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Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations of graduates. Unplanned curriculum evolution arguably happens continually, usually taking the form of "minor" changes that in combination over time may produce a substantially different programme. However, reviewing assessment practices is less likely to be a major consideration during curriculum change, overlooking the potential for unintended consequences for learning. This includes potentially undermining or negating the impact of even well-designed and important curriculum changes. Changes to any component of the curriculum "ecosystem "- graduate outcomes, content, delivery or assessment of learning – should trigger an automatic review of the whole ecosystem to maintain constructive alignment. Consideration of potential impact on assessment is essential to support curriculum change. Powerful contextual drivers of a curriculum include national examinations and programme accreditation, so each assessment programme sits within its own external context. Internal drivers are also important, such as adoption of new learning technologies and learning preferences of students and faculty. Achieving optimal and sustainable outcomes from a curriculum review requires strong governance and support, stakeholder engagement, curriculum and assessment expertise and internal quality assurance processes. This consensus paper provides guidance on managing assessment during curriculum change, building on evidence and the contributions of previous consensus papers. [ABSTRACT FROM AUTHOR]

Declaration of interests: All authors are current or former members of the APPTS Project Board The first author is the clinical lead for an NHS Talking Therapies service for Anxiety and Depression that is APPTS accredited and works for a Trust that has accredited all of its NHS Talking Therapies for Anxiety and Depression services This paper describes an accreditation programme for psychological therapies services. It highlights the centrality of service user involvement to the programme's design and delivery. Advantages for service users, staff, services and commissioners are outlined with feedback from different stakeholders included. Psychological therapies services need to be aware of this option to achieve accreditation from a body specifically tailored to evaluate such services. The programme is aligned to the Care Quality Commission's five domains, utilising a supportive model of peer review, through which participating services are encouraged to share good practice and learn from one another. The process revolves around the APPTS standards, which have been developed collaboratively with key stakeholders, staff from member services, and representatives with lived experience, and provide the framework for what a high-quality psychological therapies service should look like. [ABSTRACT FROM AUTHOR]

Objective: Along with other Australian health professionals, occupational therapy students need to understand Aboriginal and Torres Strait Islander culture and health issues to develop their capacity to work effectively with this community and meet accreditation standards. The study aimed to explore the learning experiences of occupational therapy students during a module focused on Aboriginal and Torres Strait Islander peoples' health issues and approaches. Methods: A qualitative descriptive method was used. Individual interviews were audiotaped, transcribed and analysed thematically following the module. Participants were asked about their prior experience with Aboriginal and Torres Strait Islander peoples, feelings about undertaking the module, difficulties and highlights of the module, and how the module contributed to their learning. Results: In all, 18 students participated in interviews. Interview themes were (1) student context of learning about Aboriginal and Torres Strait Islander peoples' heath and culture, (2) experiencing the module with others and (3) student learning gains following the module. Conclusion: Students developed in their self-awareness and understanding of Aboriginal and Torres Strait Islander peoples' issues of relevance to occupational therapy. Further research is needed to evaluate educational activities with occupational therapy and other health professional students across Australia, and ongoing culturally responsiveness training for health professionals (post-registration). What is known about the topic? Health professional students need to develop their knowledge and skills in working with Aboriginal and Torres Strait Islander peoples to be culturally responsive and meet their health needs effectively. What does this paper add? This study is the first to describe the responses of occupational therapy students to a module on Aboriginal and Torres Strait Islander health and wellbeing. Students were challenged about any biases that could affect their capacity to be culturally responsive. What are the implications for practitioners? Both practitioners and students need to be culturally responsive to provide culturally safe services to Aboriginal and Torres Strait Islander peoples. [ABSTRACT FROM AUTHOR]

Objective: The Non-Opioid Pain Alleviation Information Network (NOPAINMN) project was designed to identify, consolidate, and map evidence-based non-opioid and non-pharmacological pain management complementary and integrative health (CIH) modalities for chronic pain management across Minnesota into a searchable and informational website (www.nopainmn.org ). Methods: The Academic Consortium for Integrative Medicine & Health's Pain Task Force White Paper identifying evidence-based research of non-pharmacological pain practice (NPPC) was reviewed and referenced. National and state certifying boards and accrediting organizations for NPPC modalities were accessed to identify Minnesota-based NPPC providers' name, business/health-system affiliation, address, contact information, and credentials. The NOPAINMN website displays these data in a consumer-facing website with searchable fields such as NPPC modality type, and location with varying distances. The website was β-tested by practitioners and stakeholders for optimization. Eight main NPPC modalities and their respective subcategories were identified and mapped: Acupuncture; Integrative Medical Care (Functional medicine consultation and Integrative medicine consultation); Massage Therapy; Mind–Body Therapies (Biofeedback, Clinical Hypnosis, Mindfulness-Based Stress Reduction, and Music Therapy); Movement Therapies (Tai Chi, qigong, and Yoga Therapy); Psychology (Cognitive Behavioral Therapy); Rehabilitative Therapies (Physical and Occupational Therapy); and Spinal Manipulation. Results: All information compiled resulted in 17,155 providers/practitioners. Physical Therapy had the greatest number of reported providers (n = 5224), followed by Occupational Therapy (n = 3792), Psychology (n = 3324), Chiropractic (n = 3033), Acupuncture (n = 591), and Massage Therapy (n = 544). The Resource Map included 56 major health systems, 686 facilities, 2651 solo or private group practices, and 14 academic training schools. With web-based cross-referencing, providers and facilities were affiliated and linked with health systems to produce an interconnected mapping system. β-Testing with patients found that the website was reported as relatively easy to use and informative. Conclusion: The website was created to assist individuals, health care providers, insurance carriers, and health care facilities in finding evidence-based information and resources on NPPC to guide, support, and proactively manage and engage chronic pain patients across Minnesota. [ABSTRACT FROM AUTHOR]

Clinical Psychology trainees undertaking the specialised Cognitive Behavioural Therapy (CBT) pathway develop robust CBT competencies and gain secondary accreditation with the British Association for Cognitive and Behavioural Psychotherapy upon qualification from doctoral training. This paper outlines final year trainees' reflections on their experience of undertaking the pathway. A COM-B model of behaviour change was adopted to consider the process of implementation and avenues for development. Overall, trainees reported being pleased to have left the doctorate with well-honed competencies in CBT. The trainees reported varied opportunities to develop skills, a significant increase in their capability, referred to multiple forms of intrinsic and extrinsic motivations and reported commitment to sustainable behaviour change. Issues relating to working with complexity and across the lifespan were highlighted as areas for further consideration. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to develop precise statements (standards) to describe the knowledge and skills that should be possessed by Islamic education (IE) teacher candidates who receive their initial preparation in various international higher-education institutions. These statements must be compatible with the requirements and guidelines for building specialized standards set by the Council for Accreditation of Educator Preparation (CAEP), so that they can be used for accreditation and improving quality. Design/methodology/approach: Two panels of IE experts participated in developing and validating the standards, using a combination of Delphi and content validity methods. Alongside this research activity, management activity ensured that the process ran smoothly, as the researcher coordinated panels, allocated resources and tracked progress during standard development. Findings: Twenty-six components divided into five standards were developed into a final list based on the panels. Originality/value: This study provides standards for the preparation of IE teachers in higher-education institutions that can be applied in different countries and geographical regions. Furthermore, it aims to make the subject of IE more comparable with other academic disciplines, and appropriate for CAEP accreditation. [ABSTRACT FROM AUTHOR]

The Council on Social Work Education (CSWE) has a longstanding practice of accrediting social work programs nestled within institutions of higher education that openly discriminate against lesbian, gay, bisexual, transgender, and queer (LGBTQ+) faculty, staff, and students through harmful policies and procedures. Though these policies and procedures contradict the National Association of Social Workers (NASW) Code of Ethics, these institutions are deemed religiously exempt. In an effort to understand the breadth of this issue, this paper describes a qualitative study examining the presence and substance of LGBTQ+ discriminatory policies at religiously affiliated institutions of higher learning (N = 190) that contain CSWE accredited social work degree programs. Utilizing content analysis, 101 discriminatory excerpts were identified within the 299 publicly available student and/or faculty handbooks, representing 40% of the institutions. Excerpts were coded into three distinct categories: belief expression (66.3%), belief expression and offer of formalized religious or spiritual support (13.9%), and belief expression with punishment (19.8%). In order to attempt to increase trustworthiness, the researchers used coder triangulation, intercoder reliability, and researcher reflexivity. Implications for social work hiring, policy advocacy, education, accreditation, and research are discussed, highlighting the direct conflict between the profession's standards and values and current accreditation practices. [ABSTRACT FROM AUTHOR]

Objectives: Accreditation to standards developed by the Royal Australian College of General Practice provides assurance to the community of the quality and safety of general practices in Australia. The objective of this study was to conduct an empirical evaluation of the 5th edition standards. Minimal empirically driven evaluation of the standards has been conducted since their publication in 2020. Methods: Data encompass consecutive Australian general practice accreditation assessments between December 2020 and July 2022 recorded from a single accrediting agency. Met and not met compliance (binary) scores for 124 indicators evaluated at the site visit were recorded. A subset of indicators derived from a selection of existing and consistently non-conformant indicators within each criterion was generated. Concordance between the indicator subset and the criterion was assessed to determine the predictive ability of the indicator subset in distinguishing practices who are conformant to the entire criterion. Results: A total of 757 general practices were included in the analysis. On average, 113.69 (s.d. = 8.16) of 124 indicators were evaluated as conformant at the site visit. In total, 52 (42%) indicators were required to obtain a true positive conformity rate above 95% for all criterions of the standards. For criterion 1 (General Practice 1) conformity to the entire criterion (nine indicators; >95% true positive rate) could be obtained by including 2/9 indicators (C1-1a and C1-2a). Conclusion: Our results identified that indicator non-conformity was driven by a small proportion of indicators and identifying a subset of these consistently non-conformant indicators predicted a true positive rate above 95% at the criterion level. What is known about the topic? Minimal empirical evaluation of the 5th edition standards for accreditation have occurred since their implementation. What does this paper add? Our findings suggest that more than half of the indicators currently do not adequately distinguish practices at the site assessment. What are the implications for practitioners? These findings may suggest that a review of individual indicators and the standards structure is required. [ABSTRACT FROM AUTHOR]

Objective: There is a need to undertake more proactive and in-depth analyses of general practice accreditation processes. Two areas that have been highlighted as areas of potential inconsistency are the self-assessment and surveyor assessment of indicators. Methods: The data encompass 757 accreditation visits made between December 2020 and July 2022. A mixed-effect multilevel logistic regression model determined the association between attempt of the self-assessment and indicator conformity from the surveyor assessment. Furthermore, we present a contrast of the rate of indicator conformity between surveyors as an approximation of the inter-assessor consistency from the site visit. Results: Two hundred and seventy-seven (37%) practices did not attempt or accurately report conformity to any indicators at the self-assessment. Association between attempting the self-assessment and the rate of indicator non-conformity at the site visit failed to reach statistical significance (OR = 0.90 [95% CI = 1.14–0.72], P = 0.28). A small number of surveyors (N = 9/34) demonstrated statistically significant differences in the rate of indicator conformity compared to the mean of all surveyors. Conclusions: Attempt of the self-assessment did not predict indicator conformity at the site visit overall. Appropriate levels of consistency of indicator assessment between surveyors at the site visit were identified. What is known about the topic? There is a need to undertake more proactive and in-depth analyses of the general practice accreditation process and outcomes to improve the quality and safety within this healthcare sector. What does this paper add? Attempt of the self-assessment does not predict indicator conformity at the site visit overall, and appropriate levels of consistency of indicator assessment between surveyors at the site visit were identified. What are the implications for practitioners? We present empirical evidence as to the consistency of assessment with general practice accreditation to inform future standards and (re)accreditation assessments. [ABSTRACT FROM AUTHOR]

This opinion paper discusses the impact of the Library and Information Science (LIS) course/program accreditation, and implications for graduating students when it excludes an international element. The case study describes the accreditation status of Zimbabwe's LIS training and qualifications, while also gathering insight from international practices. Results reveal the need for a solid support system to the LIS profession from various constituents including LIS curriculum developers, library associations, and an environment that encourages library and information professionals to possess qualifications relevant to their respective markets and innovation. The paper concludes with a recommendation for international accreditation practices, principles and standards that produce well-equipped, versatile LIS professionals. In exploring the process and implications of international accreditation and recognition of library science qualifications in Zimbabwe, the paper holds promise for informing other situations beyond Zimbabwe. [ABSTRACT FROM AUTHOR]

Reliable autoantibody detection is important for early diagnosis and appropriate treatment of autoimmune disorders. However, in contrast to testing for classical clinical chemistry analytes, autoantibody testing is complex and evolving. Moreover, there is a lack of standardization. Nevertheless, it is important that laboratories that provide autoimmune tests comply with the requirements set forward by general international accreditation bodies. In the present manuscript, an ad hoc committee of the European Autoimmunity Standardisation Initiative (EASI) group provides background information on accreditation and identifies the minimum requirements needed to set up an accredited autoimmunity lab and to ensure that high-quality results are provided (in terms of personnel, procedures, validation, quality control, and reporting). Areas in which additional work needs to be done are identified. [ABSTRACT FROM AUTHOR]

Global university rankings (GUR) have become increasingly influential as a proxy measure of higher education quality. The more recent development of regionalised forms of rankings has increased their global reach, drawing a greatly expanded range of institutions into their orbit. As a result, regionalised GUR have developed an increasing potential power to shape social perceptions, institutional actions, and everyday academic practices. In this paper, the perceived impact of regionalised forms of GUR is analysed from the perspective of Latin American higher education. Based on a critical meta-synthesis framed by a glonacal heuristic (Marginson and Rhoades, Higher Education 43:281–309, 2002), the tensions arising around the application of regionalised forms of global rankings are mapped. Specifically, the impact of rankings on conceptions of the mission of universities is foregrounded. The meta-synthesis identifies three primary tensions around the regional application of GUR in Latin American contexts: how conceptions of regional higher education quality are most effectively developed, how the local university is imagined under the weight of global expectations, and the relativised value of local agency in assessing quality outcomes. The findings suggest that GUR have created strong fissures in Latin American higher education regarding the missions of institutions, particularly in confronting the powerful hegemonies of the epistemologies of the Global North imposing themselves on Latin American higher education. The paper concludes that the stratification and social anxiety caused by the regional applications of GUR may not be necessarily productive in encouraging regional institutional diversity or in enhancing the local relevance of higher education. [ABSTRACT FROM AUTHOR]

Methods of evaluation of interlaboratory comparison results are prescribed by ISO standards. Ruler is probably one of the most widely used length measuring instrument in the world. For laboratories that plan to be accredited for the calibration of Ruler, the acquisition of a specialized Measuring bench is not economically feasible. Confidence in the measured result depends on the measurement uncertainty, and where deficiencies are observed, the values that contribute to the measurement uncertainty should be investigated. This paper describes an interlaboratory comparison for a small number of laboratories on the example of a Measuring bench for calibrating Ruler and indicates the procedure for problem identification; diagnosis of causes; consideration of solutions; initiation of action for improvement and monitoring of the results of applied solutions. The authors documented the problem and listed the elements that contributed to "Unsatisfactory" result in interlaboratory comparisons. They described the actions they took to overcome the "Unsatisfactory" result, analyzed whether the proposed solutions led to "Satisfactory" result and took actions accordingly. The paper presents the results of the international interlaboratory comparison, which are a confirmation of the competence of the personnel, measuring calibration equipment and calibration method. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to discuss the utility of eye movement desensitization and reprocessing (EMDR) therapy as a treatment for children with intellectual disabilities (ID) who have experienced trauma. Design/methodology/approach: Relevant National Institute for Health and Care Excellence (NICE) guidance and literature were reviewed to provide support for the use of EMDR as a treatment for trauma in children with ID. Findings: There is a growing body of evidence which demonstrates that EMDR therapy is successful for the treatment of trauma in adults and children. However, for children with ID, the research is limited despite those with ID being more likely than non-disabled peers to experience trauma such as abuse or neglect. Practical implications: EMDR can only be facilitated by trained mental health nurses, psychiatrists, psychologists (clinical, forensic, counselling or educational) or occupational therapists or social workers with additional training. Finally, general practitioners who are experienced in psychotherapy or psychological trauma and have accreditation. Therefore, this highlights that there may be a lack of trained staff to facilitate this intervention and that those who are generally working with the client closely and long term such as learning disability nurses are not able to conduct this intervention. Originality/value: This paper presents an account of NICE guidance and evidence of the efficacy of EMDR as a treatment for adults, children and those with ID. [ABSTRACT FROM AUTHOR]

Introduction: Student‐led clinics can provide health services to marginalised groups where service offerings are sparse or difficult to access, such as rural areas. Offering these services to children and young people can promote health and well‐being by addressing the individual challenges and the social determinants of health. There is uncertainty, however, as to whether student‐led clinics can meet Australian accreditation standards for health professionals completing degree programs. Objective: This study aims to determine the capacity for health student placements in school‐based student‐led clinics to meet accreditation standards. Design: A systematic scoping review was conducted based on Arksey and O'Malley's framework and the PRISMA‐ScR statement. Setting: Several databases were examined, including Ebsco (Academic Source and CINAHL), ProQuest (PsycINFO, ERIC) and grey literature sources along with a desktop review of accreditation standards across seven health disciplines. Two independent reviewers screened eligible studies. Findings: The search retrieved 1037 records with 65 full‐text papers assessed for eligibility. Eleven papers met the inclusion criteria. Based on the evidence, both nursing and exercise and sports science accreditation standards were best suited to student‐led clinics. Discussion: Although broad categories of work‐integrated learning activities were applied, it appears feasible to expect accreditation standards for health disciplines at an Australian university to be a good fit for health student‐led school‐based clinics. Conclusion: Increasing health student placement opportunities within student‐led clinics can improve the health and well‐being of children and young people in regional, rural and remote (RRR) areas of Australia who may otherwise have limited access to allied health services. [ABSTRACT FROM AUTHOR]

This paper summarizes the presentation and stakeholder feedback gathered from the Canadian Bioethics Society Workshop and Community Forum in May 2023, in a session entitled, “Clinical Ethics Fellowship in Canada: Making the Move Towards Standardization”. This summary provides insight into the clinical ethics fellowship landscape across Canada, including current gaps in the training of Canadian healthcare ethicists and opportunities to advance the journey towards standardization. [ABSTRACT FROM AUTHOR]

The objective of the ASPIRE award programme of the International Association for Health Professions Education is to go beyond traditional accreditation processes. Working in partnership with the ASPIRE Academy, the programme aims to encourage and support excellence in health professions education, in part by showcasing and exemplifying best practices. Each year ASPIRE award applications received from institutions across the globe describe their greatest achievements in a variety of areas, one of which is curriculum development, where evaluation of applications is carried out using a framework of six domains. These are described in this paper as key elements of excellence, specifically, Organisational Structure and Curriculum Management; Underlying Educational Strategy; Content Specification and Pedagogy; Teaching and Learning Methods and Environment; Assessment, Monitoring and Evaluation; Scholarship. Using examples from the content of submissions of three medical schools from very different settings that have been successful in the past few years, achievements in education processes and outcomes of institutions around the world are highlighted in ways that are relevant to their local and societal contexts. [ABSTRACT FROM AUTHOR]

This paper explains the context for secondary accreditations for clinical psychologists, with a focus on the recognised multi-professional marker for competence in CBT, BABCP accreditation. It describes what CBT accreditation is and how clinical psychologists can achieve it at any stage of their career. The meaning of secondary accreditation within our profession is explored and the debate is outlined in the hope that readers will gain greater clarity about the value and benefits of dual accreditation in CBT for clinical psychologists. The views of clinical psychologists at all stages of their career from trainees to service leads are presented. Recent learning and developments from dual accredited clinical psychology doctorates in England are shared including the voices of a recent graduate of a Level 2 accredited doctorate, to provide insights and guidance for other doctorate programmes currently developing Level 2 BABCP accreditation, their supervisors and their trainees. [ABSTRACT FROM AUTHOR]

Objectives: In the United States, physician training in Critical Care Medicine has developed as a subspecialty of different primary boards, despite significant commonality in knowledge and skills. The Society of Critical Care Medicine appointed a multidisciplinary Task Force to examine alternative approaches for future training.Design: The Task Force reviewed the literature and conducted informal discussions with key stakeholders. Specific topics reviewed included the history of critical care training, commonalities among subspecialties, developments since a similar review in 2004, international experience, quality patient care, and financial and workforce issues.Main Results: The Task Force believes that options for future training include establishment of a 1) primary specialty of critical care; 2) unified fellowship and certification process; or 3) unified certification process with separate fellowship programs within the current specialties versus 4) maintaining multiple specialty-based fellowship programs and certification processes.Conclusions: 1) Changing the current Critical Care Medicine training paradigms may benefit trainees and patient care. 2) Multiple pathways into critical care training for all interested trainees are desirable for meeting future intensivist workforce demands. 3) The current subspecialties within separate boards are not "distinct and well-defined field[s] of medical practice" per the American Board of Medical Specialties. Recommendations for first steps are as follows: 1) as the society representing multidisciplinary critical care, the Society of Critical Care Medicine has an opportunity to organize a meeting of all stakeholders to discuss the issues regarding Critical Care Medicine training and consider cooperative approaches for the future. 2) A common Critical Care Medicine examination, possibly with a small percentage of base-specialty-specific questions, should be considered. 3) Institutions with multiple Critical Care Medicine fellowship programs should consider developing joint, multidisciplinary training curricula. 4) The boards that offer Critical Care Medicine examinations, along with national critical care societies, should consider ways to shorten training time. [ABSTRACT FROM AUTHOR]

In many low- and middle-income countries, there seems to be a mismatch between graduate skills and healthcare industry requirements due to variability in curricula. With the current increased global demand for competent health profession graduates, harmonizing competency-based curricula (CBC) is necessary to address this mismatch. This paper describes how three health professions training universities in Tanzania and their two long-standing United States partners embarked on developing harmonized CBC for undergraduate medicine and nursing degrees. The main goal of the activity was to develop templates to harmonize curricula that would support graduates to acquire mandatory national Graduate Minimum Essential Competencies (GMEC) irrespective of the institution of their training. The paper describes the processes of engaging multiple institutions, the professions of medicine and nursing and various stakeholders to develop mandatory curricula generic competencies, creating milestones for assessing competencies, training faculty at each of the three partnering institutions in curriculum delivery and assessments, resulting in the adoption of the curricula by the University leadership at each institution. Ultimately the Tanzania Commission for Universities (TCU) a regulatory body required all schools of medicine and nursing in the country to adopt the curricula, thus creating a harmonized national standard for teaching medicine and nursing beginning October 2022. [ABSTRACT FROM AUTHOR]

This paper discusses various possibilities and perspectives for the future of Vietnamese CLE. Informed by the Vietnam Empirical Research and based on the current status of CLE in Vietnam, the paper has made suggestions for various directions for Vietnamese law schools to follow in addressing the challenges that face the adoption and incorporation of CLE in law curricula. These include choosing appropriate CLE models; designing CLE programs as accredited subjects in law curricula; and improving clinical supervision. In the current Vietnamese legal education system with various challenges, the Vietnam Empirical Research generally affirmed CLE as an appropriate educational strategy for the future. As the global advancement of CLE progresses, this opinion is widely and increasingly held among different legal education stakeholders in Vietnam. However, the success and long history of CLE elsewhere will not necessarily guarantee a similar result in Vietnam, given the differences in social, political, and legal systems. The future of Vietnamese CLE therefore will depend on how law schools, central government, relevant national agencies, and other legal education stakeholders in Vietnam regard and adopt clinical approaches in teaching law. [ABSTRACT FROM AUTHOR]

Despite operating from the same professional accreditation standards, discrepancies in what is recorded as Direct Client Activities (DCA) in postgraduate psychology trainee logbooks have been noted across training programs in Australia. The aim of this study was to create a consensus-based list of DCA to guide the completion of trainee logbooks while undertaking practicums in clinical psychology or clinical neuropsychology. A modified Delphi approach was used to gather data across three rounds. Two expert panels, representing the two areas of practice endorsement (AoPEs), rated the degree to which they agreed or disagreed with a range of activities being recorded as DCA in trainee logbooks. Activities with over 80% agreement or disagreement during any round were accepted or rejected from the final list, respectively. Sixteen activities for clinical psychology and 30 activities for clinical neuropsychology were endorsed by the expert panels. Only nine activities across the two panels did not reach consensus over the three rounds. This study has created a list of consensus activities within these two AoPEs which will facilitate benchmarking activities, and reduce confusion and anxiety for trainees, supervisors, and placement coordinators. Discrepancies do, however, remain across the AoPEs, warranting further clarification and definition refinement. What is already known about this topic: Logbooks are a key strategy in ensuring individual trainees and postgraduate training programs are meeting minimum standards set by accrediting bodies. Although required by the Australian Psychology Accreditation Council (APAC) to be recorded in trainee logbooks, there is a lack of consensus across Australian postgraduate psychology program providers as to what constitutes "Direct Client Activities". Inconsistent logging practices prevents benchmarking and creates confusion and anxiety for trainees, supervisors, and placement coordinators. What this topic adds: This paper was the first, to our knowledge, to obtain expert consensus on trainee Direct Client Activities for logbook recording within the clinical psychology and clinical neuropsychology areas of practice endorsement. The list provides greater certainty for "what counts" as Direct Client Activities for logbook recording within these two areas of practice endorsement, with 16 clinical psychology and 30 clinical neuropsychology activities endorsed. There is a need to better clarify the rationale and principles for recording Direct Client Activities across areas of practice endorsement, to inform ongoing practices in these areas. [ABSTRACT FROM AUTHOR]

Since the industrial revolution, the civil engineers who created a built environment for a civilisation that is based on fossil fuel have been admired. For over 250 years, engineers have been educated and trained for the 'upslope' of using ever more resources to fuel engineering needs. However, there is now an urgent requirement to enter an era that is an order of magnitude shorter, and which is on the steep 'downslope' towards net-zero carbon dioxide by 2050 or earlier. The difference between what it meant to be an engineer on the upslope and what it means to be engineer on the downslope is colossal. The first step for all educators is to realise this, to embrace it and to be part of the solution by instilling a downslope mentality in engineering students. The Joint Board of Moderators (JBM) has recently reviewed and updated its guidelines for universities. It has placed the climate emergency central to the education of future civil engineers. This paper describes the background to, and details of, the changes made by the JBM. Given that creativity is enhanced through these additional challenges, what could possibly be more exciting for today's engineering students than knowing that they will lead the profession in achieving massive reductions in emissions, to the benefit of all humanity? The JBM, and society, require of civil engineering education that this ambition is fulfilled. [ABSTRACT FROM AUTHOR]

Background: Achieving the targeted organizational goals through effective training can increase employee satisfaction. Since 2015, the Supranational Reference Laboratory Uganda (SRL Uganda) has trained National Tuberculosis Reference Laboratories (NTRLs) from 21 countries in a variety of areas that cover both technical and programmatic aspects pertinent to TB laboratories. The Laboratory Quality Management System (LQMS) under SRL coordinates actions intended to ensure sustained quality of the laboratory services offered by the National TB Reference Laboratories. In order for laboratory results to be helpful in a clinical or public health setting, they must be accurate, reliable, and timely. The LQMS course aims to provide learners with knowledge on how to attain and maintain this quality. Prior to this study, there was hardly any data available on the effectiveness of LQMS trainings provided by SRL Uganda; using Kirkpatrick model, which is popular among researchers for evaluating the efficacy of the training program, this paper seeks to establish the effectiveness of the LQMS training offered by the SRL Uganda. Method: We evaluated the effectiveness of LQMS training within the Uganda's SRL network for courses offered during the period 2017 and 2021 for participants from the Southern and East African sub-Saharan region. Results: In 2017 and 2021, respectively, test results from 10/17 and 9/17 showed overall post-test scores above 80%. Of the 18 labs evaluated, 14 showed improvement; of these, 7 labs were from the Eastern region and the other 7 were from Southern Africa; one facility in this region also maintained its accreditation. In the post-evaluation assessment, attendees of the LQMS course gave feedback of strongly agree and agree variety. Conclusion: More SRL Uganda network laboratories in the regions achieved a 5-star SLIPTA level rating and among these, 5 NTRLs got ISO 15189:2012 accredited by the end of 2021, while one maintained its accreditation status. This proves that the Laboratory Quality Management System training program was an effective tool in improving the quality of laboratory services, work practices, and processes. [ABSTRACT FROM AUTHOR]

Global Engineering Education Accreditation (GEEA) is an internationally accepted quality assurance system for engineering education in universities, and technology competitions for college students are also considered important approaches to achieve the educational objectives and meet graduation requirements of GEEA in practice aspects. In this paper, the competency of guiding teachers of technology competitions for Chinese college students is evaluated through a case of National Competition of Transportation Science and Technology for Students (NACTranS). Firstly, 7 theoretical hypotheses of the modified structural equation modeling (SEM) for competency were developed by concentrating on some principles pertaining to the key concepts of GEEA. Secondly, competition results were set as the dependent variable and 3 dimensions of competition (topic selecting, works producing and team managing) were set as the independent variables under the modified SEM. Meanwhile, both administrative ranks and regional locations of universities where guiding teachers work were set as intervening vectors so as to explain the formation mechanisms of competency. Thirdly, a case study of NACTranS data from 68 universities in China's mainland was done through modified SEM calculating. The conclusions indicate that competency of guiding teachers is not only represented by 3 dimensions but also indirectly manipulated by 2 intervening vectors. According to the case calculating by modified SEM, the determinant of guiding teachers' performance in topic selecting is the administrative ranks of universities, whereas their performance in works producing is dictated by the regional locations of universities. Various improvements on the competency of guiding teachers can be carried out in schools of engineering in Chinese universities, such as sufficient academic communications, efficient industry-university-research cooperation and so on. [ABSTRACT FROM AUTHOR]

Digital health technologies are a proposed solution to improve healthcare delivery and reduce pressures on the healthcare system, but these technologies are new to much of the health workforce. This perspective paper highlights lessons learned from the global experience of rapid digital transformation of health workforces, including fostering a culture of learning, ensuring accreditation and recognition, and adopting a transdisciplinary approach. Evidence-based actions are proposed to address recommendations to (i) ensure foundational workforce digital health capability and (2) build specialist digital health career pathways. Australia must take a national approach and strategically leverage strong collaborations across sectors including healthcare, education and government to ensure a consistent, regulated and sustainable digital workforce capability. [ABSTRACT FROM AUTHOR]

Accreditation by the Association to Advance Collegiate Schools of Business (AACSB) exemplifies a widely accepted commitment to business school differentiation both in terms of both value and quality. Business schools embarking on the initial accreditation journey must invest significant human and capital resources to achieve this goal. Given this, institutions should employ practices designed to optimize their potential for success. Well-established project management processes can do just that. This paper summarizes the scope of AACSB initial accreditation, reviews applicable project management development approaches, and summarizes the project management methods and artifacts most appropriate for each phase of the accreditation process. [ABSTRACT FROM AUTHOR]

Clinical motion analysis involves quantitative measurement of gait patterns to identify gait anomalies that currently or have the potential to impact function, activities of daily living and participation. Clinical motion analysis services are equipped with motion capture technology and comprise specialised staff who deliver 3-dimensional motion analysis services to children and adults who present with varying levels of gait impairment. Data is then used to inform intervention recommendations to clinicians with a view to maintaining independent, functional and pain free walking (or appropriate mobility). The ANZ-CMAG (established in 2013) identified a need to establish recommendations to assist in standardising practice guidelines for both current and new clinical motion analysis services within the region. The group serves to promote collaboration between services in quality assurance processes, clinical practices, data sets and research activities. The clinical practice recommendations described in this paper cover: i) requirements for a motion analysis service (including staffing, facilities and equipment), ii) patient assessments (requirements, clinical information and data gathered, reporting and interpretation of patient data), iii) quality assurance processes (including motion capture system / biomechanical models & limitations, marker placement, data storage / record keeping, creation of normative dataset); iv) helpful resources. Better outcomes for children and adults with gait deviations is dependent upon accurate measurement and evaluation of walking and requires input from multidisciplinary clinical teams with specialist knowledge and skills. The ANZ-CMAG hopes these clinical practice recommendations are beneficial to motion analysis services with an aim to improve clinical practices, patient outcomes, and support research collaboration. [ABSTRACT FROM AUTHOR]

Background: Quality assurance (QA) is becoming more critical in higher education (HE) worldwide. Quality in HE can be managed by QA, quality improvement, and quality control. This systematic review demonstrates the benefits of QA and academic accreditation in HE by examining the National Commission for Academic Accreditation and Assessment (NCAAA) accreditation standards and two accredited academic programs at Qassim University (QU) in the Kingdom of Saudi Arabia (KSA). Methods: Elton B. Stephens Company (EBSCO) e-library was used to collect and retrieve literature from December 2022 to January 2023. Only English-language fulltext papers were reviewed and cited. Results: To assure medical education quality and encourage healthcare workforce confidence, medical educational institutions must be overseen by a QA system, such as a formal accreditation system. The World Federation of Medical Education set "Trilogy" global standards for quality improvement in medical education. The ambitious "Vision 2030" of KSA invests a large percentage of its Gross Domestic Product in education to address the significant challenges of educational quality management. The sole statutory organization in KSA that evaluates and accredits all public and private HE institutions and programs is the National Commission for Academic Accreditation and Assessment (NCAAA). The NCAAA's accreditation standards are generally acknowledged as good practice in HE worldwide and have been adapted to KSA higher education's special circumstances. NCAAA has recently granted accreditation to two academic programs offered by College of Applied Medical Sciences, QU. Conclusion: Accreditation promotes "added value" under the win-win-win "WWW" paradigm, where stakeholders win first, then the program, and finally the community. [ABSTRACT FROM AUTHOR]

Clinical motion analysis involves quantitative measurement of gait patterns to identify gait anomalies that currently or have the potential to impact function, activities of daily living and participation. Clinical motion analysis services are equipped with motion capture technology and comprise specialised staff who deliver 3-dimensional motion analysis services to children and adults who present with varying levels of gait impairment. Data is then used to inform intervention recommendations to clinicians with a view to maintaining independent, functional and pain free walking (or appropriate mobility). The ANZ-CMAG (established in 2013) identified a need to establish recommendations to assist in standardising practice guidelines for both current and new clinical motion analysis services within the region. The group serves to promote collaboration between services in quality assurance processes, clinical practices, data sets and research activities. The clinical practice recommendations described in this paper cover: i) requirements for a motion analysis service (including staffing, facilities and equipment), ii) patient assessments (requirements, clinical information and data gathered, reporting and interpretation of patient data), iii) quality assurance processes (including motion capture system / biomechanical models & limitations, marker placement, data storage / record keeping, creation of normative dataset); iv) helpful resources. Better outcomes for children and adults with gait deviations is dependent upon accurate measurement and evaluation of walking and requires input from multidisciplinary clinical teams with specialist knowledge and skills. The ANZ-CMAG hopes these clinical practice recommendations are beneficial to motion analysis services with an aim to improve clinical practices, patient outcomes, and support research collaboration. [ABSTRACT FROM AUTHOR]

The National Accreditation Program for Rectal Cancer (NAPRC) was established by the American College of Surgeons with the goal of standardizing care of rectal cancer patients in order to improve outcomes. NAPRC accreditation requires compliance with an established set of standards, many of which are directly related to radiology participation in multidisciplinary conference, rectal MR image acquisition, interpretation and reporting, and radiologist education. This paper outlines the pertinent standards/requirements for radiologists as part of the Rectal Cancer Multidisciplinary Team in the NAPRC guidelines, with proposed methods and tips for implementation of these standards from the perspective of the radiologist. [ABSTRACT FROM AUTHOR]

Introduction: accreditation is the most effective approach to ensure the quality of services. Laboratory performance can be evaluated using the World Health Organization (WHO)-SLIPTA checklist, which checks a laboratory's compliance with ISO 15189 on a five-star score scale and improved using the SLMTA approach. Compliance is assessed by an external body and can result in accreditation. In this paper, we describe the steps taken by the Kenya Medical Research Institute (KEMRI) HIV Laboratory, Alupe, a resource-limited public entity, towards accreditation, and discuss the lessons learned. Methods: the laboratory adopted a SLMTA-SLIPTA approach that included targeted mentorship, on-site workshops, and training. Mentorship-based interventions were used to establish a robust quality management system. Targeted mentorship, on-site workshops, and training were conducted between September 2015 and July 2016. Audits used the SLIPTA checklist to detect gaps in 12 quality system essentials. Performance indicators including turnaround time, external quality assurance, sample rejection rates, and corrective actions were tracked. An external assessment by the national accreditation body was conducted between September 2016 and November 2016. Results: training and mentorship-based interventions were successfully conducted. Quality management systems aligned with ISO 15189 were established. Baseline, midterm, and exit audits yielded scores of 47%, 75%, and 94% respectively. Early infant diagnosis external quality assurance scores were 100% in 2014-2016, while average viral load scores were at 60%, 70% and 90% during the same period. Turnaround time from September 2015 surpassed the 80% target. Accreditation was awarded in March 2017. Conclusion: the SLMTA-SLIPTA approach is suitable for quality improvement in resource-limited laboratories. [ABSTRACT FROM AUTHOR]

International service-learning programs have been increasingly used within the curriculums of engineering degrees as they allow for the opportunity to incorporate social and humanitarian training through hands-on experiences while simultaneously benefitting communities. First-through fourth-year engineering students at the University of Prince Edward Island have recently participated in a student-led, short-term, international servicelearning project to design a water system for a rural community in Honduras with Global Brigades. Using the lens of the Canadian Engineering Accreditation Board graduate attributes, this paper documents 39 impacts that were gained during the short-term international service-learning project. The impacts are then classified at the introductory, development, and application levels defined in accreditation procedures. The study determined that more than half of the 39 impacts that were mapped to the 12 CEAB graduate attributes were at the application level, confirming the benefits of hands-on service-learning. We offer five recommendations for educators and students to better prepare for similar experiences. Lastly, we discuss the ethical implications of short-term, international, servicelearning trips. [ABSTRACT FROM AUTHOR]

Objective: High-quality end-of-life care involves addressing patients' physical, psychosocial, cultural and spiritual needs. Although the measurement of the quality of care associated with dying and death is an important component of health care, there is a lack of evidence-based, systematic processes to examine the quality of dying and death of patients in hospital settings. Our purpose was to develop a systematic appraisal framework (QualDeath) for reviewing the quality of dying and death for patients with advanced cancer. The objectives were to: (1) explore the evidence regarding existing tools and processes related to appraisal of end-of-life care; (2) examine existing practices related to appraisal of quality of dying and death in hospital settings; and (3) develop QualDeath with consideration of potential acceptability and feasibility factors. Methods: A co-design multiple methods approach was used. For objective 1, a rapid literature review was undertaken; for objective 2 we carried out semi-structured interviews and focus groups with key stakeholders in four major teaching hospitals; and for objective 3 we interviewed key stakeholders and held workshops with the project team to reach consensus. Results: We developed QualDeath, a framework to assist hospital administrators and clinicians to systematically and retrospectively review the quality of dying and death for patients expected to die from advanced cancer. It offers four levels of potential implementation for hospitals to select from and incorporates medical record review, multidisciplinary meetings, quality of end-of-life care surveys and bereavement interviews with family carers. Conclusions: The QualDeath framework provides hospitals with recommendations to formalise processes to evaluate end-of-life care. Although QualDeath was underpinned by several research methods, further research is needed to rigorously explore its impact and test its feasibility. What is known about the topic? The Australian Commission on Safety and Quality in Health Care explicitly directs Australian hospitals and healthcare services to review the quality of end-of-life care provided against planned goals of care. However, there is a lack of evidence-based, systematic processes to examine the quality of dying and death of cancer patients in hospital settings. What does this paper add? QualDeath provides a framework that enables hospitals to implement a systematic approach to appraising the quality of dying and death for cancer patients. What are the implications for practitioners? QualDeath is underpinned by the principle that hospital clinicians should be evaluating the quality of care provided for every patient who dies. This provides an opportunity for reflecting on and improving the quality of care provided, as well as acknowledging examples of high-quality end-of-life care. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to conduct a learning and development needs analysis of quality improvement partnership capabilities of staff and consumers on partnership committees at an Australian metropolitan hospital and health service. Objectives were to compare consumer and staff self-rated capability importance, performance, and learning needs; to investigate if years of partnership experience influenced ratings; and to ascertain staff and consumer preferred learning strategies. Methods: An online cross-sectional survey was adapted from the Hennessy–Hicks Training Needs Analysis questionnaire. Participants self-rated the importance of, and their performance on, 10 capabilities, across four domains, of an internationally validated co-produced capability development framework. They also rated preferences regarding learning approaches and media. Results: A total of 199 members from 41 committees (174 staff; 25 consumers; response rate 35.38%) participated. There was a statistically significant learning and development need across all capabilities (P < 0.01). The highest learning need was for influencing organisational systems and policy (mean = −0.96; s.d. = 1.23), followed by equalising power and leadership (mean = −0.91; s.d. = 1.22), and then implementing partnership best practices (mean = −0.89; s.d. = 1.22). There were no statistically significant differences between consumers and staff on ratings, or correlations between years of partnership experience and ratings (P < 0.01). A combination of learning approaches was preferred, followed by learning through experience. Self-reflection was least preferred, which is concerning given it may promote equalising power and leadership. Face-to-face then videoconferencing were the preferred learning media. Conclusions: Continuous co-learning for staff and consumers about QI partnerships is essential. Committee members needed more feedback regarding their influence and to be engaged in innovative co-design practices. What is known about the topic? Staff and consumer capabilities are essential for effective collaboration on quality improvement (QI) committees, however, research is lacking. What does this paper add? This learning and development needs analysis provides direction for effective design of education and support programs. What are the implications for practitioners? Staff and consumers should continuously develop QI partnership capabilities together, and through multiple learning approaches. Increased exposure to innovative co-design strategies is needed to enhance capabilities and influence on organisational systems and policies. Sharing power and leadership was also a high learning need with self-reflection being vital. [ABSTRACT FROM AUTHOR]

Background: The Manyata program is a quality improvement initiative for private healthcare facilities in India which provided maternity care services. Under this initiative, technical assistance was provided to selected facilities in the states of Uttar Pradesh, Jharkhand and Maharashtra which were interested in obtaining 'entry level certification' under the National Accreditation Board for Hospitals and Healthcare Providers (NABH) for provision of quality services. This paper describes the change in quality at those Manyata-supported facilities when assessed by the NABH standards of care. Methods: Twenty-eight private-sector facilities underwent NABH assessments in the three states from August 2017 to February 2019. Baseline assessment (by program staff) and NABH assessment (by NABH assessors) findings were compared to assess the change in quality of care as per NABH standards of care. The reported performance gaps from NABH assessments were then also classified by thematic areas and suggested corrective actions based on program implementation experience. Results: The overall adherence to NABH standards of care improved from 9% in the baseline assessment to 80% in the NABH assessment. A total of 831 performance gaps were identified by the NABH assessments, of which documentation issues accounted for a majority (70%), followed by training (19%). Most performance gaps could be corrected either by revising existing documentation or creating new documentation (62%), or by orienting facility staff on various protocols (35%). Conclusion: While the adherence of facilities to the NABH standards of care improved considerably, certain performance gaps remained, which were primarily related to documentation of facility policies and protocols and training of staff, and required corrective actions for the facilities to achieve NABH entry level certification. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to examine the low number of occupational therapy practitioners in the United States that possessed specialty or advanced certification in low vision. The discussion explores possible reasons for this finding, including insufficient educational accreditation standards to prepare occupational therapy students to work with people with visual conditions, lack of clarity on the definition of low vision leading to misalignment with the profession's scope of practice, inconsistent requirements for advanced certification, scarcity of post-professional preparation programs, and other issues. We propose several solutions to prepare occupational therapy practitioners to meet the challenges and needs of people of all ages with visual impairments. [ABSTRACT FROM AUTHOR]

Continuing professional development (CPD) is an essential aspect of early years (EY) workforce planning. In understanding how CPD is currently provided, we depend largely on surveys carried out by separate sector organisations with little synthesis of the data. In this paper, we scrutinise findings relating to CPD from nine surveys of EY managers and practitioners carried out by three well-established sector organisations since 2015. We highlight commonalities, discrepancies and gaps in the data. On the basis of this analysis, we highlight the need for further investigation around what constitutes CPD in the EY sector, what are perceived to be 'quality' experiences, CPD accreditation and the leadership and management of CPD in settings. We recommend gathering more detailed and accurate data about CPD through practitioner logs completed as and when CPD is undertaken, as opposed to retrospective surveys. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the suitability and acceptability of virtual training post accreditation visits conducted online for medical specialist training in ophthalmology in Australia and New Zealand. Methods: A two-phase study (pilot and implementation) was conducted. In the pilot phase, an open-ended observation proforma was used by the authors to independently record their observations, which were later compared and discussed until consensus was achieved. All participants were asked to complete an online survey. A document analysis of accreditation documents was conducted. Observation data were broken down into themes and triangulated with online survey and document analysis results. In the implementation phase, the inspections were observed by one of the authors (SK) and the observation notes were discussed with other authors to obtain a contextual and consensual view. A document analysis of all accreditation-related documentation was undertaken. The documents included in the document analysis were planning and scheduling records, interview and inspection notes, training post inspection fact and document notices and accreditation reports. Finally, a post-inspection focus group of all inspectors was conducted. Results: The accreditation interviews adequately addressed all relevant issues with high levels of robustness and reliability. Participants found it more difficult to discuss complex issues virtually compared with onsite visits. The virtual accreditation reports were not any different to what would be expected if a face-to-face accreditation visit had been conducted; however, it was not possible using the virtual inspection to determine the appropriateness of facilities and clinic layout to support and facilitate trainee learning and supervision. Conclusions: Virtual accreditation of training posts in medical specialist training is viable in limited circumstances where there are no known complex training post-related issues and the site has not made substantial changes to clinic and theatre layout, equipment and facilities since the previous accreditation. What is known about the topic? All medical specialist colleges in Australia and New Zealand accredit the sites where training is delivered, usually by conducting periodic face‐to‐face visits. What does this paper add? This paper provides evidence that in limited circumstances, it is possible to accredit training posts virtually. What are the implications for practitioners? This paper provides an outline of issues to consider when planning virtual accreditation of training posts in medical specialist education. [ABSTRACT FROM AUTHOR]

Aim: This manuscript aims to provide a discursive description of how one academic health care centre is enculturating, embedding and investing in the fundamental care framework and lessons learned that can serve as a blueprint for other organizations. Background: A call to action to focus on fundamental care is not new as the initial Fundamentals of Care (FoC) Framework has been evolving over the last decade through efforts lead by the International Learning Collaborative (ILC). Now more than ever, there is a pressing need for leaders to influence a humane, compassionate evidence‐informed approach to the COVID‐19 pandemic and beyond by embedding an FoC framework and focusing on fundamental care as part of their academic mandate and daily care practices. Design: This discursive paper delineates an evolving and ongoing enculturation, embeddedness and investment in advancing fundamental care as part of a larger academic practice strategy and quality improvement plan that is evidence‐informed and collaborative in nature. Method: The action framework (value, talk, do, own and research fundamental care) developed by ILC guides efforts to how the FoC framework was embedded into one academic health science centre's strategic directions, academic practice strategy, professional practice model, quality plan and research and innovation platform. Conclusion: An overview of how we leveraged the FoC and ILC Leadership frameworks in our efforts to enculturate, embed and invest in advancing fundamental care and lessons learned that may inform other healthcare organizations in their efforts. Impact on nursing science, practice or disciplinary knowledge: Underpinning all of our efforts is the integral value we place on fundamental care to guide how we practice, educate and learn, discover and innovate and lead at x. We shared how we value, talk, do, own and research fundamental care by having it embedded into our strategic directions, academic practice strategy, professional practice model, quality aims and research and innovation platform. Patient or Public Contribution: No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

A simulation model, and more generically, a model, is founded on its assumptions. Assurance of the model's correctness and correct use is needed to achieve accreditation. Often the exercise of working with a specific code misunderstands the overall process, focusing the resources on the model coding and forgetting the needed resources to ensure the validation of every step of the model definition and coding. The goal of this work is to present a methodology to help in the definition and use of the assumptions in the modeling process. To do so, we present a process to conduct a simulation project, an assumptions taxonomy, and a method that simplifies working with those assumptions. We propose to extend the traditional Validation, Verification, and Accreditation processes to a process composed of eight Validation, Verification, and Accreditation phases that cover the overall life cycle of a model. Although this paper is focused on a simulation model, we can extend the proposed method to a more general modeling approach. [ABSTRACT FROM AUTHOR]

Objective: The aim of this paper is to provide an overview of the major quality assurance strategies, accreditation and licensure, in health professions education. It explores the nature of these regulatory processes using Brazil and the United States as examples because these large systems are at different ends of the developmental continuum. For each, it describes the tensions that arise, offers a critical synthesis of the evidence and maps out future directions. Results: Given wide variability among operating medical schools in curricular design, length of study, resources and facilities for clinical training and supervision, the nature of regulatory bodies varies considerably. Nonetheless, they share tensions related purpose and process including quality assurance versus quality improvement, outcomes versus process and continuous versus episodic evaluations and assessments. Clear evidence of effectiveness, especially for accreditation, is scarce and difficult to obtain, particularly as it relates to health outcomes. Conclusions: Regulatory processes need to be built around clear definitions of the goals for each stage of professional development, the current movement towards competency‐based education and the variable durations of medical education. These changes must motivate revisions in the content and process of programmes for accreditation and licensure, complimentary efforts towards quality of care, and stimulate a significant research effort. The authors use Brazil and the US as case studies to provide an overview of procedures and tensions related to accreditation, licensure and certification for quality assurance in health profession education. [ABSTRACT FROM AUTHOR]

Issue: Noting high rates of burnout, depression, and suicidality among medical students, academic medical communities are trying to identify preventive and curricular measures that protect and promote student well-being. To date, the effectiveness of these efforts is unclear. In addition, evidence increasingly suggests that the major drivers of distress appear to be factors within the social, learning, and work environments. Specific to medical schools in the United States, neither the Liaison Committee on Medical Education nor the Commission on Osteopathic College Accreditation include accreditation standards regarding well-being curricula and, as such, these curricula are not well-integrated into students' medical school experience. Current accreditation standards also do not specifically require institutions to assess or address systemic factors of the learning environment that negatively affect student well-being. Evidence: This paper proposes expanding current Liaison Committee on Medical Education and Commission on Osteopathic College Accreditation standards on professionalism to incorporate well-being as a core component of professional identity formation by requiring individual and institutional-level actions. Proposed changes to accreditation standards include (1) institutional assessment of the impact of the learning environment on student well-being; (2) continuous quality improvement efforts to address structural factors associated with student well-being and modification of practices that impair student well-being; and (3) integrated curriculum with related assessment to educate students on empirically-supported strategies for well-being. Implications: Refining undergraduate medical education accreditation standards in the United States to include language specific to student well-being will facilitate long overdue changes to the learning environment. In the end, the goal is not just to improve medical student well-being, but to provide a workforce better equipped for a sustainable and meaningful career. [ABSTRACT FROM AUTHOR]

A recent revamping of a three-credit-hour course, which the library at Morehead State University has offered for more than two decades, prompted the authors to contemplate what it means to modernize information literacy instruction in a credit-bearing format. For the authors, this modernization meant both committing to asynchronous delivery and adopting the ACRL Framework as the course's learning objectives. In this paper, we discuss some concerns with the previous course, the revision process, and the major components of the modified course. Some reflections after first teaching the course and subsequent revisions are likewise discussed. [ABSTRACT FROM AUTHOR]

In the summer of 2018, The American Council of Academic Physical Therapy appointed 9 individuals versed in simulation education to form the Strategic Initiative Panel on Simulation to (1) investigate the use of simulation in physical therapist education, (2) explore the role of simulation in meeting accreditation standards and curriculum elements related to clinical education and interprofessional education, and (3) describe models and best practices for the use of simulation in physical therapist education. Over the 3 years of Strategic Initiative Panel on Simulation work, the panel identified several significant gaps in simulation education and research practice. This paper clarifies the essential elements required to optimize the delivery of simulation-based education in physical therapy following best practices, frames the existing challenges to move the profession forward, and recommends specific actions needed to address the many continued questions related to the effective use of simulation-based education in physical therapist education. [ABSTRACT FROM AUTHOR]

Coaching psychology (and coaching generally) perceives itself, and wishes to be seen as, an activity that is widely valued. To do so, it has mimicked many of the features of other activities perceived of as being highly valued: the traditional professions. A key influence in the development of coaching has been status anxiety. This paper considers how this might be influencing the development of coaching psychology. [ABSTRACT FROM AUTHOR]