Education Accreditation Research Articles

A Discussion on the Practical Teaching Reform of Intelligent Mobile Terminal Technology Course

In this intelligent era, there is a high market demand for professional engineering talents in the computer industry. Based on engineering education accreditation, this paper briefly discusses the practical teaching reform of the intelligent mobile terminal technology course, which involves integrating theory with practical, taking students as the center, focusing on practical teaching, strengthening students’ practical skills and computer application development skills, as well as promoting the construction and development of engineering accreditation.

Linking Social Work Licensing Exam Content to Educational Competencies: Poor Reliability Challenges the Path to Licensure

Purpose: There has been increasing interest in the academy to assist social work graduates to become licensed which is likely to grow as the Council of Social Work Education (CSWE) cites licensure pass rates as a post-graduation outcome required for accreditation by newly adopted standards. This study determines the ability of academics to reliably link Knowledge, Skills, and Abilities statements that are the bases of licensure tests with the CSWE competencies in the Educational Policy and Accreditation Standards (EPAS). Methods: Four full-time faculty members at two institutions conducted an interrater reliability analysis on practice tests to determine the extent to which licensure questions could be consistently linked to EPAS competencies. Results: Study findings indicate weak reliability between social work licensure examination questions and CSWE EPAS competencies. Conclusion: Lack of consistency threatens the path to licensure and may explain why graduates of accredited programs lack the requisite knowledge to become licensed.

Accessibility of drug databases and resources with assistive technology

IntroductionPharmacy programs are responsible for providing appropriate academic accommodations to student learners in the classroom including individuals with disabilities according to Accreditation Council for Pharmacy Education Accreditation Standards. CommentaryIn the literature, faculty have published methods on teaching strategies and assistive technologies to increase accessibility in a laboratory setting and implementation of resources for learners with visual or hearing impairment. An area that has not been highlighted in the literature is the accessibility of drug databases and resources often utilized in pharmacy practice and is an integral part of pharmacy curricula. This commentary provides information about the accessibility of the content and features within drug databases and resources using assistive technology for individuals with visual impairment. ImplicationsPharmacy programs must conduct testing of software and drug resources commonly used to ensure appropriate accommodations are provided for learners with disabilities. In addition, external stakeholders who develop drug information resources may need to consider accessibility of content for student learners with visual impairment and other forms of disability.

Moving from dialogue to demonstration: assessing anti-racist practice in social work education utilizing simulation

ABSTRACT The stark racial health disparities associated with the COVID-19 pandemic coupled with the apparent rise of white supremacy in the United States (U.S.) supports the necessity of anti-racist social work education and practice. Anti-racist practice is particularly salient given the significant numbers of Black, Indigenous, People of Color (BIPOC) served by social workers across the country. This paper highlights ways in which racism continues to permeate the country and the implications for social work practice and education, and how assessment of anti-racist practice has historically and continues to be absent in social work education. After reviewing the coming changes to the Council on Social Work Education’s (CSWE) Educational and Policy Accreditation Standards (EPAS) associated with centering anti-racism in social work education, the paper then offers a rationale for utilizing simulation in student assessment of anti-racist practice behaviors. In order to ensure that social work students are meeting the mandate associated with practicing through an anti-racist lens and are ready to effectively collaborate with BIPOC communities, social work students must be adequately assessed while engaged in their educational training.

Teaching Mental Health Social Work: What Are We Preparing Students for?

ABSTRACT The Australian social work course accreditation standards aim to ensure graduates have an understanding of the social, cultural, and political structures that influence psychosocial wellbeing. Unlike the previous standards, the current standards do not require the curricula to address specific knowledge and skills for working with people who live with severe mental distress or mental health conditions that might result in diagnoses such as schizophrenia, personality disorders, and bipolar disorder. Anticipating the revision of curricula resulting from these recent changes to the accreditation standards, four social work academics from across three Australian universities engaged in a peer review of mental health social work curricula. By exploring the purpose, emphasis, and challenges in curriculum design, this stage of the review aimed to identify the positioning of future curricula to prepare graduates who embrace the complex array of opportunities and demands of social work practice in this field. Our investigations confirmed diversity in mental health social work practice, revealing mental health social work curricula must meet multiple and evolving agendas. IMPLICATIONS International calls for transformative approaches to mental health present opportunities for enhanced recognition of the social justice orientation of social work. The absence of an accreditation requirement to address social work practice with people who live with severe mental distress or low prevalence mental health conditions might prove a regrettable gap in Australian Social Work Education Accreditation Standards 2021. Further collegial discussion and debate about the beneficial outcomes of mental health social work curricula are desirable.

ЗАГАЛЬНІ ПІДХОДИ ТА ОСОБЛИВОСТІ ОСВІТНЬОЇ ПОЛІТИКИ ТА АКРЕДИТАЦІЙНИХ СТАНДАРТІВ У СФЕРІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ СОЦІАЛЬНИХ ПРАЦІВНИКІВ У КАНАДІ

The article discusses the general approaches and features of educational policy and accreditation standards in the field of social workers’ professional training in Canada. The author carried out a categorical analysis of the concept of "social work" based on study the provisions of the provincial and territorial laws. It is determined that this concept is interpreted almost uniformly in all documents and is defined as a professional activity aimed at providing quality social services based on in-depth social workers’ professional training at the bachelor's, master's and research levels at Canadian universities and highly professional social workers. It was found that the basis of quality education in the field of social work is a clear and legislatively regulated educational policy of social workers’ professional training; high accreditation standards and requirements for educational programs regulated by the Education Policy and Accreditation Standards of the Canadian Association for Social Work Education and based on the Global Standards of Social Workers' Standards of the International Federation of Social Workers and the International Association of Schools of Social Work. The author characterizes the general content of the document "Educational Policy and Accreditation Standards" and identifies general approaches to the accreditation of educational programs in the field of social work. The organizational and content features of the educational policy and accreditation standards of social workers’ professional training in Canada are revealed. The commonalities and differences in the accreditation procedure of Ukrainian and Canadian educational programs are briefly described. Possibilities of application the constructive ideas of the Canadian experience in the Ukrainian educational practice are revealed. Key words: social work, social worker, social workers’ professional training, educational policy, accreditation standards, Canada.

Exhibit 9: ADEA principles for accreditation in dental education

Exhibit 9: ADEA principles for accreditation in dental education

Conceptualizing Graduates Attributes (GAs) in English Language Teacher Education Programs in Oman During the COVID-19 Pandemic

This study seeks to contribute to the incipient pool of research on graduate attributes (GAs) by reporting on a study of the GAs of Omani English language teacher (ELT) education programs and the role being played in this area by the Oman Authority for Academic Accreditation and Quality Assurance of Education (OAAAQA), formerly known as Oman Academic Accreditation Authority (OAAA). The study was qualitative and examined stakeholders’ perspectives and aspirations concerning the graduate attributes used in English language teacher education programs in Oman during and after the COVID-19 pandemic. The data for the study was generated by (1) reviewing the pertinent literature, including OAAA’s documents and reports, and (2) interviewing online seven experts and practitioners from ELT programs in Oman. The findings reveal that the participants have diverse views of the GAs. Additionally, higher education institutions (or HEIs) encountered several common challenges with the mapping, actualizing, teaching, and assessing of GAs. Moreover, the existing GAs still need to be reviewed to fit the dynamic requirements of the labor market. The findings of the study have the potential to guide and support English teacher education providers in Oman in developing, reviewing, aligning, and mapping their GAs more effectively and impactfully.

Pengembangan Kurikulum Merdeka Belajar – Kampus Merdeka (MBKM) pada Perguruan Tinggi Keagamaan Islam (PTKI)

Today change is taking place so rapidly following the currents of globalization and technological advances. Therefore, education has an important role in preparing Human Resources (HR) who have a variety of skills in order to face a dynamic life. The Merdeka Belajar Policy – Kampus Merdeka is here to improve the competence of graduates from universities in the form of soft skills and hard skills in order to adjust to the needs of the times. In this study, the type of research used is library research. The data collection used is the documentation method. The MBKM policy includes four main policies, namely: ease of opening new study programs, changes in the higher education accreditation system, the ease of universities becoming legal entities, and the right to study three semesters outside the study program. Learning activities outside the study program and outside of higher education include internships, rural projects, teaching in schools or madrasah, student exchanges, research, entrepreneurship, independent projects, and humanitarian projects. Broadly speaking, curriculum development has three stages, namely the curriculum design stage, learning implementation, and learning evaluation.

The NLN Commission for Nursing Education Accreditation: What a Difference a Year Makes.

The NLN Commission for Nursing Education Accreditation: What a Difference a Year Makes.

포스트 코로나 시대의 메타버스 플랫폼을 활용한 해상교통교육에 대한 SWOT-AHP 분석

In this paper, as non-face-to-face education is expending due to COVID-19, non-face-to-face education using online is continued for maritime transportation education, access to the platform is difficult due to the aging of trainees etc. we have deduced a development plan in the field of maritime transportation education using the metaverse platform. First, it is necessary to develop and distribute equipment that can be conveniently used in the field in order to promote the transition to education using the metaverse platform in maritime traffic education. Second, it is necessary to improve the system for accreditation of legal education, expand support for dissemination so that a metaverse platform that can receive universal maritime traffic education can be provided free of time and space constraints. Third, it is necessary to prepare a plan to build an ecosystem tailored to the needs specialized in the field of maritime transport education.

A Consensus-Driven Approach to Redesigning Graduate Medical Education: The Pediatric Anesthesiology Delphi Study.

Pediatric anesthesiology fellowship education has necessarily evolved since Accreditation Council for Graduate Medical Education (ACGME) accreditation in 1997. Advancements in perioperative and surgical practices, emerging roles in leadership, increasing mandates by accreditation and certification bodies, and progression toward competency-based education-among other things-have created pressure to enrich the current pediatric anesthesiology training system. The Society for Pediatric Anesthesia (SPA) formed a Task Force for Pediatric Anesthesiology Graduate Medical Education that included key leaders and subject matter experts from the society. A key element of the Task Force's charge was to identify curricular and evaluative enhancements for the fellowship program of the future. The Task Force executed a nationally representative, stakeholder-based Delphi process centered around a fundamental theme: "What makes a pediatric anesthesiologist?" to build consensus among a demographically varied and broad group of anesthesiologists within the pediatric anesthesiology community. A total of 37 demographically and geographically varied pediatric anesthesiologists participated in iterative rounds of open- and close-ended survey work between August 2020 and July 2021 to build consensus on the current state, known deficiencies, anticipated needs, and strategies for enhancing national educational offerings and program requirements. Participation was robust, and consensus was almost completely achieved by round 2. This work generated a compelling Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis that suggests more strengths and opportunities in the current Pediatric Anesthesiology Graduate Medical Education program than weaknesses or threats. Stakeholders agreed that while fellows matriculate with some clinical knowledge and procedural gaps, a few clinical gaps exist upon graduation. Stakeholders agreed on 8 nonclinical domains and specific fundamental and foundational knowledge or skills that should be taught to all pediatric anesthesiology fellows regardless of career plans. These domains include (1) patient safety, (2) quality improvement, (3) communication skills, (4) supervision skills, (5) leadership, (6) medical education, (7) research basics, and (8) practice management. They also agreed that a new case log system should be created to better reflect modern pediatric anesthesia practice. Stakeholders further identified the need for the development of standardized and validated formative and summative assessment tools as part of a competency-based system. Finally, stakeholders noted that significant departmental, institutional, and national organizational support will be necessary to implement the specific recommendations. A Delphi process achieved robust consensus in assessing current training and recommending future directions for pediatric anesthesiology graduate medical education.

국군간호사관학교 ’22-’25 교육과정 개발

Purpose: The purpose of this study was to develop 4-year undergraduate program for KAFNA cadets in academic year of 2022 to 2025. Methods: Using a competency-based curriculum development process, the authors reviewed literature, interviewed focus groups, and evaluated validity using Delphi method. The curriculum was finalized through a public hearing and the steering committee of education in KAFNA. Results: The curriculum composed of 146 credits, seven educational objectives, seven core competencies, and eleven program outcomes. Item-level content validity index scores for educational objectives, core competencies and program outcome were 0.78 or higher. Conclusion: The curriculum was verified with high consensus. However, it should be updated on a regular basis to educate nursing cadets to become excellent nursing officers, and be revised to reflect the fourth-cycle nursing education accreditation standards.

간호학 학사학위 프로그램 학습성과 평가체계 개발

Purpose : This study was conducted to develop an program outcome evaluation system for the Utilizing Information and Communications Technology (ICT) and the Latest Health-Care Technology, required for nursing education accreditation. With respect to the accreditation criterion on program outcomes, it is necessary to understand the relationship between nursing education objectives, curriculum, and assessment. Methods : A methodological research design was adopted. To ensure the theoretical validity of the program outcome evaluation system, it was verified against the learning objectives of nursing education programs and a domestic literature review in Korea. The program outcome evaluation system for the Utilizing Information and Communications Technology (ICT) and the Latest Health-Care Technology Program outcome evaluation system, based on the Kim & Park’s developmental model (2008), was then developed. Results : The program outcome evaluation system was established, including implementation level, educational curriculum, performance level, evaluation method, rubrics, and closing-the-loop processes. Conclusion : The finalized program outcome evaluation system can be actively used in nursing education and contribute to enhancing the competency of nursing students and graduates in utilizing ICT and health-care technology.

Quality Delivered: How a Pandemic Fostered Innovation and Creative Solutions in Clinical Education

Background: Clinical education placements for students enrolled in healthcare programs were abruptly upended in March 2020 due to COVID-19. Programs were faced with decisions of how to mitigate substantive challenges due to an unforeseen pandemic within timeframes that would align with curricular sequences and graduation dates. Schools quickly modified curriculum formats, implemented alternative teaching and learning instruction and developed safety protocols to protect students, clinical faculty, and patients. Purpose: The aim of this study explored the strategies employed by one physical therapy school’s clinical education team, which resulted in successful completion of clinical course requirements and on-time graduation. Method: Data was collected on a single cohort of eighty (n=80) students who experienced changes in the timing, location, and/or progression of their clinical experiences due to COVID-19 related complications. The use of innovative clinically-oriented teaching strategies including web-based patient case simulation, virtual grand rounds, and other creative learning activities effectively supported student engagement both in and outside of clinical settings. Alternative learning strategies provided students the opportunity to progress through the clinical education curriculum, meet educational objectives, and satisfy the standard requirements by the Commission on Accreditation in Physical Therapy Education (CAPTE). Performance on the Clinical Performance Instrument (CPI) for the cohort of students affected by COVID-19 was compared to a cohort from 2019 who were not affected by COVID-19 related issues. Results: Analysis using Mann Whitney U statistics showed there were no significant differences in performance on the CPI between the groups (p=0.874). Conclusion: Looking forward, there is an opportunity for schools to build on what was learned during the pandemic and apply those strategies to other non-pandemic related situations with successful outcomes. Innovative teaching and learning strategies can help to bridge the gap of time out of clinic for any student who may experience an interruption in clinical education due to injury, illness, or other situation, and can provide a way for students to progress successfully through their physical therapy education.

Student Perceptions of the Introduction of Pig Production, Management, and Health Teaching into the Veterinary Curriculum of a Muslim-Majority Country: A Case Study in Jordan.

Previously, pig production was not covered in the Jordan University of Science and Technology's (JUST) veterinary curriculum due to Jordan being a predominantly Muslim country, with few graduates practicing outside the Middle East. However, pig production, management, and health (PPMH) education is increasingly recognized as needed to meet the requirements to obtain European Association of Establishments for Veterinary Education (EAEVE) accreditation. This study assessed the introduction of pig-related teaching into JUST's veterinary curriculum and student perceptions of this content. A teaching intervention consisted of lectures, group sessions, and a virtual reality (VR) tour of a pig production (PP) unit. To ascertain participants' level of understanding of PPMH, perceptions of different teaching styles, and changes in perception and understanding of the topics, they answered a survey before and after the intervention. Students' knowledge of PP, husbandry, and perceived importance of PP awareness increased significantly, with 90% (n = 17) agreeing that the intervention improved comprehension of the areas mentioned. Participants' interest in PPMH learning increased, with 75% (n = 14) stating they would want to learn more about the topic. VR was significantly ranked the most useful in terms of learning (p = .029), and all participants stated the VR tour had a positive impact on their learning experience. Based on the findings, the focus of pig-related teaching in settings with limited awareness because of sociocultural reasons should be directed toward student-led exercises, group work, and use of technology such as VR. As a result of this intervention, blended PP has now been introduced to the JUST Veterinary curriculum.

Research on the General and Professional Integrated Education at universities Under the Background of Engineering Education Accreditation

Under the background of “Engineering Education Accreditation”, it is of great significance to carry out the general and professional integrated education at universities. This paper discusses the epoch connotation of general education at universities and the necessity of developing general education in the professional courses of the universities. The conceptual characteristics, practice modes and ways of carrying out the general and professional integrated education at universities under the background of Engineering Education Accreditation are discussed. Finally, an example is given to verify the feasibility and implementation effect of carrying out general education in professional courses of university, so as to provide references for the development of the general and professional integrated education at universities in the new era.

Symposium on Program Accreditation in Physician Assistant Education: Lessons Learned.

Symposium on Program Accreditation in Physician Assistant Education: Lessons Learned.

Development of Course Learning Outcomes and Measurement in Higher Education

The purpose of this research was to investigate and develop an effective assessment tool to measure and evaluate course learning outcomes. Course learning outcomes from four different departments in the Faculty of Humanities at a private university in Lebanon were examined and revised according to Bloom’s Taxonomy. The learning outcomes were mapped with the program learning outcomes which were also linked to the program educational objectives of the appropriate majors. After which, the assessment process took place. This paper used a case study approach with accumulation of the data dating back to the 2014/2015 academic year, as well as survey methodology to further understand the Faculty instructors’ attitudes and experience in utilizing an assessment guide that was prepared by the Faculty Outcomes Assessment Committee. This article details the aforementioned processes in three phases, establishing criteria, setting an assessment strategy, and testing the implementation of such strategies in courses. Findings are not only significant to this university, but coincide with the New England Commission of Higher Education (NECHE) accreditation requirements.

Public availability of information from officially accredited medical schools in China

BackgroundMedical education accreditation in China has been conducted by the Working Committee for the Accreditation of Medical Education (WCAME) and 129 medical schools have completed accreditation by December 2021. Despite studies on the standards, process and effectiveness of accreditation, the actual information transparency of accredited medical schools in China has not been examined. The study investigated the status of publicly available information from WCAME-accredited medical schools in China, and whether public availability of information had significant differences among different types of universities.MethodsThe 129 medical schools’ official websites were reviewed for the 21 criteria of the WFME Global Standards for Quality Improvement: Basic Medical Education. Dichotomous method was used to record information as presence or absence. SPSS was utilized for descriptive and ANOVA analyses.ResultsThe mean of the publicly available information on the 21 criteria was 13.77 ± 3.57, and only 5 (3.9%) accredited medical schools had all relevant information available. Publicly available information on Governance (100%) and Administration (100%) was the most, whereas information on Assessment in support of learning (16.3%) was the least. Public availability of information differed significantly among schools accredited with higher (18.15 ± 2.16), medium (13.69 ± 3.41) and lower results (12.79 ± 3.19) (F = 14.71, p < 0.05). Medical universities and comprehensive universities did not show significant differences in their overall information availability (F = 0.25, p > 0.05). Central government funded universities had a remarkably larger amount of publicly available information than local government funded universities (17.86 ± 1.98 vs. 12.75 ± 2.93, p < 0.05).ConclusionPublic availability of information from the accredited medical schools in China needs to be improved to promote transparency and continuous quality improvement, especially with regard to information on curriculum, assessment and quality assurance. Explicit information availability requirements need to be considered to include in medical education standards, and further studies are warranted to explore which information elements should be made publicly available.