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American Journal of Pharmaceutical... Jun 2024To describe existing growth mindset literature within pharmacy and health care education, describe how a growth mindset can be beneficial in the accreditation process,... (Review)
Review
OBJECTIVES
To describe existing growth mindset literature within pharmacy and health care education, describe how a growth mindset can be beneficial in the accreditation process, and propose potential ways to promote a growth mindset in faculty, preceptors, students, and staff within pharmacy education.
FINDINGS
To help pharmacy learners develop a growth mindset, existing literature emphasizes the need for a shift toward and aligning assessment with a growth mindset, helping to create self-directed adaptive learners, leading to health care providers who can adjust their practice to tackle expected and unexpected challenges throughout their careers. Strategies to create a culture of growth mindset identified include training faculty and learners on growth mindset and developing new assessments that track a learner's growth. Recommendations for pharmacy educators include encouraging educators to assess their own growth mindset and use a variety of teaching methods and provide feedback on learner effort that encourages the process of learning rather than focusing on individual attributes, traits, and results.
SUMMARY
Growth mindset intersects with accreditation standards for both professional degree programs and providers of continuing pharmacy education. Continuing professional development process is one way to encourage faculty, staff, and students to develop a growth mindset. While a growth mindset can have many positive impacts on pharmacy accreditation, it is essential to recognize that achieving and maintaining accreditation is a multifaceted process involving numerous factors. A growth mindset can positively influence pharmacy education accreditation by fostering a culture of continuous improvement, innovation, resilience, student-centeredness, data-driven decision-making, collaboration, and effective leadership.
Topics: Accreditation; Education, Pharmacy; Humans; Students, Pharmacy; Faculty, Pharmacy; Learning; Preceptorship; Education, Pharmacy, Continuing
PubMed: 38723896
DOI: 10.1016/j.ajpe.2024.100711 -
International Journal of Nursing... Dec 2019The Accreditation Commission for Education in Nursing (ACEN) is committed to being a supportive partner in strengthening the quality of nursing education for all levels...
The Accreditation Commission for Education in Nursing (ACEN) is committed to being a supportive partner in strengthening the quality of nursing education for all levels of nursing programs domestically and internationally. With a longstanding history of accreditation dating back 66 years, the ACEN accredited its first international program in 2004 adding international accreditation to its repertoire. Recognizing geographic, cultural, and national differences, the ACEN common core of Standards and Criteria equip faculty with autonomy to embrace unique attributes of their programs regardless of location, culture, and nationality. Further, the ACEN review process fosters self-evaluation, peer review, and the promotion of educational equity, access, and mobility. As a result, the number of international nursing programs pursuing and attaining accreditation with the ACEN has increased thus validating the inclusiveness and relevance of the ACEN Standards and Criteria. The purpose of this article is to highlight ways in which ACEN Standards and Criteria apply to domestic and international nursing programs.
Topics: Accreditation; Curriculum; Education, Nursing; Faculty, Nursing; Humans; Nurses, International; Outcome Assessment, Health Care; Quality Assurance, Health Care
PubMed: 31863694
DOI: 10.1515/ijnes-2019-0075 -
Air Medical Journal 2019
Topics: Accreditation; Emergency Medical Services; Transportation; United States
PubMed: 31843147
DOI: 10.1016/j.amj.2019.09.010 -
Journal of Educational Evaluation For... 2020Currently, accreditation in medical education is a priority for many countries worldwide. The World Federation for Medical Education’s (WFME) launch of its 1st trilogy... (Review)
Review
Currently, accreditation in medical education is a priority for many countries worldwide. The World Federation for Medical Education’s (WFME) launch of its 1st trilogy of standards in 2003 was a seminal event promoting accreditation in basic medical education (BME) globally. In parallel, the WFME also actively spearheaded a project to recognize accrediting agencies within individual countries. The introduction of competency-based medical education (CBME), with the 2 key concepts of entrusted professional activity and milestones, has enabled researchers to identify the relationships between patient outcomes and medical education. The recent data-driven approach to CBME has been used for ongoing quality improvement of trainees and training programs. The accreditation goal has shifted from the single purpose of quality assurance to balancing quality assurance and quality improvement. Although there are many types of postgraduate medical education (PGME), it may be possible to accredit resident programs on a global scale by adopting the concept of CBME. It will also be possible to achieve accreditation alignment for BME and PGME, which center on competency. This approach may also make it possible to measure accreditation outcomes against patient outcomes. Therefore, evidence of the advantages of costly and labor-consuming accreditation processes will be available soon, and quality improvement will be the driving force of the accreditation process.
Topics: Accreditation; Curriculum; Education, Medical; Humans; Quality Improvement
PubMed: 33085997
DOI: 10.3352/jeehp.2020.17.30 -
Oral and Maxillofacial Surgery Clinics... Nov 2022The Commission on Dental Accreditation is responsible for accrediting postgraduate dental education programs, including residencies and fellowships using a... (Review)
Review
The Commission on Dental Accreditation is responsible for accrediting postgraduate dental education programs, including residencies and fellowships using a well-delineated process that includes an annual survey of various aspects of the program related to the Standards for Advanced Dental Education Programs in Oral and Maxillofacial Surgery and a program self-study and site visit with a review by the Specialty Education Review Committee of the Commission and the Commission on a 5-year cycle. The primary goal of the accreditation process is to assure the public, the profession, and the institution that the program is in compliance with the published standards.
Topics: Humans; United States; Accreditation; Internship and Residency; Surgery, Oral
PubMed: 36224075
DOI: 10.1016/j.coms.2022.03.003 -
Clinical and Experimental Dermatology Jun 2020
Topics: Accreditation; Authorship; Dermatology; Education, Medical, Continuing; Formative Feedback; Humans; Peer Review; Public Reporting of Healthcare Data; Publishing; Training Support; United Kingdom
PubMed: 31814139
DOI: 10.1111/ced.14145 -
Academic Medicine : Journal of the... Jul 2021While advances in science and technology continue to be at the forefront of the evolution of medical practice, the 21st century is also undergoing a unique and profound...
While advances in science and technology continue to be at the forefront of the evolution of medical practice, the 21st century is also undergoing a unique and profound cultural shift that is changing the very nature of what it means to be a medical professional, namely humankind's transition to an information-based internet society. Medical care will increasingly depend on computer-generated probabilities guided and supported by a growing variety of individuals in health care-related professions, including statisticians, technologists, and information managers. Perhaps the biggest challenge to the profession will come from the erosion of professional autonomy, driven by smart machines, social networks, and internet search engines. As a result of these and other changes, physicians are facing a systematic loss of control, often without the direct input and leadership of the profession itself. In this commentary, the author urges the profession to adopt several strategies, including shifting its focus from reimbursement to the care patients value most, meaningfully addressing critical issues in health policy, becoming the definitive source for publicly available medical information, reimagining medical education, and overhauling the existing accreditation and licensing systems. Medical education must go beyond a focus on physicians whose professional identity revolves around being the exclusive source of medical knowledge. In the digitized 21st century, medical education should emphasize the centrality of the humanistic interface with patients such that the doctor-patient relationship is paramount in the complex medical world of machines and social media. Removing the roadblocks to successful professional reform is no small task, but the process can begin with a grassroots movement that empowers physicians and facilitates organizational and behavioral change. Failure to take action may well hasten the diminishment of patient care and the profession's trusted role in society.
Topics: Access to Information; Accreditation; COVID-19; Education, Medical; Empowerment; Health Policy; History, 21st Century; Humans; Knowledge; Leadership; Medical Informatics; Medicine; Physician-Patient Relations; Physicians; Professional Autonomy; Social Networking
PubMed: 33788788
DOI: 10.1097/ACM.0000000000004113 -
Techniques in Vascular and... Dec 2022Personnel and department accreditation are means by which institutions can evaluate, demonstrate, and maintain the highest level of patient care. In this article, we...
Personnel and department accreditation are means by which institutions can evaluate, demonstrate, and maintain the highest level of patient care. In this article, we will discuss the certification and the resources for physicians (RPVI) and technologists (RVT) who provide care to patients in the vascular lab (VL) as well as information about certification by the two accrediting bodies - the Intersocietal Accreditation Commission (IAC) and the American College of Radiology (ACR) - that accredit VLs. Noninvasive vascular testing provides timely delivered valuable information to healthcare providers. Accreditation recognizes quality vascular testing services, but also facilitates a process of education and the quality assurance to improve the overall quality of vascular labs (VL).
Topics: Humans; Accreditation
PubMed: 36404059
DOI: 10.1016/j.tvir.2022.100858 -
Journal of the American Association of... Nov 2023Many organizations play a role in creating, supporting, clarifying, and certifying the foundational documents for nurse practitioner (NP) education and practice. Quality... (Review)
Review
Many organizations play a role in creating, supporting, clarifying, and certifying the foundational documents for nurse practitioner (NP) education and practice. Quality standards for NP education are promulgated by the American Association of Colleges of Nursing (AACN) and the National Organization of Nurse Practitioner Faculties (NONPF). Competency-based education, in the form of interactive learning, helps bridge the gap between theory and practice. In 2021, AACN released new competencies that correspond to 10 domains which reflect the uniqueness of the nursing profession and guide professional nursing education. The NONPF and AACN are co-facilitators of a multi-organizational group called the National Task Force (NTF) on quality nurse practitioner education that standardizes the general evaluation of NP education. In 2022, the NTF updated the evaluation standards in response to the new competencies. Schools are accredited by one of three agencies: The Commission on Collegiate Nursing Education, The Accreditation Commission for Education in Nursing, and The National League for Nursing Commission for Nursing Education Accreditation. The eight NP specialties each have their own certifying bodies. The National Council of State Boards of Nursing is involved in regulation of NPs. The purpose of this article is to update stakeholders, including NPs, preceptors, and nurse faculty, about the various agencies and guidelines that inform education standards, accreditation, certification, and regulation of NP practice. A review of recently published guidelines with a summary of implications is also presented.
Topics: Humans; Nurse Practitioners; Education, Nursing; Curriculum; Certification; Accreditation
PubMed: 37141565
DOI: 10.1097/JXX.0000000000000873 -
Pathologie (Heidelberg, Germany) Sep 2022Accreditation in pathology and neuropathology in Germany is based on the requirements of the DIN EN ISO/IEC 17020 standard, which defines general requirements for the... (Review)
Review
Accreditation in pathology and neuropathology in Germany is based on the requirements of the DIN EN ISO/IEC 17020 standard, which defines general requirements for the bodies performing inspections. In Germany, the national accreditation body of the Federal Republic of Germany (DAkkS) assumes the official task of accreditation. Evaluation in this area is based on a comprehensive assessment by board-certified pathologists (inspection) and is focused on correct diagnosis. The requirement of the DIN EN ISO 15189 standard on quality and competence in medical laboratories is taken into account. In Germany, more than 100 institutes of pathology and neuropathology have successfully performed the accreditation process. Interest in accreditation has been significantly growing in recent months, especially due to changes in the European law with the "Verordnung EO 2017/746 des Europäischen Parlaments und des Rates vom 05. April 2017 über Invitro-Diagnostica".However, accreditation is a demanding process that requires very good preparation. Necessary resources for accreditation should be secured before starting the process. Important framework conditions and requirements, but also some challenges that can arise during the accreditation process, are summarized in this article.
Topics: Academies and Institutes; Accreditation; Certification; Germany; Neuropathology
PubMed: 35925314
DOI: 10.1007/s00292-022-01097-x