Meet Accreditation Standards Research Articles

Enhancing the accreditation of Indonesian private universities through the integration of EduQual and accreditation standards of the BAN-PT

Higher education institutions in Indonesia are currently facing significant challenges in maintaining public trust, requiring them to uphold autonomy, transparency, accountability, and continuously meet standards for quality assurance and improvement. This research aims to identify and address the unmet quality aspects in education to elevate the accreditation of private universities from C/Good to B/Very Good or even A/Excellent. By integrating the EduQual model with certification requirements from the Board of National Accreditation for Higher Education (Badan Akreditasi Nasional Perguruan Tinggi, BAN-PT), the research is supported by comprehensive studies of university accreditation reports, questionnaires, focus group discussions (FGD), and expert judgment through interviews and consultations. The data analysis employs gap analysis, importance-performance analysis, and quality function deployment. The study identified twenty-one priority improvement points to enhance accreditation, with six key improvements prioritized from the ninety indicators examined based on customer needs analysis. In the accreditation of private universities, the unmet aspects of education quality lie in the dimension of physical facilities, particularly human resources, as well as in the dimension of personal development, especially in the criteria for research and community service. The study recommends prioritizing investments in human resource development and strengthening research and community service initiatives, as these are critical areas where private universities fall short in meeting accreditation standards and fulfilling educational quality expectations.

An MBA capstone that's out of this world: Commercializing NASA patents

AbstractCapstone classes can help MBA programs achieve student learning goals and meet accreditation standards. However, such programs often fail to build the skills they are intended to develop. Technology transfer projects can be an effective way to build these skills while creating a positive economic impact. This article describes Crummer Graduate School of Business at Rollins College's MBA program's integrative capstone experience that partners with NASA to allow student teams to commercialize unused or underutilized NASA patents to develop new products and create business startups using a 4Ps model. First, students examine Patents for intellectual property that could be transferred to new applications with commercial potential. Next, they develop a knowledge network of Partners who could assist them to commercialize the technology. Then, students identify Prospects for the proposed commercial use of the technology. Finally, they Package a newly developed, market‐ready product with strategy, financial, sales and marketing plans, and pitch these to angel investors who might fund the startup and assist them in starting the business. This article details the 20 steps in the 4Ps model and discusses student outcomes, as well as the business focus of the 29 teams that have completed the course since 2012. Benefits, challenges, and advice for delivering the 4Ps model are discussed.

Development of a Quality Assurance Assessment Tool to meet accreditation standards for midwifery education: A Delphi study

BackgroundEnsuring the quality of midwifery education is critical for producing a qualified and competent midwifery workforce for sexual, reproductive, maternal, and newborn care services. While global standards advocate for quality enhancement and accreditation systems, challenges persist, particularly in low-income countries like Bangladesh. AimTo validate and culturally adapt a Quality Assurance Assessment tool aligned with global midwifery education standards for application in Bangladesh. The goal of the tool is to guide and assess an internal quality education assurance process tailored to meet the national accreditation standards. MethodsA modified Delphi technique was conducted with a panel of 55 experts, including educators, principals, and researchers from Bangladesh, India, and Sweden. The study underwent three rounds: tool development, field testing, and consensus building. ResultsThe first round was completed by 25 workshop panel members, the second was completed by 30 participants during field testing, and the third was completed by the 25 workshop panel members from the first round. The developed Quality Assurance Assessment Tool demonstrated face and content validity through expert consultation and field testing, aligning with both global education and national accreditation standards. Minor revisions enhanced clarity and feasibility. ConclusionThe Delphi rounds resulted in a validated Quality Assurance Assessment Tool that offers a robust framework for assessing and enhancing midwifery education quality, aiding progress towards meeting national accreditation standards. This study provides a valuable resource for countries seeking to develop similar tools aligned with global and national education priorities.

Pengaruh Kepemimpinan Transformasional, Kerjasama Tim dan Integritas Terhadap Penerapan Total Quality Management pada Sekolah Menengah Pertama Katolik di Kabupaten Merauke

This study aims to analyze the influence of transformational leadership style, teamwork, and integrity on the implementation of Total Quality Management (TQM) in Catholic Junior High Schools in Merauke. The motivation for this research stems from two primary factors: first, inconsistencies in previous research findings on the impact of transformational leadership, teamwork, and integrity on TQM; second, observable issues such as a lack of integrity among teachers and Foundation employees, poor teamwork, and weak leadership among principals and Foundation administrators, which have resulted in Catholic schools under the Catholic School Education Foundation (YPPK) in Merauke not meeting accreditation standards. TQM is recognized as a strategic approach to enhancing educational quality, fostering an organizational culture committed to continuous improvement and customer satisfaction. his explanatory quantitative research utilized survey methods, gathering data from 100 teachers and educational staff at Catholic Junior High Schools in Merauke. The collected data were tabulated and analyzed using the Statistical Package for the Social Sciences (SPSS) for multiple regression analysis. The results indicate that transformational leadership style, teamwork, and integrity each have a significant positive effect on TQM when considered individually. Additionally, there is a significant combined effect of these factors on the implementation of TQM in Catholic Junior High Schools in Merauke.

The Influence of Work Motivation on Performance in Puskesmas Accreditation in Donggala District

Organizations cannot be separated from human life because they play an important role in social interaction. One of the benefits of an organization that is felt by humans is related to the achievement of common goals that cannot be achieved alone, because humans have limitations. With the existence of an organization, it is possible for a person to achieve goals that were previously considered difficult to do alone. The term performance etymologically comes from English which means performance. Performance generally provides a limit as success in carrying out work. Puskesmas accreditation is recognition given by an independent institution administering accreditation determined by the Minister of Health after meeting accreditation standards. The purpose of this study was to determine the effect of work motivation on performance in the accreditation of health centers in Donggala Regency. This type of quantitative research uses analytical techniques, the sample size uses the Slovin formula and the sampling uses the Accidental Sampling technique. Data collection using a questionnaire. Data were statistically analyzed using AMOS SEM. The results showed that there was a positive and significant effect of work motivation on the accreditation performance of the puskesmas with a C.R. of 3.314 >1.96 or P *** <0.05. Suggestions The leaders of the puskesmas simultaneously should be able to directly increase the work motivation of the employees at the puskesmas.

Pharmacy Students' Perspectives on Human Resource Management: An Examination of Knowledge and Attitudes.

(1) Background: This study aims to examine pharmacy students' perceptions of their knowledge and competencies in human resource management (HRM) while also investigating their attitudes toward the educational content provided in a didactic HRM course. (2) Methods: A survey evaluating both course knowledge (pre and post) and attitudes was administered to students enrolled in an HRM class. Data were analyzed using descriptive statistics and measures of associations. (3) Results: All 98 course enrollees completed the survey (N = 98), revealing statistically significant knowledge growth across HRM topics from pre- to post-survey (p < 0.05). Notably, emotional intelligence, workforce diversity, conflict resolution, and recruitment strategies exhibited the most substantial increases. The expert panel session proved highly effective, with 71% reporting it as the most knowledge-enhancing activity. "Global and cultural effectiveness" emerged as the most valued competency, reflecting a positive overall attitude towards HRM. (4) Conclusions: HRM competency is one of the most fundamental skills for pharmacists, as many problems faced by pharmacy organizations and their solutions stem from the workforce. Pharmacy schools should therefore assess their curriculum to ensure that HRM is adequately addressed to meet accreditation standards and to prepare students to navigate HRM challenges in their workplaces post-graduation.

Experiences of occupational therapy students undertaking an Aboriginal and Torres Strait Islander health module: embedding cultural responsiveness in professional curricula.

Objective Along with other Australian health professionals, occupational therapy students need to understand Aboriginal and Torres Strait Islander culture and health issues to develop their capacity to work effectively with this community and meet accreditation standards. The study aimed to explore the learning experiences of occupational therapy students during a module focused on Aboriginal and Torres Strait Islander peoples' health issues and approaches. Methods A qualitative descriptive method was used. Individual interviews were audiotaped, transcribed and analysed thematically following the module. Participants were asked about their prior experience with Aboriginal and Torres Strait Islander peoples, feelings about undertaking the module, difficulties and highlights of the module, and how the module contributed to their learning. Results In all, 18 students participated in interviews. Interview themes were (1) student context of learning about Aboriginal and Torres Strait Islander peoples' heath and culture, (2) experiencing the module with others and (3) student learning gains following the module. Conclusion Students developed in their self-awareness and understanding of Aboriginal and Torres Strait Islander peoples' issues of relevance to occupational therapy. Further research is needed to evaluate educational activities with occupational therapy and other health professional students across Australia, and ongoing culturally responsiveness training for health professionals (post-registration).

Meeting accreditation expectations for preceptor experiences

Nursing programs must demonstrate compliance with nursing accreditation standards when implementing teaching and learning experiences including those involving clinical preceptorships. This article provides suggestions for the preparation, implementation, and evaluation of these preceptor experiences to facilitate appropriate documentation to meet accreditation standards.

Facilitating quality improvement by implementing quality accreditation standards at primary health care centre in Panvel taluka of Raigad district Maharashtra

Background: The Indian public health standard and Kayakalp guidelines are the main driver for continuous improvement in quality and bench mark for assessing the functional and cleanliness status of health facilities. Objectives were to assess PHC on IPHS and Kayakalp standard for continuous quality improvement. To conduct baseline and peer assessment of quality parameters using Indian public health standards and Kayakalp standard at primary health centre. To perform gap analysis and suggest quality improvement measures for meeting accreditation standards. To establish public private partnership for strengthening health services at PHC level. Methods: Descriptive observational study was conducted from September 2022 to June 2023 at Ajiwali PHC-Panvel taluka was selected using simple random sampling technique. Sample size of 83 patients was calculated as per the monthly case load of PHC. IPHS and Kayakalp assessment checklist, patient satisfaction forms were used for the survey. Various statistical tests like frequency, mean, percentage, S.E of difference between two proportions and two means were applied. Results: Kayakalp checklist baseline assessment score was 52.5% while post assessment score 72.5% showing significant improvement. Patient satisfaction survey pre and post assessment shows significant improvement where p value was &lt;0.001 which was highly significant. IPHS survey shows partial improvement in training and quality parameters while other indicator remained the same. Conclusions: Regular quality assessment and accreditation leads to continuous quality improvement. Training and capacity building of PHC staff should be undertaken at regular intervals. Public private partnership modelling for various departments or service delivery components should be undertaken.

The Relationship Between Psychosocial Factors and Student Success in Athletic Training Students

Context Many athletic training programs are not meeting accreditation standards involving measures of student success, causing programs to be noncompliant with these standards and showing current and prospective students that their program may not prepare them for a successful career. Studies have shown that psychosocial factors, including psychological needs and measures of student motivation, may be related to student success. Objective To examine the relationships between psychological needs (autonomy, competence, and relatedness), measures of student motivation (controlled and autonomous motivation, self-efficacy, and academic and athletic trainer identity), and measures of student success (persistence, intention to leave, perceived academic performance, and grade point average [GPA]) in athletic training students. Design Cross-sectional. Setting Entry-level master’s athletic training programs. Patients or Other Participants Ninety-seven current entry-level master’s athletic training students who held a noncertified student National Athletic Trainers’ Association membership in 2020. Data Collection and Analysis Responses to surveys were estimated using a path model, in which 4 measures of student success were specified to be predicted by psychological needs directly and indirectly through measures of student motivation. Results Persistence was positively predicted by autonomy and autonomous motivation. Intention to leave was positively predicted by controlled motivation. Perceived academic performance was positively predicted by competence and autonomous motivation. Finally, GPA was predicted positively by academic identity and negatively by athletic trainer identity. Findings also showed an indirect relationship between competence and GPA through academic identity. Overall, findings showed that autonomy, competence, autonomous motivation, and academic identity were important predictors of student success. Conclusion(s) Athletic training students should be provided opportunities to practice athletic training skills and knowledge and to make choices regarding patient care in real-life situations and regarding their learning environment. These opportunities for independence may result in greater autonomy, competence, autonomous motivation, and academic identity, and, in turn, greater student success.

Impact of a health and wellness IPPE focused on immunizations and health assessments

Background and purposeHealth and wellness principles are included in pharmacy education outcomes and standards, supporting the importance of integrating these concepts within pharmacy curricula. The objective of this study was to describe the development, implementation, and assessment of an intensive community pharmacy-based health and wellness introductory pharmacy practice experience (IPPE) focused on immunizations and health assessments. Educational activity and settingThe health and wellness IPPE was a required, one-week rotation developed to provide second-year student pharmacists with direct patient care opportunities to reinforce knowledge, skills, and abilities related to health and wellness principles. Students administered immunizations, performed hypertension and diabetes assessments, and provided education to patients at community pharmacy training sites. Students completed pre- and post-rotation self-assessments. Preceptors completed individual summative student performance evaluations and were surveyed to obtain IPPE feedback. FindingsOne hundred forty-seven students completed the IPPE across 89 sites. The pre-post analysis of student self-assessment results found statistically significant improvement in student confidence across all survey items. The largest improvements were found within the immunization items, specifically for preparing and administering immunizations. Ninety-nine percent of students agreed or strongly agreed participation in IPPE activities improved their ability to contribute to patient care. Qualitative analysis revealed students gained confidence and skills after practicing in a real-world setting. SummaryThe integration of the health and wellness IPPE within the curriculum resulted in increased student confidence in providing preventative care services. This study provides a solution to integrating health and wellness principles into pharmacy curricula to meet accreditation standards.

Lessons Learned from a Shared Curriculum on Tobacco Cessation Using a Mixed-Methods Approach.

Although the sharing of curricular content between health professional schools can reduce faculty burden, the literature provides little guidance to support these efforts. The objective of this investigation was to synthesize data from two prior studies to delineate recommendations guiding the future development of shared curricula in health professional education. Applying Rogers' Diffusion of Innovations Theory as a guiding framework, relevant data were extracted from a two-phase mixed-methods study evaluating the long-term impact of the shared Rx for Change: Clinician-Assisted Tobacco Cessation program. Phase 1, a qualitative study, involved telephone interviews with faculty participants of train-the-trainer workshops conducted between 2003 and 2005. These results informed the development of a phase 2 national survey, administered electronically as a long-term follow-up (13 to 15 years later) with train-the-trainer workshop participants. Results from the two studies were synthesized and summarized, producing seven key recommendations to guide development of shared curricula: (1) appeal to attendees, (2) relate content to clinical practice, (3) deliver live, in-person training, (4) develop high-quality materials, delivered by experts, (5) provide support, (6) meet accreditation standards, and (7) demonstrate effectiveness. Future program developers should consider these recommendations to enhance dissemination, adoption, and long-term sustainability of shared curricular content.

‘The world (of radiography) has changed, and we must change with it’: An exploration of strategies to meet accreditation standards in radiography education

The role of the radiographer is highly dependent on sophisticated technology and protocols which are constantly subject to evolution [ [1] Munn Z McArthur A Mander GTW Steffensen CJ Jordan Z. The only constant in radiography is change: A discussion and primer on change in medical imaging to achieve evidence-based practice. Radiography (Lond). 2020; 26 (Suppl): :S3-s7 Google Scholar ]. Even among practicing practitioners, continual professional development is required to adapt to new imaging procedures, technologies and modes of work [ [2] Bwanga O. Barriers to continuing professional development (CPD) in radiography: a review of literature from Africa. Health Professions Education. 2020; 6: 472-480 Crossref Scopus (0) Google Scholar ]. Currently, the field is subject to a substantial amount of diversification in roles and responsibilities brought upon by new technologies and advocation for advanced practice [ [3] Fiagbedzi E Gorleku PN Nyarko S Frimpong B Adjei A Nkrumah A. Perception of final year radiography students towards the proposed six-year Doctor of Radiography/Medical Imaging program. Radiography Open. 2022; Crossref Google Scholar ]. In universities, there is a growing need to satisfy these shifting needs. The discipline of radiography is built upon the effectiveness of educational strategies underpinning it, so its progress must be reflected in the curricula which fosters the next generation of practitioners. Universities are continually challenged with developing diverse strategies that not only retain the fundamental concepts which have sustained the profession, but which also considers emerging practices in healthcare, education, and consumer expectations.

Potential Barriers to the Implementation of Computer-Based Simulation in Pharmacy Education: A Systematic Review.

Computer-based simulation (CBS) is an interactive pedagogical training method that has seen increased interest, especially in recent years. There is some evidence that CBS in pharmacy education is not as widely adopted compared to other healthcare disciplines. Pharmacy education literature to date has not specifically discussed the potential barriers which may cause this uptake challenge. In this systematic narrative review, we attempted to explore and discuss potential barriers that may impact the integration of CBS in pharmacy practice education and provide our suggestions to overcome them. We searched five major databases and used the AACODS checklist for grey literature assessment. We identified 42 studies and four grey literature reports, published between 1 January 2000 and 31 August 2022, which met the inclusion criteria. Then, the specific approach of Braun and Clarke for thematic analysis was followed. The majority of the included articles were from Europe, North America, and Australasia. Although none of the included articles had a specific focus on barriers to implementation, thematic analysis was used to extract and discuss several potential barriers, such as resistance to change, cost, time, usability of software, meeting accreditation standards, motivating and engaging students, faculty experience, and curriculum constraints. Ad- dressing academic, process, and cultural barriers can be considered the first step in providing guidance for future implementation research for CBS in pharmacy education. The analysis suggests that to effectively overcome any possible barriers to implementing CBS, different stakeholders must engage in careful planning, collaboration, and investment in resources and training. The review indicates that additional research is required to offer evidence-based approach and strategies to prevent overwhelming or disengaging users from either learning or teaching process. It also guides further research into exploring potential barriers in different institutional cultures and regions.

Opportunities and challenges for a standardized curriculum in a student-run clinic network

Purpose Student-run clinics (SRCs) are prevalent in medical schools. Although these are popular among students and provide ample learning opportunities, these opportunities are not well-characterized. SRCs are poised to support medical schools’ ability to meet accreditation standards and student growth and learning, particularly in areas missing from traditional curricula, such as social determinants of health, interprofessional education and inequities. Materials and methods At the Crimson Care Collaborative (CCC), a network of 7 Harvard Medical School affiliated student-faculty practices in the greater Boston area, we sought to understand what learning opportunities and challenges exist and if a standardized curriculum could improve learning and result in less duplication of teaching efforts. We conducted semi-structured individual interviews of student and faculty leaders and conducted a thematic analysis of the data. Results Four key themes emerged: (1) Standardization provides opportunities and challenges, (2) Embrace the unique learning opportunities of each clinic, (3) Educational coaches enhance learning opportunities and increase efficiency, (4) Reflection is a useful tool for improvement & learning. Discussion Our results demonstrate a benefit to both a standardized curriculum for all SRC sites focused on broad clinical, skill-based training and site-specific teaching focusing on the unique clinical needs of each student-run clinic.

Charting a new path forward for pharmacy residency expansion

AbstractA core component of the vision of the American College of Clinical Pharmacy (ACCP) for the profession is that most pharmacists will provide direct patient care. Residency training programs are considered a prerequisite to meet the standards and competencies required for pharmacists providing direct patient care. Barriers to residency training expansion are numerous and include, but are not limited to, lack of funding, challenges in meeting accreditation standards for residency programs, limited practice sites, and lack of qualified preceptors. The demand for postgraduate year one (PGY1) and postgraduate year two (PGY2) pharmacy residency training has exceeded position availability over the past 10 years. The American Society of Health‐System Pharmacists (ASHP) Foundation Pharmacy Forecast 2021 predicts pharmacy expansion within ambulatory care, population health, specialty pharmacy, and home care. To promote pharmacy residency expansion and maintenance of pharmacy residency quality, this commentary makes four recommendations with specific actions for consideration: develop preceptors and promote board certification, promote and foster innovation in residency training, expand residency training to address health equity with a focus on rural/underserved areas, and expand nontraditional residency training programs.

The Role Of Accreditation In Enhancing Quality And Safety In Healthcare Services

Accreditation plays a role, in shaping healthcare services in how it influences clinical management. Organizations like the Joint Commission and the Healthcare Facilities Accreditation Program play a role in setting standards for processes across healthcare institutions. By establishing guidelines based on evidence, they ensure an approach to patient care covering everything from medication administration to procedures. One significant result of accreditation is its link to patient outcomes. Hospitals and healthcare facilities that meet accreditation standards consistently show mortality rates, fewer complications, and higher levels of satisfaction. This highlights the benefits of accreditation on patients' health outcomes, emphasizing its role in improving clinical care quality. The ongoing process of accreditation encourages a culture of quality enhancement within management. Through self-assessment, organizations pinpoint areas for improvement. Introduce evidence-based practices to keep their clinical methods adaptable and aligned with emerging best practices. This dedication to improvement represents a progressive approach to managing clinical operations. Overall, this review confirms accreditation as a force that drives healthcare organizations toward excellence in management. It incorporates methods that encourage the enhancement of quality, establish responsibility, and nurture a patient-focused strategy, all working together to provide top-notch, secure, and patient-oriented healthcare services.

A Fully Online Research Practicum Curriculum for Undergraduate Medical Students: A Protocol Paper.

Research is a critically important skill for medical trainees that helps physicians to advance the state of science and provide optimal healthcare to patients. The number of physician-scientists is decreasing. Competing priorities, limited research faculty, shrinking research budgets, and meeting accreditation standards limit the amount of time and effort needed to train undergraduate medical students sufficiently for them to engage in independent research activities. The purpose of this paper is to describe the development and implementation of a fully online research practicum as part of the medical school curriculum. A fully online research curriculum for preclinical medical students was developed and implemented by the researchers as a mandatory component of student training. This curriculum addressedresearch education challenges in medical schools with limited resources and/or for situations for which face-to-face research may be impractical or expensive. Students were also encouraged to practice criticalthinking andcriticalappraisal of the evidence. Student-initiated research projects were conducted in teams and completed with support from faculty research mentors and librarians.During the first two cycles, 86 student team projects were completed. During the third cycle, 45 team projects were conducted. Two complete cycles of a two-semester research practicum were completed. The majority of these studies were presented at regional, national, and international conferences, published as posters, and/or published as articles in peer-reviewed journals. Faculty mentor publications also increased as a result of engagement in the practicum. The results of this research practicum provide evidence of the usefulness of a hands-on tailored research program delivered online for increasing research literacy, promoting interest among medical students in research, and motivation for future engagement in research as verified by student project outcomes during and beyond the practicum experience. The practicum can be used for individual students or as a team-based approach. A research practicum such as this also has the potential to improve the prospects of a successful application for post-graduate training, grants, and high-impact publications.

What GPs do to meet accreditation standards – implementation activities and perceived improvements attributed to general practice accreditation

BackgroundHealthcare accreditation is a widely implemented tool used to enhance the quality of care and underpin quality control. However, research is sparse on the accreditation process in general practice. The aim of this study was to explore how team-based implementation activities preceding accreditation were associated with self-perceived improvements in emergency preparedness (preparedness for urgent disease and cardiac arrest) and handling of prescription renewals in Danish general practice.MethodsGPs (general practitioners) completed a questionnaire exploring practice-team activities conducted to implement two specific accreditation standards and the related improvements as perceived by the GPs. The following implementation activities were selected, inspired by Normalization Process Theory: Common understanding (obtaining a common understanding of the purpose of implementing changes according to the accreditation standard), key person (assigning a key person responsible for working with the standard), and easy integration (finding it easy to integrate changes into existing working procedures). Data were analysed with logistic regression, and adjusted analyses included practice type, number of GP partners, number of staff, training site for junior GPs and administrative region.ResultsThe total response rate was 74% (n = 920). Around 80% of the clinics reported having conducted team-based implementation activities. Almost half of the clinics (48%) reported perceived improvements in the emergency preparedness, and 30% reported perceived improvements in the handling of prescription renewals. Obtaining a common understanding was found to have a strong, significant association with perceived improvements in the emergency preparedness (OR = 5.07 (3.06–8.40)) and handling of prescription renewals (OR = 3.66 (2.07–6.46)). Easy integration of changes was also significantly associated with improvements in both emergency preparedness (OR = 1.88 (1.24–2.85)) and handling of prescription renewals (OR = 2.34 (1.44–3.79)), whereas assigning a key person was only significantly associated with improved emergency preparedness (OR = 1.95 (1.19–3.19)).ConclusionClinical quality initiatives that involve collaboration within a practice team are more likely to cause improvements if specific team-based implementation activities are conducted. It is particularly important to facilitate a common understanding of the purpose of the initiative. Therefore, external support for quality initiatives aiming at the practice level in general practice should facilitate such team-based activities.

Simulation-Based Education in Physical Therapist Education: Perspectives From the Strategic Initiative Panel on Simulation in Physical Therapist Education.

In the summer of 2018, The American Council of Academic Physical Therapy appointed 9 individuals versed in simulation education to form the Strategic Initiative Panel on Simulation to (1) investigate the use of simulation in physical therapist education, (2) explore the role of simulation in meeting accreditation standards and curriculum elements related to clinical education and interprofessional education, and (3) describe models and best practices for the use of simulation in physical therapist education. Over the 3years of Strategic Initiative Panel on Simulation work, the panel identified several significant gaps in simulation education and research practice. This paper clarifies the essential elements required to optimize the delivery of simulation-based education in physical therapy following best practices, frames the existing challenges to move the profession forward, and recommends specific actions needed to address the many continued questions related to the effective use of simulation-based education in physical therapist education.