Successful Accreditation Research Articles

Proceso de acreditación institucional y actitud empática en estudiantes de odontología en dos años académicos diferentes

Objective: To compare the levels of empathy evaluated in two different years at a university under-going continuous and successful accreditation processes. Material andmethods: Exploratory and longitudinal research. The empathy measurements, in two moments (2016 and 2022), of dentistry students in a university undergoing successful institu-tional accreditation processes (2017 and 2022) were compared. Empathy data were obtained using the Jefferson Empathy Scale (student version). The reliability was estimated, and the compliance of the three-dimensional model of empathy and invariance of the model in the analyzed groups were checked. Empathy comparisons were performed using a trifactorial analysis of variance. The signi-ficance level used was α<.05 and β>.80. Results. The reliability of the data, the presence of the three-dimensional model, and the invarian-ce of the model were verified. The values of empathy and the Perspective and “Walking in Patient’s Shoes” dimensions do not differ between the compared years, but the Compassionate Care dimension did. The classification of the observed empathy values, places it as “medium level”. Conclusions.The levels of empathy, classified as medium level, did not vary between the two stu-died moments. The study allows us to say that, possibly, the systematic absence of teaching empa-thy could be a factor why this attribute has not increased.

Improving health outcomes in Cameroon through competency-based curricula and stakeholder engagement in accreditation

This review article explores the accreditation process for health personnel training in Cameroon, emphasizing its critical role in ensuring quality education and improving healthcare delivery. It begins with an overview of the current state of health education institutions and regulatory mechanisms, highlighting the need for robust national guidelines for accreditation. The review examines the importance of autonomous councils for each health specialty, emphasizing their role in establishing specialized standards, monitoring compliance, and promoting ethical values in training. It also discusses the historical context and evolution of accreditation, identifying past limitations and the necessity for updated standards. The strengths and challenges of the proposed guidelines are analyzed, focusing on their potential impact on the competence of health professionals. Comparative assessments with successful accreditation systems in other African nations, such as Nigeria and Ghana, provide valuable insights into best practices. The perspectives of various stakeholders, including government agencies, educational institutions, and healthcare providers, are examined. The article concludes with recommendations for enhancing accreditation processes, including capacity building and continuous stakeholder engagement, ultimately supporting the development of a competent healthcare workforce aligned with national health goals.

Симуляционное обучение: ключевой элемент профессиональной подготовки медицинских работников в контексте аккредитации.

The article shows the importance of simulation training in preparation for the procedure of primary specialized accreditation of medical specialists. Introduction. Simulation training is gaining popularity, and is gradually becoming one of the most important tools in medical education. It not only improves the quality of education, but also makes it more competitive. Due to the development of professional skills, including decision-making, according to pre-simulated scenarios, students and practicing medical professionals (doctors, paramedics, nurses) receive not only motivation, but also interest in mastering practical skills. In the future, they will be able to apply these skills in their professional activities. Training in simulated conditions also allows medical professionals to prepare for the accreditation procedure (primary, primary specialized). The purpose of this article is to describe the experience of using simulation training in the preparation of students of additional professional education (DPO) at the Department of Nursing Management of the branch of the Military Medical Academy in Moscow for the procedure of primary specialized accreditation (PSA). Materials and methods. We analyzed the results of the procedure of primary specialized accreditation in the specialty «medical care» and «nursing» of students who were trained at the department (nursing management) at the branch of the Military Medical Academy in Moscow in the period from September 2021 to December 2023 and practiced all practical skills in simulated conditions. Results. The analysis of the final tables with the results of the accreditation procedure for nurses and paramedics allows us to conclude that all students in the simulation center have successfully passed the accreditation procedure, training sessions provide students with a high level of training necessary for successful accreditation. Conclusions. Simulation training is an integral part of modern professional retraining and advanced training programs for medical professionals. It is a powerful tool that helps to prepare professional medical professionals for the realities of modern practice. Students and trainees who have completed such training demonstrate a higher level of knowledge, skills and abilities than those who receive traditional education.

Challenges of Implementing an Effective Primary Health Care Accreditation Program: a qualitative study in Iran

BackgroundAccreditation is a prerequisite for scientific management of the health system, owing to its numerous benefits on health centres’ performance. The current study examined Iran’s primary healthcare accreditation program to ascertain the challenges to its successful implementation.MethodsThis qualitative study examined the perspectives of 32 managers and staff members in the pilot accreditation program (from the Ministry of Health and Medical Education, Semnan University of Medical Sciences, and Aradan District Health Network). Three in-depth group interviews were conducted using a semi-structured questionnaire, and the data obtained were assessed using thematic analysis. As a result of this investigation identified six themes, 29 sub-themes, and 218 codes as challenges to the successful accreditation of primary health care in Iran.ResultsSix main themes, including “organisational culture”, “motivational mechanisms”, “staff workload”, “training system”, “information systems”, and “macro-executive infrastructure”, were identified as the main domain of challenges, with seven, five, two, four, three, and eight sub-themes respectively.ConclusionAccreditation of PHC in Iran faces significant challenges and obstacles that, if ignored, can jeopardise the program’s success and effectiveness. By identifying challenges and obstacles and making practical suggestions for overcoming them, the findings of this study can aid in the program’s successful implementation and achievement of desired outcomes.

THE ROLE OF RECORDS MANAGEMENT AND ARCHIVES IN ACHIEVING STUDY PROGRAM ACCREDITATION

Effective management of records and archives plays a crucial role in the successful accreditation of study programs. The purpose of this study was to examine the impact of efficient record management and orderly archive management on the availability of information to support the accreditation process of study programs, and to explore the factors that influence the achievement of success and the obstacles encountered during accreditation from an archival perspective. This research utilized a descriptive qualitative approach and data were gathered through observation, interviews, questionnaires, and documentation. The Bachelor of Management Study Program attained an A accreditation score, indicating a well-prepared process that encompassed the collection of physical evidence, the availability of documents/archives, the completion of accreditation forms, and the implementation of records and archives management. Leadership commitment, data completeness, and a competent accreditation team were identified as key success factors for accreditation. Nevertheless, some obstacles were encountered during the implementation of accreditation, such as poorly managed digital data, a lack of commitment to the importance of accreditation among some employees, insufficient support from work units and other stakeholders, and data that did not entirely align with the required data.

New master's program: multiple sclerosis management

Der neue Studiengang „Multiple Sklerose Management“ richtet sich an Ärzt*innen, Therapeut*innen, Pflegepersonal, Wissenschaftler*innen, Apotheker*innen, Psycholog*innen und Biolog*innen, die sich im Bereich der Multiplen Sklerose (MS) spezialisieren wollen. Nach erfolgreicher Akkreditierung im Jahr 2019 befindet sich die erste Matrikel seit 2020 in dem von der Dresden International University (DIU) angebotenen Masterstudiengang. Über eine Dauer von 4 Semestern kann er berufsbegleitend und größtenteils digital absolviert werden. Der Masterstudiengang gliedert sich in 6 Module mit den Schwerpunkten Grundlagen, Klinik und Diagnostik, MS-Studien und Statistik, krankheitsmodifizierende und symptomatische Therapie, Krankheitsmonitoring und Dokumentation. Der Unterricht beinhaltet theoretische Anteile und zahlreiche Praxiseinheiten. Ein weiteres Ziel ist es, aus wissenschaftlichen Publikationen und klinischen Studien therapeutische Interventionspläne und Problemlösungsstrategien abzuleiten, sie weiterzuentwickeln und in der Patientenversorgung anzuwenden. Die Dozent*innen stammen aus Deutschland, Österreich und der Schweiz und sind überwiegend Professor*innen. Die Schirmherrschaft für den Studiengang übernimmt die Deutsche Multiple Sklerose Gesellschaft. Dieser Beitrag stellt den Studiengang im Detail vor.

Selecting and using faculty data management software systems

Purpose The purpose of this paper is to determine which software systems business school administrators use to support accreditation efforts and how administrators select and use these systems. This study also provides best practice suggestions from institutions using faculty data management systems to support accreditation efforts. Design/methodology/approach This study used a sequential explanatory design using an internet-based survey for business school administrators involved with accreditation reporting with follow-up interviews with survey respondents. Findings There are four major software vendors that most respondents use for managing reporting of faculty research activity and sufficiency. The location of the school appears to influence the system selected. For assurance of learning reporting, most schools used an in-house or manual system. Respondents highlighted the importance of doing a thorough needs analysis before selecting a system. Research limitations/implications Although respondents were geographically diverse, having a larger sample with schools in developing regions would provide greater generalizability of results. Practical implications This study gives business school leaders a comprehensive overview of the business schools’ data management systems, criteria used in system selection and best practices for system selection and implementation, faculty engagement and ongoing maintenance. Originality/value This study addresses the limited attention given to resources and best practices for selecting and implementing faculty data management software for accreditation in the academic and industry literature despite the significant investment of resources for schools and the importance such systems play in a successful accreditation effort.

Requirements for the content and training of PhD in the specialty of automation and computer-integrated technologies

The aim of the article is to disclose the requirements for the content and training of PhDs in the specialty 151 Automation and computer-integrated technologies, the implementation of which will contribute to the successful accreditation of educational and scientific programs of other specialties of higher educational institutions in Ukraine. Research Methods: The study involved the analysis of the regulatory framework of documents for the training of doctors of philosophy, standards of higher education, scientific and methodological literature, educational and scientific programs of higher educational institutions. The results of the study consist in highlighting the main aspects that should be taken into account for the successful accreditation of educational and scientific programs.

CDIO Initiative: A Guarantee for Successful Accreditation of Engineering Programmes

The accreditation bodies and engineering councils set a number of qualifying requirements and accreditation criteria to ensure the quality of engineering graduates and programmes. One of these requirements is the engineering curriculum. Some institutions using the traditional engineering curriculum often face difficulties and burden to meet the accreditation minimum academic requirements as their curriculum lacks the innovation and the integration of graduate attributes such as personal, interpersonal, teamwork, entrepreneurship, development of life skills and emotional wellbeing, among many. This eventually leads to deferred or even declined accreditation. To overcome these difficulties, the CDIO initiative is an ideal tool for successful accreditation. The CDIO standards, syllabus, engineering curriculum, and learning outcomes are not only meeting what accreditation bodies require, but they offer innovative curriculum more on high-level cognitive skills set in the context of the product-system lifecycle; Conceiving-Designing-Operating-Implementing metaphases. This paper shares a successful engineering education experience of the School of Engineering/Taylor’s University and how the CDIO initiative contributed not only to a successful accreditation but also to have a new innovative engineering curriculum. The adopted new curriculum is innovative, hands-on and project-based in order to achieve integrated learning where acquiring discipline-specific knowledge and CDIO skills take place simultaneously

Successful Accreditation Techniques

AbstractThe challenges of accreditation reviews create a sense of stress across academic institutions that can be significantly reduced when strategies are implemented and maintained. Understanding the purpose, value, and benefits of the accreditation process is critical. Two techniques that lead to accreditation success include ongoing program meetings resulting in assigned tasks that address government or commission evaluation standards, and the use of a program matrix. The article includes meeting strategies and a universally adaptable matrix design. Moving from stress to success is possible when the techniques are linked to all standards and subsections, and each task successfully meets accreditation requirements.AbstrakTantangan akreditasi menciptakan rasa stres di seluruh institusi akademik, hal ini dapat dikurangi, secara signifikan ketika strategi diterapkan dan dipertahankan. Memahami tujuan, nilai, dan manfaat dari proses akreditasi sangatlah penting. Dua teknik yang mengarah pada keberhasilan akreditasi, termasuk program rapat yang sedang berjalan sehingga menghasilkan tugas-tugas saat membahas standar evaluasi pemerintah atau komisi, dan penggunaan matriks program. Artikel ini mencakup strategi rapat dan desain matriks yang dapat disesuaikan secara universal. Beralih dari rasa stres akan keberhasilan akreditasi, hal ini memungkinkan jika teknik ini dikaitkan dengan semua standar dan subbagian, serta setiap tugas yang berhasil memenuhi persyaratan akreditasi.How to Cite: Baker, S., Camden-Anders, S. (2020). Successful Accreditation Techniques. TARBIYA: Journal of Education in Muslim Society, 7(2), 226-240. doi:10.15408/tjems.v7i2. 20592.

Best Practices for Building and Supporting Effective ACGME-Mandated Program Evaluation Committees.

IntroductionThe Accreditation Council for Graduate Medical Education (ACGME) mandates that residency training programs form program evaluation committees (PECs) to monitor program delivery and outcomes, generate annual program evaluations (APEs), facilitate strategic planning, and implement continuous quality improvement projects. Though PECs provide essential documentation to position programs for successful accreditation decisions, few resources exist in the literature for PEC members.MethodsEmploying Kern's model for curriculum development, we conducted a needs assessment in 2016 that resulted in adding a 2-hour workshop on building and supporting effective PECs to a certificate program for residency program directors. The workshop used a flipped classroom model with prework readings and guiding questions to familiarize participants with ACGME requirements for PECs and APEs. Several activities helped participants identify best practices for PECs and discuss authentic examples of mission statements, APEs, and action plans.ResultsFrom 2017 to 2019, we offered this workshop on three different occasions to a total of 42 participants (34 residency program directors/associate program directors and eight program coordinators). In 2019, 14 participants completed a web-based evaluation after the session. All agreed or strongly agreed that the workshop met the learning objectives, utilized interactive teaching methods, included useful APE examples, and provided valuable resources.DiscussionThis workshop addresses a gap in the literature by helping program directors identify best practices for PECs. The APE template and workshop examples can be adjusted to fit the needs of individual institutions.

Exploring staff perspectives of the barriers to the implementation of accreditation in Jordanian hospitals: Case study

ABSTRACT Background: Accreditation is a process of assessing a hospital. It includes a self-assessment against a set of standards and an external assessment followed by a report. Jordan, has started developing and applying accreditation in its healthcare organizations. Aim: This study aims to explore the barriers associated with applying an accreditation programme in hospitals in Jordan, from the perspective of doctors and nursing staff. Method: This study is qualitative in nature, adopting a case study method, with face-to-face interviews as the key instrument of data collection in two hospitals in Jordan. The sample interviewed consisted of 25 doctors and nurses in total. Result: Four key barriers to accreditation were identified in the sampled hospitals: lack of motivation, low salaries, and poor incentives, workload, the cost of accreditation implementation, staff shortages, and high staff turnover. The investigation also offers recommendations for enhancing the implementation of accreditation in Jordanian hospitals. Conclusion: This study explored the main barriers to successful accreditation in Jordanian hospitals; thereby making an original contribution to existing knowledge, as it is the first empirical exploration of the implementation of accreditation in the above-mentioned context. As such, it has attempted to offer an in-depth understanding of the factors impacting this process.

‘Another accreditation? what’s the point?’ effective planning and implementation for specialised accreditation

ABSTRACTGlobally, attention to quality and accreditation in higher education continues trending upward. This is attributable to a number of factors, such as the internationalisation of higher education, stakeholders demanding accountability, international rankings; parents and students wanting assurance that a diploma equals employment. Universities and individual programmes pursue accreditation because it is mandated; others to stand out in a crowded marketplace. The somewhat voluntary pursuit of accreditation raises two relevant questions. First, to what degree do teachers and administrators perceive its value? Second, for institutions and programmes seeking accreditation for the first time, is there a strategic approach that may effectively help prepare for the accreditation process? First, these issues are explored with teachers and administrators who have experienced the accreditation process. Second, using Bolman and Deal’s four frames for organisational analysis, this research proposes a strategic approach to analysing the institutional context and laying the foundation for successful accreditation efforts.

Aeronautical and Aerospace Engineering – A New Field of Study in the System of the Fields of Study in the Slovak Republic

The contribution analyzes the reasons for the creation of a new field of study „AERONAUTICAL AND AEROSPACE ENGINEERING , which was successfully included in the system of the fields of study in the SR in 2017. The new field of study was formed under the auspices of the Faculty of Aeronautics of the Technical University of Kosice as a response to the current requirements of the European labour market in the field of aeronautical and aerospace engineering. Responding to this requirement, the Faculty of Aeronautics of the Technical University of Kosice has the ambition to present a new study program Aeronautical and Aerospace Engineering“ and submit for accreditation in 2018. Successful accreditation of this study program will enable us to prepare new specialists being searched by the labour market, and thus contribute to the effort declared of the Slovak Republic to keep pace with technological development in Europe.

Successful accreditation of schools and programs of public health: A Columbia approach

Successful accreditation of schools and programs of public health: A Columbia approach

FELASA accreditation of education and training courses in laboratory animal science according to the Directive 2010/63/EU.

This document describes how the Federation of European Laboratory Animal Science Associations (FELASA) accreditation addresses both the Directive 2010/63/EU and the related European Commission guidance document.The four EU Functions and beyond: FELASA accredits courses that fulfil the requirements of Functions A, B, C and D as defined by EU Directive, Article 23, as well as for designated veterinarians and specialists in laboratory animal science.Modularity and mobility: Cohesive courses for Functions and for very specific topics are accredited, but flexibility and mobility are possible: a researcher can start his/her training with one FELASA accredited course and complete other modules with another. A course organizer will deliver a FELASA certificate relating to the successfully completed modules.Accreditation process: The process consists of two major steps: (1) a review of full course documentation provided by the applicant will lead, if successful, to FELASA accreditation. The course is posted on the FELASA website as ‘FELASA accredited’ and the course provider can deliver FELASA certificates upon successful completion of the course; (2) successful accreditation is followed by an on-site course audit. In the case of a negative outcome of the audit, FELASA accreditation is withdrawn, the course is deleted from the list of FELASA accredited courses and FELASA certificates cannot be issued. To ensure that quality is maintained, continuation of accreditation requires regular revalidation.

Upaya Meningkatkan Nilai 8 Standar Nasional Pendidikan Akreditasi Sekolah melalui Supervisi Pembimbingan Terpadu pada Madrasah Ibtidaiyah di Kabupaten Sleman

This research method using action research supervision, namely providing action against madrasa or teacher in charge as the team successful accreditation of the school/madrasa. Action of supervision consists of two cycles, each cycle includes: planning, implementation, observation/observation and reflection. I cycle on physical evidence that has been filled with good and right on MI Al Islam 32.48%, at MI Al Ihsan there 33.76%, at MI Wahid Hasyim 34.39% and at MI Ma'arif Bego 43.31%. Before stepping into the cycle II is no reflection on the purpose of evaluating the cycle I and cycle II plan. With the improvements in cycle II expected more efficiently and effectively. The results of supervision and supervision cycle II physical evidence already filled and right on MI Al Islam 86.6%, at 89%, MI Al Ihsan, MI Wahid Hasyim 91.72% and at MI Ma'arif Bego 96.8%. Results of the study showed a rise in MI Al Islam of 71 became 89 with the rise in value or 18%, on MI Al Ihsan from 83 be 93 with the rise in the value of 10 or 10%, at MI Wahid hasyim from 91 be 95 there is a rise in the value of 4 or 4% and on the MI Ma'arif Bego 90 into 98 there is a rise in the value of 8 or 8%. Thus an integrated supervision and supervision on a madrasah that will enhance the value of accreditation can be accredited.

Recipe for Conducting Quality Accreditation Site Visits

AbstractThis chapter describes key ingredients that contribute to a successful accreditation site visit. The authors describe the site‐visit process as it currently exists for organizations seeking accreditation from the Council on Accreditation (COA). The chapter focuses on the logistical aspects of a successful site visit rather than the results of the site visit itself. Based on their experience, the authors share key ingredients needed to ensure quality accreditation site visits.

Assessment and Evaluation Framework with Successful Application in ABET Accreditation

The development of reliable and easy-to-deploy assessment plans are a world-wide concern of academic programs. The cultivation of a culture of assessment or engaging in an accreditation effort is dependent on the development of effective assessment frameworks. Examining large variety of sources and using different tools challenge the applicability of assessment plans and can prove to be major hurdles. In this paper, a unified framework is proposed that enables the assessment and evaluation of student outcomes, at the program level, and evaluating student performance as well. The proposed framework identifies a set of courses to be assessed using direct tools. The tools enable measurements of attainment scores at the course learning outcomes, performance indicators, and student outcome levels to create a paradigm for unified assessment. The framework was deployed within a two cycles application and led to a successful accreditation of a computer engineering program by ABET.

A map for successful CCNE accreditation.

• Every nursing program works hard to achieve a successful accreditation. The major purpose of CCNE accreditation is to ensure quality in baccalaureate and graduate educational programs through assessment of the nursing program's mission, goals, and expected outcomes.