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Journal articles on the topic 'Accrediting Agency'
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1
Tanne, Janice Hopkins. "US accrediting agency tightens rules for continuing medical education." BMJ 329, no. 7470 (October 7, 2004): 819.2. http://dx.doi.org/10.1136/bmj.329.7470.819-a.
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Hannis, Grant. "The value of accreditation of journalism programmes: A New Zealand perspective." Pacific Journalism Review 18, no. 1 (May 31, 2012): 179. http://dx.doi.org/10.24135/pjr.v18i1.295.
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Doubts have been raised in both the United States and the United Kingdom about the merits of accrediting university-based journalism programmes. The accrediting agencies in those countries have been accused of being inflexible and focussing on the old world of print journalism. Accreditation of the three university-based journalism programmes in New Zealand has been through a similarly controversial period, but recently a new accord was reached allowing for a more flexible, non-intrusive form of accreditation. This article discusses how this new regime developed. It notes that the new accord is based on three main factors—the importance of accreditation to the journalism programmes, the power relationships existing between the accrediting agency and the schools, and the personalities of those involved.
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Barber, Bob, and Delores E. McNair. "Who Guards the Guardians? National Implications of Accreditation at City College of San Francisco." Community College Review 45, no. 3 (July 2017): 215–33. http://dx.doi.org/10.1177/0091552117717022.
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Purpose: This article addresses the broad context of community college accreditation which surrounds a controversy involving one of the largest community colleges in the United States, City College of San Francisco (CCSF), and its regional accrediting agency, the Accrediting Commission for Community and Junior Colleges (ACCJC). Its purposes are to illuminate the issue of how accrediting agencies are held accountable and to highlight the importance of addressing student equity issues as part of accreditation. Argument/Proposed Model: Rather than focusing on the details of the specific case, we reflect on the situation as a microcosm of the issues facing community college students and accreditors. Themes that emerge include the rise of compliance-oriented accreditation practices, the degree to which accreditation is increasingly subject to political and economic forces, and the dilemmas involved in assuring that educational quality is available to all students. Conclusions/Contributions: Accrediting agencies must address the barriers that interfere with the success of first generation students, low-income students, and students of color, who are rapidly coming to represent the predominant student demographic in the United States and who constitute the majority of students at CCSF. We conclude that the basis exists in higher education research and practice for the development of accreditation standards that address the student equity agenda.
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Battard Menendez, Juliet. "The Impetus for Legislation Revoking the Joint Commission's Deemed Status as a Medicare Accrediting Agency." JONA's Healthcare Law, Ethics, and Regulation 12, no. 3 (July 2010): 69–76. http://dx.doi.org/10.1097/nhl.0b013e3181ee276f.
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&NA;. "The Impetus for Legislation Revoking the Joint Commission's Deemed Status as a Medicare Accrediting Agency." JONA's Healthcare Law, Ethics, and Regulation 12, no. 3 (July 2010): 77–78. http://dx.doi.org/10.1097/nhl.0b013e3181f26f00.
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Diambra, Joel F., Melinda M. Gibbons, Jeff L. Cochran, Shawn Spurgeon, Whitney L. Jarnagin, and Porche' Wynn. "The Symbiotic Relationships of the Counseling Profession’s Accrediting Body, American Counseling Association, Flagship Journal and National Certification Agency." Professional Counselor 1, no. 1 (March 2011): 82–91. http://dx.doi.org/10.15241/jfd.1.1.82.
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Swanson, Diane L. "Business Ethics Education at Bay: Addressing a Crisis of Legitimacy." Issues in Accounting Education 20, no. 3 (August 1, 2005): 247–53. http://dx.doi.org/10.2308/iace.2005.20.3.247.
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In this article I describe a crisis of legitimacy in business schools due to a longstanding habit of sidestepping ethics education. The accrediting agency helps perpetuate this dilemma by failing to require stand-alone ethics coursework, despite pressure from some constituents to do so in the wake of an earthquake of corporate scandals. This crisis could easily be resolved if business schools adopted a three-pronged approach to ethics education based on foundational coursework. Specifically, business schools should require at least one ethics course as a fulcrum for integrating ethics across the curriculum. As a third tactic, this effort should be augmented by other initiatives, such as hosting guest speakers, offering service-learning projects, and establishing endowed chairs in ethics.
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Hughes, Harrison G. "Merged Department Experience at Colorado State University: How Does the Addition of an Accredited Program Influence Offerings in Horticulture." HortTechnology 11, no. 3 (January 2001): 399–401. http://dx.doi.org/10.21273/horttech.11.3.399.
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The merging of the Landscape Architecture Program (LA) with the Department of Horticulture had no effect on visibility of horticulture at Colorado State University and in the state. It did enhance the stature of the merged department as it became second only to the Department of Animal Sciences in terms of undergraduate majors and graduates in the College of Agricultural Sciences. The merger had only a limited impact on the budget. The LA is accredited. Accreditation standards aided the LA in justification of a new position. Since the merger, the Landscape Design and Contracting Program has become accredited through the Associated Landscape Contractors of America (Reston, Va.). Horticulture, which has no accrediting agency, is at a disadvantage in competing for open positions.
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Greenfield, David, Deborah Debono, Anne Hogden, Reece Hinchcliff, Virginia Mumford, Marjorie Pawsey, Johanna Westbrook, and Jeffrey Braithwaite. "Examining challenges to reliability of health service accreditation during a period of healthcare reform in Australia." Journal of Health Organization and Management 29, no. 7 (November 16, 2015): 912–24. http://dx.doi.org/10.1108/jhom-02-2015-0034.
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Purpose – Health systems are changing at variable rates. Periods of significant change can create new challenges or amplify existing barriers to accreditation program credibility and reliability. The purpose of this paper is to examine, during the transition to a new Australian accreditation scheme and standards, challenges to health service accreditation survey reliability, the salience of the issues and strategies to manage threats to survey reliability. Design/methodology/approach – Across 2013-2014, a two-phase, multi-method study was conducted, involving five research activities (two questionnaire surveys and three group discussions). This paper reports data from the transcribed group discussions involving 100 participants, which was subject to content and thematic analysis. Participants were accreditation survey coordinators employed by the Australian Council on Healthcare Standards. Findings – Six significant issues influencing survey reliability were reported: accreditation program governance and philosophy; accrediting agency management of the accreditation process, including the program’s framework; survey coordinators; survey team dynamics; individual surveyors; and healthcare organizations’ approach to accreditation. A change in governance arrangements promoted reliability with an independent authority and a new set of standards, endorsed by Federal and State governments. However, potential reliability threats were introduced by having multiple accrediting agencies approved to survey against the new national standards. Challenges that existed prior to the reformed system remain. Originality/value – Capturing lessons and challenges from healthcare reforms is necessary if improvements are to be realized. The study provides practical and theoretical strategies to promote reliability in accreditation programs.
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Castagnera, James Ottavio. "The decline in for-profit higher education during the Obama Administration and its prospects in the Trump Presidency." Industry and Higher Education 31, no. 4 (June 6, 2017): 239–52. http://dx.doi.org/10.1177/0950422217713561.
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The fortunes of the for-profit higher education industry rise and fall with the political tides in the United States. During the 8 years of the George W Bush Administration (Republican), the for-profit sector of US higher education prospered. The following two terms of the Obama Administration (Democrat) resulted in the loss of all the ground gained during Mr Bush’s two terms in office. Indeed, the US Department of Education, led by Secretary Arne Duncan, aggressively attacked the for-profit higher education providers. This attack took two very effective forms: the wielding of ‘gainful employment’ regulations to sever the eligibility of for-profit corporations to receive federal financial aid funding for admitted students, and the withdrawal of authority from the for-profit sector’s accrediting agency. This article argues that, if the past is predictive, the prospects for the for-profit higher education providers are bright under Mr Trump.
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Roberts, Misty, Faith Green, and Worthe Holt. "A Health Plan’s Journey to Identifying Meaningful Quality Measures." American Journal of Medical Quality 33, no. 6 (April 30, 2018): 657–61. http://dx.doi.org/10.1177/1062860618772905.
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The number of quality measures in health care is overwhelming, and reporting requirements are inconsistent. Value-based payments emphasize the need to prioritize quality measures and align across organizations. This article describes the process Humana undertook to reduce the quality measurement burden, refine measure consistency across the organization, ensure alignment with national standards, and relate quality measures to improved health outcomes within the health plan. Of the 1100 measures identified in use at Humana, 699 were duplicative or inconsistent. The biggest challenge was reaching consensus on similar measures while staying within regulatory and accrediting agency constraints. After review, physicians, quality experts, and business leaders prioritized 208 quality measures grounded in evidence, supported by credible organizations, and impactful to health outcomes. A governance committee was created to provide ongoing, proactive quality measure review. These efforts allow Humana to better support value-based payments by reducing complexity and helping physicians focus on meaningful measures.
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Hilliard, Ann, and Winona Taylor. "Collaborative Approach: The Self-Study Process And Writing The Report." Contemporary Issues in Education Research (CIER) 3, no. 12 (January 6, 2011): 21. http://dx.doi.org/10.19030/cier.v3i12.920.
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When conducting a self-study within an educational organization, there should be a collaborative effort by members of the organization regarding the process and writing the report. In order to create a culture of self-study and to make the process clear to all stakeholders (faculty, staff, students leaders, administrators and support partners), there should be frequency in evaluation and assessing the progress of the organization. The self-study should be conducted for “self” and to prepare for the accreditation association’s visit every five years generally. The major purpose of the self-study is not only to comply with wishes of the accreditation association’s standards, but to comprehensively evaluate how the stakeholders or educators are doing within the organization. The self-study should show how the educational organization has evolved and improved its services and commitment over the past several years by addressing strengths and areas recommended for improvement. In preparation for articulation for the growth of the organization, each department within the organization should have in place a common formatted template for writing up the self-study report based on the standards set by the accrediting agency. The standards stated/written by the accrediting agency will help to guide the writing process. In essence, the template will help the writing groups to know who, what, when, where, and why to address needed information. These group writers should know how to address information needed in a precise manner and to the point when writing the report. The writing groups should use information, materials and resources that the educational organization already has on hand to write the report. The available and use of data within the organization should be collected and analyzed by groups and committees of individuals, with expertise, to be shared with others and write the self-study report. All written information for the self-study report should be supported by evidence of physical and electronic documents for review by stakeholders and the visiting accreditation association team. When writing the self-study report in preparation for the accreditation association visit, this is the general format to follow: introduction, degree programs and objectives, general education, resources/materials, outcome assessment, specific recommendation for improvement, a comprehensive look at graduate programs, summary evaluation and optional information about success stories i.e. using photos or graphics.
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Talreja, Vikas, Purvish Parikh, Mukesh Nagar, and Satyapal Kataria. "Survey for molecular reports in practicing oncologists in India." International Journal of Molecular & Immuno Oncology 5 (September 8, 2020): 117–20. http://dx.doi.org/10.25259/ijmio_12_2020.
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Objectives: Molecular oncology (GO) is a discipline that focuses on the diagnosis, staging, prognosis, and management of cancer with the help of molecular genetics. Increasing understanding of the molecular changes that drive tumor progression has transformed the treatment of this disease. The main goal of this study was to describe the current situation in India regarding the knowledge, attitude, and practice of molecular oncology through an online survey of oncologists. Material and Methods: A descriptive survey was sent to several hospitals by means of E-mails and social media. Results: Between December 2019 and February 2020, 74 responses were collected. All of the respondents were interested in the accreditation of the reports and authorizing agency accrediting them. About 68.9% of the practicing oncologist did not have any provision of molecular oncology tumor board. 82.4% of the oncologists reviewed with the molecular pathologist for discussion of the molecular reports. On the contrary, 58.1% of the oncologist never received any information from the reporting team about the patient clinical details, follow-up, or changes in the reports ever. About 79.7% of the prescribing oncologist were interested in remuneration in any form for prescribing such tests. About 27% of the oncologist were not aware of any accreditation agency available in India for molecular oncology reports. Conclusion: From the nationwide survey, we conclude that there is an increasing perception of the need for training in molecular oncology. This survey reflects a reality, in which specific needs are perceived.
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Bruns, David E. "Laboratory-related Outcomes in Healthcare." Clinical Chemistry 47, no. 8 (August 1, 2001): 1547–52. http://dx.doi.org/10.1093/clinchem/47.8.1547.
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Abstract Outcomes studies, long common on the therapeutic side of medicine, are appearing in the diagnostic arena. Outcomes can be defined as results of medical interventions (therapies or tests) in terms of health or cost. The studies of outcomes are important because funding for medical interventions increasingly depends on them; a major accrediting agency even defines “quality” entirely in terms of outcomes. The study of laboratory-related outcomes is complex. Multiple steps occur between testing and outcomes, physicians act unpredictably on test results, and outcomes studies have high costs relative to potential profit from the test. Study design often must specify the action that is to follow a test result. The model outcomes study is a randomized controlled trial (RCT). The CONSORT statement, which is used as a guideline for RCTs of therapies, is largely applicable to studies of diagnostic interventions. Recent laboratory-related RCTs have addressed questions such as: “Does routine testing before cataract surgery decrease morbidity or mortality?” and “Does fecal occult bleed testing decrease the incidence of colorectal cancer?” RCTs of tests are sometimes impractical. Other approaches include simulation modeling and the use of intervention and control periods of testing. As for RCTs, these approaches require careful attention to study design, data analysis, and interpretation and reporting of results.
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Klotz, Roger. "Opportunities for Progressive Pharmacy Practice in Homecare." Journal of Pharmacy Practice 3, no. 1 (February 1990): 19–27. http://dx.doi.org/10.1177/089719009000300104.
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This article will describe the many opportunities for progressive pharmacy practice in the homecare area, particularly when dealing with parenteral therapies. Progressive pharmacy practice in the home requires that the technical and clinical pharmacy expertise first developed in the institutional setting be applied in a decentralized environment. The decentralization of high-tech care into the patient's home presents major challenges and opportunities to all health care professionals. The pharmacist, in particular, is given the opportunity to provide progressive pharmacy services, especially clinical services, as a result of patient need and agency requirements (ie, JCAHO, State Pharmacy Board, HCFA). This group of patients has generally a higher acuity than traditional ambulatory and homecare patients; thus, health care professionals, reimbursement organizations, and regulatory and accrediting agencies are very concerned about the coordination of patient care. The pharmacist's knowledge base and interest in drug therapy is well suited for and used to benefit the patient and health-care team; this is important in many areas of patient care. A knowledge of drug therapies is required in predischarge planning, patient training, plan of care development, and patient monitoring. Therefore, the hospital and/or homecare pharmacist can be involved from the start (patient selection) to the completion of therapy for the homecare patient. Since homecare patients have an increasing acuity, the traditional hospital pharmacy services need to be provided and expanded upon so that safe and efficacious therapy is provided.
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Wright, James R. "The History of Pathologists' Assistants: A Tale of 2 Educational Mavericks." Archives of Pathology & Laboratory Medicine 143, no. 6 (January 14, 2019): 753–62. http://dx.doi.org/10.5858/arpa.2018-0333-hp.
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Context.— The use of medical technologists to assist with clinical pathology workload has been common since the 1930s. In stark contrast, most aspects of anatomical pathology have traditionally been considered to be medical work that must be performed by pathologists or residents. Objective.— To describe the history of the pathologists' assistant profession in North America. Design.— Available primary and secondary historical sources were reviewed. Results.— The concept of physician assistants, capable of performing delegated medical tasks, was created by Eugene A. Stead Jr, MD, at Duke University in 1965. When this profession began, it was quickly embraced by the American Medical Association, which took ownership related to certification and licensing of practitioners as well as external accreditation of training programs. Because of concerns about pathology manpower in the late 1960s, Thomas D. Kinney, MD, also at Duke University, developed the first training program for pathologists' assistants in 1969. Pathologists' assistants were not immediately accepted by many academic pathologists, especially related to work in the surgical pathology gross room. Organized pathology did not help the new profession develop standards, and so in 1972 pathologists' assistants created their own professional organization, the American Association of Pathologists' Assistants. Although it took several decades, the association was eventually able to forge relationships with the National Accrediting Agency for Clinical Laboratory Sciences for training program accreditation and the American Society for Clinical Pathology for board certification for practitioners. The development of the profession in Canada is also described. Conclusions.— The pathologists' assistant profession is now well established in North America.
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Risquez, Angelica, Dara Cassidy, and Gearoid O'Suilleabhain. "Badge of honour? An exploration of the use of digital badges to support a partnership approach to faculty development." Australasian Journal of Educational Technology 36, no. 5 (October 26, 2020): 18–29. http://dx.doi.org/10.14742/ajet.6112.
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This article describes a professional development initiative facilitated through a transformational partnership model. In this context, we discuss our experience of piloting an online continuing professional development course in the area of online teaching, which offered a digital badge for successful participants. The course was the result of a partnership between three Irish higher education institutions and a national agency that had initiated a nation-wide scheme to create and disseminate a range of open access collaborative professional development courses to promote the professionalisation of teaching and learning, with a specific digital badge being available for each course. We investigated the interplay between the digital badge issued for the course we piloted, and other potential intrinsic and extrinsic motivators. Digital badges appear to be a weak motivating factor in initial enrolment and engagement, although for some participants, they did motivate continued engagement and completion. We discuss implications in relation to internal and external drivers and motivations around professional development. We also offer reflections on the larger context in which badges might be used or valued by course participants in their professional environments.
Implications for practice or policy:
For digital badges to motivate learning, educational developers and institutions need to associate them with intrinsically meaningful rewards.
Partnership between higher education institutes and non-accrediting bodies can drive the development and wider acceptance and use of digital badges as a tangible and agreed currency of learner and learning achievement.
Learners benefit most from digital badges when they are linked to and facilitate the development of personal identities associated with disciplinary and professional communities.
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Seabrook, Jacqueline M., and Roger A. Hubbard. "Achieving Quality Reproducible Results and Maintaining Compliance in Molecular Diagnostic Testing of Human Papillomavirus." Archives of Pathology & Laboratory Medicine 127, no. 8 (August 1, 2003): 978–83. http://dx.doi.org/10.5858/2003-127-978-aqrram.
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Abstract Laboratories contemplating either the addition of new molecular tests or modifying methods approved by the Food and Drug Administration for human papillomavirus testing should be aware of a variety of procedural, performance, and regulatory issues surrounding such activity. Diagnostic medical laboratory testing in the United States is regulated by the Centers for Medicare and Medicaid Services, an agency formerly known as the Health Care Finance Administration. The regulatory vehicle of the Centers for Medicare and Medicaid Services is manifested in the Clinical Laboratory Improvement Amendments (CLIA). The CLIA program has put into place specific regulations for laboratory quality control, which includes specific recommendations for method validation. Regulations that must be followed regarding personnel, quality control, quality assurance, method validation, and proficiency testing depend on the complexity category of the individual test. All molecular diagnostic tests, including those for human papillomavirus, are considered high complexity. The Centers for Medicare and Medicaid Services retains the authority to allow private, national accreditation organizations to “deem” that a laboratory is compliant with CLIA '88 requirements. Accreditation organizations, such as the Joint Commission for Accreditation of Hospitals, the Commission on Office Laboratory Accreditation, and the College of American Pathologists (CAP), as well as several state medical laboratory–accrediting agencies, possess the authority to deem laboratories as “CLIA-approved.” The CAP, through its Laboratory Accreditation Program, has promoted standards for laboratory performance and method validation. In general, guidelines set forth in the CAP Laboratory Accreditation Program checklists specify that all clinical laboratory testing must essentially meet those requirements defined for high-complexity testing under CLIA '88, including test validation standards, reportable/reference ranges, performance criteria, and proficiency testing.
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Pilbeam, Victoria, Lee Ridoutt, and Tony Badrick. "Best Practice Pathology Collection in Australia." Asia Pacific Journal of Health Management 11, no. 1 (December 16, 2018): 50–55. http://dx.doi.org/10.24083/apjhm.v11i1.243.
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Objectives: The specific objectives of the study were to (a) identify current best practice in pathology specimen collection and assess the extent to which Australian pathology services currently satisfy best practice standards; and (b) identify training and other strategies that would mitigate any gaps between current and best practice.
Methods: A total of 22 case studies were undertaken with pathology collector employers from public, not for profit and private pathology organisations andacross urban and rural locations and eight focus groups with pathology collection services consumers were conducted in December 2012 in four different cities.
Results: The preferred minimum qualification of the majority of case study employers for pathology collectors is the nationally recognised Certificate III in Pathology. This qualification maps well to an accepted international best practice guideline for pathology collection competency standards but has some noted deficiencies identified which need to be rectified. These particularly include competencies related to communicating with consumers. The preferred way of training for this qualification is largely through structured and supervised on the job learning experiences supported by theoretical classroom instruction delivered in-house or in off the job settings. The study found a need to ensure a greater proportion of the pathology collection workforce is appropriately qualified.
Conclusion: The most effective pathway to best practice pathology collection requires strong policies that define how pathology samples are to be collected, stored and transported and a pathology collection workforce that is competent and presents to consumers with a credible qualification and in a professional manner.
Abbreviations: CHF – Consumer Health Forum of Australia; KIMMS – Key Incident Monitoring and Management Systems; NAACLS – National Accrediting Agency for Clinical Laboratory Sciences; NACCHO – National Aboriginal Community Controlled Health Organisation; NPAAC – National Pathology Accreditation Advisory Council; RCPA – Royal College of Pathology Australasia; RTO – Registered Training Organisation.
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Garfolo, Blaine T., and Barbara L’Huillier. "Demystifying Assessment: The Road To Accreditation." Journal of College Teaching & Learning (TLC) 12, no. 3 (June 30, 2015): 151–70. http://dx.doi.org/10.19030/tlc.v12i3.9303.
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Accreditation serves as both a quality assurance and accountability mechanism for our learning institutions. It is a voluntary process of self-regulation and non-governmental peer review supported, in general, by providers of tertiary education and examines the philosophy, goals, programs, facilities, resources, and financial viability of the institution. The culture of assessment and the information it generates should be embedded effectively within all institutional systems. This would enable an organization to focus their attention on the assumptions they make with respect to student learning and to promote a culture of continuous assessment and improvement in order to elevate students quality of learning. It is through a process of programmatic assessment that evidence is gathered to support an application for accreditation to an appropriate accrediting agency. What is driving the assessment movement in higher education? How do accreditation bodies make their decisions? What is the precise basis for accreditation? For example, what filtering process does accreditation bodies use when determining what evidence is or is not relevant when arriving at the final accreditation decision. Presumably, as in courts of law, there must be some mechanism or pre-defined criteria in which evidence is weighed and an appropriate decision is reached. Unfortunately, the mechanism is poorly understood by educational institutions and faculty alike. However, the standards of almost all accreditors include the expectation that institutions clearly state student learning outcomes (SLOs) and to assess those outcomes. Although there are a variety of academic accrediting bodies their policies and approaches tend to be more alike than different and appear to share similar expectations for the assessment of SLOs. The key is the Assessment of Student Learning and it is a critical issue for students, teachers, curriculum designers, the accreditation process, quality assurance, and review of courses. How a student learns (student learning styles) and what they actually do learn (subject material) are often driven by the assessment required for a course of study. Assessment is an ongoing, continuing improvement process aimed at understanding and elevating student learning. Assessment involves: 1. Having clear, explicit and transparent expectations for both the student and the institution.2. Setting the criteria for learning at an appropriate level to demonstrate quality of learning.3. Gathering, analyzing, and reflecting on the evidence in a systematic way to determine if student learning has occurred to the depth and breadth stated.4. Using the information gathered to document, explain, and elevate student learning. The purpose of this paper is to present a roadmap to assessment that, if followed, will assist an organization in presenting themselves in the best possible light in order to gain accreditation. As methodology proceeds and ultimately provides the guiding strategy for the design and selection of methods used in the assessment process, the authors will present a methodology that will ensure that the assessment process is effective and successful. The authors will identify and analyze practices necessary to present a clear and concise body of work to an accreditation body. The authors will discuss the required elements involved in assessment in education and how to use assessment effectively as a means of maintaining both academic standards and enhancing the quality of the student learning experience.
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Komarudin, Komarudin. "Akreditasi Perpustakaan Perguruan Tinggi: Pengalaman Perpustakaan STAIN Kediri." Pustakaloka 8, no. 1 (July 29, 2016): 14. http://dx.doi.org/10.21154/pustakaloka.v8i1.454.
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<p><strong>Abstrak</strong><strong>; </strong>Pentingnya mutu atau kualitas <em>(quality)</em> telah menjadi perhatian pengelola perpustakaan perguruan tinggi. Perpustakaan Nasional RI telah menyusun standar yang dapat dijadikan acuan minimal dalam penyelenggaraan perpustakaan perguruan tinggi yang berkualitas. Suatu bentuk formal pengakuan terhadap pemenuhan standar tersebut yaitu dengan pelaksanaan akreditasi perpustakaan. Akreditasi perpustakaaan bertujuan untuk memperbaiki perpustakaan yang diakreditasi sehingga bermanfaat untuk membangun kualitas perpustakaan. Sesuai amanat UU RI No 43 tahun 2007 dan PP No 24 tahun 2014, Perpustakaan Nasional telah membentuk Lembaga Akreditasi Perpustakaan Nasional (LAP-N).</p><p>Sertifikat terakreditasi dapat diperoleh suatu perpustakaan berdasarkan jumlah nilai tertimbang dari komponen komponen layanan, kerjasama, koleksi, pengorganisasian materi perpustakaan, sumber daya manusia, gedung / ruang dan sarana prasarana, anggaran, manajemen perpustakaan dan perawatan keoleksi perpustakaan. Pengalaman Perpustakaan STAIN Kediri dalam melaksanakan akreditasi perpustakaan dengan menempuh langkah-langkah antara lain merencanakan kegiatan akreditasi, membentuk tim persiapan akreditasi, melakukan asesmen mandiri <em>(self assessment)</em>, menyiapkan berkas pendukung, mengirimkan surat permohonan dan berkas data pendukung, melakukan penilaian borang, menyiapkan dan melaksanakan asesmen lapangan. Hal yang pokok dari sebuah akreditasi adalah budaya kualitas. Harapan untuk memperoleh nilai akreditasi terbaik terletak pada budaya kualitas yang dilakukan secara konsisten dan berkesinambungan.</p><strong></strong><strong><em>Abstract</em></strong><strong><em>; </em></strong><em>The importance of quality has been a concern of college library librarian. National Library has compiled standards can be used as a minimum level college library quality. A form of formal recognition of compliance with these standards is by accrediting library. Accreditation aims to improve accredited institution so useful to build a library quality. As stipulated by Law Decree(UU) No. 43 of 2007 and Government Regulation (PP)No. 24 of 2014, the National Library has the National Library Accreditation Agency (LAP-N). Accredited certificate can obtain a library based on the number of components weighted values </em><em></em><em>of service, cooperation, collection, organization of library materials, human resources, building / space and infrastructure, budget, library management and maintenance of library collection. The experience of STAIN Kediri library in carrying out the library accreditation including : make a plan of accreditation activities, form preparation team of accreditation, perform self assessments, set up support files, send a letter of application and data file support, assessment accreditation forms, prepare for site assessment and carry out the acreditation. The main thing is the accreditation is a culture of quality. Hope to obtain the best value of accreditation lies in the culture of quality.</em><strong><em></em></strong><p><strong> </strong><em></em></p>
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"Program Innovation and Survival: National Accrediting Agency for Clinical Laboratory Sciences." Critical Values 3, no. 2 (April 1, 2010): 24–27. http://dx.doi.org/10.1093/criticalvalues/3.2.24.
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Hash, Robert. "Consistency in decision-making between survey teams and the decision-making body in a professional education program accrediting agency." MedEdPublish 8, no. 2 (2019). http://dx.doi.org/10.15694/mep.2019.000113.1.
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Baniadam, Kahlo, Zakia Arfeen, Mohammed Ahmed Rashid, Ming-Jung Ho, and Sean Tackett. "Public availability of information from WFME-recognized accreditation agencies." Human Resources for Health 19, no. 1 (June 29, 2021). http://dx.doi.org/10.1186/s12960-021-00621-z.
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AbstractThe World Federation for Medical Education (WFME) Recognition Programme was created to ensure the comparability of medical school accrediting agencies, so that the schools accredited by those agencies would have similar educational quality. WFME explicitly values transparency and has recognition criteria that relate to agencies making information publicly available. Our study examined 20 WFME-recognized agencies’ transparency by reviewing agency websites for 27 information elements related to accreditation standards, procedures, and processes. We contacted agencies as needed for information that we could not find on their websites. We were only able to retrieve additional information from 3 of the 12 agencies that we attempted to contact. We found that while 12 agencies had over 90% of expected information elements available, 6 agencies had less than 50%. Our findings illustrate barriers for those who wish to better understand medical school accreditation in some regions and raise questions about how comparable WFME-recognized agencies are.
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Lam, Miranda B., Jose F. Figueroa, Yevgeniy Feyman, Kimberly E. Reimold, E. John Orav, and Ashish K. Jha. "Association between patient outcomes and accreditation in US hospitals: observational study." BMJ, October 18, 2018, k4011. http://dx.doi.org/10.1136/bmj.k4011.
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AbstractObjectivesTo determine whether patients admitted to US hospitals that are accredited have better outcomes than those admitted to hospitals reviewed through state surveys, and whether accreditation by The Joint Commission (the largest and most well known accrediting body with an international presence) confers any additional benefits for patients compared with other independent accrediting organizations.DesignObservational study.Setting4400 hospitals in the United States, of which 3337 were accredited (2847 by The Joint Commission) and 1063 underwent state based review between 2014 and 2017.Participants4 242 684 patients aged 65 years and older admitted for 15 common medical and six common surgical conditions and survey respondents of the Hospital Consumer Assessment of Healthcare Provider and Systems (HCAHPS).Main outcome measuresRisk adjusted mortality and readmission rates at 30 days and HCAHPS patient experience scores. Hospital admissions were identified from Medicare inpatient files for 2014, and accreditation information was obtained from the Centers for Medicare and Medicaid Services and The Joint Commission.ResultsPatients treated at accredited hospitals had lower 30 day mortality rates (although not statistically significant lower rates, based on the prespecified P value threshold) than those at hospitals that were reviewed by a state survey agency (10.2% v 10.6%, difference 0.4% (95% confidence interval 0.1% to 0.8%), P=0.03), but nearly identical rates of mortality for the six surgical conditions (2.4% v 2.4%, 0.0% (−0.3% to 0.3%), P=0.99). Readmissions for the 15 medical conditions at 30 days were significantly lower at accredited hospitals than at state survey hospitals (22.4% v 23.2%, 0.8% (0.4% to 1.3%), P<0.001) but did not differ for the surgical conditions (15.9% v 15.6%, 0.3% (−1.2% to 1.6%), P=0.75). No statistically significant differences were seen in 30 day mortality or readmission rates (for both the medical or surgical conditions) between hospitals accredited by The Joint Commission and those accredited by other independent organizations. Patient experience scores were modestly better at state survey hospitals than at accredited hospitals (summary star rating 3.4 v 3.2, 0.2 (0.1 to 0.3), P<0.001). Among accredited hospitals, The Joint Commission did not have significantly different patient experience scores compared to other independent organizations (3.1 v 3.2, 0.1 (−0.003 to 0.2), P=0.06).ConclusionsUS hospital accreditation by independent organizations is not associated with lower mortality, and is only slightly associated with reduced readmission rates for the 15 common medical conditions selected in this study. There was no evidence in this study to indicate that patients choosing a hospital accredited by The Joint Commission confer any healthcare benefits over choosing a hospital accredited by another independent accrediting organization.
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Innes, Stanley I., Charlotte Leboeuf-Yde, and Bruce F. Walker. "A failed review of CCE site inspection standards and processes." Chiropractic & Manual Therapies 27, no. 1 (October 30, 2019). http://dx.doi.org/10.1186/s12998-019-0270-y.
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Abstract Background Accreditation of educational programs involves an independent agency assessing quality against a set of defined standards. Site inspection teams are appointed by an accrediting agency and compile a report with the intention of identifying deficiencies and making recommendations for their rectification and continued improvement. For chiropractic programs accreditation is carried out by Councils on Chiropractic Education (CCEs). However, the reliability of their site inspection teams remains unknown. Recent research has suggested that variability in chiropractic practice may be partially traced back to the education provider. This raises the possibility of deficient accreditation procedures that may include unsatisfactory site inspection standards or processes or the accreditation standards by which they work to. We sought to compare the various CCEs documented standards and processes for site inspection teams for similarities and differences with the intent of making recommendations to create uniform and high quality standards. Further, we sought to compare a sample of CCEs site inspection team surveys / reports for commonly identified recommendations and quality improvements and determine if they are adequately described in their accreditation standards. Method In December of 2018 invitation emails were sent to 4 CCEs through their website portals outlining a proposed study investigating site inspection teams’ standards and processes. Access was requested to all appropriately redacted documentation relating to site inspection teams and their chiropractic program reports. Follow up emails were sent several weeks later. Results Only one of four of the CCEs responded by providing the requested information. Conclusion and recommendations Three CCEs did not cooperate with this educational research. The possible reasons for the non-engagement is discussed.
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Etcuban, Jonathan O., Glenn R. Andrin, Melvin M. Niñal, Bell S. Campanilla, Aahron M. Dinauanao, Philip Joel Dr Macugay, and Gwen A. Belarmino. "Research Productivity among Faculty Members of the University of Cebu, Philippines." JPAIR Institutional Research 8, no. 1 (October 26, 2016). http://dx.doi.org/10.7719/irj.v8i1.422.
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Research is the heart of every higher education institution (HEI). Universities are coming under enormous strength to boost the productivity of faculty research to meet the ASEAN integration. The accrediting agency assures that instructions and community extensions are research-based. This study assessed the research productivity of teachers at the University of Cebu, Philippines. Based on the gathered data, a University Research Portfolio was proposed to serve as a guide for the administrators to increase production of teachers in the context of a research project, presentation, and publications. The study used a descriptive correlational method with the aid of a researcher-made questionnaire. There were 171 college teachers who were used as respondents of the study. The accumulated data were analyzed, and interpreted using simple percentage, weighted mean, Chi-square test of independence and ANOVA. Results showed that most of the teachers have low research productivity and that they need training in research methods and statistics. It was concluded that college teachers had limited financial assistance and cash incentives that the University offers to them. The researchers strongly recommend that the proposed University Research Portfolio be used. However, further research on its effectiveness should be carried out to confirm the preliminary findings.
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Alemnji, George, Lisa Edghill, Giselle Guevara, Sacha Wallace-Sankarsingh, Rachel Albalak, Sebastien Cognat, John Nkengasong, and Jean-Marc Gabastou. "Development and implementation of the Caribbean Laboratory Quality Management Systems Stepwise Improvement Process (LQMS-SIP) Towards Accreditation." African Journal of Laboratory Medicine 6, no. 1 (February 24, 2017). http://dx.doi.org/10.4102/ajlm.v6i1.496.
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Background: Implementing quality management systems and accrediting laboratories in the Caribbean has been a challenge.Objectives: We report the development of a stepwise process for quality systems improvement in the Caribbean Region.Methods: The Caribbean Laboratory Stakeholders met under a joint Pan American Health Organization/US Centers for Disease Control and Prevention initiative and developed a user-friendly framework called ‘Laboratory Quality Management System – Stepwise Improvement Process (LQMS-SIP) Towards Accreditation’ to support countries in strengthening laboratory services through a stepwise approach toward fulfilling the ISO 15189: 2012 requirements.Results: This approach consists of a three-tiered framework. Tier 1 represents the minimum requirements corresponding to the mandatory criteria for obtaining a licence from the Ministry of Health of the participating country. The next two tiers are quality improvement milestones that are achieved through the implementation of specific quality management system requirements. Laboratories that meet the requirements of the three tiers will be encouraged to apply for accreditation. The Caribbean Regional Organisation for Standards and Quality hosts the LQMS-SIP Secretariat and will work with countries, including the Ministry of Health and stakeholders, including laboratory staff, to coordinate and implement LQMS-SIP activities. The Caribbean Public Health Agency will coordinate and advocate for the LQMS-SIP implementation.Conclusion: This article presents the Caribbean LQMS-SIP framework and describes how it will be implemented among various countries in the region to achieve quality improvement.
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Okezue, Mercy A., Mojisola C. Adeyeye, Steve J. Byrn, Victor O. Abiola, and Kari L. Clase. "Impact of ISO/IEC 17025 laboratory accreditation in sub-Saharan Africa: a case study." BMC Health Services Research 20, no. 1 (November 23, 2020). http://dx.doi.org/10.1186/s12913-020-05934-8.
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Abstract Background The number and severity of nonconformities generated during an audit of a medicine testing laboratory indicates its level of quality compliance. Quality standards are established and maintained to ensure the reliability of laboratory test reports. The National Medicines Regulatory Authority (NMRA) Quality Control laboratories assess the quality of medicines used by the populace as part of their regulatory function. Although countries desire to have reliable medicine testing facilities, accrediting a national laboratory to international standards poses financial and technical challenges for many low-income countries. Sharing the benefits of laboratory accreditation could help more countries within sub-Saharan Africa overcome existing challenges to achieve accreditation and robust quality systems. This study investigated the impact of ISO/IEC 17025 accreditation on the performance of an NMRA Quality Control laboratory to provide evidence of improved quality compliance within a low-resource setting. Methods Pre- and post- accreditation audits of nonconformities for management and technical requirements of the ISO/IEC17025:2005 standards were evaluated from a Quality Control laboratory in the National Agency for Food and Drug Administration and Control (NAFDAC), located in Nigeria, West Africa. The following research questions were addressed: “does accreditation impact the adherence to quality standards?” and “does accreditation decrease the severity of nonconformities in Quality Control laboratory audits?” Results Statistical analysis of the pre- to post- accreditation audits from the years 2013 through 2017 revealed a significant decrease in the total number of nonconformities (χ2 = 74, p-value = 9.99e-05, r = 0.67). Further examination of audits from the years 2013 through 2018 audits also revealed a reduction in the number of nonconformities (χ2 = 53, p-value = 9.99e-05, r = 0.62). A reduction in the number of major observations and a decrease in the severity of nonconformities was also observed. Conclusions A higher level of quality compliance was exhibited for the laboratory during the post-accreditation years. Overall, ISO/IEC 17025 accreditation of the NMRA Quality Control laboratory resulted in improved reliability of test reports and enhancement of the laboratory quality system.
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Cuong, Nguyen Huu, and Le My Phong. "Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions." VNU Journal of Science: Education Research, November 19, 2018. http://dx.doi.org/10.25073/2588-1159/vnuer.4176.
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Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully.
Keywords
Quality assurance; Accreditation; Distance education; Online learning; Higher education
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