/98, have provided major support for the curriculum development and field testing efforts for two high school level instructional units: Unit 1, ''Exploring Genetic Conditions: Genes, Culture and Choices''; and Unit 2, ''DNA Snapshots: Peaking at Your DNA''. In the original proposal, they requested DOE support for the partial salary and benefits of a Field Test Coordinator position to: (1) complete the field testing and revision of two high school curriculum units, and (2) initiate the education of teachers using these units. During the project period of this two-year DOE grant, a part-time Field-Test Coordinator was hired (Ms. Geraldine Horsma) and significant progress has been made in both of the original proposal objectives. Field testing for Unit 1 has occurred in over 12 schools (local and non-local sites with diverse student populations). Field testing for Unit 2 has occurred in over 15 schools (local and non-local sites) and will continue in 12-15 schools during the 96-97 school year. For both curricula, field-test sites and site teachers were selected for their interest in genetics education and in hands-on science education. Many of the site teachers had no previous experience with HGEP or the unit under development. Both of these first-year biology curriculum units, which contain genetics, biotechnology, societal, ethical and cultural issues related to HGP, are being implemented in many local and non-local schools (SF Bay Area, Southern California, Nebraska, Hawaii, and Texas) and in programs for teachers. These units will reach over 10,000 students in the SF Bay Area and continues to receive support from local corporate and private philanthropic organizations. Although HGEP unit development is nearing completion for both units, data is still being gathered and analyzed on unit effectiveness and student learning. The final field

  17. Transparency in Higher Educational Student Learning Assessment as Seen through Accreditation

    Science.gov (United States)

    Krzykowski, Linda M.

    2012-01-01

    This study is about transparency in direct assessment of student learning information in higher educational institutions. Using content analysis, the self-study reports from institutions recently reaccredited by two different regional accreditors [the North Central Association of Colleges and Schools (NCA-HLC) and the New England Association of…

  18. The Council of Regional Accrediting Commissions Framework for Competency-Based Education: A Grounded Theory Study

    Science.gov (United States)

    Butland, Mark James

    2017-01-01

    Colleges facing pressures to increase student outcomes while reducing costs have shown an increasing interest in competency-based education (CBE) models. Regional accreditors created a joint policy on CBE evaluation. Two years later, through this grounded theory study, I sought to understand from experts the nature of this policy, its impact, and…

  19. Challenges to Creating Vibrant Media Education in Young Democracies: Accreditation for Media Schools in Georgia

    Science.gov (United States)

    Gersamia, Mariam; Freedman, Eric

    2017-01-01

    Since achieving independence in 1991, the Republic of Georgia has made significant progress with democratization and now has what is considered the freest, most independent, and most diverse press among the ex-Soviet Caucasus and Central Asian countries. Improvements have been made in the quality of journalism education as part of a national…

  20. Facilitating student retention in online graduate nursing education programs: a review of the literature.

    Science.gov (United States)

    Gazza, Elizabeth A; Hunker, Diane F

    2014-07-01

    Online education, a form of distance education, provides students with opportunities to engage in lifelong learning without the restrictions of time and space. However, while this approach meets the needs of employed nursing professionals, it poses some challenges for educators. Student retention is one such challenge. Student retention rates serve as measures of program quality and are reported to accrediting bodies. Therefore, it is imperative that administrators and program faculty implement comprehensive programs to ensure student retention. This review of the literature was designed to identify strategies to improve student retention in online graduate nursing education programs. The review includes 23 articles that address models, research, and best practices supported in nursing and higher education. The findings indicate that student retention in online programs is a multidimensional problem requiring a multifaceted approach. Recommendations for facilitating retention in online nursing programs include ensuring social presence and program and course quality, and attentiveness to individual student characteristics. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. Parent and Child Education Program.

    Science.gov (United States)

    Townley, Kim F.; And Others

    The Parent and Child Education Program (PACE) is a pilot program, developed in Kentucky, to provide adult, early childhood and parent education. PACE targets families that have one or both parents without a high school diploma or equivalency certificate and one child three or four years of age. Parents and children ride the bus to school together,…

  2. Perkiomen Valley Peer Education Program.

    Science.gov (United States)

    Barber, Nicole; And Others

    Adolescence is a vulnerable period of life; teens are faced with challenging issues such as stress and suicide. Facilitating informed decision-making among adolescents requires educational programs that present information in compelling and credible ways. With this in mind, a peer education program was developed, using older students to teach…

  3. Training Accreditation Program

    International Nuclear Information System (INIS)

    1989-01-01

    In recent years increased attention has been given to all aspects of the operation of Department of Energy (DOE) nuclear facilities. Contributing to this is the finding that the severity of the accident at Three Mile Island in 1979 has, in large part, been attributed to personnel training deficiencies. Initially the impact of the Three Mile Island accident and the lessons learned were directed at DOE Category A reactor facilities. This resulted in numerous initiatives to upgrade the safety of operations and to improve the training of personnel responsible for operating these facilities

  4. The Relationship between Job Satisfaction and Overall Wellness in Counselor Educators

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Ulmer, Phillip Gregory

    2015-01-01

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

  6. A journey to accreditation: is ISO 15189 laboratory accreditation ...

    African Journals Online (AJOL)

    Through this journey we comprehend that the first step before accreditation is building enthusiastic team with education on quality management system. Other steps include selection of methods, developing or improving the metrology system, definition and structure of documents, preparation of a quality manual, SOPs, ...

  7. Current status of clinical education in paramedic programs: a descriptive research project.

    Science.gov (United States)

    Grubbs, K C

    1997-01-01

    Development of competence in exercising therapeutic judgment skills represents the goal of clinical education. Time (clock hours) is not a valid predictor of attainment of competence in paramedic clinical education. Quantity of patient contact experiences facilitates development of judgment skills, and offers a valid measure of progress toward competence. This project uses national survey data from accredited programs to describe the availability and accessibility of patient contact experiences within paramedic clinical education. Data from this local program supplements the national survey results. The components of clinical judgment are enumerated, and strategies to teach and evaluate clinical judgment skills are discussed.

  8. Sexual health education in U.S. physician assistant programs.

    Science.gov (United States)

    Seaborne, Lori A; Prince, Ronald J; Kushner, David M

    2015-05-01

    Since the 1950s, sexual health education in medical schools has been evaluated and reported upon, but there has never been an assessment published about sexual health curricula in U.S. physician assistant (PA) programs. The aim of this study was to gain better understanding of how PA programs cover sexual health topics. Between January and March 2014, 181 accredited PA programs received a mailed survey inquiring about their sexual health curriculum. The survey assessed general sexual health topics; lesbian, gay, bisexual, transgender (LGBT) topics; teaching methods; and the amount of time spent on sexual health education. A total of 106 programs responded (59%). Ten programs offered a required, discrete course on human sexuality. The majority incorporated training into other coursework, which is consistent with most medical schools. LGBT topics were covered less thoroughly than the general sexual health topics. Total amount of time spent on sexual health topics varied widely among programs, from a minimum of 2-4 hours to a maximum of 60 hours, with a median of 12 hours. PA programs in the United States appear to compare favorably with the training offered to medical students in regard to time spent on sexual health education. Transgender issues were least well-covered of all the topics queried. © 2015 International Society for Sexual Medicine.

  9. Innovative strategies for nursing education program evaluation.

    Science.gov (United States)

    Story, Lachel; Butts, Janie B; Bishop, Sandra B; Green, Lisa; Johnson, Kathy; Mattison, Haley

    2010-06-01

    Nursing programs are mandated by accreditation bodies to report data significant to program quality and outcomes. The history at one school of nursing in the southern United States revealed the program evaluation committee experienced roadblocks in retrieving such information. Creative approaches were adopted to overcome some of the barriers to program evaluation, including the use of more technological-based approaches to engage alumni who embrace this technology as a way of life. Among the many advantages of these approaches were convenience, ease of administration and analysis, cost effectiveness, and more meaningful data. The advantages far outweighed the few disadvantages incurred, with the most prominent being potential sampling bias. Copyright 2010, SLACK Incorporated.

  10. Strategies of high-performing paramedic educational programs.

    Science.gov (United States)

    Margolis, Gregg S; Romero, Gabriel A; Fernandez, Antonio R; Studnek, Jonathan R

    2009-01-01

    To identify the specific educational strategies used by paramedic educational programs that have attained consistently high success rates on the National Registry of Emergency Medical Technicians (NREMT) examination. NREMT data from 2003-2007 were analyzed to identify consistently high-performing paramedic educational programs. Representatives from 12 programs that have maintained a 75% first-attempt pass rate for at least four of five years and had more than 20 graduates per year were invited to participate in a focus group. Using the nominal group technique (NGT), participants were asked to answer the following question: "What are specific strategies that lead to a successful paramedic educational program?" All 12 emergency medical services (EMS) educational programs meeting the eligibility requirements participated. After completing the seven-step NGT process, 12 strategies were identified as leading to a successful paramedic educational program: 1) achieve and maintain national accreditation; 2) maintain high-level entry requirements and prerequisites; 3) provide students with a clear idea of expectations for student success; 4) establish a philosophy and foster a culture that values continuous review and improvement; 5) create your own examinations, lesson plans, presentations, and course materials using multiple current references; 6) emphasize emergency medical technician (EMT)-Basic concepts throughout the class; 7) use frequent case-based classroom scenarios; 8) expose students to as many prehospital advanced life support (ALS) patient contacts as possible, preferably where they are in charge; 9) create and administer valid examinations that have been through a review process (such as qualitative analysis); 10) provide students with frequent detailed feedback regarding their performance (such as formal examination reviews); 11) incorporate critical thinking and problem solving into all testing; and 12) deploy predictive testing with analysis prior to

  11. Report on survey in fiscal 2000. Survey on introduction of external accreditation system in engineer education (information); 2000 nendo chosa hokokusho. Gijutsusha kyoiku no gaibu ninteiseido donyu ni kansuru chosa (Joho)

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2001-03-01

    In order to ensure international applicability of engineer education such as in universities and other organizations, and to improve the environment to supply human resources demanded by economic societies, surveys and discussions were performed on the external accreditation system for engineer education such as in universities and other organizations. In the survey on the information field, a trial was attempted on the information related course at Kyoto University and Osaka University based on the accreditation criteria discussed with an objective of establishing the external accreditation system. The trial was performed on computer science for Kyoto University and software engineering for Osaka University. The activity has provided the examiner side with an opportunity to actually experience the accreditation work, and the examiners had a feeling that the work can help improve the education. The side receiving the accreditation indicated problems in the present system including the concern about the system becoming a mere shell. In addition, participation in the accreditation examiner training work for the information field in the U.S.A. has provided useful information such as thoroughgoing observation of the duty of confidentiality. (NEDO)

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

    Science.gov (United States)

    Cross, Michael; Naidoo, Devika

    2011-01-01

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

  13. Toward Institutional Autonomy or Nationalization? A Case Study of the Federal Role in U.S. Higher Education Accreditation

    Science.gov (United States)

    Matthews, Leah K.

    2012-01-01

    The centerpiece of the United States government's commitment to assuring that more Americans enroll in college and earn a degree is a massive system of federal financial aid that delivers billions of dollars to millions of students enrolled in accredited universities across the country. Since 1952, the federal government has relied upon…

  14. The Educational Toolbox: Kick Start Your Educational Program in Quality Improvement.

    Science.gov (United States)

    Hoffman, Rebecca L; Medbery, Rachel L; Vandermeer, Thomas J; Morris, Jon B; Kelz, Rachel R

    2015-01-01

    To disseminate materials and learning from the proceedings of the Association of Program Directors 2014 Annual Meeting workshop on the integration of quality improvement (QI) education into the existing educational infrastructure. Modern surgical practice demands an understanding of QI methodology. Yet, today׳s surgeons are not formally educated in QI methodology. Therefore, it is hard to follow the historical mantra of "see one, do one, teach one" in the quality realm. Participants were given a brief introduction to QI approaches. A number of concrete examples of how to incorporate QI education into training programs were presented, followed by a small group session focused on the identification of barriers to incorporation. Participants were provided with a worksheet to help navigate the initial incorporation of QI education in 3 steps. Participants were representative of all types of training programs, with differing levels of existing QI integration. Barriers to QI education included lack of resident interest/buy-in, concerns over the availability of educational resources (i.e., limited time to devote to QI), and a limited QI knowledge among surgical educators. The 3 steps to kick starting the educational process included (1) choosing a specific method of QI education, (2) incorporation via barrier, infrastructure, and stakeholder identification, and (3) implementation and ongoing assessment. Recent changes in the delivery of surgical care along with the new accreditation system have necessitated the development of QI education programs for use in surgical education. To continue to make surgery safer and ensure optimal patient outcomes, surgical educators must teach each resident to adopt quality science methodology in a meaningful way. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  15. The current status of education and career paths of students after completion of medical physicist programs in Japan: a survey by the Japanese Board for Medical Physicist Qualification.

    Science.gov (United States)

    Kadoya, Noriyuki; Karasawa, Kumiko; Sumida, Iori; Arimura, Hidetaka; Yamada, Syogo

    2015-07-01

    To standardize educational programs and clinical training for medical physics students, the Japanese Board for Medical Physicist Qualification (JBMP) began to accredit master's, doctorate, and residency programs for medical physicists in 2012. At present, 16 universities accredited by the JBMP offer 22 courses. In this study, we aimed to survey the current status of educational programs and career paths of students after completion of the medical physicist program in Japan. A questionnaire was sent in August 2014 to 32 universities offering medical physicist programs. The questionnaire was created and organized by the educational course certification committee of the JBMP and comprised two sections: the first collected information about the university attended, and the second collected information about characteristics and career paths of students after completion of medical physicist programs from 2008 to 2014. Thirty universities (16 accredited and 14 non-accredited) completed the survey (response rate 94 %). A total of 209, 40, and 3 students graduated from the master's, doctorate, and residency programs, respectively. Undergraduates entered the medical physicist program constantly, indicating an interest in medical physics among undergraduates. A large percentage of the students held a bachelor's degree in radiological technology (master's program 94 %; doctorate program 70 %); graduates obtained a national radiological technologist license. Regarding career paths, although the number of the graduates who work as medical physicist remains low, 7 % with a master's degree and 50 % with a doctorate degree worked as medical physicists. Our results could be helpful for improving the medical physicist program in Japan.

  16. National Kidney Disease Education Program

    Science.gov (United States)

    ... Living Tips About WIN NIDDK Information Clearinghouses National Kidney Disease Education Program Improving the understanding, detection, and ... Group Learn more about Working Groups Learn about Kidney Disease Find information for people with or at ...

  17. Human Sexuality Education Program.

    Science.gov (United States)

    Claremont Univ. Center, CA.

    This program provides information to students about human sexual biology, behavior and attitudes. The primary intent of the workshops described is to provide fuller information and opportunity for self awareness to encourage participants to be more responsible as sexual beings, and to restructure their attitudes. The program presents the…

  18. Impact of National Universities Commission (NUC) Accreditation ...

    African Journals Online (AJOL)

    Nekky Umera

    (NUC) accreditation exercise on university administrative structure of four selected Nigerian ... The Commission's recommendations led to the setting up by Government the National ... For instance, the goals of tertiary education as spelt out in ...

  19. Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Education Program

    Science.gov (United States)

    Kimbrough-Walls, Vickie J.

    2012-01-01

    Student success is dependent on effective instruction. Yet, effective teaching is difficult to define and described differently by students, faculty, and administrators. Nursing and dental hygiene education programs require faculty to teach in both classroom and clinical environments. However, accreditation agencies for these programs mandate…

  20. Evaluating Workplace Education Programs.

    Science.gov (United States)

    MacMaster, Don

    The Workplace Project (WPP) at Alpena Community College, in Michigan, uses a range of assessment instruments to measure learner performance in workplace classes. The Test of Adult Basic Education is administered at the beginning of the course to establish a baseline standardized test score, and again at the end of course to measure gains. Also,…

  1. Student Affairs Assessment, Strategic Planning, and Accreditation

    Science.gov (United States)

    Fallucca, Amber

    2017-01-01

    This chapter illustrates how student affairs units participate in accreditation across regional agency expectations and program-level requirements. Strategies for student affairs units to engage in campus strategic planning processes to further highlight their contributions are also recommended.

  2. 42 CFR 8.13 - Revocation of accreditation and accreditation body approval.

    Science.gov (United States)

    2010-10-01

    ... GENERAL PROVISIONS CERTIFICATION OF OPIOID TREATMENT PROGRAMS Certification and Treatment Standards § 8.13... period of 1 year after the date of withdrawal of approval of the accreditation body, unless SAMHSA.... (2) Within 1 year from the date of withdrawal of approval of an accreditation body, or within any...

  3. Potential pros and cons of external healthcare performance evaluation systems: real-life perspectives on Iranian hospital evaluation and accreditation program.

    Science.gov (United States)

    Jaafaripooyan, Ebrahim

    2014-09-01

    Performance evaluation is essential to quality improvement in healthcare. The current study has identified the potential pros and cons of external healthcare evaluation programs, utilizing them subsequently to look into the merits of a similar case in a developing country. A mixed method study employing both qualitative and quantitative data collection and analysis techniques was adopted to achieve the study end. Subject Matter Experts (SMEs) and professionals were approached for two-stage process of data collection. Potential advantages included greater attractiveness of high accreditation rank healthcare organizations to their customers/purchasers and boosted morale of their personnel. Downsides, as such, comprised the programs' over-reliance on value judgment of surveyors, routinization and incurring undue cost on the organizations. In addition, the improved, standardized care processes as well as the judgmental nature of program survey were associated, as pros and cons, to the program investigated by the professionals. Besides rendering a tentative assessment of Iranian hospital evaluation program, the study provides those running external performance evaluations with a lens to scrutinize the virtues of their own evaluation systems through identifying the potential advantages and drawbacks of such programs. Moreover, the approach followed could be utilized for performance assessment of similar evaluation programs.

  4. Quantitative Statements in Standards of Three Accrediting Bodies: APA, CACREP, and CSWE.

    Science.gov (United States)

    Peterson, Marla P.; Turner, Janet

    The accreditation manual of the Council for Accrediation of Counseling and Related Education Programs (CACREP) contains a statement that, whenever possible, criteria for assessing standards should be qualitative rather than quantitative. The study reported in this paper was conducted to gather baseline data on the extent to which accrediting…

  5. Modifiable variables in physical therapy education programs associated with first-time and three-year National Physical Therapy Examination pass rates in the United States

    Directory of Open Access Journals (Sweden)

    Chad Cook

    2015-09-01

    Full Text Available Purpose: This study aimed to examine the modifiable programmatic characteristics reflected in the Commission on Accreditation in Physical Therapy Education (CAPTE Annual Accreditation Report for all accredited programs that reported pass rates on the National Physical Therapist Examination, and to build a predictive model for first-time and three-year ultimate pass rates. Methods: This observational study analyzed programmatic information from the 185 CAPTE-accredited physical therapy programs in the United States and Puerto Rico out of a total of 193 programs that provided the first-time and three-year ultimate pass rates in 2011. Fourteen predictive variables representing student selection and composition, clinical education length and design, and general program length and design were analyzed against first-time pass rates and ultimate pass rates on the NPTE. Univariate and multivariate multinomial regression analysis for first-time pass rates and logistic regression analysis for three-year ultimate pass rates were performed. Results: The variables associated with the first-time pass rate in the multivariate analysis were the mean undergraduate grade point average (GPA and the average age of the cohort. Multivariate analysis showed that mean undergraduate GPA was associated with the three-year ultimate pass rate. Conclusions: Mean undergraduate GPA was found to be the only modifiable predictor for both first-time and three-year pass rates among CAPTE-accredited physical therapy programs.

  6. 42 CFR 493.571 - Disclosure of accreditation, State and CMS validation inspection results.

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 5 2010-10-01 2010-10-01 false Disclosure of accreditation, State and CMS... Program § 493.571 Disclosure of accreditation, State and CMS validation inspection results. (a) Accreditation organization inspection results. CMS may disclose accreditation organization inspection results to...

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

    Science.gov (United States)

    Mittermayer, Renato; Huić, Mirjana; Mestrović, Josipa

    2010-12-01

    Avedis Donabedian defined the quality of care as the kind of care, which is expected to maximize an inclusive measure of patient welfare, after taking into account the balance of expected gains and losses associated with the process of care in all its segments. According to the World Medical Assembly, physicians and health care institutions have an ethical and professional obligation to strive for continuous quality improvement of services and patient safety with the ultimate goal to improve both individual patient outcomes as well as population health. Health technology assessment (HTA) is a multidisciplinary process that summarizes information about the medical, social, economic and ethical issues related to the use of a health technology in a systematic, transparent, unbiased, robust manner, with the aim to formulate safe and effective health policies that are patient focused and seek to achieve the highest value. The Agency for Quality and Accreditation in Health was established in 2007 as a legal, public, independent, nonprofit institution under the Act on Quality of Health Care. The Agency has three departments: Department of Quality and Education, Department of Accreditation, and Department of Development, Research, and Health Technology Assessment. According to the Act, the Agency should provide the procedure of granting, renewal and cancellation of accreditation of healthcare providers; proposing to the Minister, in cooperation with professional associations, the plan and program for healthcare quality assurance, improvement, promotion and monitoring; proposing the healthcare quality standards as well as the accreditation standards to the Minister; keeping a register of accreditations and providing a database related to accreditation, healthcare quality improvement, and education; providing education in the field of healthcare quality assurance, improvement and promotion; providing the HTA procedure and HTA database, supervising the healthcare insurance

  8. Potential Benefits and Downsides of External Healthcare Performance Evaluation Systems: Real-Life Perspectives on Iranian Hospital Evaluation and Accreditation Program

    Directory of Open Access Journals (Sweden)

    Ebrahim Jaafaripooyan

    2014-09-01

    Full Text Available Background Performance evaluation is essential to quality improvement in healthcare. The current study has identified the potential pros and cons of external healthcare evaluation programs, utilizing them subsequently to look into the merits of a similar case in a developing country. Methods A mixed method study employing both qualitative and quantitative data collection and analysis techniques was adopted to achieve the study end. Subject Matter Experts (SMEs and professionals were approached for two-stage process of data collection. Results Potential advantages included greater attractiveness of high accreditation rank healthcare organizations to their customers/purchasers and boosted morale of their personnel. Downsides, as such, comprised the programs’ over-reliance on value judgment of surveyors, routinization and incurring undue cost on the organizations. In addition, the improved, standardized care processes as well as the judgmental nature of program survey were associated, as pros and cons, to the program investigated by the professionals. Conclusion Besides rendering a tentative assessment of Iranian hospital evaluation program, the study provides those running external performance evaluations with a lens to scrutinize the virtues of their own evaluation systems through identifying the potential advantages and drawbacks of such programs. Moreover, the approach followed could be utilized for performance assessment of similar evaluation programs.

  9. Accreditation of diagnostic imaging services in developing countries.

    Science.gov (United States)

    Jiménez, Pablo; Borrás, Cari; Fleitas, Ileana

    2006-01-01

    In recent decades, medical imaging has experienced a technological revolution. After conducting several surveys to assess the quality and safety of diagnostic imaging services in Latin America and the Caribbean, the Pan American Health Organization (PAHO) developed a basic accreditation program that can be implemented by the ministry of health of any developing country. Patterned after the American College of Radiology's accreditation program, the PAHO program relies on a national accreditation committee to establish and maintain accreditation standards. The process involves a peer review evaluation of: (1) imaging and processing equipment, (2) physician and technologist staff qualifications, (3) quality control and quality assurance programs, and (4) image quality and, where applicable, radiation dose. Public and private conventional radiography/fluoroscopy, mammography, and ultrasound services may request accreditation. The radiography/fluoroscopy accreditation program has three modules from which to choose: chest radiography, general radiography, and fluoroscopy. The national accreditation committee verifies compliance with the standards. On behalf of the ministry of health, the accreditation committee also issues a three-year accreditation certificate. As needed, the accreditation committee consults with foreign technical and clinical experts.

  10. Radiation risk education program - local

    International Nuclear Information System (INIS)

    Bushong, S.C.; Archer, B.R.

    1980-01-01

    This article points out the lack of knowledge by the general public and medical profession concerning the true risks of radiation exposure. The author describes an educational program which can be implemented at the local level to overcome this deficiency. The public must understand the enormous extent of benefit derived from radiation applications in our society

  11. Counselor Education Abroad: Selected Programs

    Science.gov (United States)

    Donn, Patsy A.; Hollis, Joseph W.

    1972-01-01

    This article discusses the current status of counselor education programs being operated for the benefit of military personnel and military dependents abroad. A major issue examined is the apparent inaccuracy of the stereotype of the professional military man as an individual unable to learn or present facilitative dimensions. (Author)

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

    Science.gov (United States)

    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…

  13. Organizing graduate medical education programs into communities of practice

    Directory of Open Access Journals (Sweden)

    Robert G. Bing-You

    2016-10-01

    Full Text Available Background: A new organizational model of educational administrative support was instituted in the Department of Medical Education (DME to better meet increasing national accreditation demands. Residency and fellowship programs were organized into four ‘Communities of Practice’ (CoOPs based on discipline similarity, number of learners, and geographic location. Program coordinator reporting lines were shifted from individual departments to a centralized reporting structure within the DME. The goal of this project was to assess the impact on those most affected by the change. Methods: This was a mixed methods study that utilized structured interviews and the Organizational Culture Assessment Instrument (OCAI. Eleven members of the newly formed CoOPs participated in the study. Results: Three major themes emerged after review and coding of the interview transcripts: improved group identity, improved availability of resources, and increased opportunity for professional growth. OCAI results indicated that respondents are committed to the DME and perceived the culture to be empowering. The ‘preferred culture’ was very similar to the culture at the time of the study, with some indication that DME employees are ready for more creativity and innovation in the future. Conclusion: Reorganization within the DME of residency programs into CoOPs was overwhelmingly perceived as a positive change. Improved resources and accountability may position our DME to better handle the increasing complexity of graduate medical education.

  14. Organizing graduate medical education programs into communities of practice.

    Science.gov (United States)

    Bing-You, Robert G; Varaklis, Kalli

    2016-01-01

    Background A new organizational model of educational administrative support was instituted in the Department of Medical Education (DME) to better meet increasing national accreditation demands. Residency and fellowship programs were organized into four 'Communities of Practice' (CoOPs) based on discipline similarity, number of learners, and geographic location. Program coordinator reporting lines were shifted from individual departments to a centralized reporting structure within the DME. The goal of this project was to assess the impact on those most affected by the change. Methods This was a mixed methods study that utilized structured interviews and the Organizational Culture Assessment Instrument (OCAI). Eleven members of the newly formed CoOPs participated in the study. Results Three major themes emerged after review and coding of the interview transcripts: improved group identity, improved availability of resources, and increased opportunity for professional growth. OCAI results indicated that respondents are committed to the DME and perceived the culture to be empowering. The 'preferred culture' was very similar to the culture at the time of the study, with some indication that DME employees are ready for more creativity and innovation in the future. Conclusion Reorganization within the DME of residency programs into CoOPs was overwhelmingly perceived as a positive change. Improved resources and accountability may position our DME to better handle the increasing complexity of graduate medical education.

  15. An ASD Physics Education Program

    International Nuclear Information System (INIS)

    Barton, H.R. Jr.

    1993-04-01

    I want to thank the Organizing Committee and Program Chairman of the 1993 IISSC for providing this forum to discuss science education issues here in San Francisco. By all accounts, science education in the United States is in trouble. Clearly, teaching science to the young people of our country is an important goal shared by all of us involved in scientific research. The Director, Dr. Roy Schmitters, has made science education a Laboratory goal for the Supercollider. Those of us who share this goal only can have an impact if we become involved actively in teaching science to the future engineers and scientists enrolled at our colleges and universities. The commitment of IISSC to science education is welcomed by everyone of us who wishes to improve the technological base of the nation for the next generation

  16. Report on survey in fiscal 2000. Survey on introduction of external accreditation system in engineer education (electronic information communications); 2000 nendo chosa hokokusho. Gijutsusha kyoiku no gaibu ninteiseido donyu ni kansuru chosa (Denshi joho tsushin)

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2001-03-01

    In order to ensure international applicability of engineer education such as in universities and other organizations, and to improve the environment to supply human resources demanded by economic societies, surveys were performed on the external accreditation system for engineer education such as in universities and other organizations. In the field of electronic information communications, a committee to correspond to JABEE was established to perform system build-up, where the discussions were advanced. This field was classified into the following four specified areas: general aspect of electric/electronic/information communication engineering, electronics, information communications, and information systems. A supplementary explanation was given on the educational contents except for the information systems, based on which the self-assessment criteria and the evaluation table (for trial use) were prepared. For the examiner training, instructors were invited from ABET in the U.S.A., and training meetings were held. In addition, two committee members were sent as observers to the examinations being carried out at ABET. The trial experiments were conducted for the information communications program at the engineering department of Niigata University, and the electronic system engineering class at Sendai Radio Wave Industrial College. This paper summarizes the results of the examinations. (NEDO)

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

    Science.gov (United States)

    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.

  18. Analysis of the Education Program Approval Process: A Program Evaluation.

    Science.gov (United States)

    Fountaine, Charles A.; And Others

    A study of the education program approval process involving the Veterans Administration (VA) and the State Approving Agencies (SAAs) had the following objectives: to describe the present education program approval process; to determine time and costs associated with the education program approval process; to describe the approval process at…

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

    Science.gov (United States)

    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…

  20. Needs and Acculturative Stress of International Students in CACREP Programs

    Science.gov (United States)

    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.…

  1. NASA Educational Product Development and Post-Secondary Program Assessment Planning

    Science.gov (United States)

    Salmons, Phyllis A.

    1999-01-01

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

  2. Does accreditation stimulate change? A study of the impact of the accreditation process on Canadian healthcare organizations

    Directory of Open Access Journals (Sweden)

    Shabah Abdo

    2010-04-01

    Full Text Available Abstract Background One way to improve quality and safety in healthcare organizations (HCOs is through accreditation. Accreditation is a rigorous external evaluation process that comprises self-assessment against a given set of standards, an on-site survey followed by a report with or without recommendations, and the award or refusal of accreditation status. This study evaluates how the accreditation process helps introduce organizational changes that enhance the quality and safety of care. Methods We used an embedded multiple case study design to explore organizational characteristics and identify changes linked to the accreditation process. We employed a theoretical framework to analyze various elements and for each case, we interviewed top managers, conducted focus groups with staff directly involved in the accreditation process, and analyzed self-assessment reports, accreditation reports and other case-related documents. Results The context in which accreditation took place, including the organizational context, influenced the type of change dynamics that occurred in HCOs. Furthermore, while accreditation itself was not necessarily the element that initiated change, the accreditation process was a highly effective tool for (i accelerating integration and stimulating a spirit of cooperation in newly merged HCOs; (ii helping to introduce continuous quality improvement programs to newly accredited or not-yet-accredited organizations; (iii creating new leadership for quality improvement initiatives; (iv increasing social capital by giving staff the opportunity to develop relationships; and (v fostering links between HCOs and other stakeholders. The study also found that HCOs' motivation to introduce accreditation-related changes dwindled over time. Conclusions We conclude that the accreditation process is an effective leitmotiv for the introduction of change but is nonetheless subject to a learning cycle and a learning curve. Institutions invest

  3. Policy Priorities for Accreditation Put Quality College Learning at Risk

    Science.gov (United States)

    Schneider, Carol Geary

    2016-01-01

    Ensuring the quality of college learning is, beyond doubt, the most important responsibility of higher education accreditation. Yet, almost no one currently thinks that accreditation, especially at the institutional level, is what it should be for twenty-first-century students and institutions of higher education. In this article, the author…

  4. 76 FR 11765 - Education Research and Special Education Research Grant Programs; Institute of Education Sciences...

    Science.gov (United States)

    2011-03-03

    ... DEPARTMENT OF EDUCATION Education Research and Special Education Research Grant Programs; Institute of Education Sciences; Overview Information; Education Research and Special Education Research.... SUMMARY: The Director of the Institute of Education Sciences (Institute) announces the Institute's FY 2012...

  5. State Approved Programs of Teacher Preparation Offered by Kentucky Colleges and Universities (as of July 1, 1981). Teacher Education Circular #352.

    Science.gov (United States)

    Kentucky State Dept. of Education, Frankfort. Div. of Teacher Education and Certification.

    Characteristics of 23 Kentucky teacher education programs, at institutions which qualify for consideration under the Interstate Certification Contract for classroom teachers, are provided in this report. The process that culminates in institutional accreditation and teacher certification in Kentucky is outlined and is followed by a listing of the…

  6. Sloan foundation nuclear education program

    International Nuclear Information System (INIS)

    Kursunoglu, B.N.

    1992-01-01

    The Alfred P. Sloan Foundation realized the time had come for a real and significant contribution to the enlightenment of university students concerning nuclear matters. The Sloan Foundation chose to educate the youth of four-year colleges and universities with a curriculum established with the resource information sieved from three workshops for professors in these institutions. The three workshops were organized by groups at Harvard-MIT (two-week Summer Program on Nuclear Weapons and Arms Control), the University of California, San Diego (two-week Summer Seminar on Global Security and Arms Control), and the University of Miami (one-week Winter Workshop on Enlightenment: The Best Security in a Nuclear-Armed World). In this report the author focuses on a unified presentation of the basic facts, aims, and results of the Sloan Foundation Nuclear Education Program based on three workshops directed by Jack Ruina (MIT), Herbert York (USCD), and Behram Kursunoglu (UM) and offered from 1983-1990

  7. Starting a Health Professions Education Graduate Program

    Science.gov (United States)

    Hansman, Catherine A.

    2018-01-01

    This chapter is a case story of the evolution of the Master of Education in Health Professions Education (MEHPE), a collaborative graduate program developed by the Adult Learning and Development program at Cleveland State University and the Cleveland Clinic.

  8. Implementation of a 4-Year Point-of-Care Ultrasound Curriculum in a Liaison Committee on Medical Education-Accredited US Medical School.

    Science.gov (United States)

    Wilson, Sean P; Mefford, Jason M; Lahham, Shadi; Lotfipour, Shahram; Subeh, Mohammad; Maldonado, Gracie; Spann, Sophie; Fox, John C

    2017-02-01

    The established benefits of point-of-care ultrasound have given rise to multiple new and innovative curriculums to incorporate ultrasound teaching into medical education. This study sought to measure the educational success of a comprehensive and integrated 4-year point-of-care ultrasound curriculum. We integrated a curriculum consisting of traditional didactics combined with asynchronous learning modules and hands-on practice on live models with skilled sonographers into all 4 years of education at a Liaison Committee on Medical Education-accredited US Medical School. Each graduating student was administered an exit examination with 48 questions that corresponded to ultrasound milestones. Ninety-five percent (n = 84) of fourth-year medical students completed the exit examination. The mean score was 79.5% (SD, 10.2%), with mean scores on the ultrasound physics and anatomy subsections being 77.1% (SD, 11.0%) and 85.9% (SD, 21.0%), respectively. A comprehensive 4-year point-of-care ultrasound curriculum integrated into medical school may successfully equip graduating medical students with a fundamental understanding of ultrasound physics, anatomy, and disease recognition. © 2016 by the American Institute of Ultrasound in Medicine.

  9. Training the teachers. The clinician-educator track of the University of Washington Pulmonary and Critical Care Medicine Fellowship Program.

    Science.gov (United States)

    Adamson, Rosemary; Goodman, Richard B; Kritek, Patricia; Luks, Andrew M; Tonelli, Mark R; Benditt, Joshua

    2015-04-01

    The University of Washington was the first pulmonary and critical care medicine fellowship training program accredited by the Accreditation Council for Graduate Medical Education to create a dedicated clinician-educator fellowship track that has its own National Residency Matching Program number. This track was created in response to increasing demand for focused training in medical education in pulmonary and critical care. Through the Veterans Health Administration we obtained a stipend for a clinician-educator fellow to dedicate 12 months to training in medical education. This takes place predominantly in the second year of fellowship and is composed of several core activities: fellows complete the University of Washington's Teaching Scholars Program, a professional development program designed to train leaders in medical education; they teach in a variety of settings and receive feedback on their work from clinician-educator faculty and the learners; and they engage in scholarly activity, which may take the form of scholarship of teaching, integration, or investigation. Fellows are guided throughout this process by a primary mentor and a mentoring committee. Since funding became available in 2009, two of the three graduates to date have successfully secured clinician-educator faculty positions. Graduates uniformly believe that the clinician-educator track met their training goals better than the research-based track would have.

  10. The Core Curricula of Information Systems Undergraduate Programs: A Survey of AACSB-Accredited Colleges in the United States

    Science.gov (United States)

    Yang, Samuel C.

    2016-01-01

    The author examines the present state of information systems undergraduate programs in the United States. He reviewed 516 institutions and collected data on 234 institutions offering information systems (IS) undergraduate programs. Of seven core courses required by the IS 2010 curriculum model, four are required by more than 50% of the programs,…

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

    Science.gov (United States)

    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…

  12. The CPA Exam as a Postcurriculum Accreditation Assessment

    Science.gov (United States)

    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…

  13. Shaping performance: do international accreditations and quality management really help?

    OpenAIRE

    Nigsch, Stefano; Schenker-Wicki, Andrea

    2012-01-01

    In recent years, international accreditations from private providers have gained importance among business schools all over the world. Higher education managers increasingly see these accreditations as a way of assuring and developing quality in order to comply with international standards, enhance performance, and increase reputation. However, given that an accreditation process requires a great deal of resources and that it might increase bureaucratization and control, international accredi...

  14. [Accreditation of forensic laboratories].

    Science.gov (United States)

    Sołtyszewski, Ireneusz

    2010-01-01

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

  15. Standards for Adult Education ESL Programs

    Science.gov (United States)

    TESOL Press, 2013

    2013-01-01

    What are the components of a quality education ESL program? TESOL's "Standards for Adult Education ESL Programs" answers this question by defining quality components from a national perspective. Using program indicators in eight distinct areas, the standards can be used to review an existing program or as a guide in setting up a new…

  16. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Advocacy Efforts Cancer Liaison Program Cancer Programs Conference Clinical Research Program Commission on Cancer National Accreditation Program for ... and Safety Conference ACS Clinical Scholars in Residence Clinical Trials ... Health Services Research Methods Course Surgeon Specific Registry Trauma Education Trauma ...

  17. Mexican American Women Pursuing Counselor Education Doctorates: A Narrative Inquiry

    Science.gov (United States)

    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…

  18. The U.S. Accreditation System and the CRE's Quality Audits--A Comparative Study.

    Science.gov (United States)

    Amaral, Alberto M. S. C.

    1998-01-01

    Compares the U.S. system of accrediting higher education institutions with the European Association of Universities' Quality Audits. Recommends external agencies such as the U.S. regional accrediting agencies to conduct meta evaluation. (SK)

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

    Science.gov (United States)

    Abou-Warda, Sherein H.

    2014-01-01

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

  20. List of Accredited Attorneys

    Data.gov (United States)

    Department of Veterans Affairs — VA accreditation is for the sole purpose of providing representation services to claimants before VA and does not imply that a representative is qualified to provide...

  1. Tales of Accreditation Woe.

    Science.gov (United States)

    Dickmeyer, Nathan

    2002-01-01

    Offers cautionary tales depicting how an "Enron mentality" infiltrated three universities and jeopardized their accreditation status. The schools were guilty, respectively, of bad bookkeeping, lack of strategy and stable leadership, and loss of academic integrity by selling degrees. (EV)

  2. List of Accredited Organizations

    Data.gov (United States)

    Department of Veterans Affairs — VA accreditation is for the sole purpose of providing representation services to claimants before VA and does not imply that a representative is qualified to provide...

  3. List of Accredited Representatives

    Data.gov (United States)

    Department of Veterans Affairs — VA accreditation is for the sole purpose of providing representation services to claimants before VA and does not imply that a representative is qualified to provide...

  4. Bachelor of Science-Engineering Technology Program and Fuel Cell Education Program Concentration

    Energy Technology Data Exchange (ETDEWEB)

    Block, David L. [Florida Solar Energy Center, Cocoa, FL (United States); Sleiti, Ahmad [Univ. of North Carolina, Charlotte, NC (United States)

    2011-09-19

    The Hydrogen and Fuel Cell Technology education project has addressed DOE goals by supplying readily available, objective, technical, and accurate information that is available to students, industry and the public. In addition, the program has supplied educated trainers and training opportunities for the next generation workforce needed for research, development, and demonstration activities in government, industry, and academia. The project has successfully developed courses and associated laboratories, taught the new courses and labs and integrated the HFCT option into the accredited engineering technology and mechanical engineering programs at the University of North Carolina at Charlotte (UNCC). The project has also established ongoing collaborations with the UNCC energy related centers of the Energy Production & Infrastructure Center (EPIC), the NC Motorsports and Automotive Research Center (NCMARC) and the Infrastructure, Design, Environment and Sustainability Center (IDEAS). The results of the project activities are presented as two major areas – (1) course and laboratory development, offerings and delivery, and (2) program recruitment, promotions and collaborations. Over the project period, the primary activity has been the development and offering of 11 HFCT courses and accompanying laboratories. This process has taken three years with the courses first being developed and then offered each year over the timeframe.

  5. [ISO 15189 medical laboratory accreditation].

    Science.gov (United States)

    Aoyagi, Tsutomu

    2004-10-01

    This International Standard, based upon ISO/IEC 17025 and ISO 9001, provides requirements for competence and quality that are particular to medical laboratories. While this International Standard is intended for use throughout the currently recognized disciplines of medical laboratory services, those working in other services and disciplines will also find it useful and appropriate. In addition, bodies engaged in the recognition of the competence of medical laboratories will be able to use this International Standard as the basis for their activities. The Japan Accreditation Board for Conformity Assessment (AB) and the Japanese Committee for Clinical Laboratory Standards (CCLS) are jointly developing the program of accreditation of medical laboratories. ISO 15189 requirements consist of two parts, one is management requirements and the other is technical requirements. The former includes the requirements of all parts of ISO 9001, moreover it includes the requirement of conformity assessment body, for example, impartiality and independence from any other party. The latter includes the requirements of laboratory competence (e.g. personnel, facility, instrument, and examination methods), moreover it requires that laboratories shall participate proficiency testing(s) and laboratories' examination results shall have traceability of measurements and implement uncertainty of measurement. Implementation of ISO 15189 will result in a significant improvement in medical laboratories management system and their technical competence. The accreditation of medical laboratory will improve medical laboratory service and be useful for patients.

  6. 9 CFR 161.1 - Statement of purpose; performance of accredited duties in different States.

    Science.gov (United States)

    2010-01-01

    ... appropriate laboratory for testing with complete and accurate paperwork. (ix) Develop appropriate biosecurity... REVOCATION OF SUCH ACCREDITATION REQUIREMENTS AND STANDARDS FOR ACCREDITED VETERINARIANS AND SUSPENSION OR... eradication and control programs; (v) Laboratory support in confirming disease diagnoses; (vi) Ethical and...

  7. Peer chart audits: A tool to meet Accreditation Council on Graduate Medical Education (ACGME competency in practice-based learning and improvement

    Directory of Open Access Journals (Sweden)

    Patel Sangnya

    2007-07-01

    Full Text Available Abstract Background The Accreditation Council on Graduate Medical Education (ACGME supports chart audit as a method to track competency in Practice-Based Learning and Improvement. We examined whether peer chart audits performed by internal medicine residents were associated with improved documentation of foot care in patients with diabetes mellitus. Methods A retrospective electronic chart review was performed on 347 patients with diabetes mellitus cared for by internal medicine residents in a university-based continuity clinic from May 2003 to September 2004. Residents abstracted information pertaining to documentation of foot examinations (neurological, vascular, and skin from the charts of patients followed by their physician peers. No formal feedback or education was provided. Results Significant improvement in the documentation of foot exams was observed over the course of the study. The percentage of patients receiving neurological, vascular, and skin exams increased by 20% (from 13% to 33% (p = 0.001, 26% (from 45% to 71% (p Conclusion Peer chart audits performed by residents in the absence of formal feedback were associated with improved documentation of the foot exam in patients with diabetes mellitus. Although this study suggests that peer chart audits may be an effective tool to improve practice-based learning and documentation of foot care in diabetic patients, evaluating the actual performance of clinical care was beyond the scope of this study and would be better addressed by a randomized controlled trial.

  8. Business Analytics Programs Offered by AACSB-Accredited U.S. Colleges of Business: A Web Mining Study

    Science.gov (United States)

    Zhao, Jensen; Zhao, Sherry Y.

    2016-01-01

    E-business, e-education, e-government, social media, and mobile services generate and capture trillions of bytes of data every second about customers, suppliers, employees, and other types of data. The growing quantity of big data is an important part of every sector in the global economy. However, there is a significant shortage of business data…

  9. How accreditation stimulates business school change: evidence from the Commonwealth of independent states

    Directory of Open Access Journals (Sweden)

    Yelena Istileulova

    2015-05-01

    Full Text Available There is scarce or almost non-existing research on changes that take place in business schools in the Commonwealth of Independent States (CIS. Changes in CIS business schools (B-schools are influenced by different external factors (e.g. socioeconomic system, market forces, financial crisis, demographic problems, changes in policies of higher education; influence of the Bologna process. On the other hand, B-schools in the CIS need to make internal changes to gain the external accreditation. We look into the nature of change processes taking place in CIS B-schools, observing them through the prism of ongoing external accreditation processes. The purpose of the study is to examine the effect of the accreditation process on CIS B-school changes. We used a comparative analysis based on the study of 22 Bschools from four countries (Russia, Belarus, Kazakhstan, and Kyrgyzstan. We discovered that these changes refer to introducing more strict entrance requirements, strengthening financial resources, and improving efforts to reach the accreditation standards. Moreover, schools have to review their mission, decrease their student-to-faculty ratio, introduce measurement metrics for learning goals, and internationalise their programs. The advanced B-schools in Russia and Kazakhstan usually start with an international programme accreditation, and then move to an institutional one. The trend has begun spreading to schools from non-Bologna countries like Belarus, but it is still a long-time agenda item for Kyrgyzstan.

  10. Programming Paradigms in Computer Science Education

    OpenAIRE

    Bolshakova, Elena

    2005-01-01

    Main styles, or paradigms of programming – imperative, functional, logic, and object-oriented – are shortly described and compared, and corresponding programming techniques are outlined. Programming languages are classified in accordance with the main style and techniques supported. It is argued that profound education in computer science should include learning base programming techniques of all main programming paradigms.

  11. Hinterbrand Lodge Outdoor Education Center. Program Information.

    Science.gov (United States)

    Dependents Schools (DOD), Washington, DC. European Area.

    Describing Department of Defense Dependents Schools Europe (DODDSEUR) use of Hinterbrand Lodge Outdoor Education Center, this document is directed to sponsors wishing to take groups to Hinterbrand for one or more of the five program options (outdoor education week, teacher weekend, school-designed outdoor education program, administrative faculty…

  12. Program Planning in Health Professions Education

    Science.gov (United States)

    Schmidt, Steven W.; Lawson, Luan

    2018-01-01

    In this chapter, the major concepts from program planning in adult education will be applied to health professions education (HPE). Curriculum planning and program planning will be differentiated, and program development and planning will be grounded in a systems thinking approach.

  13. Incorporating Health Education into Employee Assistance Programs.

    Science.gov (United States)

    Miller, Richard E.

    1985-01-01

    Methods of aligning health education with the goals and functions of employee assistance programs are discussed. The role of the health educator in developing these programs is explained in a description of employee assistance program service standards and specific sub-tasks. (DF)

  14. Program on Administration in Higher Education.

    Science.gov (United States)

    Karadima, Oscar

    The importance of developing a university level program on administration in higher education in Latin America is discussed. The objective of such a program would provide training to faculty and higher level education and administrative staff in matters related to administration. The program would offer the necessary guidelines in dealing with…

  15. Addiction Competencies in the 2009 CACREP Clinical Mental Health Counseling Program Standards

    Science.gov (United States)

    Lee, Tiffany K.; Craig, Stephen E.; Fetherson, Bianca T. L.; Simpson, C. Dennis

    2013-01-01

    The Council for Accreditation of Counseling and Related Educational Programs developed addiction competencies for clinical mental health counseling students. This article highlights these competencies, provides an overview of current addiction training, and describes methods to integrate addiction education into curricula.

  16. Programed Instruction in Health Education and Physical Education.

    Science.gov (United States)

    Mayshark, Cyrus; Evaul, Thomas W.

    This book contains eight chapters by several different authors, most of them professors of health or physical education. Focus is on applications and implications of programed instruction for professionals in the health and physical education fields. "Overview of Programed Instruction" defines programing, its development and implications for…

  17. ABET [Accreditation Board for Engineering and Technology] accreditation for engineering technology

    International Nuclear Information System (INIS)

    Foulke, L.R.

    1989-01-01

    Engineering technology is that part of the technological field that requires the application of scientific and engineering knowledge and methods combined with technical skills in support of engineering activities. It lies in the occupational spectrum between the craftsman and the engineer at the end of the spectrum closest to the engineer. The term engineering technician is applied to the graduates of associate degree programs. Graduates of baccalaureate programs are called engineering technologists. The content of a 4-yr engineering technology program treats the same subject areas as does an engineering program but with more emphasis on application, use of established design concepts, and the laboratory experience rather than on science, conceptual design, and new development. The mathematics content of accreditable baccalaureate programs must contain at least 12 semester-hour credits of mathematics including the study of calculus. Engineering managers should take a hard look at what is really needed in the education of that majority of a personnel who do not work as design and development engineers. Graduates of engineering technology programs may be better qualified than those of some engineering programs for the majority of jobs in our industry today

  18. Photovoltaic module certification/laboratory accreditation criteria development

    Energy Technology Data Exchange (ETDEWEB)

    Osterwald, C.R. [National Renewable Energy Lab., Golden, CO (United States); Hammond, R.L.; Wood, B.D.; Backus, C.E.; Sears, R.L. [Arizona State Univ., Tempe, AZ (United States); Zerlaut, G.A. [SC-International Inc., Phoenix, AZ (United States); D`Aiello, R.V. [RD Associates, Tempe, AZ (United States)

    1995-04-01

    This document provides an overview of the structure and function of typical product certification/laboratory accreditation programs. The overview is followed by a model program which could serve as the basis for a photovoltaic (PV) module certification/laboratory accreditation program. The model covers quality assurance procedures for the testing laboratory and manufacturer, third-party certification and labeling, and testing requirements (performance and reliability). A 30-member Criteria Development Committee was established to guide, review, and reach a majority consensus regarding criteria for a PV certification/laboratory accreditation program. Committee members represented PV manufacturers, end users, standards and codes organizations, and testing laboratories.

  19. Fermilab Friends for Science Education | Programs

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Programs Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education Office Search photo Fermilab Friends for Science Education, in partnership with Fermilab and area educators, designs

  20. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2 mai 2016 ... ... use are influencing educational practices and policy across the developing world. ... STF is an in-service teacher education program for high school teachers ... to use digital tools and resources in their classroom teaching.

  1. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2016-05-02

    May 2, 2016 ... Teacher education program explores building professional learning ... table in the Bengaluru Rural District Institute of Education and Training ICT lab. ... more people go online in Asia, digital privacy is increasingly seen as an ...

  2. Increasing Institutional Effectiveness: A Continuous Effort after Accreditation.

    Science.gov (United States)

    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,…

  3. Innovative Educational Program: A New Edge of Education

    Science.gov (United States)

    Chong, L. L.; Lai, M. M.; Ong, H. B.; Tan, S. H.; Lan, N. T. P.

    Quality education program is always expected in order to produce competent and knowledgeable graduate to meet the demand from the employers` market. Despite the popularized of online education, in-class education programs are still remained as the core of the mode of education in present days. This study focuses on the learning outcome of innovative education programs and assesses the competitive advantages of those degrees as perceived by the employers. To define innovation education, it is best described as an innovative way of teaching in expanding students` critical thinking skills, personal leadership and entrepreneurial skills in building a pool of knowledge workers. Present findings indicate that with better technological skills, critical thinking and strong leadership, the prospect of these graduates are believed aplenty. Nevertheless, the efforts set up by higher education to train such graduates are a vital link to the quality of the innovative education programs.

  4. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Activities Calendar Find CME Opportunities JACS CME CME State Requirements Contact Online Education Accreditation, Verification, and Validation Accreditation, Verification, and Validation ...

  5. Effects of the new Accreditation Council for Graduate Medical Education work hour rules on surgical interns: a prospective study in a community teaching hospital.

    Science.gov (United States)

    Kamine, Tovy Haber; Barron, Rebecca J; Lesicka, Agnieszka; Galbraith, John D; Millham, Frederick H; Larson, Janet

    2013-02-01

    On July 1, 2011, the Accreditation Council for Graduate Medical Education (ACGME) eliminated 30-hour call in an attempt to improve resident wakefulness. We surveyed interns on the Newton Wellesley Hospital (NWH) surgery service before and after the transition from Q4 overnight call to a night float schedule. For 15 weeks, interns completed weekly surveys including the Epworth Sleepiness Scale (ESS). The service changed to a night float schedule after 3 weeks (ie, first to 3-4 and then to 6 nights in a row). The average ESS score rose from 9.8 ± 5.2 to 14.9 ± 3.1 and 14.4 ± 4.5 (P = .042) on the 3/4 and 6/1 schedules, respectively. Interns were more likely to be abnormally tired on either night float schedule (relative risk = 2.86; 95% confidence interval, 1.17-6.97, P = .029). The new ACGME work hours increased the ESS scores among interns at NWH and caused interns to be more tired than interns on the Q4 schedule. This is likely caused by the multiple nights of poor sleep without a post-call day to make up sleep. Copyright © 2013 Elsevier Inc. All rights reserved.

  6. The globalization of accreditation in the professions.

    Science.gov (United States)

    Lenn, M P

    1996-01-01

    The direct relationship between educational quality and a successful economy, the proliferation of regional and global trade agreements which encourage professional mobility, and the growing international recognition of academic degrees are contributing factors to the globalization of quality assurance in higher education, including accreditation. On every continent, attention is being paid to developing professional educational standards within an international context, assuring that ¿world class¿ professionals are produced for international as well as national practice.

  7. Why invest in an educational fellowship program?

    Science.gov (United States)

    Searle, Nancy S; Hatem, Charles J; Perkowski, Linda; Wilkerson, LuAnn

    2006-11-01

    Expanding and refining the repertoire of medical school teaching faculty is required by the many current and changing demands of medical education. To meet this challenge academic medical institutions have begun to establish programs--including educational fellowship programs--to improve the teaching toolboxes of faculty and to empower them to assume leadership roles within both institutional and educational arenas. In this article, the authors (1) provide historical background on educational fellowship programs; (2) describe the prevalence and focus of these programs in North American medical schools, based on data from a recent (2005) survey; and (3) give a brief overview of the nine fellowship programs that are discussed fully in other articles in this issue of Academic Medicine. These articles describe very different types of educational fellowships that, nevertheless, share common features: a cohort of faculty members who are selected to participate in a longitudinal set of faculty development activities to improve participants' teaching skills and to build a cadre of educational leaders for the institution. Evaluation of educational fellowships remains a challenging issue, but the authors contend that one way to evaluate the programs' effectiveness is to look at the educational improvements that have been instigated by program graduates. The authors hope that the various program descriptions will help readers to improve their existing programs and/or to initiate new programs.

  8. Educational Gaps in Molecular Diagnostics, Genomics, and Personalized Medicine in Dermatopathology Training: A Survey of U.S. Dermatopathology Fellowship Program Directors.

    Science.gov (United States)

    Torre, Kristin; Russomanno, Kristen; Ferringer, Tammie; Elston, Dirk; Murphy, Michael J

    2018-01-01

    Molecular technologies offer clinicians the tools to provide high-quality, cost-effective patient care. We evaluated education focused on molecular diagnostics, genomics, and personalized medicine in dermatopathology fellowship training. A 20-question online survey was emailed to all (n = 53) Accreditation Council for Graduate Medical Education (ACGME)-accredited dermatopathology training programs in the United States. Thirty-one of 53 program directors responded (response rate = 58%). Molecular training is undertaken in 74% of responding dermatopathology fellowships, with levels of instruction varying among dermatology-based and pathology-based programs. Education differed for dermatology- and pathology-trained fellows in approximately one-fifth (19%) of programs. Almost half (48%) of responding program directors believe that fellows are not currently receiving adequate molecular education, although the majority (97%) expect to incorporate additional instruction in the next 2-5 years. Factors influencing the incorporation of relevant education include perceived clinical utility and Accreditation Council for Graduate Medical Education/residency review committee (RRC) requirements. Potential benefits of molecular education include increased medical knowledge, improved patient care, and promotion of effective communication with other healthcare professionals. More than two-thirds (68%) of responding program directors believe that instruction in molecular technologies should be required in dermatopathology fellowship training. Although all responding dermatopathology fellowship program directors agreed that molecular education is important, only a little over half of survey participants believe that their fellows receive adequate instruction. This represents an important educational gap. Discussion among those who oversee fellow education is necessary to best integrate and evaluate teaching of molecular dermatopathology.

  9. Accreditation of Viet Nam's Higher Education: Achievements and Challenges after a Dozen Years of Development

    Science.gov (United States)

    Nguyen, Huu Cuong; Evers, Colin; Marshall, Stephen

    2017-01-01

    Purpose: The purpose of this paper is to investigate the development of Viet Nam's approach to higher education quality assurance during the past dozen years since its establishment, focusing on the achievements and challenges. Design/methodology/approach: This is a desktop analysis study. The paper analyses the policies and practices related to…

  10. Hands-On Educational Programs and Projects at SICSA

    Science.gov (United States)

    Bell, L.

    2002-01-01

    their remaining undergraduate studies, and are joined by other new fifth year students. Selected graduate applicants holding a professional degree in architecture from accredited colleges and universities can earn a Master of Architecture degree with a specialization in space and experimental architecture upon completion of 32 credit hours of study which includes two six-hour design studios. Accepted graduate students seeking a Master of Architecture degree who do not hold a professional architecture degree may enter SICSA studios during the final year of their minimum 72 credit hours of study. Subject to necessary University of Houston and Texas Higher Education Coordinating Board approvals, SICSA and the College of Architecture propose to expand their graduate education role to add a Master of Science in Space Architecture degree program. This new program is primarily being planned in response to known interests of non-architect professionals from NASA and aerospace corporations who wish to pursue advanced space architecture research and design studies. The program will be also available to working professionals holding an undergraduate architectural degree.

  11. 77 FR 12041 - Applications for New Awards; Migrant Education Program (MEP) Consortium Incentive Grants Program

    Science.gov (United States)

    2012-02-28

    ... involvement of migratory parents in the education of migratory students whose education is interrupted... DEPARTMENT OF EDUCATION Applications for New Awards; Migrant Education Program (MEP) Consortium Incentive Grants Program AGENCY: Office of Elementary and Secondary Education, Department of Education...

  12. 42 CFR 423.168 - Accreditation organizations.

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 3 2010-10-01 2010-10-01 false Accreditation organizations. 423.168 Section 423.168 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICARE PROGRAM VOLUNTARY MEDICARE PRESCRIPTION DRUG BENEFIT Cost Control and Quality...

  13. The American Association for Laboratory Accreditation

    Science.gov (United States)

    2011-03-28

    ISO / IEC 17025 ...Information Technology A2LA DoD ELAP Program n All labs are assessed to ISO / IEC 17025 :2005 as the base standard. n In addition, the requirements of 2003...n Inspection Body Accreditation ( ISO / IEC 17020) n Proficiency Testing Providers ( ISO / IEC 17043) n Reference Materials Producers ( ISO Guide

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

    International Nuclear Information System (INIS)

    Clark, B.

    2015-01-01

    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. 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

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

    International Nuclear Information System (INIS)

    Reft, C.

    2015-01-01

    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. 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

  16. A Modularized Counselor-Education Program.

    Science.gov (United States)

    Miller, Thomas V.; Dimattia, Dominic J.

    1978-01-01

    Counselor-education programs may be enriched through the use of modularized learning experiences. This article notes several recent articles on competency-based counselor education, the concepts of simulation and modularization, and describes the process of developing a modularized master's program at the University of Bridgeport in Connecticut.…

  17. Community-Based Native Teacher Education Programs.

    Science.gov (United States)

    Heimbecker, Connie; Minner, Sam; Prater, Greg

    This paper describes two exemplary school-based Native teacher education programs offered by Northern Arizona University (NAU) to serve Navajo students and by Lakehead University (Ontario) to serve members of the Nishnabe Nation of northern Ontario. The Reaching American Indian Special/Elementary Educators (RAISE) program is located in Kayenta,…

  18. A new educational program on biomedical engineering

    NARCIS (Netherlands)

    van Alste, Jan A.

    2000-01-01

    At the University of Twente together with the Free University of Amsterdam a new educational program on Biomedical Engineering will be developed. The academic program with a five-year duration will start in September 2001. After a general, broad education in Biomedical Engineering in the first three

  19. Accreditation of Employee Development.

    Science.gov (United States)

    Geale, John

    A British project was conducted to improve understanding of the advantages and disadvantages of certification for work-based training and to analyze factors that influence the demand for accreditation. Three studies investigated what was happening in three employment sectors: tourism (service/commercial), social services (public administration),…

  20. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  1. Teaching and Assessing Professionalism in Ophthalmology Residency Training Programs

    NARCIS (Netherlands)

    Lee, Andrew G.; Beaver, Hilary A.; Boldt, H. Culver; Olson, Richard; Oetting, Thomas A.; Abramoff, Michael; Carter, Keith

    2007-01-01

    The Accreditation Council for Graduate Medical Education (ACGME) has mandated that all residency training programs teach and assess new competencies including professionalism. This article reviews the literature on medical professionalism, describes good practices gleaned from published works, and

  2. Higher Education Leadership Graduate Program Development

    Science.gov (United States)

    Freeman, Sydney, Jr.; Chambers, Crystal Renée; Newton, Rochelle

    2016-01-01

    Graduate programs in higher education administration and leadership have sought to equip students with the knowledge, skills, and competencies for higher education leadership; that is, to prepare globally minded leaders who can navigate the internal and external demands of, and for, higher education. With the use of the Lattuca and Stark model of…

  3. The POP Program: the patient education advantage.

    Science.gov (United States)

    Claeys, M; Mosher, C; Reesman, D

    1998-01-01

    In 1992, a preoperative education program was developed for total joint replacement patients in a small community hospital. The goals of the program were to increase educational opportunities for the joint replacement patients, prepare patients for hospitalization, plan for discharge needs, and increase efficiency of the orthopaedic program. Since 1992, approximately 600 patients have attended the education program. Outcomes have included positive responses from patients regarding their preparedness for surgery, increased participation in their plan of care, coordinated discharge planning, decreased length of stay, and progression across the continuum of care. A multidisciplinary approach to preparing patients for surgery allows for a comprehensive and efficient education program. Marketing of successful programs can enhance an institution's competitive advantage and help ensure the hospital's viability in the current health care arena.

  4. Palliative Care Exposure in Internal Medicine Residency Education: A Survey of ACGME Internal Medicine Program Directors.

    Science.gov (United States)

    Edwards, Asher; Nam, Samuel

    2018-01-01

    As the baby boomer generation ages, the need for palliative care services will be paramount and yet training for palliative care physicians is currently inadequate to meet the current palliative care needs. Nonspecialty-trained physicians will need to supplement the gap between supply and demand. Yet, no uniform guidelines exist for the training of internal medicine residents in palliative care. To our knowledge, no systematic study has been performed to evaluate how internal medicine residencies currently integrate palliative care into their training. In this study, we surveyed 338 Accreditation Council for Graduate Medical Education-accredited internal medicine program directors. We queried how palliative care was integrated into their training programs. The vast majority of respondents felt that palliative care training was "very important" (87.5%) and 75.9% of respondents offered some kind of palliative care rotation, often with a multidisciplinary approach. Moving forward, we are hopeful that the data provided from our survey will act as a launching point for more formal investigations into palliative care education for internal medicine residents. Concurrently, policy makers should aid in palliative care instruction by formalizing required palliative care training for internal medicine residents.

  5. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    OpenAIRE

    Rachel E. Scherr; Monica Plisch; Renee Michelle Goertzen

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions aro...

  6. The role of the nonphysician educator in general surgery residency training: from outcome project and duty-hours restrictions to the next accreditation system and milestones.

    Science.gov (United States)

    Tarpley, Margaret J; Davidson, Mario A; Tarpley, John L

    2014-01-01

    In 2002 and 2003 the ACGME Outcome Project (assessing residents based on competencies) and duty-hours restrictions were implemented. One strategy for assisting PDs in the increased workload was to hire nonphysician educators with training and experience in curriculum design, teaching techniques, adult learning theories, and research methods. This study sought to document prevalence and responsibilities of nonphysician educators. IRB approval was received for a two-part study. All 247 general surgery PDs were e-mailed the question, "Do you have a nonphysician educator as a member of your surgery education office?" Those who replied "yes" or volunteered "not currently but in the past" were e-mailed a link to an electronic survey concerning the role of the nonphysician educator. Residency training programs in general surgery. General surgery program directors. Of the 126 PDs who responded to the initial query, 37 said "yes" and 4 replied "not currently but in the past". Thirty-two PDs of the initial 41 respondents completed the survey. Significant findings included: 65% were hired in the last 6 years; faculty rank is held by 69%; and curriculum development was the most common responsibility but teaching, research, and administrative duties were often listed. PDs perceived that faculty, residents, and medical students had mostly positive attitudes towards nonphysician educators. The overall results seem to support the notion that nonphysician educators serve as vital members of the team. Copyright © 2014 Association of Program Directors in Surgery. All rights reserved.

  7. Relevance Evaluation of Engineering Master's Program in Peru

    OpenAIRE

    Miñán, Erick; Lavalle, Carlos; Díaz-Puente, José M.

    2012-01-01

    In a context of mass higher education, it is necessary to ensure not only quality but also the relevance of engineering master's programs, namely the appropriateness of the objectives and outcomes to the needs and interests of the program beneficiaries. After a literature review we analyzed the evaluation models of three organizations in Peru: the Board of Evaluation, Accreditation and Certification of the University Education Quality CONEAU, the Institute of Quality and Accreditation of Comp...

  8. Strategies for Evaluating Complex Environmental Education Programs

    Science.gov (United States)

    Williams, V.

    2011-12-01

    Evidence for the effectiveness of environmental education programs has been difficult to establish for many reasons. Chief among them are the lack of clear program objectives and an inability to conceptualize how environmental education programs work. Both can lead to evaluations that make claims that are difficult to substantiate, such as significant changes in student achievement levels or behavioral changes based on acquisition of knowledge. Many of these challenges can be addressed by establishing the program theory and developing a logic model. However, claims of impact on larger societal outcomes are difficult to attribute solely to program activities. Contribution analysis may offer a promising method for addressing this challenge. Rather than attempt to definitively and causally link a program's activities to desired results, contribution analysis seeks to provide plausible evidence that can reduce uncertainty regarding the 'difference' a program is making to observed outcomes. It sets out to verify the theory of change behind a program and, at the same time, takes into consideration other influencing factors. Contribution analysis is useful in situations where the program is not experimental-there is little or no scope for varying how the program is implemented-and the program has been funded on the basis of a theory of change. In this paper, the author reviews the feasibility of using contribution analysis as a way of evaluating the impact of the GLOBE program, an environmental science and education program. Initially conceptualized by Al Gore in 1995, the program's implementation model is based on worldwide environmental monitoring by students and scientists around the globe. This paper will make a significant and timely contribution to the field of evaluation, and specifically environmental education evaluation by examining the usefulness of this analysis for developing evidence to assess the impact of environmental education programs.

  9. Study on Java Programming Education

    OpenAIRE

    太田, 信宏

    2009-01-01

    The purpose of this study is to consider the content and key points for inclusion in a Java programming course for beginners. The Java programming language has a variety of functions and has the largest application field of all such languages, containing many themes that are appropriate for any such programming course. The multifunctional and wide-ranging functions of Java, however, may actually act as a barrier to study for beginners. The core content of a programming class for beginners sho...

  10. The attitude of health care professionals towards accreditation: A systematic review of the literature

    Directory of Open Access Journals (Sweden)

    Abdullah Alkhenizan

    2012-01-01

    Full Text Available Accreditation is usually a voluntary program, in which authorized external peer reviewers evaluate the compliance of a health care organization with pre-established performance standards. The aim of this study was to systematically review the literature of the attitude of health care professionals towards professional accreditation. A systematic search of four databases including Medline, Embase, Healthstar, and Cinhal presented seventeen studies that had evaluated the attitudes of health care professionals towards accreditation. Health care professionals had a skeptical attitude towards accreditation. Owners of hospitals indicated that accreditation had the potential of being used as a marketing tool. Health care professionals viewed accreditation programs as bureaucratic and demanding. There was consistent concern, especially in developing countries, about the cost of accreditation programs and their impact on the quality of health care services.

  11. Computer Programming Education with Miranda

    NARCIS (Netherlands)

    Joosten, S.M.M.; van den Berg, Klaas

    During the past four years, an experiment has been carried out with an introductory course in computer programming, based on functional programming. This article describes the background of this approach, the aim of the computer programming course, the outline and subject matter of the course parts

  12. Amount of Genetics Education is Low Among Didactic Programs in Dietetics.

    Science.gov (United States)

    Beretich, Kaitlan; Pope, Janet; Erickson, Dawn; Kennedy, Angela

    2017-01-01

    Nutritional genomics is a growing area of research. Research has shown registered dietitian nutritionists (RDNs) have limited knowledge of genetics. Limited research is available regarding how didactic programs in dietetics (DPDs) meet the genetics knowledge requirement of the Accreditation Council for Education in Nutrition and Dietetics (ACEND®). The purpose of this study was to determine the extent to which the study of nutritional genomics is incorporated into undergraduate DPDs in response to the Academy of Nutrition and Dietetics position statement on nutritional genomics. The sample included 62 DPD directors in the U.S. Most programs (63.9%) reported the ACEND genetics knowledge requirement was being met by integrating genetic information into the current curriculum. However, 88.7% of programs reported devoting only 1-10 clock hours to genetics education. While 60.3% of directors surveyed reported they were confident in their program's ability to teach information related to genetics, only 6 directors reported having specialized training in genetics. The overall amount of clock hours devoted to genetics education is low. DPD directors, faculty, and instructors are not adequately trained to provide this education to students enrolled in DPDs. Therefore, the primary recommendation of this study is the development of a standardized curriculum for genetics education in DPDs.

  13. Pretraining and posttraining assessment of residents' performance in the fourth accreditation council for graduate medical education competency: patient communication skills.

    Science.gov (United States)

    Chandawarkar, Rajiv Y; Ruscher, Kimberly A; Krajewski, Aleksandra; Garg, Manish; Pfeiffer, Carol; Singh, Rekha; Longo, Walter E; Kozol, Robert A; Lesnikoski, Beth; Nadkarni, Prakash

    2011-08-01

    Structured communication curricula will improve surgical residents' ability to communicate effectively with patients. A prospective study approved by the institutional review board involved 44 University of Connecticut general surgery residents. Residents initially completed a written baseline survey to assess general communication skills awareness. In step 1 of the study, residents were randomized to 1 of 2 simulations using standardized patient instructors to mimic patients receiving a diagnosis of either breast or rectal cancer. The standardized patient instructors scored residents' communication skills using a case-specific content checklist and Master Interview Rating Scale. In step 2 of the study, residents attended a 3-part interactive program that comprised (1) principles of patient communication; (2) experiences of a surgeon (role as physician, patient, and patient's spouse); and (3) role-playing (3-resident groups played patient, physician, and observer roles and rated their own performance). In step 3, residents were retested as in step 1, using a crossover case design. Scores were analyzed using Wilcoxon signed rank test with a Bonferroni correction. Case-specific performance improved significantly, from a pretest content checklist median score of 8.5 (65%) to a posttest median of 11.0 (84%) (P = .005 by Wilcoxon signed rank test for paired ordinal data)(n = 44). Median Master Interview Rating Scale scores changed from 58.0 before testing (P = .10) to 61.5 after testing (P = .94). Difference between overall rectal cancer scores and breast cancer scores also were not significant. Patient communication skills need to be taught as part of residency training. With limited training, case-specific skills (herein, involving patients with cancer) are likely to improve more than general communication skills.

  14. Measuring Performance Excellence: Key Performance Indicators for Institutions Accepted into the Academic Quality Improvement Program (AQIP)

    Science.gov (United States)

    Ballard, Paul J.

    2013-01-01

    Given growing interest in accountability and outcomes, the North Central Association's Higher Learning Commission developed a new path for accreditation, the Academic Quality Improvement Program (AQIP). The goal is to infuse continuous improvement and quality in the culture of higher education, and to blend traditional accreditation with the…

  15. Decision support using anesthesia information management system records and accreditation council for graduate medical education case logs for resident operating room assignments.

    Science.gov (United States)

    Wanderer, Jonathan P; Charnin, Jonathan; Driscoll, William D; Bailin, Michael T; Baker, Keith

    2013-08-01

    Our goal in this study was to develop decision support systems for resident operating room (OR) assignments using anesthesia information management system (AIMS) records and Accreditation Council for Graduate Medical Education (ACGME) case logs and evaluate the implementations. We developed 2 Web-based systems: an ACGME case-log visualization tool, and Residents Helping in Navigating OR Scheduling (Rhinos), an interactive system that solicits OR assignment requests from residents and creates resident profiles. Resident profiles are snapshots of the cases and procedures each resident has done and were derived from AIMS records and ACGME case logs. A Rhinos pilot was performed for 6 weeks on 2 clinical services. One hundred sixty-five requests were entered and used in OR assignment decisions by a single attending anesthesiologist. Each request consisted of a rank ordered list of up to 3 ORs. Residents had access to detailed information about these cases including surgeon and patient name, age, procedure type, and admission status. Success rates at matching resident requests were determined by comparing requests with AIMS records. Of the 165 requests, 87 first-choice matches (52.7%), 27 second-choice matches (16.4%), and 8 third-choice matches (4.8%) were made. Forty-three requests were unmatched (26.1%). Thirty-nine first-choice requests overlapped (23.6%). Full implementation followed on 8 clinical services for 8 weeks. Seven hundred fifty-four requests were reviewed by 15 attending anesthesiologists, with 339 first-choice matches (45.0%), 122 second-choice matches (16.2%), 55 third-choice matches (7.3%), and 238 unmatched (31.5%). There were 279 overlapping first-choice requests (37.0%). The overall combined match success rate was 69.4%. Separately, we developed an ACGME case-log visualization tool that allows individual resident experiences to be compared against case minimums as well as resident peer groups. We conclude that it is feasible to use ACGME case

  16. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2017-02-01

    Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  17. Diabetes educator mentorship program: mentors requested.

    Science.gov (United States)

    Beck, Joni K; Traficano, Sheryl E

    2015-02-01

    The purpose of this article is to describe the Diabetes Educator Mentorship Program, communicate mentors' experiences and perceptions during the first 3 years following implementation, and provide strategies to encourage mentoring. Creation of this collaborative program has fostered successful attainment of additional certified diabetes educators who obtained diabetes self-management education and support (DSMES) practice requirement hours through a voluntary Diabetes Educator Mentorship Program. There is a significant need for additional mentors to meet the growing need for mentoring partnerships. Increasing the number of mentors will provide more opportunities to those seeking to gain DSMES experience and will ultimately expand the number of health professionals available to educate those with diabetes or prediabetes. © 2014 The Author(s).

  18. Development of education programs using HANARO

    International Nuclear Information System (INIS)

    Ser, K. W.; Cho, H. J.; Won, J. Y.; Ju, Y. C.; Lee, H. Y.; Choi, Y. M.

    2001-01-01

    The purposes of the study is to development of the education program using HANARO, which is one of the programs for HANARO Utilization. These consist of four fields; radioisotope production application, neutron activation analysis, examination of irradiated fuel/material and neutron beam application. This program provides various special research courses to faculties, researchers, universities and the industrial sector. In the development of the education program using HANARO, we have plan to the graduate thesis research course for the students, such a plan identifies the actual and potential capabilities of the reactor as well as its current and potential future specialists. Also, we have designed the development of actual training and education programs on radiological emergency preparedness, its necessary to the on-site and off-side public health and safety around near the reactor and relation facilities. These course topics involve the introduction of radiological emergency, actual technical method on radiation measurement, radiological emergency exercise and so on

  19. Educational outcomes of a medical physicist program over the past 10 years in Japan

    International Nuclear Information System (INIS)

    Kadoya, Noriyuki; Karasawa, Kumiko; Sumida, Iori; Arimura, Hidetaka; Kakinohana, Yasumasa; Kabuki, Shigeto; Monzen, Hajime; Nishio, Teiji; Shirato, Hiroki; Yamada, Syogo

    2017-01-01

    The promotion plan for the Platform of Human Resource Development for Cancer (Ganpro) was initiated by the Ministry of Education, Culture, Sports, Science and Technology of Japan in 2007, establishing a curriculum for medical physicists. In this study, we surveyed the educational outcomes of the medical physicist program over the past 10 years since the initiation of Ganpro. The Japan Society of Medical Physics mailing list was used to announce this survey. The questionnaire was created by members of the Japanese Board for Medical Physicist Qualification, and was intended for the collection of information regarding the characteristics and career paths of medical physics students. Students who participated in the medical physics program from 2007 to 2016 were enrolled. Thirty-one universities (17 accredited and 14 non-accredited) were represented in the survey. In total, 491, 105 and 6 students were enrolled in the Master's, Doctorate and Residency programs, respectively. Most students held a Bachelor's degree in radiological technology (Master's program, 87%; Doctorate program, 72%). A large number of students with a Master's degree worked as radiological technologists (67%), whereas only 9% (n = 32) worked as medical physicists. In contrast, 53% (n = 28) of the students with a Doctorate degree worked as medical physicists. In total, 602 students (from 31 universities) completed the survey. Overall, although the number of the graduates who worked as medical physicists was small, this number increased annually. It thus seems that medical institutions in Japan are recognizing the necessity of licensed medical physicists in the radiotherapy community.

  20. Quality management and accreditation in a mixed research and clinical hair testing analytical laboratory setting-a review.

    Science.gov (United States)

    Fulga, Netta

    2013-06-01

    Quality management and accreditation in the analytical laboratory setting are developing rapidly and becoming the standard worldwide. Quality management refers to all the activities used by organizations to ensure product or service consistency. Accreditation is a formal recognition by an authoritative regulatory body that a laboratory is competent to perform examinations and report results. The Motherisk Drug Testing Laboratory is licensed to operate at the Hospital for Sick Children in Toronto, Ontario. The laboratory performs toxicology tests of hair and meconium samples for research and clinical purposes. Most of the samples are involved in a chain of custody cases. Establishing a quality management system and achieving accreditation became mandatory by legislation for all Ontario clinical laboratories since 2003. The Ontario Laboratory Accreditation program is based on International Organization for Standardization 15189-Medical laboratories-Particular requirements for quality and competence, an international standard that has been adopted as a national standard in Canada. The implementation of a quality management system involves management commitment, planning and staff education, documentation of the system, validation of processes, and assessment against the requirements. The maintenance of a quality management system requires control and monitoring of the entire laboratory path of workflow. The process of transformation of a research/clinical laboratory into an accredited laboratory, and the benefits of maintaining an effective quality management system, are presented in this article.

  1. Using student satisfaction data to evaluate a new online accelerated nursing education program.

    Science.gov (United States)

    Gazza, Elizabeth A; Matthias, April

    2016-10-01

    As increasing numbers of students enroll in online education, institutions of higher education are responsible for delivering quality online courses and programs. Agencies that accredit institutions and programs require evidence of program quality, including student satisfaction. A large state university in the Southeastern United States transitioned an online nursing education degree completion, or Registered Nurse-to-Bachelor of Science in Nursing, program to an online accelerated format in order to meet the needs of working nurses and ultimately, increase the number of nurses prepared at the baccalaureate level. This article describes a descriptive, cross-sectional study that evaluated the effectiveness of the new online accelerated program using the quality indicator of student satisfaction. Ninety-one (32%) of the 284 students who were enrolled or had been enrolled in a course within the online accelerated degree completion program between fall 2013 session 1 and summer 2014 session participated in the study. The electronic Noel-Levitz Priorities Survey for Online Learners™ was used to measure student satisfaction with the program and associated services. Results provided insight into the students' satisfaction with the new program format and served as the basis for an interdepartmental program enhancement plan aimed at maintaining and enhancing student satisfaction and overall program quality. Findings indicated that measuring and evaluating student satisfaction can provide valuable information about the effectiveness of an online program. Recommendations for using the measurement tool in online program planning and studying student satisfaction in relation to retention and program completion were identified. Copyright © 2016 Elsevier Ltd. All rights reserved.

  2. 38 CFR 21.5230 - Programs of education.

    Science.gov (United States)

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Programs of education. 21...) VOCATIONAL REHABILITATION AND EDUCATION Post-Vietnam Era Veterans' Educational Assistance Under 38 U.S.C. Chapter 32 Programs of Education § 21.5230 Programs of education. (a) Approving the selected program of...

  3. The Plantation Adult Basic Education Program.

    Science.gov (United States)

    Southern Mutual Help Association, Abbeville, LA.

    The Plantation Adult Basic Education Program started in 1970 as an alternative to poverty for sugar cane workers in Louisiana. The document discusses the various aspects of the poverty conditions that exist in the area, such as: housing, diet, health, education, and lack of consumer information, and how these existing conditions are to be changed…

  4. The Changing Nature of Educational Technology Programs

    Science.gov (United States)

    Spector, J. Michael

    2015-01-01

    The many changes in educational technologies have been well documented in both the professional and popular literature. What is less well documented is the changing nature of programs that prepare individuals for careers in the broad multi-disciplinary field of educational technology. This article is a first attempt to look at how educational…

  5. Leisure Education Programs for the Severely Disabled.

    Science.gov (United States)

    Schleien, Stuart J.; And Others

    1985-01-01

    The importance of leisure education for severely disabled students is emphasized as a means of enabling them to purposefully use leisure time and to expand social and motor skills that facilitate independent daily living. Sample activities for inclusion in physical education programs are included. (DG)

  6. 34 CFR 668.72 - Nature of educational program.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Nature of educational program. 668.72 Section 668.72... EDUCATION, DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS Misrepresentation § 668.72 Nature of educational program. Misrepresentation by an institution of the nature of its educational program...

  7. 34 CFR 300.23 - Individualized education program team.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education program team. Individualized education program team or IEP Team means a group of individuals...

  8. Current Status of Nutrition Training in Graduate Medical Education From a Survey of Residency Program Directors: A Formal Nutrition Education Course Is Necessary.

    Science.gov (United States)

    Daley, Brian J; Cherry-Bukowiec, Jill; Van Way, Charles W; Collier, Bryan; Gramlich, Leah; McMahon, M Molly; McClave, Stephen A

    2016-01-01

    Nutrition leaders surmised graduate medical nutrition education was not well addressed because most medical and surgical specialties have insufficient resources to teach current nutrition practice. A needs assessment survey was constructed to determine resources and commitment for nutrition education from U.S. graduate medical educators to address this problem. An online survey of 36 questions was sent to 495 Accreditation Council for Graduate Medical Education (ACGME) Program Directors in anesthesia, family medicine, internal medicine, pediatrics, obstetrics/gynecology, and general surgery. Demographics, resources, and open-ended questions were included. There was a 14% response rate (72 programs), consistent with similar studies on the topic. Most (80%) of the program directors responding were from primary care programs, the rest surgical (17%) or anesthesia (3%). Program directors themselves lacked knowledge of nutrition. While some form of nutrition education was provided at 78% of programs, only 26% had a formal curriculum and physicians served as faculty at only 53%. Sixteen programs had no identifiable expert in nutrition and 10 programs stated that no nutrition training was provided. Training was variable, ranging from an hour of lecture to a month-long rotation. Seventy-seven percent of program directors stated that the required educational goals in nutrition were not met. The majority felt an advanced course in clinical nutrition should be required of residents now or in the future. Nutrition education in current graduate medical education is poor. Most programs lack the expertise or time commitment to teach a formal course but recognize the need to meet educational requirements. A broad-based, diverse universal program is needed for training in nutrition during residency. © 2015 American Society for Parenteral and Enteral Nutrition.

  9. Incorporating AIDS Education in Prison Adult Education Programs in Nigeria.

    Science.gov (United States)

    Enuku, Usiwoma Evawoma; Enuku, Christie Akpoigho

    1999-01-01

    Indicates that there are no acquired immune deficiency syndrome (AIDS) education programs in Nigerian prisons and that because of total confinement and the absence of conjugal visits, homosexuality may be common. Outlines the objectives of AIDS education in prisons and the benefits as the inmates return to their communities. (JOW)

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

    Science.gov (United States)

    Hoeltge, Gerald A

    2017-03-01

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

  11. Lewis' Educational and Research Collaborative Internship Program

    Science.gov (United States)

    Heyward, Ann; Gott, Susan (Technical Monitor)

    2004-01-01

    The Lewis Educational and Research Collaborative Internship Program (LERCIP) is a collaborative undertaking by the Office of Educational Programs at NASA Glenn Research Center at Lewis Field (formerly NASA Lewis Research Center) and the Ohio Aerospace Institute. This program provides 10-week internships in addition to summer and winter extensions if funding is available and/or is requested by mentor (no less than 1 week no more than 4 weeks) for undergraduate/graduate students and secondary school teachers. Students who meet the travel reimbursement criteria receive up to $500 for travel expenses. Approximately 178 interns are selected to participate in this program each year and begin arriving the fourth week in May. The internships provide students with introductory professional experiences to complement their academic programs. The interns are given assignments on research and development projects under the personal guidance of NASA professional staff members. Each intern is assigned a NASA mentor who facilitates a research assignment. In addition to the research assignment, the summer program includes a strong educational component that enhances the professional stature of the participants. The educational activities include a research symposium and a variety of workshops, and lectures. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds. The purpose of this report is to document the program accomplishments for 2004.

  12. Manual for Preparing Individualized Education Programs.

    Science.gov (United States)

    Baylor, Terrill D.

    Presented are guidelines for developing an individualized program and services plan, an individual implementation plan, and daily activity and strategy plans for handicapped students. Instructions are outlined for utilizing forms related to planning and implementation of individualized education programs. Appended are sample forms. (SBH)

  13. An assessment of burnout in undergraduate athletic training education program directors.

    Science.gov (United States)

    Walter, Jessica M; Van Lunen, Bonnie L; Walker, Stacy E; Ismaeli, Zahra C; Oñate, James A

    2009-01-01

    Athletic training education program directors (ATEPDs) often manage their time among students, program administration, and patient care. To assess the level of burnout in ATEPDs and to determine the relationship between burnout and various demographics of ATEPDs. Cross-sectional study. Public and private colleges and universities nationwide. Two hundred forty-nine ATEPDs of undergraduate athletic training education programs accredited by the Commission on Accreditation of Athletic Training Education. We administered the Maslach Burnout Inventory (MBI) to all participants. The MBI consisted of 21 items assessing 3 characteristics of burnout: emotional exhaustion, depersonalization, and personal accomplishment. Another component of the survey requested demographic information about the ATEPDs. We used univariate, multivariate, and factorial analyses of variance with the alpha level set a priori at .05. We also calculated Pearson product moment correlation coefficients. Women had greater emotional exhaustion than men (20.67 +/- 9.43 and 16.47 +/- 9.64, respectively) (P = .001). The difference between tenure-status groups for emotional exhaustion was significant (P = .014), with tenure-track ATEPDs scoring higher on emotional exhaustion than tenured ATEPDs. Pearson product moment correlation coefficients revealed a weak negative relationship among emotional exhaustion and age (r = -0.263, P depersonalization (r = -0.171, P = .007). There was a weak positive relationship between years at current job and personal accomplishment (r = 0.197, P = .002). We found that ATEPDs experienced a moderate form of emotional exhaustion burnout and low depersonalization and personal accomplishment burnout, with women experiencing greater emotional exhaustion than males. Additionally, ATEPDs in tenure-track positions experienced greater emotional exhaustion than tenured ATEPDs. The ATEPDs need to obtain healthy coping strategies early within their directorships to manage components

  14. RunJumpCode: An Educational Game for Educating Programming

    Science.gov (United States)

    Hinds, Matthew; Baghaei, Nilufar; Ragon, Pedrito; Lambert, Jonathon; Rajakaruna, Tharindu; Houghton, Travers; Dacey, Simon

    2017-01-01

    Programming promotes critical thinking, problem solving and analytic skills through creating solutions that can solve everyday problems. However, learning programming can be a daunting experience for a lot of students. "RunJumpCode" is an educational 2D platformer video game, designed and developed in Unity, to teach players the…

  15. Visual dataflow language for educational robots programming

    OpenAIRE

    ZIMIN G.A.; MORDVINOV D.A.

    2016-01-01

    Visual domain-specific languages usually have low entry barrier. Sometimes even children can program on such languages by working with visual representations. This is widely used in educational robotics domain, where most commonly used programming environments are visual. The paper describes a novel dataflow visual programming environment for embedded robotic platforms. Obviously, complex dataflow languages are not simple for understanding. The purpose of our tool is to "bridge" between light...

  16. Clinical laboratory accreditation in India.

    Science.gov (United States)

    Handoo, Anil; Sood, Swaroop Krishan

    2012-06-01

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

  17. Adaptation of Kirkpatrick's Four Level Model of Training Criteria to Assessment of Learning Outcomes and Program Evaluation in Higher Education

    Science.gov (United States)

    Praslova, Ludmila

    2010-01-01

    Assessment of educational effectiveness provides vitally important feedback to Institutions of Higher Education. It also provides important information to external stakeholders, such as prospective students, parents, governmental and local regulatory entities, professional and regional accrediting organizations, and representatives of the…

  18. Practical strategies for nursing education program evaluation.

    Science.gov (United States)

    Lewallen, Lynne Porter

    2015-01-01

    Self-evaluation is required for institutions of higher learning and the nursing programs within them. The literature provides information on evaluation models and instruments, and descriptions of how specific nursing education programs are evaluated. However, there are few discussions in the nursing education literature of the practical aspects of nursing education program evaluation: how to get started, how to keep track of data, who to involve in data collection, and how to manage challenging criteria. This article discusses the importance of program evaluation in the academic setting and provides information on practical ways to organize the evaluation process and aggregate data, and strategies for gathering data from students, graduates, alumni, and employers of graduates. Copyright © 2015 Elsevier Inc. All rights reserved.

  19. Teaching and Assessing Systems-based Competency in Ophthalmology Residency Training Programs

    NARCIS (Netherlands)

    Lee, Andrew G.; Beaver, Hilary A.; Greenlee, Emily; Oetting, Thomas A.; Boldt, H. Culver; Olson, Richard; Abramoff, Michael; Carter, Keith

    2007-01-01

    The Accreditation Council for Graduate Medical Education (ACGME) has mandated that residency programs, including ophthalmology, teach and assess specific competencies, including systems-based learning. We review the pertinent literature on systems-based learning for ophthalmology and recommend

  20. Assessing the Quality of the Business and Management Education in Higher Education

    Science.gov (United States)

    Lee, Lung-Sheng; Ko, Hui-Min; Wang, Mei-Tyng; Pan, Ying-Ju

    2014-01-01

    As the third-party planner and implementer of higher education institutional and program evaluations, the Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) completed program evaluations for all 145 undergraduate business and management (B&M) programs in 43 universities/colleges from 2006 to 2010. In the 145 programs…

  1. Coding and Billing in Surgical Education: A Systems-Based Practice Education Program.

    Science.gov (United States)

    Ghaderi, Kimeya F; Schmidt, Scott T; Drolet, Brian C

    Despite increased emphasis on systems-based practice through the Accreditation Council for Graduate Medical Education core competencies, few studies have examined what surgical residents know about coding and billing. We sought to create and measure the effectiveness of a multifaceted approach to improving resident knowledge and performance of documenting and coding outpatient encounters. We identified knowledge gaps and barriers to documentation and coding in the outpatient setting. We implemented a series of educational and workflow interventions with a group of 12 residents in a surgical clinic at a tertiary care center. To measure the effect of this program, we compared billing codes for 1 year before intervention (FY2012) to prospectively collected data from the postintervention period (FY2013). All related documentation and coding were verified by study-blinded auditors. Interventions took place at the outpatient surgical clinic at Rhode Island Hospital, a tertiary-care center. A cohort of 12 plastic surgery residents ranging from postgraduate year 2 through postgraduate year 6 participated in the interventional sequence. A total of 1285 patient encounters in the preintervention group were compared with 1170 encounters in the postintervention group. Using evaluation and management codes (E&M) as a measure of documentation and coding, we demonstrated a significant and durable increase in billing with supporting clinical documentation after the intervention. For established patient visits, the monthly average E&M code level increased from 2.14 to 3.05 (p coding and billing of outpatient clinic encounters. Using externally audited coding data, we demonstrate significantly increased rates of higher complexity E&M coding in a stable patient population based on improved documentation and billing awareness by the residents. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  2. Neurocritical care education during neurology residency: AAN survey of US program directors.

    Science.gov (United States)

    Sheth, K N; Drogan, O; Manno, E; Geocadin, R G; Ziai, W

    2012-05-29

    Limited information is available regarding the current state of neurocritical care education for neurology residents. The goal of our survey was to assess the need and current state of neurocritical care training for neurology residents. A survey instrument was developed and, with the support of the American Academy of Neurology, distributed to residency program directors of 132 accredited neurology programs in the United States in 2011. A response rate of 74% (98 of 132) was achieved. A dedicated neuroscience intensive care unit (neuro-ICU) existed in 64%. Fifty-six percent of residency programs offer a dedicated rotation in the neuro-ICU, lasting 4 weeks on average. Where available, the neuro-ICU rotation was required in the vast majority (91%) of programs. Neurology residents' exposure to the fundamental principles of neurocritical care was obtained through a variety of mechanisms. Of program directors, 37% indicated that residents would be interested in performing away rotations in a neuro-ICU. From 2005 to 2010, the number of programs sending at least one resident into a neuro-ICU fellowship increased from 14% to 35%. Despite the expansion of neurocritical care, large proportions of US neurology residents have limited exposure to a neuro-ICU and neurointensivists. Formal training in the principles of neurocritical care may be highly variable. The results of this survey suggest a charge to address the variability of resident education and to develop standardized curricula in neurocritical care for neurology residents.

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

    Science.gov (United States)

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

    2014-08-01

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

  4. Accreditation of qualification testing organizations: the industry viewpoint

    International Nuclear Information System (INIS)

    Roby, A.

    1983-01-01

    This paper presents the industry viewpoint on the program for the Accreditation of Qualification Testing Organizations, which has been proposed for rulemaking by the Nuclear Regulatory Commission. The IEEE has agreed to establish the program content, and would administer its requirements in accordance with an agreement between the NRC and IEEE of September 30th, 1981. Presented in this paper is the industry perspective, developed and prepared through the AIF, identifying the serious concerns which the accreditation program has raised. Discussed are the disadvantages of the program and those present benefits which would be lost if the program was adopted. The value of greater emphasis on current regulation to improve the qualification process is presented and the paper details areas where the NRC proposals do not provide adequate justification for the accreditation program

  5. 78 FR 40084 - Proposed Requirement-Migrant Education Program Consortium Incentive Grant Program

    Science.gov (United States)

    2013-07-03

    ... DEPARTMENT OF EDUCATION 34 CFR Chapter II Proposed Requirement--Migrant Education Program... educational agencies (SEAs) under the Migrant Education Program (MEP) Consortium Incentive Grant (CIG) Program... the interstate or intrastate coordination of migrant education programs by addressing key needs of...

  6. Evaluation of educational programs: an affiliate survey.

    Science.gov (United States)

    Kerker, B

    1996-08-01

    The Planned Parenthood Federation of America (PPFA) conducted a survey in 1996 to investigate the use of educational program evaluation among its affiliates. Of the 153 surveys mailed out, 55 (36%) were returned. Evaluations of school-based educational programs were conducted consistently by 19% of respondents and occasionally by 72%; non-school-based programs were evaluated consistently by 31% of associations and occasionally by 64%. In both types of presentations, evaluations were likely to consist of pre- and post-testing, post-tests alone, or informal discussions with participants. The outcome variables most often measured were participant satisfaction with the presentation, knowledge gained, and behavioral change. 75% of educational directors recognized the value of evaluations for purposes such as program planning, providing a baseline, and procuring funding; 80% were interested in doing more evaluations. However, directors identified numerous obstacles to evaluation: insufficient time, lack of expertise or models, problems conducting meaningful impact evaluations, limited funds for this purpose, and fear that results would be disappointing. Despite its low response rate, this survey identified a need for PPFA's Education Department to promote program evaluation among its affiliates, provide staff training, and develop meaningful program impact measures.

  7. 22 CFR 229.400 - Education programs or activities.

    Science.gov (United States)

    2010-04-01

    ... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 229.400 Education programs or activities... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Education programs or activities. 229.400...

  8. 45 CFR 86.31 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 86.31 Education programs or... 45 Public Welfare 1 2010-10-01 2010-10-01 false Education programs or activities. 86.31 Section 86...

  9. Employing subgoals in computer programming education

    Science.gov (United States)

    Margulieux, Lauren E.; Catrambone, Richard; Guzdial, Mark

    2016-01-01

    The rapid integration of technology into our professional and personal lives has left many education systems ill-equipped to deal with the influx of people seeking computing education. To improve computing education, we are applying techniques that have been developed for other procedural fields. The present study applied such a technique, subgoal labeled worked examples, to explore whether it would improve programming instruction. The first two experiments, conducted in a laboratory, suggest that the intervention improves undergraduate learners' problem-solving performance and affects how learners approach problem-solving. The third experiment demonstrates that the intervention has similar, and perhaps stronger, effects in an online learning environment with in-service K-12 teachers who want to become qualified to teach computing courses. By implementing this subgoal intervention as a tool for educators to teach themselves and their students, education systems could improve computing education and better prepare learners for an increasingly technical world.

  10. 38 CFR 21.9765 - Program of education approval.

    Science.gov (United States)

    2010-07-01

    ... education offered by an institution of higher learning if that program of education is approved under 38 U.S... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Program of education... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Post-9/11 GI Bill Approval of Programs of Education § 21...

  11. Accreditation: a cultural control strategy.

    Science.gov (United States)

    Paccioni, André; Sicotte, Claude; Champagne, François

    2008-01-01

    The purpose of this paper is to describe and understand the effects of the accreditation process on organizational control and quality management practices in two Quebec primary-care health organizations. A multiple-case longitudinal study was conducted taking a mixed qualitative/quantitative approach. An analytical model was developed of the effects of the accreditation process on the type of organizational control exercised and the quality management practices implemented. The data were collected through group interviews, semi-directed interviews of key informers, non-participant observations, a review of the literature, and structured questionnaires distributed to all the employees working in both institutions. The accreditation process has fostered the implementation of consultation mechanisms in self-assessment teams. Improving assessments of client satisfaction was identified as a prime objective but, in terms of the values promoted in organizations, accreditation has little effect on the perceptions of employees not directly involved in the process. As long as not all staff members have integrated the basis for accreditation and its outcomes, the accreditation process appears to remain an external, bureaucratic control instrument. This study provides a theoretical model for understanding organizational changes brought about by accreditation of primary services. Through self-assessment of professional values and standards, accreditation may foster better quality management practices.

  12. Space Life Sciences Research and Education Program

    Science.gov (United States)

    Coats, Alfred C.

    2001-01-01

    Since 1969, the Universities Space Research Association (USRA), a private, nonprofit corporation, has worked closely with the National Aeronautics and Space Administration (NASA) to advance space science and technology and to promote education in those areas. USRA's Division of Space Life Sciences (DSLS) has been NASA's life sciences research partner for the past 18 years. For the last six years, our Cooperative Agreement NCC9-41 for the 'Space Life Sciences Research and Education Program' has stimulated and assisted life sciences research and education at NASA's Johnson Space Center (JSC) - both at the Center and in collaboration with outside academic institutions. To accomplish our objectives, the DSLS has facilitated extramural research, developed and managed educational programs, recruited and employed visiting and staff scientists, and managed scientific meetings.

  13. Rocket Science 101 Interactive Educational Program

    Science.gov (United States)

    Armstrong, Dennis; Funkhouse, Deborah; DiMarzio, Donald

    2007-01-01

    To better educate the public on the basic design of NASA s current mission rockets, Rocket Science 101 software has been developed as an interactive program designed to retain a user s attention and to teach about basic rocket parts. This program also has helped to expand NASA's presence on the Web regarding educating the public about the Agency s goals and accomplishments. The software was designed using Macromedia s Flash 8. It allows the user to select which type of rocket they want to learn about, interact with the basic parts, assemble the parts to create the whole rocket, and then review the basic flight profile of the rocket they have built.

  14. American Indian Education Opportunities Program. Supplement 9

    Science.gov (United States)

    Molin, Paulette F.

    1997-01-01

    Activities of the American Indian Educational Opportunities Program (AIEOP) at Hampton University for this reporting period included the establishment of a student chapter of the American Indian Science & Engineering Society (AISES), a move to new office space, hosting events on campus for visiting students from the American Indian Education Program of Oxon Hill, Maryland and Onondaga Community College in Syracuse, New York, collaboration with the Multicultural Leadership Team at NASA Langley Research Center for a Native American elder to serve as a speaker, participation in Native American conferences and other events, and continuing efforts to recruit and retain American Indian students.

  15. ICT- The Educational Programs in Teaching Mathematics

    Directory of Open Access Journals (Sweden)

    Dance Sivakova

    2017-08-01

    Full Text Available The range of information and communication technology in teaching mathematics is unlimited. Despite numerous researches about the opportunities and application of the ICT in teaching mathematics and in the world, however, many aspects remain unexplored. This research comes to knowledge that will be applicable to the educational practice. The findings will serve as motivation for more frequent use of the ICT in teaching mathematics from first to fifth grade as a mean for improving of the educational process. Through application of the ICT in the educational programs in teaching mathematics the technological improved practice is investigated and discussed and it helps overcoming of the challenges that arise when trying to integrate the ICT in the educational curricula in mathematics. The biggest challenge are the findings about the possibilities of the application of the ICT in the educational programs in math from first to fifth grade as well as their dissemination, all aimed to improving of teaching mathematics from the first to the fifth grade. The application of the most ICT in the educational programs of mathematics affects the training of the students for easier adoption of the mathematical concepts and the mathematical procedures and in the easier identification and resolving problem situations.

  16. The Development of Individualized Education Programs

    Directory of Open Access Journals (Sweden)

    William H. Blackwell

    2014-04-01

    Full Text Available There are more than 6.6 million students with disabilities in U.S. public schools who receive special education services, which means that there are 6.6 million Individualized Education Programs (IEPs that have been developed and are being implemented at any given time. Each IEP represents real cost in educational opportunity, relationship building between families and schools, time, and resource allocation. Given this information, it is important to examine what we have learned from research on the development of IEPs, and to begin charting a new direction for research and practice related to IEP development. This literature review examines published, peer-reviewed research studies that have examined IEP development since the 1997 reauthorization of the Individuals With Disabilities Education Act (IDEA. The review concludes with a discussion of how findings from previous research on IEP development can inform future research agendas, educator practice, and federal and state policies.

  17. Impact of Accreditation Actions: A Case Study of Two Colleges within Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges

    Science.gov (United States)

    Patel, Dipte D.

    2012-01-01

    The United States is unique with it non-governmental peer-review based accreditation system for oversight of higher education for quality assurance and improvement. In a triad relationship with federal and state governments for accountability, accreditation associations are the designated gatekeeper for federal financial assistance. Therefore,…

  18. Training and accreditation for radon professionals in Sweden

    International Nuclear Information System (INIS)

    Mjoenes, L.; Soederman, A.-L.

    2004-01-01

    Radon training courses and seminars on radon have been arranged in Sweden since the early 1980s. A commercial educational company initiated the first regular training courses in 1987. Up to 1990 about 400 persons had attended courses in radon measurement and radon mitigation methods. In 1991 the training programme was taken over by the Swedish Radiation Protection Authority, SSI. Today SSI's Radon Training Programme comprises three different two-day courses, a Basic Radon Course and two continuation courses: Radon Measurements and Radon in Water. Until 2003 SSI also arranged courses about Radon Remedial Measures and Radon Investigation and Risk Map Production. The courses are arranged twice a year. Altogether, about 750 municipal environmental health officers and technicians from private companies have been educated in the SSI training programme between 1991 and 2003. The continuation courses are completed with an examination, consisting of a theoretical test. The names of the persons who pass are being published in a list that is found on the SSI web site. Since no certification system is currently in place for radon professionals in Sweden, this list helps people who need to get in contact with radon counsellors to find one in their area and is used by authorities as well as private house-owners. Since 1991 it has been possible to obtain accreditation for measurements of indoor radon in Sweden and since 1997, also for measurements of radon in water. Although accreditation is voluntary in Sweden, accredited laboratories perform most measurements, both for indoor air and water. Passing the examination in the SSI training courses is a condition for accreditation. The Swedish Board for Accreditation and Conformity Assessment, SWEDAC, is in charge of the accreditation. So far, three major companies have obtained accreditation for measurement of indoor radon and four have been accredited for measurements of radon in water

  19. Does the accreditation of private dental practices work? Time to rethink how accreditation can improve patient safety.

    Science.gov (United States)

    Jean, Gillian

    2017-10-09

    Accreditation to demonstrate engagement with the National Safety and Quality Health Service Standards (Standards) is compulsory for most hospital and healthcare settings, but to date remains voluntary for private dental practices (PDPs). The regulatory framework governing the dental profession lacks a proactive element to drive improvements in quality and safety of care, and an accreditation scheme can strengthen existing regulation. The current model of accreditation operating in accordance with the Australian Health Service Safety and Quality Accreditation Scheme (Scheme) is based on the Standards, which were written for a hospital model of healthcare service. The majority of PDPs are small office-based businesses with clear leadership structure and employing six staff or fewer. The Scheme is overly bureaucratic given the simplicity of the PDP business model. This article considers whether accreditation has a proven track record of improving quality of service and offers opinions about how a more appropriate safety management program for PDPs may look. What is known about the topic? There has been minimal research about the impact of accreditation schemes in improving patient safety in PDP. What does this paper add? This paper proposes a redesign of the Scheme to make it more relevant to PDPs. The paper offers strategies to minimise duplication of purpose between accreditation and existing legislation; and to strengthen critical elements of accreditation to improve effects on patient safety. What are the implications for practitioners? A redesigned accreditation scheme will support dental practitioners to implement a quality assurance system with improved efficiency, reduced administrative burden, and optimised patient safety.

  20. Leadership Preparation in an Education Doctorate Program

    Science.gov (United States)

    Ryerson, Dean

    2011-01-01

    This was a study of an education doctorate program at a small, private college. It examined the following nine components: theory of leadership for school improvement; candidate recruitment and selection based on leadership; coherent curriculum; use of active learning strategies; knowledgeable faculty; high quality internships; social and…