Accreditation Assessment Research Articles

After the Survey… Handling a Negative Joint Commission Accreditation Assessment

<i>After the Survey…</i> Handling a Negative Joint Commission Accreditation Assessment

Co-operative(Co-op) Education at University of the Pacific And Its Assessment for ABET Accreditation of Mechanical Engineering Program

Co-operative (Co-op) education is a college program that integrates classroom studies with paid, productive and real-life work experience. A mandatory Co-op program for the degree is introduced with a sample curriculum from the Mechanical Engineering program at University of the Pacific. The mandatory Co-op program requires a minimum of 7 months of work experience with the option of pursuing a 12 month program. Students also have the opportunity of participating in an Engineering Industry Fellowship (EIF) program or an International Engineering Co-op program (IECP). University of the Pacific has engineering programs in Bio-Engineering, Civil Engineering, Computer Engineering, Electrical Engineering, Engineering Management, Engineering Physics, and Mechanical Engineering. All the programs are ABET-accredited except the Bio-Engineering program, which is relatively new. The Co-op employers evaluate the Co-op students at the end of the working period before returning to school, and the students also provide an evaluation of their Co-op experience. Co-op employer evaluations of student work are used in ABET assessment methods developed by the Mechanical Engineering program at University of the Pacific.

Accrediting Competence in Colonoscopy: Validity and Reliability of the UK Joint Advisory Group/NHS Bowel Cancer Screening Programme Accreditation Assessment

After national UK audit demonstrated very variable quality of colonoscopy, the introduction of the NHS Bowel Cancer Screening Programme prompted the introduction of a searching assessment to select the screening programme's future colonoscopists. Leading endoscopists, trainers and the JAG collaborated to develop an appropriate assessment tool after consultation with clinical educationalists in the UK, USA, and Holland. This comprised performance data, a knowledge test (MCQ), and a DOPS (Direct Observation of Procedural Skills) assessment. The aims were to determine the validity and reliability of the assessment. A true/false 30 item x 5 answer MCQ was devised covering key issues. To ensure both professional and educational input, DOPS forms from two national training centres were reviewed by the Trainers Group appointed under the NHS National Endoscopy Training Programme, and important colonoscopy skills were identified and amalgamated into domains. Detailed descriptors for all skill levels were written for each domain. An outline curriculum was published, and assessors underwent both the assessment and detailed assessor training. Performance and demographic data, as well as assessment data both from the MCQ and DOPS over two cases by two assessors were collected prospectively from candidates. Semi-structured questionnaires were collected from candidates and assessors on the validity of the assessment. Colonoscopists submitted performance data and attempted the assessment. In more than 3000 paired judgments on over 100 candidates during more than 200 cases, there was 96% congruence of agreement across the pass/fail divide (98% for major domains), and between 60-83% absolute congruence across individual domains between assessors, e.g. demonstrates awareness of patient's consciousness and pain 73%; adequate mucosal visualisation 81%. An expert global opinion agreed with the grading system in 97% of cases. The grading correlated weakly with self-reported caecal intubation rates and MCQ scores (r = 0.24 & 0.27, p < 0.01) respectively. No correlation was seen between the grading and colonoscopy numbers in previous year. Of the candidates 93% felt the DOPS assessment was fair or very fair overall, whilst 86% felt the MCQ was fair or very fair. Of the assessors, 75% felt the DOPS was valid or very valid, others felt it was not testing enough nor reliably assessing therapy, whilst 100% of them overall felt the process was fair or very fair. The DOPS accreditation has good face and content validity, and high reliability across the crucial pass/fail divide. Work is in place improving the MCQ.

Health sector accreditation research: a systematic review

The purpose of this study was to identify and analyze research into accreditation and accreditation processes. A multi-method, systematic review of the accreditation literature was conducted from March to May 2007. The search identified articles researching accreditation. Discussion or commentary pieces were excluded. From the initial identification of over 3000 abstracts, 66 studies that met the search criteria by empirically examining accreditation were selected. DATA EXTRACTION AND RESULTS OF DATA SYNTHESIS: The 66 studies were retrieved and analyzed. The results, examining the impact or effectiveness of accreditation, were classified into 10 categories: professions' attitudes to accreditation, promote change, organizational impact, financial impact, quality measures, program assessment, consumer views or patient satisfaction, public disclosure, professional development and surveyor issues. The analysis reveals a complex picture. In two categories consistent findings were recorded: promote change and professional development. Inconsistent findings were identified in five categories: professions' attitudes to accreditation, organizational impact, financial impact, quality measures and program assessment. The remaining three categories-consumer views or patient satisfaction, public disclosure and surveyor issues-did not have sufficient studies to draw any conclusion. The search identified a number of national health care accreditation organizations engaged in research activities. The health care accreditation industry appears to be purposefully moving towards constructing the evidence to ground our understanding of accreditation.

World Health Organization/HIVResNet Drug Resistance Laboratory Strategy

With rapidly increasing access to antiretroviral drugs globally, HIV drug resistance (HIVDR) has become a significant public health issue. This requires a coordinated and collaborative response from country level to international level to assess the extent of HIVDR and the establishment of efficient and evidence-based strategies to minimize its appearance and onward transmission. In parallel with the rollout of universal access to HIV treatment, countries are developing protocols based on the recommendations of the World Health Organization (WHO) to measure, at a population level, both transmitted HIVDR and HIVDR emerging during treatment. The WHO in collaboration with international experts (HIVResNet Laboratory Working Group), has developed a laboratory strategy, which has the overall goal of delivering quality-assured HIV genotypic results on specimens derived from the HIVDR surveys. The results will be used to help control the emergence and spread of drug resistance and to guide decision makers on antiretroviral therapy policy at national, regional and global level. The HIVDR Laboratory Strategy developed by the WHO includes several key aspects: the formation of a global network of national, regional and specialized laboratories accredited to perform HIVDR testing using a common set of WHO standard and performance indicators; recommendations of acceptable methods for collection, handling, shipment and storage of specimens in field conditions; and the provision of laboratory technical support, capacity building and quality assurance for network laboratories. The WHO/HIVResNet HIVDR Laboratory Network has been developed along the lines of other successful laboratory networks coordinated by the WHO. As of August 2007, assessment for accreditation has been conducted in 30 laboratories, covering the WHO‘s African, South-East Asia, Western Pacific, and the Caribbean Regions.

Reliability and Validity of FE Exam Scores for Assessment of Individual Competence, Program Accreditation, and College Performance

This study explores whether fundamentals of engineering (FE) exam scores are reliable and valid measures of individual competence, program accreditation, and college performance, each of these being processes commonly assessed using FE scores. Findings indicate that a trend exists toward erosion of reliability and validity as one moves further from the individual assessment level. That is, FE exam scores are probably reliable and valid indicators of minimal technical competency at the individual level. However, program-level assessments require a careful, fine-grained comparison of the subject-content statistics reported by NCEES relative to stated program objectives, and in certain cases, FE exam data will not serve as reliable and valid assessment indicators for some engineering programs. Further, assessment of entire engineering schools based on college-wide FE exam pass rates is inappropriate and cannot be rationally supported.

Accreditation/Performance Assessment On-Site Reviews in Michigan, Missouri, North Carolina, and Washington

In 1988, the Committee for the Study of the Future of Public Health identified the core functions of assessment, policy development, and assurance as key roles of the public health governmental sector. Some states have developed accreditation or performance assessment programs to measure how state and/or local government carry out these functions. Several of these programs share a common "on-site review" component defined as a site-specific visit to assess, observe, interview, review, evaluate, and/or survey a local/state agency or program regarding its ability to meet a set of public health standards. This article describes the experience of four states-Michigan, Missouri, North Carolina, and Washington-in developing and conducting on-site reviews for accreditation or performance assessment.

Evaluation as a Critical Factor of Success in Local Public Health Accreditation Programs

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.

Effective course-based learning outcome assessment for ABET accreditation of computing programs

Recent changes in accreditation criteria of computing programs require effective learning outcome assessment with a vigorous process, well documented results, broad faculty participation, and a com...

The Study of ABEEK Accreditation Assessment Draft Statement in 2006

The Study of ABEEK Accreditation Assessment Draft Statement in 2006

Does external evaluation of laboratories improve patient safety?

Laboratory accreditation and External Quality Assessment (also called proficiency testing) are mainstays of laboratory quality assessment and performance. Both practices are associated with examples of improved laboratory performance. The relationship between laboratory performance and improved patient safety is more difficult to assess because of the many variables that are involved with patient outcome. Despite this difficulty, the argument to continue external evaluation of laboratories is too compelling to consider the alternative.

Accreditation in European Health Care

In the past 15 years many countries, with widely differing health systems, have established national accreditation programs. A European survey report on accreditation, which includes data and updates from 2003 that were submitted between January and October 2004, is summarized. A one-page questionnaire was circulated, with the summary of the 2002 survey, in February 2004 to known contacts in 44 of the larger states in the European Region of the World Health Organization. Combining the surveys of 2000, 2002, and 2004, responses were received from 36 of the 44 larger countries of the European Region from which information was sought. The number of national accreditation programs for health services has continued to grow since the mid-1990s. By 2004, 26 programs were active or in development in 18 countries. The "English-speaking" model of North America remains the leading influence; however, newer programs are increasingly influenced by other models. Governmental programs are more likely to publish findings of accreditation assessments, and more recent programs are more likely to make results public. Accreditation programs are being set up more frequently in Europe than anywhere else; the trend is from voluntary, confidential, and self-financed organizational development toward benign but transparent regulation of stakeholders, governmental support, and public funding. Programs vary widely, yet patient and staff mobility, cross-border purchasing, freedom of trade, and protection of public safety and patients' rights imply the need for a common approach to definition, assessment, and improvement of standards in health care.

Report on the first written exam held as part of the European Association of Echocardiography accreditation process in adult transthoracic echocardiography.

In 2003, after widespread consultation, the European Association of Echocardiography (EAE) established a process for accrediting individuals in adult transthoracic echocardiography. To be awarded accreditation an applicant had to demonstrate theoretical knowledge and echocardiographic study interpretation skills by passing a written exam and provide evidence of training and practical experience by preparing a log book of 250 studies undertaken during a period of supervised training. An accredited echocardiographer was aimed to be one who had reached a standard to perform and report general adult transthoracic studies independently (approximately level 2–3 competence in AHA/ACC/ASE criteria).1 Two committees within the EAE were created. The Accreditation Committee provided an overview for the development of accreditation while the Accreditation Assessment Committee was charged with running the accreditation process, in particular the written exam and the assessment of practical experience. Full details of the accreditation process are published on the EAE website at www.euroecho.org. This report describes the setting, organisation and evaluation of the first written examination held during the EuroEcho 7 meeting in Barcelona on December 6, 2003. The accreditation process and the exam in particular, drew on established accreditation processes including those of the American National Board of Echocardiography, Cardiovascular Credentialling International (an American technologist credentialling body) and the British Society of Echocardiography as well as other processes in place throughout Europe. A pilot exam was run during the EuroEcho 6 meeting in Munich in December 2003. A group of 31 volunteers of mixed, but mainly extensive, experience answered theory and echo reporting questions which provided valuable information to advise on the optimum format, standard and pass mark. Integrating the information from other accreditation processes and the pilot exam, multiple choice questions (MCQs) were chosen as the preferred format. MCQs allow rapid, objective and accurate marking, which with modern computer systems …

Conflicts of Interest: Gulson’s Response

Vol. 112, No. 14 PerspectivesOpen AccessConflicts of Interest: Gulson’s Responseis accompanied byStudy on Failures to Disclose Conflicts of Interest in Environmental Health Perspectives Brian Gulson Brian Gulson Search for more papers by this author Published:1 October 2004https://doi.org/10.1289/ehp.112-a796bAboutSectionsPDF ToolsDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InReddit We commend the Center for Science in the Public Interest (CSPI) for their investigation into conflicts of interest statements in leading scientific and medical journals, but we take exception to our inclusion (Gulson et al. 2004) as an example of providing misinformation to EHP.Goozner’s sweeping statement that my colleague had previously received research funding, compensation, or stood to gain financially from Pasminco Ltd. is highly inaccurate. We received no research funding, compensation, or financial gain from the company to undertake this study. In fact, if Goozner had read even the abstract of our article, he would have noted that the findings were detrimental to the company, as the dominant source of lead in the environment and children probably derived from smelter emissions. Furthermore, the smelter closed in September 2003 and the company no longer exists. With respect to the association of my colleague, Karen Mizon, to her husband’s company and the (consulting) work undertaken for Pasminco Ltd., the work [an International Organization for Standardization (ISO) Guide 25 accreditation assessment of the company’s on-site laboratory (ISO/International Electrotechnical Commission 1990)] was undertaken by the owner for the accreditation body while he was employed by a federal government research organization, and he was not paid for this audit.ReferenceGulson BL, Mizon KJ, Davis JD, Palmer JM, Vimpani G. 2004. Identification of sources of lead in children in a primary zinc–lead smelter environment. Environ Health Perspect 112:52-6014698931. Link, Google ScholarISO/International Electrotechnical Commission 1990. ISO Guide 25: General Requirements for the Competence of Calibration and Testing Laboratories. 3rd ed. Geneva: International Organization for Standardization. Google ScholarFiguresReferencesRelatedDetailsRelated articlesStudy on Failures to Disclose Conflicts of Interest in Environmental Health Perspectives1 October 2004Environmental Health Perspectives Vol. 112, No. 14 October 2004Metrics About Article Metrics Publication History Originally published1 October 2004Published in print1 October 2004 Financial disclosuresPDF download License information EHP is an open-access journal published with support from the National Institute of Environmental Health Sciences, National Institutes of Health. All content is public domain unless otherwise noted. Note to readers with disabilities EHP strives to ensure that all journal content is accessible to all readers. However, some figures and Supplemental Material published in EHP articles may not conform to 508 standards due to the complexity of the information being presented. If you need assistance accessing journal content, please contact [email protected]. Our staff will work with you to assess and meet your accessibility needs within 3 working days.

Comparative analysis of laboratory accreditation in Bulgaria, Lithuania, Slovakia and Serbia and Montenegro

The development of an internationally recognized laboratory accreditation process, accompanied by a mutual recognition agreement (MRA), is an issue of great interest in Central and Eastern European countries. This paper presents a comparative analysis of laboratory accreditation in Bulgaria, Lithuania, Slovakia and Serbia and Montenegro. The basic analysis technique was preliminary laboratory accreditation assessment (PLAA). The analysis data were obtained via a questionnaire issued from January to June 2004, with the participation of accreditation bodies. Results from the study are presented in four sections: accreditation body standards, accreditation body organization, assessors and proficiency testing, and inter-laboratory comparisons. Research results for the countries were accessed using PLAA techniques and conformity/non conformity statements. The analysis verified that PLAA can provide low cost, rapid assessment of the key influencing factors in laboratory accreditation bodies.

Evaluating an Assessment Tool for Undergraduate Social Work Education: Analysis of the Baccalaureate Educational Assessment Package

The Baccalaureate Education Assessment Package (BEAP) was developed to assist undergraduate social work educators with program evaluation. The package consists of 6 instruments for student, graduate, and employer feedback and addresses questions related to program processes and curriculum. The BEAP objectives include assisting baccalaureate social work programs with meeting accreditation assessment standards and providing a national database for comparative purposes. In 2001, approximately 30% of baccalaureate programs nationwide were using the package. A review of assessment literature is provided, and the package is evaluated using a checklist of characteristics of good assessment.

Total quality management, laboratory accreditation and external quality assessment schemes

Two contradictory pressures, ?high quality? and ?cost reduction? require the clinical laboratories to adopt effective management techniques such as Total Quality Management (TQM). It is not merely a management process for quality improvement in all spheres of industrial functioning but also a management philosophy for overall organization development. TQM has been adopted by many health care organizations including clinical laboratories in the developed world. In the developing countries, however, majority are still using the traditional frame work of quality management. Through the concept of Quality Assurance (QA) and Quality Control (QC) in health care laboratories in India is more than two decades old, it developed in a highly unequal plane and still faces multi factorial problems. External QA/ Proficiency Testing (PT) is used to compare performance of laboratories. This is recently made mandatory for accreditation process in India. Unfortunately only &lt;10% of laboratories participate in EQA programs possibly due to high cost. Professional bodies/Institutions (ACBI, IAPM, ISHTM-AIIMS EHPT) and Government of India are working hard to make EQA Programs available at reasonable cost. National Board of Testing and Calibration Laboratories (NABL) has been setup by Department of Science and Technology, Government of India which has started accreditation of clinical laboratories since 1999. So for 33 laboratories (0.17%) has been accredited and almost the same number of applications are in process. The program is voluntary at the beginning, may be made mandatory later. We see a Herculean task ahead for NABL but they are doing a good job at low cost similar to international organization like ACP. The formation of laboratory policy with quality control as its integral part is very imperative in achieving, total quality management of clinical laboratories in India.

El proceso de evaluación externa de los hospitales para la acreditación de la formación sanitaria especializada

The aim of the present study was to analyze the methodology used in external assessment for accreditation of specialized healthcare training in Spain, as well as to review the experiences of national and international accreditation agencies. Because of the substantial quantitative increase in the evaluations performed, these evaluations must be analogous, perfectly delimited and identified by uniform procedures. This enables the attainment of homogenous results in similar situations, integrated in a manual-guide of the process, which includes verification tools and sources of evidence. Its use in the accreditation of specialized healthcare training has been fundamental in obtaining greater effectiveness and in preserving rigor when inspecting performance.

Support of laboratory accreditation in Central and Eastern Europe by preliminary assessment

The development of a competent and reliable network of accredited laboratories represents one, among other, important means of removal of technical barriers to trade. The achievement of the goal “tested once-accepted everywhere” should be supported by carefully planned actions. The paper presents a detailed description of a proposal to develop European Cooperation for Accreditation (EA) laboratory multilateral recognition agreements in Central and Eastern European (CEE) countries by preliminary laboratory accreditation assessment. The proposed concept could be a valid supporting approach to EA procedures, removing the main obstacles that may be present in the accreditation bodies of CEE countries, prior to entering the formal evaluation process. The proposed technique is rapid and of low cost, yet it should give a broad overview of the accreditation body’s level of development.

Accreditation, competence and digital portfolio assessment

Accreditation encourages the examination of programs as to whether they make sense as a whole and if students are well prepared for the world of work. Current accreditation is directed toward the assessment of learning and the assessment for learning. What is competence? Professional organizations and higher education should be involved in determining what is competence, how should it be measured and by what standard it should be evaluated. Digital portfolios provide a means for professionals, students and education entities to demonstrate competence. Portfolios provide performance‐based assessment; artifacts that provide real‐world preparedness.