Professional Licensing Research Articles

Criminal Liability for Nursing and Medical Harm

There is a ubiquitous problem with medical errors and the concomitant costs it brings in terms of human suffering and financial loss for patients, families, and caregivers. Professional caregivers, including physicians, nurses, and others who have made clinical errors normally will fall under the risk management and quality improvement policies of the organization at which they are employed and subsequent investigation and response occurs internally. Sometimes further consequences can entail the caregiver being named as a defendant or codefendant in a civil lawsuit, and sometimes the caregiver can have professional licensure restricted or even revoked. More rarely, a caregiver can be prosecuted in a criminal legal action. When criminal prosecution occurred, it was usually for purposeful wrongdoing such as fraud, diversion of drugs, or even the intentional or reckless killing of elderly or other vulnerable people. The recent criminal prosecution of a Tennessee nurse for the reckless series of mistakes that led to the death of a single patient opens new considerations for nurses, physicians, and all caregivers, along with hospitals and healthcare systems that employ and/or work with them. The “dynamic tension” of encouraging all caregivers to own up to mistakes with patients as quickly as possible in healthcare organizations seems to be especially challenged now by the Vaught decision. This was mitigated somewhat by a relatively lenient sentence ordered by the judge in this noteworthy case.

Teacher Professionalization and Training Management: What Job Reference(s) and Professional Skills in a Real Work Situation?

Professionalization seems to have a positive impact in the construction of professional identity, in the sense that its process constitutes a powerful integrative vector for future teachers in the socio-professional context. The study would analyze the constraints that hinder this process of university professionalization at the ENS of Casablanca, among students of the third year "professional license: Teaching of physical education and sports" in a situation of pedagogical internship. Through a quantitative descriptive methodological survey approach based on a questionnaire designed through the literature review, we targeted a sample composed of 120 students – trainees (58\% students / 42\% students), 30 tutors in internship and 20 trainers. The variables evaluated are the hourly volume of internships, the teaching skills of student-trainees, the coordination between the actors in internships, the supervisory skills of tutors in internships, the modalities of training and socio-professional support. The data is analyzed by an analysis of variance. Our results showed the insufficient hourly volume devoted to the internship and the negative influence of the heterogeneity of skill levels between trainees (intragroup) on socio-professional construction, as well as the lack of coordination between internship actors and the lack of basic skills among trainees and tutors in internship in terms of teaching and supervision that hinders the process of professionalization and collective construction professionalizing. We retain through this study that professionalization is multifactorial in its process of operationalization. It is necessary to overcome all the constraints that hinder this approach for cost-effective and integrative training.

Health-Related Quality of Life in Relation to Fruit and Vegetable Intake among Polish Pharmacists.

A direct association between health-related quality of life (HQoL) and nutrition remains unclear, although lifestyle habits are known to impact on human health. Thus, the aim of this study was to estimate an association between dietary habits, such as vegetable and fruit consumption, in particular, and HQoL. SF-36 (RAND-SF-36) and the Dietary Habits and Nutrition Beliefs Questionnaire (KomPAN) were addressed to Polish pharmacists with a valid professional license. After the preliminary verification, 667 pharmacists were included into the study, and altogether, 11 questions from the KomPAN questionnaire and all RAND-SF-36 multiple choice questions were processed for statistical analysis. All HQoL scores, excluding physical functioning and role-physical, were significantly higher in the group declaring fruit consumption ≥1 time per day (p < 0.005), while physical functioning (p = 0.008) and general health (p = 0.03) were significantly higher in the group declaring vegetable consumption ≥1 time per day. Thus, there is indeed a positive association between vegetable and fruit consumption and HQoL. Increased fruit intake could certainly impact on the health-related quality of life of Polish pharmacists, primarily in terms of mental functioning, while increased vegetable intake could impact in terms of physical functioning.

The Lived Experience of DACA Recipients Who Are US Nursing Program Graduates and Their Pathways to Professional Licensure: A Phenomenological Study.

This phenomenological study explored the experiences of Deferred Action for Childhood Arrivals (DACA) recipients who are nursing program graduates in the United States and their pathways to professional licensure. DACA is a federal program facilitating lawful employment and higher education to qualified US immigrants. Understanding the experience of DACA recipients who have become registered nurses will inform nurse educators' advocacy to create a more diverse nursing workforce. DACA recipients ( n = 17) who were US nursing program graduates were interviewed to explore the phenomenon of a pathway to professional licensure. The pathway to professional licensure emerged within four themes: pursuing the dream, finding support, figuring it out, and advocating for others. To contribute to a diverse nursing workforce, the authors recommend that nurse educators advocate for policies to support DACA recipients who graduate from US nursing programs to achieve professional nursing licensure.

APA Files Another Amicus Brief in Ongoing Texas Case on Banning Trans Care for Youth

APA Files Another Amicus Brief in Ongoing Texas Case on Banning Trans Care for Youth

Problems of regulating the quality of medical care in Ukraine and the main directions of their solution

Improving the quality of health care remains problem of the day for world health systems. Recognized quality management tools are used in Ukraine. However, a series of studies indicate the need for their improvement.. The aim of this work was to determine the features of the application of international instruments for regulating the quality of medical care and to substantiate the conceptual directions of their improvement in Ukraine. Materials and methods of research used: systemic approach; comparative analysis; bibliosemantic; conceptual modeling; scientific literature sources, including systematic reviews from the PubMed database; domestic legal documents. Main results: unlike international practices, professional activity of doctors is not licensed in Ukraine. The economic activity of health care institutions and individuals-entrepreneurs engaged in medical practice is subject to licensing. Аccreditation standards have not been revised since 2013. Domestic adaptation of clinical guidelines has been suspended for several years. Certification of quality management systems is administratively related to accreditation. All quality management tools are strictly regulated by the Ministry of Health, without the involvement of local governments, public patient organizations and health professionals. Conceptual directions of improvement of tools of quality regulation are offered: adoption of the law on professional licensing of doctors; creation of an independent accreditation agency; updating the content of accreditation standards, supplementing them with patient safety standards in accordance with international criteria; creation of methodological support for accreditation and certification; training of accreditation inspectors; introduction of tracer methodology in order to verify compliance with accreditation standards; resumption of adaptation of international clinical guidelines at the health sector.

Higher diploma program: A centrally initiated and successfully institutionalized professional development program for teachers in Ethiopian public universities

Higher Diploma Program (HDP) was introduced in 2003 as a professional license program for practicing teacher educators in Ethiopian public universities. Initially, it was introduced across seven public universities in Ethiopia by the federal Ministry of Education. Gradually, the program has been adapted and institutionalized as a mandatory pedagogical training program for all teachers in the 45 public universities in Ethiopia. The duration of study for HDP is 9 months, with two face-to-face sessions per week. It is not common to find such an extended pedagogical training program being institutionalized and implemented across universities in the nation. Hence, this study attempts to investigate the institutionalization process of the HDP program across public universities in Ethiopia with a focus on the initiation and early years’ implementation phases of the program. The paper analyses the process on the basis of data collected through document reviews and interview. The study applied key informant interview and data collected from seven respondents in which one was from the Ministry of Education and the rest from the four HDP implementing universities. The author also drew on his personal and professional experiences in the Ethiopian higher education sector in the last two decades. The study identified characteristics of HDP that contribute to its institutionalization. These include evidence-based program design and implementation, strong moderation system, systematic institutional capacity development, engaging leaders, the preparation and use of tools or artifacts, and adaptability to ongoing changes. These characteristics can be taken as lessons for the future policy reform initiatives in the Ethiopian higher education sector.

Global Survey of Demand-Side Factors and Incentives that Influence Advanced Trauma Life Support (ATLS) Promulgation.

We aimed to identify and describe demand-side factors that have been used to support ATLS global promulgation, as well as current gaps in demand-side incentives. We performed a cross-sectional survey about demand-side factors that influence the uptake and promulgation of ATLS and other trauma-related CME courses. The survey was sent to each of the four global ATLS region chiefs and 80 ATLS country directors. Responses were described and qualitative data were analyzed using a content analysis framework. Representatives from 30 countries and each region chief responded to the survey (40% response rate). Twenty of 30 country directors (66%) reported that there were some form of ATLS verification requirements. ATLS completion, not current verification, was often the benchmark. Individual healthcare systems were the most common agency to require ATLS verification (37% of countries) followed by medical/surgical accreditation boards (33%), governments (23%), training programs (27%), and professional societies (17%). Multiple credentialing frameworks were reported including making ATLS verification a requirement for: emergency unit or trauma center designation (40%), contract renewal or promotion (37%); professional licensing (37%); training program graduation (37%); and increases in remuneration (3%). Unique demand-side incentives were reported including expansion of ATLS to non-physician cadre credentialing and use of subsidies. ATLS region chiefs and country directors reported a variety of demand-side incentives that may facilitate the promulgation of ATLS. Actionable steps include: (i) shift incentivization from ATLS course completion to maintenance of verification; (ii) develop an incentive toolkit of best practices to support implementation; and (iii) engage leadership stakeholders to use demand-side incentives to improve the training and capabilities of the providers they oversee to care for the injured.

Variables Predicting Academic Success of Nursing Students: a Longitudinal Study in a Nursing Bachelor's Degree Program.

Academic failure can negatively impact on the student, the university and the nursing workforce in the short term. The aim of this study is to analyze the characteristics and predictors of academic success in two cohorts of students of a Nursing Bachelor's Degree program. This longitudinal study enrolled students who attended the Nursing Bachelor's Degree program. The Tor Vergata University includes 21 Nursing Bachelor's Degree programs at several Sanitary Institutions of the Rome area, with a mean annual recruitment of 800 students. We considered two cohorts of students beginning the program in the 2011-2012 and 2012-2013 academic years, respectively. The follow-up of these two cohorts ended in the 2017-2018 academic year. We considered socio-demographic and academic variables in the nursing field (pre-admission test grade, training exam grade in the first, second and third year and professional license exam grade). The outcome variable is academic success defined as gradua-tion on time; academic failure is defined as changing degree, delay in completion of the course, attrition and dismissal (failure to complete the studies). Data were collected at baseline (T0), at the end of the first year (T1), at the end of the second year (T2) and at the end of the third year (T3) of the course. A logistic regression was performed to identify predictors of academic success. 2,041 students were enrolled, with an average age of 22.0 years (± 4.6, 18-50); 67.4% were female. Regarding academic success, 30.6% of students graduated on time and so achieved academic success, while 69.4% failed to complete the course within the established time: 5.4% (110/2,041) changed the course, the attrition rate was 7.3%, 0.3% (6/2,041) overdue from the course for expiring of the terms, 18.0% (368/2,041) is attending the course and 38.4% (784/2,041) graduated after more than three years. Pre-admission test grade (OR: 10.0, 95% CI: 10.020-10.054) and training exam grade at the second and third years (OR: 10.0 95% CI: 10.027-10.139; OR: 10.2 95% CI: 10.171-10.294) predicted academic success. Some nursing students changed course during the last year of the program, while the training exam grade of the second and third years had predicted academic success; this is a brand new information derived from this study. In addition, we confirmed the association of age, gender, secondary school type and grade and preadmission test with academic success. For these reasons, clinical training should be improved and the quality of internship wards, as learning environments, should be monitored. Italian universities should undertake establishing the ideal cut-off in pre-admission tests to determine which students have a high probability of academic success.

Environmental Pollution towards the Workplace in the Philippines

Introduction. Air pollution is an emerging global concern, especially in the Western Pacific and South-East Asia regions; smoke-belching and emissions from vehicles on the road are associated with air pollution. In the Philippines, the Clean Air Act of 1999 was passed to address the growing concern for poor air quality to cover mobile sources such as vehicles.&#x0D; Objective. This study aimed to come up with a descriptive analysis of emissions of vehicles as this has an impact on air pollution and road-environmental safety.&#x0D; Methodology. This study analyzed a secondary database of vehicle emissions violation cases from the Land Transportation Organization (LTO) office in Region 11, the Philippines. The study was retrospective in nature and involved a review of traffic violation cases. The data were encoded and analyzed using the SPSS ver. 23 software program.&#x0D; Results. Two hundred eighty-two vehicle emission standard violations were recorded by the Land Transportation Office (LTO) from 2018 to 2019. Most cases were from 2018 (72.7%), with January (30.9%) recorded the highest number of unsafe vehicle emission standard violation cases. Of the apprehended drivers, the majority (88.3%) were of the driving professional license category. All the drivers (100.0%) were caught due to the violation of smoke-belching (V16). In comparison, a small proportion was also seen as cases of driving without a valid driver’s license or conductor’s permit (1.8%) and failure to carry driver’s license/OR/CR (0.8%). All the violators were caught on daytime working and rush hours, between 6:00 am and 5:00 pm. More than half of the apprehended drivers’ vehicles (55.3%) were classified as for hire, while the remaining (41.8%) were classified as private vehicles. The majority (99.3%) of the vehicles did not pass the first emissions standards. Meanwhile, the most common vehicles caught for unsafe emissions were UV vehicles (n = 239). The vehicles caught for dangerous emissions were more than ten years old, with one-third (35.9%) of the vehicles were between 10 to 19 years old. The mean years of use or age of the vehicle were 15.724 ± 8.553 years. Opacity results for the first emission testing were 6.691 ± 2.404, while the Average Light Absorption (ALA) coefficient for the second emissions testing was 1.102 ± 0.577.&#x0D; Conclusion. This study provided an overview of unsafe vehicle emissions within an urban city and suggested a need for more robust monitoring of vehicle emissions within safe limits. Vehicles that do not meet safety standards should not be allowed on the road, and disposal of old inefficient running vehicles may be beneficial in reducing dangerous air pollution.

Ethical perspectives of certified public accountants and the cannabis industry

BackgroundCertified public accountants must follow very high standards of ethical conduct as set forth by the AICPA Code of Professional Conduct and individual state licensing requirements. A 2019 grounded theory qualitative study posed that CPAs remain largely hesitant to serve the cannabis industry primarily because they fear federal prosecution as long as cannabis remains on the DEA’s Schedule I Drug List. The purpose of this research was to determine the perceptions of CPAs regarding providing accounting services to the cannabis industry in states that have legalized cannabis usage. This study investigated whether CPAs would serve the industry, why they might decline to serve the industry, what risks they believe serving the industry posed, and whether they believe serving the cannabis industry would create a moral or ethical issue.MethodsThis follow-up quantitative study investigated a small convenience sample of approximately one hundred CPAs in Colorado and Washington to learn more about their perceptions of serving the cannabis industry. Data was analyzed using chi-square and Mann-Whitney U tests to determine if there were any differences in perceptions between groups such as states, gender, and age categories.ResultsOf the participants, 77% responded that neither they nor their firm provided services to a cannabis-related business client compared to 23% that did serve cannabis clients. More Colorado CPAs were willing to turn down CRB work than were expected and fewer Colorado CPAs would be willing to take on CRB clients than were expected. While in Washington, fewer CPAs would turn down RB clients than expected, and more are willing to accept CRB clients than were expected. The risk due to potential liability coverage issues due to serving the cannabis industry was rated the highest while the risk of losing the CPA license was rated lowest. Data indicated that there was not a statistically significant difference between Colorado and Washington participants related to whether they were morally or religiously opposed to working in the industry or if they viewed serving the industry as an ethical violation.ConclusionCPAs remain largely unwilling to serve the cannabis industry primarily because CPAs fear federal prosecution as long as cannabis remains on the DEA’s Schedule I Drug Listing. The results of this study indicate that while most CPAs are not morally or religiously opposed to serving the industry, about half still believe doing so may constitute an ethical violation for a CPA.

To License or Not to License Reexamined: An Updated Report on Licensing of Digital Examiners Under State Private Investigator Statutes

In this update to the 2015 study, the authors examine US state statutes and regulations relating to licensing and enforcement of Digital Examiner functions under each state’s private investigator/detective statute. As with the prior studies, the authors find that very few state statutes explicitly distinguish between Private Investigators (PI) and Digital Examiners (DE), and when they do, they either explicitly require a license or exempt them from the licensing statute. As noted in the previous 2015 study there is a minor trend in which some states are moving to exempt DE from PI licensing requirements. We examine this trend as well as look at some additional information in terms of exemptions including those relating to practicing attorneys, employer/employee relationships, expert testimony, and penalties for violation of the PI statutes where it is believed a PI license is required. As with the previous studies (Lonardo et al., 2008, 2009, 2012, 2015) we reviewed all state statues relating to PI licensing. Where statutory language did not explicitly address exemption or inclusion of Digital Examiners, we contacted the relevant state regulatory body (i.e., Secretary of State’s office, State Police, regulatory agency) to assess the applicability of Digital Examiners under the respective state statues. Based on this statutory review and regulatory feedback we present the various state approaches to professional Digital Examiner licensing. Our recommendation remains the same: states must differentiate between Private Investigator and Digital Examiner licensing requirements and oversight.

The legal governance of online learning and the higher education institutions approach in the developing country

The purpose of the study is to examine the legal framework governing online learning in higher education in Kosovo and harmonization with accreditation standards, professional licensing bodies, and copyrights laws (Frydenberg, 2002; Davis, Dowd, Poulin, &amp; Silverman, 2020) and evaluate the transformation process from in-campus classes to online classes from the technical perspective within five higher education institutions (HEI) in Kosovo such as faculty support, redesign of learning outcomes, and assessment strategies (Martin, Polly, Jokiaho, &amp; May, 2017; Coates &amp; Lennon, 2014; Johnson, Veletsianos, &amp; Seaman, 2020). The present study uses qualitative research methodology. The qualitative research method analyzes laws, standards, and other by-laws in Kosovo to examine the legal clauses governing the delivery of online teaching in Kosovo. The study analyzes the Kosovo Law on Higher Education, Accreditation Directive, accreditation manual and standards, and strategic documents of the Ministry of Education, Science and Technology of Kosovo. Further, the present study uses discussions and interviews with the homogenous purposive sample of stakeholders within five HEIs in Kosovo. The present study finds that the actual legal framework in Kosovo lacks clarity and standardization and offers liberty for self-governance and independence to universities to decide on online education. Also, results show that Kosovo universities are at the outset of transformative processes towards online education such as faculty support, the adaption of didactics, course redesign, and the adaptation of assessment policy. So, the present study paves the way for better regulation of online learning within the Law on Higher Education and various administrative directives governing the accreditation of HEI and their study programs and modes of delivery. The present paper represents the first qualitative study of legal and institutional governance of online learning in Kosovo.

Comparison and Implication of Teacher Qualification System in Middle and Primary Schools between China and Finland

Application, accreditation, and examination of teacher qualification is the key to ensuring the quality of teachers, which plays a fundamental, and significant role. Given the situation in China, there are still some problems in the current teacher qualification system, such as too extensive application scope, loose restrictions on majors, easy examinations, and simple recognition procedures, which also lead to the uneven level of teachers between individuals and imbalance between regions. The qualification of teachers in Finland is stricter than that in China in terms of academic background, majors, and other requirements, as the qualification examination of teachers in Finland pays more attention to the examinees' research ability, comprehensive quality, and professional motivation, etc. These practices provide a good reference for teacher training, and assessment in China. Individual growth is inseparable from teachers' cultivation; the development of a school relies on teachers' efforts; social progress can't be achieved without teachers' contributions, and a country's prosperity also depends on teachers' strength. The teacher qualification system is a specific professional license system implemented by the state for teachers, which includes the basic conditions of teacher qualification, the principles of qualification recognition, loss and revocation, and the procedures of teacher qualification recognition [ ]. It has specified the qualification classification, requirements, examinations, and identification procedures, which guarantee the overall quality of teachers. Many countries in the world have strict provisions on the qualification standards of teachers. Compared with the qualification system of primary and secondary school teachers in Finland, China still has many shortcomings in this aspect. As one of the most advanced countries in the world, Finland has accumulated rich experience in the application, examination, and certification of teacher qualification, which offers a reference for China.

Do outcomes from high stakes examinations taken in test centres and via live remote proctoring differ?

The onset of the COVID-19 pandemic brought with it the closure of many bricks-and-mortar testing centres and a concomitant move to the remote (online) proctoring of many credentialing exams that were scheduled to take place throughout 2020. In effect, this meant changing from a standardized to a non-standardized administration of tests given that candidates could take tests at home using personal desktop or laptop devices. This in turn begs the question: do outcomes across tests taken in testing centres and via live remote proctoring differ? Due to the relative novelty of remote proctoring, research addressing this question is currently thin on the ground, thus justifying the research described in this paper. The study uses data from eleven professional licensure examinations taken by 14,097 candidates across four US States to compare outcomes for tests proctored either in test centres or remotely in real-time using live remote proctoring (LRP) software. Candidate outcomes were compared using average percent correct and passing rates. Test psychometric properties were compared using KR-20 reliability, decision consistency (Subkoviak's c), item difficulty, item discrimination and time taken to complete tests. At the individual test level, while some statistically significant differences were observed in outcomes across the two proctoring modes, most effect sizes were small. Overall, with the exception of some observable differences in metrics pertaining to item discrimination and timing, no detectable pattern was observed in favour of either mode. The study is significant in that it provides early evidence supporting the use of LRP in high stakes contexts.

The basic competences can be developed through the dual modality in a high vulnerability professional technical license

In the context of Professional Technical Education, Dual Modality has been a commitment of the Chilean Ministry of Education to improve Professional Technical training in High School. The change has involved a curricular innovation around the development of basic competences where, in addition to the teacher and the traditional classroom, other agents and other scenarios that share the work of teaching concur. In this context, the research consigned, according to its objectives and methodological formulation, describes the characteristics of the Dual Professional Technical training of the Administration specialty of the Monseñor Guillermo Carlos Hartl Educational Complex of the Pitrufquén commune , in Chile . It is intended to investigate the effectiveness of the integrated curriculum through the assessment of achievement of the basic competencies of students who are in the 4th Middle Year of said specialty (with Dual mode), in direct relation to the required graduate and professional profile and in contrast, with that of students of the specialty of "Electricity", without the Dual Modality.&#x0D; &#x0D; No contexto da Educação Técnica Profissional, a modalidade dual tem sido um compromisso do Ministério da Educação do Chile para melhorar o treinamento Técnico Profissional no Ensino Médio. A mudança envolveu uma inovação curricular em torno do desenvolvimento de competências básicas onde, além do professor e da sala de aula tradicional, concorrem outros agentes e outros cenários que compartilham o trabalho de ensino. Neste contexto, a pesquisa consignada, de acordo com seus objetivos e formulação metodológica, descreve as características da formação Técnica Profissional Dual da especialidade de Administração do Complexo Educativo Monseñor Guillermo Carlos Hartl da comuna de Pitrufquén, no Chile. Pretende-se investigar a eficácia do currículo integrado através da avaliação do alcance das competências básicas dos alunos que estão no 4º Ano Médio da referida especialidade (com a modalidade Dual), em relação direta com o perfil profissional e de pós-graduação requerido e em contraste, com o dos alunos da especialidade "Eletricidade", sem a modalidade Dual.&#x0D;

Conceptual Framework for Explorations of the Collaborative Economy

This paper aims to establish a comprehensive and easily operationalizable conceptual framework for explorations of the collaborative economy (CE). While the phenomenon has attracted increasing attention among businesses, customers, politicians/regulators, and researchers, a widely accepted conceptualization still does not exist. In the present study the CE accommodates for-profit and/or not-for-profit exchange of products that are: a) temporarily provided to others (i.e. shared) by their owners when the assets are under-utilized; b) shared occasionally i.e. up to a certain extent; c) shared by amateurs/ non-professionals when having a professional license is mandatory; and d) shared via on-line platforms. If all the requirements are (simultaneously) fulfilled, shared products embrace both goods and services and sharing providers embrace both individuals (e.g., P2P) and organizations (e.g., B2P). The proposed framework is discussed in the context of the CE key "surrounding" concepts – the on-demand economy, gig economy, second-hand &amp; circular economy, and rental economy.

The Labor Market Earnings of Veterans: Is Military Experience More or Less Valuable than Civilian Experience?

We assess the labor market experiences and earnings of military veterans, focusing on three major outcomes, among others, controlling for a wide array of demographic characteristics and industry and occupational fixed effects. First, we find that male and female veterans receive civilian earnings nearly equivalent to nonveteran men and women. This finding implies that military experience is valued in the labor market similarly to foregone civilian experience. Second, veterans are clustered in occupations with somewhat lower than average employment and real earnings growth, and in metropolitan areas with lower levels and growth of real GDP per capita. Third, veterans experience lower returns to formal educational investments (e.g., college) than do nonveterans. Veterans realize earnings gains from professional licenses, but their returns are lower than for nonveterans. These gains are concentrated among science, technology, engineering, and math (STEM) jobs, suggesting that veterans could help meet the growing demand for tech talent and artificial intelligence skills.

The Basic Competences Can Be Developed Through the Dual Modality in a High Vulnerability Professional Technical License

The Basic Competences Can Be Developed Through the Dual Modality in a High Vulnerability Professional Technical License

EU intermediary regulation and its impact on insurance agent quality: Evidence from Germany

Implementation of the EU Directive on Insurance Mediation (2002/92/EG) created the first professional licensing requirements for insurance agents in Germany. This study uses data on property-liability insurance policies from a German insurer encompassing the years just before and just after the Directive, to provide evidence of the impact of licensing on insurance intermediation quality. Because many agents left the market once licensing was required, we compare the pre-Directive quality of agents who exit the market with those who remain, and the pre- versus post-Directive quality of agents who remain in the market. Estimation results show no significant effects of licensing on agent quality, either through exit of low-quality agents or through changes in post-Directive quality. Results are most consistent with an increase in consumer search activity after the enactment of licensing.