Accreditation in the Health Professions: Implications for Physician Assistant Education.

Humans Physician Assistants / education Accreditation Health Occupations Health Personnel

Journal

The journal of physician assistant education : the official journal of the Physician Assistant Education Association
ISSN: 1941-9449
Titre abrégé: J Physician Assist Educ
Pays: United States
ID NLM: 101298201

Informations de publication

Date de publication:
01 Dec 2022
Historique:
pubmed: 22 11 2022
medline: 24 11 2022
entrez: 21 11 2022
Statut: ppublish

Résumé

The accreditation process of health professions educational (HPE) programs is an essential ingredient in preparing a qualified healthcare workforce. Accreditation ensures that minimum standards are met by educational programs and contributes to pedagogical integrity, consistency, and academic policies and practices, leading to the desired quality of graduate outcomes. In this study, we analyzed key characteristics, policies, and practices for accreditation in 5 health professions to highlight emerging trends and discern implications for the physician assistant (PA) profession. There is growing evidence of movement toward outcome-based accreditation versus process-oriented accreditation and collaborative engagements between programs and the accreditors. Agencies are providing online discussion platforms and direct mentorship and, at the height of the coronavirus pandemic, offered virtual site visits. At an institution level, we observed a trend towards structured faculty development on accreditation, implementation of technology infrastructure for data collection, visualization and analysis, and the use of consultants for outsourcing certain elements of the accreditation process. There is a wide spectrum of approaches, from prescriptive to liberal, by the various accrediting agencies in enforcing compliance. A balance is desirable for the institutional-accreditor relationship to work effectively.

Identifiants

DOI: 10.1097/JPA.0000000000000462 PMID: 36409242
pubmed: 36409242
doi: 10.1097/JPA.0000000000000462
pii: 01367895-202212000-00011
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

318-324

Informations de copyright

Copyright © 2022 Physician Assistant Education Association.

Déclaration de conflit d'intérêts

The authors declare no conflict of interest.

Références

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Auteurs

Gerald Kayingo (G)

Gerald Kayingo, PhD, MBA, MMSc, PA-C, is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
Karen L. Gordes, PhD, PT, DSc, is chief learning officer and an associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
Violet Kulo, EdD, MS, MA, is an associate professor of health professions education for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.

Karen L Gordes (KL)

Gerald Kayingo, PhD, MBA, MMSc, PA-C, is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
Karen L. Gordes, PhD, PT, DSc, is chief learning officer and an associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
Violet Kulo, EdD, MS, MA, is an associate professor of health professions education for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.

Violet Kulo (V)

Gerald Kayingo, PhD, MBA, MMSc, PA-C, is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
Karen L. Gordes, PhD, PT, DSc, is chief learning officer and an associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
Violet Kulo, EdD, MS, MA, is an associate professor of health professions education for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.

James F Cawley (JF)

Gerald Kayingo, PhD, MBA, MMSc, PA-C, is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
Karen L. Gordes, PhD, PT, DSc, is chief learning officer and an associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
Violet Kulo, EdD, MS, MA, is an associate professor of health professions education for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.
James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland.

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