Relevant bibliographies by topics / Medical accreditation and licensing

Academic literature on the topic 'Medical accreditation and licensing'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Medical accreditation and licensing"

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Olenev, A. S. "ON-SITE PRE-LICENSING OF MEDICAL ORGANIZATIONS AS THE FIRST ACTIVITY STAGE OF MEDICAL LICENSING AND ACCREDITATION COMMISSIONS IN BIG CITIES." Social Aspects of Population Health 59, no. 1 (2018): 2. http://dx.doi.org/10.21045/2071-5021-2018-59-1-2.

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Mazmanian, Paul E., Robert Galbraith, Stephen H. Miller, Paul M. Schyve, Murray Kopelow, James N. Thompson, Alejandro Aparicio, David A. Davis, and Norman B. Kahn. "Accreditation, Certification, and Licensure: How Six General Competencies are Influencing Medical Education and Patient Care." Journal of Medical Regulation 94, no. 1 (March 1, 2008): 8–15. http://dx.doi.org/10.30770/2572-1852-94.1.8.

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ABSTRACT Lifelong learning and self-assessment are tenets of medical education and health care improvement; quality and patient safety care are essential to the accreditation of organizations providing either continuing medical education (CME) or patient care; accredited CME providers must assess the learning needs of physicians: Accredited health care organizations must document physician participation in education that relates to the nature of care, treatment and services provided by the hospital. The credentialing and privileging of medical staff requires ongoing focused professional practice evaluation based on six general competencies, including compassionate care, medical knowledge, practice-based learning and improvement, effective communication, demonstrated professionalism and coordinated systems-based practice. As those charged with assessment and program evaluation are challenged to produce valid and reliable results to improve education and health care, United States licensing authorities are defining good medical practice and considering competency-based maintenance of licenses. The present paper offers a framework to advance the discussion of relative value credits for gains assessed in knowledge, competence and performance of physicians. A more synchronized and aligned consortium of medical licensing boards, specialty boards and organizations granting practice privileges is recommended to inform the design of education and physician assessment to assure quality and patient safety.
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Murano, Tiffany, Michal Gajewski, Michael Anana, Machteld Hillen, Anastasia Kunac, Daniel Matassa, Lisa Pompeo, and Neil Kothari. "Mandated State Medical Licensing Board Disclosures Regarding Resident Performance." Journal of Graduate Medical Education 11, no. 3 (June 1, 2019): 307–12. http://dx.doi.org/10.4300/jgme-d-18-00970.1.

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ABSTRACT Background State medical licensing boards ask program directors (PDs) to complete verification of training (VOT) forms for licensure. While residency programs use Accreditation Council for Graduate Medical Education core competencies, there is no uniform process or set of metrics that licensing boards use to ascertain if academic competency was achieved. Objective We determined the performance metrics PDs are required to disclose on state licensing VOT forms. Methods VOT forms for allopathic medical licensing boards for all 50 states, Washington, DC, and 5 US territories were obtained via online search and reviewed. Questions were categorized by disciplinary action (investigated, disciplined, placed on probation, expelled, terminated); documents placed on file; resident actions (leave of absence, request for transfer, unexcused absences); and non-disciplinary actions (remediation, partial or no credit, non-renewal, non-promotion, extra training required). Three individuals reviewed all forms independently, compared results, and jointly resolved discrepancies. A fourth independent reviewer confirmed all results. Results Most states and territories (45 of 56) accept the Federation Credentials Verification Service (FCVS), but 33 states have their own VOT forms. Ten states require FCVS use. Most states ask questions regarding probation (43), disciplinary action (41), and investigation (37). Thirty-four states and territories ask about documents placed on file, 36 ask about resident actions, and 7 ask about non-disciplinary actions. Eight states' VOT forms ask no questions regarding resident performance. Conclusions Among the states and territories, there is great variability in VOT forms required for allopathic physicians. These forms focus on disciplinary actions and do not ask questions PDs use to assess resident performance.
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Herbst, Charles Petrus, and Gerhard H. Fick. "Radiation protection and the safe use of X-ray equipment: Laws, regulations and responsibilities." South African Journal of Radiology 16, no. 2 (June 12, 2012): 50–54. http://dx.doi.org/10.4102/sajr.v16i2.306.

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Lately, South Africa’s regulatory framework for electromagnetic medical devices has come under considerable pressure. In this article the legislative framework and regulatory infrastructure are scrutinized, by looking at how the legislature has given form to protective measures against ionizing radiation. Although the Hazardous Substances Act provides for effective protection against radiation, poor administration led to insufficient staffing levels, uncertainty about Regulations and licensing conditions and therefore undermines a sound radiation protection infrastructure. The legal basis of enforcing licensing conditions through a website without proper consultation with interested and affected parties is questionable and ineffective in controlling radiation levels. Effective and legal radiation control is possible by activating the National Advisory Committee on Electronic Products provided for in Regulation R326 published in 1979, but never implemented. The possible impact of annual quality assurance tests currently enforced through licensing conditions on the radiation dose of the population is not cost effective as new training and accreditation structures had to be created. The fact that generally more than 80% of overexposures are caused by human error is a clear indication that training of the daily users of X-ray equipment should be emphasized and not the training and accreditation of the technicians responsible for a single quality assurance test per year. Constructive engagement with the professional bodies involved in the medical use of X-rays through a National Advisory Committee on Electronic Products may be a cost effective solution for lowering radiation dose to the population.
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Johnson, David Alan. "Prospects for a National Clearinghouse on International Medical Schools." Journal of Medical Regulation 94, no. 3 (September 1, 2008): 7–11. http://dx.doi.org/10.30770/2572-1852-94.3.7.

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ABSTRACT In 2006, a special committee appointed by the Federation of State Medical Boards (FSMB) issued its report on the “Evaluation of Undergraduate Medical Education” in the United States and abroad. Satisfied with accreditation systems already providing reasonable and adequate assurance for the quality of medical education in this country, the committee turned its focus toward international medical schools. Because international medical graduates (IMGs) comprise 25 percent of the physician workforce, U.S. medical licensing boards continue to seek meaningful information on the medical schools of their licensees. The report's recommendations included a call for close monitoring of efforts to provide international accreditation systems. One of the current initiatives being closely watched is that of the Caribbean Authority for Accreditation in Medicine and Other Health Professions (CAAM). Under the auspices of the Caribbean Community, CAAM has established an accreditation system for medical schools in the region, carried out site visits and rendered decisions for a number of Caribbean schools. A complementary initiative currently underway by FSMB and ECFMG staff involves the development of a primer on IMGs and international medical education. This web-based resource is scheduled for completion in late fall 2008. The major recommendation of the special committee report called for the FSMB to work with state medical boards and the ECFMG to establish an information and data clearinghouse on international medical schools. A clearinghouse workgroup has already begun meeting and considering various quality indicators suggested by the special committee report such as admission requirements, policies relative to advanced standing and aggregate performance data on USMLE. The challenges facing the clearinghouse are significant. One approach being considered is to focus data collection efforts primarily on the eight to 10 schools currently supplying the largest number of IMGs seeking medical licensure in the United States.
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Malek, Sharafat, and Md Humayun Kabir Talukder. "Medical Migration: a review on the licensing process for International Medical Graduates in Australia and other destinations." Bangladesh Journal of Medical Education 9, no. 1 (April 2, 2018): 26–34. http://dx.doi.org/10.3329/bjme.v9i1.36236.

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Movement of health care professionals, nationally or internationally, has now become a common trend worldwide. International recruitment of efficient physicians is an ongoing process for years although some studies have identified this culture as an issue.10-11 Waves of migration to popularly Australia under ‘Skilled Migration’ and other categories started in Bangladesh in early 1970, which have been ongoing since then.1 Among over thirty thousands of such migrants living in the popularly Australian States2; the medical graduates from Bangladesh are identified through their associations/forum made in each State as well as from the data on their participation in the re-accreditation examinations.3-4, 7-8 A lack of pre-migration awareness on social and academic barriers in the host country has been found far more common in the Australian International Medical Graduates’ (IMGs) studies published before 20045. Poor knowledge on the hurdles may affect IMGs’ post-migration coping or adjustment process. Fortunately, internet facilities are widely available so, modern IMGs no more need to rely on information from relatives, friends or high commission/embassy people. Yet, full access to career and job related journals could still be out of reach for many IMGs. Updated clear knowledge around licenselegislation at the destination would help IMGs gaining smoother transition whilst preparing to build the same career, albeit in a different system. This review article at first presents the background behind strict regulations on permitting the IMGs to practise in major destinations. It then progresses with reviewing these regulations in the developed countries including Australia. Following that a detailed summary has been made on the Australian regulations. Available literature6-8 demonstrates a large discrepancy between IMGs’ success rates in the knowledge and practical part of the licensing (Australian Medical Council) process (i.e. 80% vs. 42% in case of Bangladeshi-IMGs). Therefore, this paper has properly discussed the nature and structure of the practical (AMC-Clinical) examination incorporating examples. Useful web-links on Australian IMGs’ accreditation preparation, permanent migration and finding medical jobs have been provided at relevant sections. Finally, a recommendation has been made to teach 3rd-year medical students on this important area under the ‘Community Medicine’ curriculum in Bangladesh.Bangladesh Journal of Medical Education Vol.9(1) 2018: 26-34
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Crawford, Judy, and Fred Shaffer. "Education: BCIA's Core." Biofeedback 41, no. 2 (June 1, 2013): 46–49. http://dx.doi.org/10.5298/1081-5937-41.2.05.

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The mission of the Biofeedback Certification International Alliance (BCIA) is to certify applicants who demonstrate entry-level knowledge and to progressively recertify them progressively as they expand their knowledge base and skill set through continuing education. BCIA requires accredited coursework to ensure the credibility of its credentials within the insurance and medical communities. Accreditation is provided by regional accrediting bodies, professional organizations, licensing boards, and BCIA itself. BCIA has developed flexible and inexpensive options for earning continuing education to better serve its North American and international audience.
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Burney, Richard E. "Oversight of Medical Care Quality:." Journal of Medical Regulation 101, no. 4 (December 1, 2015): 8–15. http://dx.doi.org/10.30770/2572-1852-101.4.8.

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Not long after physicians began to gather in organized groups and form professional societies in the 19th century, it became clear that education, training and practices were highly variable and that oversight to prevent outright quackery was needed. Although the situation is quite different today, experience has shown that continued oversight of medical care is still necessary. Some modern physicians may allow their knowledge, skills, and practices to become out of date, resulting in ineffective, unnecessary and expensive care. They may engage in any number of unprofessional behaviors, ranging from substance abuse to billing and insurance fraud, leading to disciplinary actions by external agencies. That said, providing oversight in today's highly complex health care delivery system is not a simple task to accomplish. Many rules, regulations, structures and processes have been put into place, all trying to ensure that medical care is safe, affordable and of high quality. This essay briefly describes the history and evolution of medical oversight — from its relatively simple beginnings in licensing and accreditation initiated over a century ago to the multiplex of oversight programs currently in place — including a look at some of the new, innovative and data-driven approaches being used today.
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Beckman, Jamie J., and Mark R. Speicher. "Characteristics of ACGME Residency Programs That Select Osteopathic Medical Graduates." Journal of Graduate Medical Education 12, no. 4 (August 1, 2020): 435–40. http://dx.doi.org/10.4300/jgme-d-19-00597.1.

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ABSTRACT Background The transition from American Osteopathic Association (AOA) and Accreditation Council for Graduate Medical Education (ACGME) residency matches to a single graduate medical education accreditation system culminated in a single match in 2020. Without AOA-accredited residency programs, which were open only to osteopathic medical (DO) graduates, it is not clear how desirable DO candidates will be in the unified match. To avoid increased costs and inefficiencies from overapplying to programs, DO applicants could benefit from knowing which specialties and ACGME-accredited programs have historically trained DO graduates. Objective This study explores the characteristics of residency programs that report accepting DO students. Methods Data from the American Medical Association's Fellowship and Residency Electronic Interactive Database Access were analyzed for percentage of DO residents in each program. Descriptive statistics and a logit link generalized linear model for a gamma distribution were performed. Results Characteristics associated with graduate medical education programs that reported a lower percentage of DO graduates as residents were surgical subspecialties, longer training, and higher US Medical Licensing Examination Step 1 scores of their residents compared with specialty average. Characteristics associated with a higher percentage of DO graduates included interviewing more candidates for first-year positions and reporting a higher percentage of female residents. Conclusions Wide variation exists in the percentage of DO graduates accepted as residents among specialties and programs. This study provides valuable information about the single Match for DO graduates and their advisers and outlines education opportunities for the osteopathic profession among the specialties with low percentages of DO students as residents.
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Fatima, Rawish, Ahmad R. Assaly, Muhammad Aziz, Mohamad Moussa, and Ragheb Assaly. "The United States Medical Licensing Exam Step 2 Clinical Skills Examination: Potential Alternatives During and After the COVID-19 Pandemic." JMIR Medical Education 7, no. 2 (April 30, 2021): e25903. http://dx.doi.org/10.2196/25903.

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We feel that the current COVID-19 crisis has created great uncertainty and anxiety among medical students. With medical school classes initially being conducted on the web and the approaching season of “the Match” (a uniform system by which residency candidates and residency programs in the United States simultaneously “match” with the aid of a computer algorithm to fill first-year and second-year postgraduate training positions accredited by the Accreditation Council for Graduate Medical Education), the situation did not seem to be improving. The National Resident Matching Program made an official announcement on May 26, 2020, that candidates would not be required to take or pass the United States Medical Licensing Examination Step 2 Clinical Skills (CS) examination to participate in the Match. On January 26, 2021, formal discontinuation of Step 2 CS was announced; for this reason, we have provided our perspective of possible alternative solutions to the Step 2 CS examination. A successful alternative model can be implemented in future residency match seasons as well.
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Dissertations / Theses on the topic "Medical accreditation and licensing"

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Mpofu, Charles. "Immigrant medical practitioners' experience of seeking New Zealand registration a participatory study : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Master of Health Science, 2007." Click here to access this resource online, 2007. http://hdl.handle.net/10292/404.

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This qualitative modified participatory study underpinned by social critical theory explored the experiences of immigrant medical practitioners seeking registration in New Zealand. The occupational science notions of occupation, occupational deprivation and occupational apartheid were used to understand the experiences of the participants. The objective of the study was to understand the experiences of the participants and facilitate their self-empowerment through facilitated dialogue, affording them opportunities for collective action. Data was obtained through in-depth interviews and focus group discussions with eighteen immigrant medical practitioners who were doctors and dentists as well as two physiotherapists. The two physiotherapists were sampled out of necessity to explore diversity in findings. Transcripts were analysed using thematic analysis. This method included the processes of coding data into themes and then collapsing themes into major themes which were organised under categories. Four categories were created in the findings describing the experiences of immigrant practitioners and suggesting solutions. Firstly; findings revealed that immigrant medical practitioners had a potential worth being utilised in New Zealand. Secondly; it was found that these participants faced negative and disabling experiences in the process of being registered. Thirdly; the emotional consequences of the negative experiences were described in the study. Fourthly; there were collectively suggested solutions where the participants felt that their problems could be alleviated by support systems modelled in other Western English speaking countries that have hosted high numbers of immigrant medical practitioners from non-English speaking countries. This collective action was consistent with the emancipatory intent of participatory research informed by social critical theory. This study resulted in drawing conclusions about the implications of the participants’ experiences to well-being, occupational satisfaction as well as diverse workforce development initiatives. This study is also significant in policy making as it spelt out the specific problems faced by participants and made recommendations on what can be done to effectively utilise and benefit from the skills of immigrant medical practitioners. A multi-agency approach involving key stakeholders from the government departments, regulatory authorities, medical schools and immigrant practitioners themselves is suggested as a possible approach to solving the problems faced by these practitioners.
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Sandvick, Clinton. "Licensing American Physicians: 1870-1907." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/17881.

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In 1870, physicians in United States were not licensed by the state or federal governments, but by 1900 almost every state and territory passed some form of medical licensing. Regular physicians originally promoted licensing laws as way to marginalize competing Homeopathic and Eclectic physicians, but eventually, elite Regular physicians worked with organized, educated Homeopathic and Eclectic physicians to lobby for medical licensing laws. Physicians knew that medical licensing was not particularly appealing to state legislatures. Therefore, physicians successfully packaged licensing laws with broader public health reforms to convince state legislatures that they were necessary. By tying medical licensing laws with public health measures, physicians also provided a strong legal basis for courts to find these laws constitutional. While courts were somewhat skeptical of licensing, judges ultimately found that licensing laws were a constitutional use of state police powers. The quasi-governmental organizations created by licensing laws used their legal authority to expand the scope of the practice of medicine and slowly sought to force all medical specialists to obtain medical licenses. By expanding the scope of the practice of medicine, physicians successfully seized control of most aspects of healthcare. These organizations also sought to eliminate any unlicensed medical competition by requiring all medical specialists to attend medical schools approved by state licensing boards. Ultimately, licensing laws and a growing understanding of medical science gradually merged the three largest competing medical sects and unified the practice of medicine under physicians. This dissertation includes previously published material.
2016-06-17
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Hotaling, Mary. "Effect of clinical laboratory practitioner licensing on wages." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/860.

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Professional licensing directly affects about 29% of U.S. workers and is considered a primary means to establish and maintain health care practitioner competence. Clinical laboratory practitioner licensing was largely ignored in the literature with only 2 studies 30 years apart that provided conflicting conclusions regarding wage effects. This research provided the first study of clinical laboratory practitioner licensing effects on wages after controlling for human capital and individual characteristics wage determinants. This nonexperimental correlational study extended the literature on licensing effects on wages, including women's wages and professions not uniformly licensed across 50 states. The theoretical foundation relied on the human capital wage model that wages vary according to human capital investment, namely education and experience. Census 2000 5% Public Use Microdata Sample provided wages and control variable data, including educational attainment, experience, gender, marital status, and children. Using hierarchical regression analysis, this study found clinical laboratory practitioner wages were significantly higher (5.8%) in licensing states compared to nonlicensing states after controlling for these human capital and individual characteristics, R 2change (p < .001). Female clinical laboratory practitioners working in licensing states earned significantly higher wages (5.0%) compared to those in nonlicensing states, R 2change (p < .01). This study has potential for positive social change in clinical laboratory practitioner licensing policy development, implementation, and analysis by providing urgently needed empirical wage data for legislators to make informed decisions on costs to adopting such legislation.
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Marshall, Shawn Calder. "Evaluation of restricted driver licensing for medical impairments in Saskatchewan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ57137.pdf.

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Hidayah, Rachmadya Nur. "Impact of the national medical licensing examination in Indonesia : perspectives from students, teachers, and medical schools." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/20215/.

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Introduction: The national examination has been increasingly used worldwide for both licensing and certification purposes. In Indonesia, the national licensing examination (NLE) was implemented in 2007 where it serves as a method of quality assurance for both graduates’ competence and medical schools. Indonesia is a developing country which heightens the impact of introducing the NLE. The high cost and resource intensive demands of the NLE are proportionally higher than they would be for Western countries. This adds to the already high stakes nature of the examination for all stakeholders. Consequently, since its implementation, there have been changes in medical education systems and medical schools. However, the research on how the NLE affects medical education is limited. The aim of this study was to understand the consequences of the introduction of the NLE on Indonesian medical education as perceived by three groups of stakeholders: medical schools, teachers, and students. Methods: This study was a qualitative study using a modified grounded theory approach to understand the consequences of NLE from multiple stakeholders’ perspectives. A sampling framework was designed to capture important characteristics of Indonesian medical schools based on region, accreditation status, and ownership (public/ private). Interviews were conducted with 18 medical schools’ representatives (vice deans/programme directors), while focus groups were conducted with teachers and students from 6 medical schools. The interviews and focus groups were audio-recorded and transcribed. Data was analysed in a rigorous method using open coding and thematic analysis to generate cross-cutting themes and concepts. Results: This study looked at the intended and unintended consequences of the NLE, which strongly related to the context in Indonesia. Intended consequences were mostly related to the intended outcome of the NLE: achieving a common standard for education, improvement in education practice (including curricula, assessment, and faculty development), improvement learning resources and facilities, which were prominent in new and private schools. Unintended consequences were related to the competition led by the NLE, collaboration, financial impact, and students’ failure. This study revealed cross-cutting themes such as diversity in a rich context of education, the coopetition, and the concept of patient safety in Indonesia. Discussion The current literature on the impact of NLEs were limited to developed countries and Western medical education system. The discourse was mostly based on opinion rather than evidence. This is the first study exploring the impact of the NLE in a developing country and ASEAN network. Some findings on the intended consequences of the NLE confirmed the literature, while some others were a contrast. Indonesia’s unique context as a developing country in Southeast Asia, made it possible for the NLE to create competition leading to collaboration between medical schools and stake holders. This was best explained by the concept of coopetition, which enabled medical schools to overcome challenges, make changes, and improve their quality. This study offers new evidence on how the NLE holds significant role in the improvement of medical education. Conclusion: Context matters in the discourse of the NLE. This study demonstrates a novel approach to sampling and analysis of the NLE’s impact. The evaluation of the NLE needs to consider the importance of understanding local factors and consequences. New insights were added to the literature on how the coopetition acts as a key for the impact of the NLE. Moving forward, the future of the NLE is expected to hold an important role in the development of medical education in Indonesia. This study opens opportunities for other area of research, mainly on the impact of the NLE on patient safety, collaboration of stake holders, and students’ failure.
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Novak, Timothy S. "Vital Signs of U.S. Osteopathic Medical Residency Programs Pivoting to Single Accreditation Standards." Thesis, University of South Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690580.

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Osteopathic physician (D.O.) residency programs that do not achieve accreditation under the new Single Accreditation System (SAS) standards by June 30, 2020 will lose access to their share of more than $9,000,000,000 of public tax dollars. This U.S. Centers for Medicare & Medicaid Services (CMS) funding helps sponsoring institutions cover direct and indirect resident physician training expenses. A significant financial burden would then be shifted to marginal costs of the residency program’s sponsoring institution in the absence of CMS funding. The sponsoring institution’s ability or willingness to bare these costs occurs during a time when hospital operating margins are at historic lows (Advisory.com /Daily Briefing /May 18, 2017 | The Daily Briefing / Hospital profit margins declined from 2015 to 2016, Moody's finds). Loss of access to CMS funding may result in potentially cataclysmic reductions in the production and availability of primary care physicians for rural and urban underserved populations. Which osteopathic residency programs will be able to survive the new accreditation requirement changes by the 2020 deadline? What are some of the defining attributes of those programs that already have achieved “initial accreditation” under the new SAS requirements? How can the osteopathic programs in the process of seeking the new accreditation more effectively “pivot” by learning from those programs that have succeeded? What are the potential implications of SAS to both access and quality of health care to millions of Americans? This report is based upon a study that examined and measured how osteopathic physician residency programs in the U.S. are accommodating the substantive structural, financial, political and clinical requirements approximately half way through a five-year adaptation period. In 2014, US Graduate Medical Education (GME) physician program accreditation systems formally agreed to operate under a single accreditation system for all osteopathic (D.O) and allopathic (M.D.) programs in the U.S. Since July 1, 2015, the American Osteopathic Association (AOA) accredited training programs have been eligible to apply for Accreditation Council for Graduate Medical Education (ACGME) accreditation. This agreement to create a Single Accreditation System (SAS) was consummated among the AOA, the American Association of Colleges of Osteopathic Medicine (AACOM) and ACGME with a memorandum of understanding. As this research is published, the ACGME is transitioning to be the single accreditor for all US GME programs by June 30, 2020. At that time, the AOA would fully relinquish all its GME program accreditation responsibilities. The new SAS operates under published ACGME guidelines and governance. Business policy and health care resource allocation question motivated this research. Failure of osteopathic programs to “pivot” to the new standards could result in fewer licensed physicians being produced in the high demand primary care field. Potential workforce shortage areas include urban and especially rural populations (CRS Report 7-5700 R44376 Feb 12, 2016). Large physician shortages already have been projected to care for a rapidly aging US population without considering the impact of the GME accreditation changes currently underway (Association of American Medical Colleges 2017 Key Findings report www.aamc.org/2017projections). The goal of this research is to provide osteopathic GME programs practical insights into characteristics of a sample of osteopathic GME programs that have successfully made the “pivot” into SAS requirements and been accredited by ACGME and those that have not. The study seeks to better understand the experiences, decisions, challenges and expectations directly from osteopathic programs directors as they strive to meet the realities of the new SAS requirements. Do programs that are already accredited differ significantly from those that have not? How do characteristics such as program size, geographic locations, clinical program components, program sponsor structure, number and experience of faculty and administration, cost planning and perceived benefits of the movement to SAS factor into successfully meeting the new requirements before the 2020 closing date? A cross-sectional research survey was designed, tested and deployed to a national sample of currently serving osteopathic GME program directors. The survey elicited data about each program’s “pivot” from AOA GME accreditation practices and guidelines to the new Single Accreditation System (SAS). The survey instrument was designed to obtain information about patterns in osteopathic GME program curricula, administrative support functions, faculty training, compliance requirements and program director characteristics shared by those programs that have been granted “initial accreditation” by the Accreditation Council for Graduate Medical Education (ACGME) who administer SAS. Thirty five (35) osteopathic GME program directors responded to the 26 question survey in June 2017. Descriptive statistics were applied and central tendency measures determined. The majority of survey respondents were Doctors of Osteopathic Medicine (D.O.s) from specialty residency programs sponsoring an average of 16 residents. (Abstract shortened by ProQuest.)

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Al-Awa, Bahjat. "Impact of hospital accreditation on patients' safety and quality indicators." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209917.

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Ecole de Santé Publique

Université Libre de Bruxelles

Academic Year 2010-2011

Al-Awa, Bahjat

Impact of Hospital Accreditation on Patients' Safety and Quality Indicators

Dissertation Summary

I.\
Doctorat en Sciences
info:eu-repo/semantics/nonPublished

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van, Zanten Marta. "THE ASSOCIATION BETWEEN MEDICAL EDUCATION ACCREDITATION AND THE EXAMINATION PERFORMANCE OF INTERNATIONALLY EDUCATED PHYSICIANS SEEKING CERTIFICATION IN THE UNITED STATES." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/171108.

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Public Health
Ph.D.
Background: Physicians do not always provide appropriate patient care, due in part to inadequacy in their education and training. Performance outcomes, such as individuals' examination scores have been linked to future performance as physicians, accentuating the need for high-quality educational institutions. While the medical school accreditation process in the United States assures a uniform standard of quality, approximately one quarter of physicians in training and in practice in the United States graduated from medical schools located outside of the United States or Canada. These graduates of international medical schools (IMGs) have been more likely than domestically educated doctors to practice primary care and treat underserved and minority populations. An increasing proportion of IMGs who seek to enter post-graduate training programs and subsequent licensure in the United States graduated from medical schools located in the Caribbean. The quality of medical education at some of these schools has been questioned. Accreditation systems are frequently viewed as a way to ensure the quality of medical education, although currently there is limited data linking an educational oversight mechanism to better performance of the graduates. In addition, accreditation systems vary in the methodology, standards, and procedures used to evaluate educational programs. The purpose of the first phase of the present research was to examine medical education accreditation practices around the world, with special focus on the Caribbean region, to determine the association of accreditation of medical schools with student/graduate performance on examinations. The aim of the second phase of this research was to evaluate the quality of a select group of accrediting agencies and the association of quality with student/graduate outcomes. Methods All IMGs seeking to enter graduate training positions in the United States must first be certified by the Educational Commission for Foreign Medical Graduates (ECFMG). In addition to other requirements, ECFMG certification includes passing scores on the United States Medical Licensing Examination (USMLE) Step 1 (basic science), Step 2 Clinical Knowledge (CK), and Step 2 Clinical Skills (CS). In the first phase, all IMGs taking one or more examinations leading to ECFMG certification during the five-year study period (January 1, 2006 through December 31, 2010), and who graduated from, or attended at the time of testing, a school located in a country that met the accreditation inclusion criteria, were included in the study population. First-attempt pass rates for each examination were calculated based on personal variables (gender, years elapsed since graduation at the time the individual took an examination [<3 years versus ≥ years], native language [English versus all others]), and on accreditation status of an individual's medical school. Next, separately for each examination, a generalized estimating equations model was used to investigate the effect of accreditation after controlling for the personal variables. Following the assessment of accreditation on test performance at the global level, the same analyses were conducted separately on the data from students/graduates who attended medical schools located in the Caribbean, and on the data from students/graduates who attended medical school not located in the Caribbean. In the second phase, the quality of a select group of accrediting agencies was evaluated according to the criteria determined by a panel of experts to be the most salient features of an accreditation system. Accreditation systems that used 80% or more of the criteria were given a quality grade of A, and systems using less than 80% of the criteria were given a grade of B. The association between the quality of an accreditation system and student performance, as measured by first-attempt pass rates on USMLE, was investigated in this second phase. The Temple University Office for Human Subject Protections Institutional Review Board determined by expedited review that this study qualified for exemption status. Results As of January 2011, there were 173 countries with medical schools listed in the International Medical Education Directory (IMED), of which 118 met the inclusion criteria. During the study period approximately 67,000 students/graduates took Step 1 for the first time, 55,600 took Step 2 CK, and 58,200 took Step 2 CS. Over one quarter of the test takers graduated from, or were students at, schools located in the Caribbean. For the global population, better performance on Step 1 was associated with the male gender, testing within three years of graduation, non-native English-speaking status, and attending a school located in a country with a system of accreditation. For the Caribbean population on Step 1, results were similar, except native English speakers outperformed non-native English speakers. After controlling for covariates, the odds of passing Step 1 for those from accredited schools were 1.8 times greater for the global group and 4.9 times greater for the Caribbean group as compared to the odds of passing the examination on the first attempt for individuals from nonaccredited schools. In contrast, in the non-Caribbean group accreditation was not associated with examination performance. Increased performance on Step 2 CK for the global group was associated with the female gender, testing within three years of graduation, non-native English-speaking status, and attending a school located in a country with a system of accreditation. For the Caribbean population on Step 2 CK, females, those testing closer to graduation, and native English speakers outperformed their counterparts. After controlling for covariates, the odds of passing Step 2 CK for those from accredited schools were 1.3 times greater for the global group and 2.3 times greater for the Caribbean group as compared to individuals from nonaccredited schools. Accreditation was not associated with examination performance for the non-Caribbean group. For all three groups (global, Caribbean, and non-Caribbean), better performance on Step 2 CS was associated with the female gender, testing within three years of graduation, native English- speaking status, and attending a school located in a country with a system of accreditation. After controlling for covariates, the odds of passing Step 2 CS for those from accredited schools were 1.3 times greater for the global group, 2.4 times greater for the Caribbean group, and 1.1 times greater for the non-Caribbean group compared to individuals from nonaccredited schools. In phase two, the expert panel unanimously agreed on 14 essential standards that should be required by accrediting agencies to ensure the quality of physicians. Of the accreditation systems in 18 countries that were analyzed for inclusion of the criteria, four systems, used in 10 countries, were given a grade of A (included 80% or more of the essential standards), and eight systems, used in eight countries, were given a grade of B (included less than 80% of the essential standards). The IMGs attending medical schools accredited by a system that received a grade of A performed better on Step 1 and Step 2 CS as compared to IMGs attending medical schools that are accredited by a system receiving a grade of B. For Step 2 CK, the results were reversed. Certain essential standards were associated with better performance for all three examinations. Discussion The purpose of this study was to investigate the USMLE performance of graduates of international medical schools who voluntarily seek ECFMG certification based on variables related to the accreditation of their medical education programs. In this study, for the self-selected population who took examinations during the study period, accreditation was associated with better performance in specific regions and for some examinations. Of the three examinations, the existence of a system of accreditation had the strongest association with Step 1 performance for the global and Caribbean groups. Many accreditation criteria are directly related to aspects of the preclinical phase of education. The association between accreditation and Step 2 CS was positive for all three groups of students/graduates, although systems of accreditation may have less direct impact on student performance on clinical examinations as students' experiences in the clinical phase are likely more varied. Of the three groups, the existence of accreditation systems had the greatest associated with examination performance in the Caribbean, an important finding considering the large numbers of IMGs educated in this region seeking ECFMG certification and ultimately treating U.S. patients. The quality of accrediting agencies, as determined by the number of essential elements utilized in the systems, was positively associated with performance for Step 1 and Step 2 CS, but not Step 2 CK. The finding supporting the importance of a high-quality accreditation system on Step 2 CS performance is important due to the purpose of this examination in evaluating a physician's skills in a real world setting. This study lends some support to the value of accreditation. Due to the substantial resources needed to design and implement accreditation processes, these results provide some positive evidence beyond face validity, especially in the Caribbean region, that quality assurance oversight of educational programs is associated with the production of more highly skilled physicians, which in turn should improve the health care of patients in the United States and around the world.
Temple University--Theses
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Jaber, Hanadi Mohamad. "The Impact of Accreditation on Quality of Care: Perception of Nurses in Saudi Arabia." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/41.

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Accreditation is recognized worldwide as a tool to improve health care quality. In developing countries, the interest in attaining international accreditation is growing despite the considerable resources the accreditation process consumes and the lack of information about its impact on quality of care. The purpose of this study was to assess the impact of Joint Commission International (JCI) accreditation on health care quality and to explore the contributing factors that affect quality of care as perceived by nurses. The theoretical foundation for this study was based on total quality management theory and Donabedian's model. The research questions for the study examined the impact of JCI accreditation on quality of care and the relationship between quality improvement activities and quality of care. A cross-sectional quantitative design was employed in which a self-administered questionnaire was used to collect data. Participants from one accredited and another nonaccredited hospital in a developing country in the Middle East formed the purposive nonprobability sample that included 353 nurses. The results of a Wilcoxon Rank Sum Test and a correlation analysis indicated that JCI accreditation has a significant impact on quality of care ratings by nurses. Also, multiple regression analysis showed that leadership commitment is the best predictor of quality of care as perceived by nurses. This study may foster social change by encouraging hospital administrators and policy makers, particularly in developing countries, to implement quality improvement programs that will eventually improve the health care system in their countries.
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Ghareeb, Alia. "Examining the Impact of Accreditation on a Primary Healthcare Organization in Qatar." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1997.

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Although a modest body of literature exists on accreditation, little research was conducted on the impact of accreditation on primary healthcare organizations in the Middle East. This study assessed the changes resulting from the integration of Accreditation Canada International's accreditation program in a primary healthcare organization in the State of Qatar. The study also investigated how accreditation helped introduce organizational changes through promoting organizational learning as well as quality improvement initiatives. Pomey's Dimension of Change framework and questionnaire was used to measure the effect of Accreditation Canada International standards on the perceived quality performance and the progress towards organizational learning. The study explored the quality improvement initiatives resulting from the introduction of Accreditation Canada International accreditation program at the institutional level. It also aimed to identify the organizational learning resulting from application of accreditation standards across the various levels in the organization. Applying a quantitative design, a structured questionnaire was used to collect data from 500 staff. The study used T-test, Spearman's correlation coefficient, ANOVA to analyze the collected survey data. The results of this study provided much-needed insights on the possible changes that organizations might go through concerning quality improvement and organizational learning. The results would potentially support a smooth accreditation preparation process and ultimately contribute to positive social changes at the level of the safety and wellbeing of the people accessing the health services in the community.
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Books on the topic "Medical accreditation and licensing"

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name, No. Accreditation programs and the medical physicist. Madison, WI: Medical Physics Pub., 2003.

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Commission/URAC, American Accreditation HealthCare. Health management: Comprehensive wellness accreditation standards & measures : accreditation guide. Washington, D.C: URAC, 2010.

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Staff, Learningexpress. Paramedic licensing exam. New York: LearningExpress, 1998.

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Colorado. Dept. of Regulatory Agencies. Office of Policy and Research. 1995 sunset review, workers' compensation, Medical Care Accreditation Commission: Accreditation of health care providers. [Denver, Colo.] (1560 Broadway, Suite 1550, Denver 80202): The Department, 1995.

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Joint Commission on Accreditation of Hospitals. Hospital accreditation program scoring guidelines: Medical staff standards. Chicago, Ill: Joint Commission on Accreditation of Hospitals, 1986.

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Branch, Canada Civil Aviation. Personnel licensing handbook :Vol. 3 medical requirements. 2nd ed. Ottawa: Queens's Printer for Canada, 1990.

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Council, Australian Medical. Accreditation of specialist medical education and training and professional development programs: Standards and procedures. Kingston, A.C.T: Australian Medical Council, 2002.

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Council, Australian Medical. Assessment and accreditation of medical schools: Standards and procedures. Kingston, ACT: Australian Medical Council, 2002.

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Hospital accreditation program scoring guidelines. Chicago, Ill: Joint Commission on Accreditation of Hospitals, 1987.

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Deciding the public interest: Medical licensing and discipline. New Brunswick, N.J: Rutgers University Press, 2013.

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Book chapters on the topic "Medical accreditation and licensing"

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Bodogai, Simona Ioana. "Residential Centers. Accreditation and Licensing." In Decisions and Trends in Social Systems, 177–88. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69094-6_15.

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Centola, Grace M. "Licensing and Accreditation of the Andrology Laboratory." In Andrological Evaluation of Male Infertility, 205–10. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26797-5_25.

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MacDonell, Christine M. "Commission on Accreditation of Rehabilitation Facilities (CARF) Accreditation." In Practical Psychology in Medical Rehabilitation, 533–38. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34034-0_57.

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Kofler, James M., Heidi A. Edmonson, Shuai Leng, and Eric E. Williamson. "Cardiac CT: Credentialing and Accreditation." In Contemporary Medical Imaging, 41–47. Totowa, NJ: Humana Press, 2019. http://dx.doi.org/10.1007/978-1-60327-237-7_5.

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Baker, Doris. "Regulation, Licensing, and Accreditation of the ART Laboratory." In Building and Managing an IVF Laboratory, 115–34. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8366-3_9.

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Baker, Doris. "Regulation, Licensing, and Accreditation of the ART Laboratory." In Practical Manual of In Vitro Fertilization, 593–604. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-1780-5_67.

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Noronha, Craig, and Mark E. Pasanen. "ACGME Requirements/Accreditation Issues." In Leading an Academic Medical Practice, 63–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68267-9_5.

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Holmstrom, Amy. "United States Medical Licensing Examination." In The American Health Care System, 15–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67594-7_4.

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Cancarevic, Ivan. "The US Medical Licensing Examination." In International Medical Graduates in the United States, 371–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62249-7_23.

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Chakravarty, B. N., and Rita Modi. "Regulation, Licensing, and Accreditation of ART Laboratories in India." In Building and Managing an IVF Laboratory, 157–79. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8366-3_12.

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Conference papers on the topic "Medical accreditation and licensing"

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Kam, Moshe. "Engineering licensing and professional practice." In 2011 International Workshop on Institutional and Programme Accreditation: Connections and Opportunities. IEEE, 2011. http://dx.doi.org/10.1109/iwipa.2011.6221138.

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Urquizo, Henry Gomez. "Professional Profile of Engineering Programs for National Licensing and International Accreditation." In 2019 International Symposium on Engineering Accreditation and Education (ICACIT). IEEE, 2019. http://dx.doi.org/10.1109/icacit46824.2019.9130368.

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Barufaldi, Bruno, Kristen C. Lau, Homero Schiabel, and D. A. Maidment. "Computational assessment of mammography accreditation phantom images and correlation with human observer analysis." In SPIE Medical Imaging, edited by Claudia R. Mello-Thoms and Matthew A. Kupinski. SPIE, 2015. http://dx.doi.org/10.1117/12.2082074.

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Choi, Son-hwan. "A Study on Content Analysis of the Korean Medical Licensing Examination." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.115.07.

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Bamidis, Panagiotis D., Maria M. Nikolaidou, Stathis Th Konstantinidis, and Costas Pappas. "A Proposed Framework for Accreditation of Online Continuing Medical Education." In Twentieth IEEE International Symposium on Computer-Based Medical Systems. IEEE, 2007. http://dx.doi.org/10.1109/cbms.2007.10.

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Wang, Na, and Jinguo Wang. "The Meaning of Application of the Medical Education Accreditation in China." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.132.

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Bakhri, Syaiful, Susyadi, Wahid Lutfi, and Li Chuan. "Licensing issues of high temperature gas-cooled reactor in Indonesia." In THE 4TH BIOMEDICAL ENGINEERING’S RECENT PROGRESS IN BIOMATERIALS, DRUGS DEVELOPMENT, HEALTH, AND MEDICAL DEVICES: Proceedings of the International Symposium of Biomedical Engineering (ISBE) 2019. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5135557.

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Arslan, Orhan, Mariam Zeini, and Asef Mahmud. "PERCEPTIONS AND REALITIES OF THE UNITED STATES MEDICAL LICENSING EXAMINATION STEP 1 & STEP 2." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1156.

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Gultom, Alimunir, Ermi Girsang, and Sri Lestari R. Nasution. "Design a Predictive Analytics Model of Hospital Accreditation Continuity from Employee Readiness based on Artificial Intelligence." In International Conference on Health Informatics, Medical, Biological Engineering, and Pharmaceutical. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0010289300960103.

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Lugonjić, Marija. "Comparative Analysis of Medical Workers." In Organizations at Innovation and Digital Transformation Roundabout. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.33.

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Continuous Medical Education (CME) is becoming a minimum condition for adapting to today's changes and achieving success in professional and personal fields.The aim of this paper is a comparative analysis of CME in Serbia, the European Union, and the United Kingdom; US, Russian Federation and Iran. The aim of this comparative study was to assess the main countryspecific institutional settings applied by governments. Methods: A common scheme of analysis was applied to investigate the following variables: CME institutional framework; benefits and/or penalties to participants; types of CME activities and system of credits; accreditation of CME providers and events; CME funding and sponsorship. The analysis involved reviewing the literature on CME policy. Results: The US system has clear KME boundaries because it is implemented solely by credentialed institutions that organize dedicated meetings with the clear purpose of educating medical professionals.The European Union has not yet been able to reconcile the differences it has inherited from its members. Only "general" conditions are defined. Continuing medical education cannot be arbitrary, like any other organizational process. Everything has to be controlled in advance. Education in the Russian Federation is regulated by the law, Art. 2 and must be viewed as a whole. Doctors and healthcare professionals and their associates earn points through accredited continuing education programs for obtaining and renewing licenses of the Serbian Medical Chamber and KMSZTS - Chamber of Nurses and Health Technicians of Serbia. The Ordinance establishes the conditions for issuing, renewing and revoking the license for independent work, ie. License to Healthcare Professionals. (RS Official Gazette 102/2015) Conclusin: This comparative exercise provides an overview of the CME policies adopted by analyzed countries to regulate both demand and supply. The substantial variability in the organization and accreditation of schemes indicates that much could be done to improve effectiveness. Although further analysis is needed to assess the results of these policies in practice, lessons drawn from this study may help clarify the weaknesses and strengths of single domestic policies in the perspective.
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Reports on the topic "Medical accreditation and licensing"

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Law, Marc, and Zeynep Hansen. Medical Licensing Board Characteristics and Physician Discipline: An Empirical Analysis. Cambridge, MA: National Bureau of Economic Research, July 2009. http://dx.doi.org/10.3386/w15140.

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Kleiner, Morris, Allison Marier, Kyoung Won Park, and Coady Wing. Relaxing Occupational Licensing Requirements: Analyzing Wages and Prices for a Medical Service. Cambridge, MA: National Bureau of Economic Research, February 2014. http://dx.doi.org/10.3386/w19906.

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