P2P PD Accreditation Pathway
Presentations text content in P2P PD Accreditation Pathway
P2P PD Accreditation Pathway
Pat AuthMike Roscoe
Program Directors 101 Pando™ WorkshopSlide2
Identify key elements of a functional self-assessment processIdentify documents and other resources that are helpful in building an understanding of the self-assessment processExplain program-identified outcomes
Discuss the methods to measure and assess program-identified outcomesSlide3
New skills and knowledge required by Program Directors
Administrative dutiesBudget managementAccreditation
e often want to know “what is on the test”View
the ARC-PA accreditation process as
filling in the checkboxes to this
process is a dynamic
be the best that it can be – with continuous
View as formative rather
you develop an excellent self-assessment program and be able to make YOUR best program.Slide5
Accreditation-Provisional is an accreditation status granted when the plans and resource allocation, if fully implemented as planned, of a proposed program that has not yet enrolled students appear to demonstrate the program’s ability to meet the ARC-PA Standards or when a program holding Accreditation-Provisional status appears to demonstrate continued progress in complying with the Standards as it prepares for the graduation of the first class (cohort) of students.
Accreditation-Provisional does not ensure any subsequent accreditation status. It is limited to no more than five years from matriculation of the first classSlide6
Accreditation-Provisional (3 visit process)
Initial visit6 months (min) prior to matriculation of studentsMakes eligible for provisional status
Two updates post visit required
SCPEs (3 months prior to matriculation)
Personnel tab (2 months prior to matriculation)
Within 6 months of graduation of first cohort
18-24 months after monitoring visitSlide7
three components to any assessment plan? (Self-Assessment)Data CollectionData Analysis
Must be a dynamic processSlide8
Resources for a Self-Assessment Plan
ALL assessment of a program should be linked to several items:
institutions mission (and
competencies/outcomes (if not already linked through program
All of these items (except the standards) come from YOUR institution and PA program.Slide9
Program Defined Expectations
What are program-identified outcomes (“program-defined expectations”)?The ARC-PA provides guidelines (parameters)
and execute their
Your program decides what outcomes are important to reach its goals and fulfill its mission statement!
must describe (operationalize)
for other users (ARC-PA, students, stakeholders, etc
with any variable it must be
measured - Just
describe how you will measure your variable.Slide10
Common problem for new programsHow to set thresholds for action
Lack of intrinsic data
Long period before students are assessed (SCPEs)
Must have a reason for the benchmark!
National data (PAEA)
Other health professions (local)
Local community (preceptors)
Faculty / PD experienceSlide11
Section A – AdministrationA1: SponsorshipA2: Program PersonnelA3: Policies
Section B – Curriculum and Instruction
B2: Clinical Preparatory Instruction
B3: Supervised Clinical Practice
Section C – Evaluation
C1 Ongoing Program Self-Assessment
C2 Self-Study Report
C3 Student Evaluation
C4 Clinical Site Evaluation
Section D: Provisional Accreditation
Section E: Accreditation MaintenanceSlide12
Let’s start at the very beginning – NOT!
C1.02 – The program must apply the results of ongoing program self-assessment to the curriculum and other dimensions of the program.Slide13
C2.01 – The program must prepare a SSR that accurately and succinctly documents the process and results of ongoing self-assessmentProcess of ongoing self-assessment
Result of critical analysis
Faculty evaluations of program
Modifications occurred as a result of self-assessment
Self-identified strengths and areas of improvements
Plans for addressing areas in need of improvementsSlide14
Previous standard is the “heart
” of the accreditation – continuing process.Your job as a provisional program is to develop the foundation for this
, it should be built into your new program
on developing assessment timelines, areas of responsibility and a “problem”
The Self-assessment Plan
How is it conducted?
What do you need to collect?
How will you collect it?
What are your metrics?
How will the data be reported and to whom?
Who will analyze the data?
Apply results and develop conclusions
Who is responsible for making recommendations?
Can you apply best practices to your results?
How did you come to your conclusions?
Develop and implement a plan of action
Who is responsible for each element of the plan?
What is the timeline?
Do you have the resources?
What are the implications?
Assess results of implementationSlide16
Playing with the Standards
Let’s see how you might plan to demonstrate on-going self-assessment related to some of the Standards.Slide17
A1.11 - The sponsoring institution must support the program in securing clinical sites and preceptors in
numbers for program-required practice
Questions to facilitate and sharing discussion How does your institution support the program obtaining (or recruiting) sites and preceptors? And what is sufficient?
How does your institution support
sites and preceptors and collaborate with the program to prepare for potential site shortages?
How will you collect and analyze data related to this Standard for your SSR?Slide19
A2.03 – Principal faculty must be sufficient in number to meet the academic needs of enrolled studentsSlide20
Questions to facilitate and sharing discussion How do you define sufficient?Student/faculty ratio
Keeping up with the Joneses
Demands of the curriculum
How will you collect and analyze data related to this Standard for your SSR?Slide21
A3.14b The program must define, publish and make readily available to enrolled and prospective students general program information to include: the success of the program in achieving its goals
ANNOTATION: The program is expected to provide factually accurate evidence of its effectiveness in meeting its goals.Slide22
B3.03 Supervised clinical practice experiences must provide sufficient patient exposure
to allow each student to
meet program expectations
and acquire the
competencies needed for entry into clinical PA practice
with patients seeking:
a) medical care across the life span to include, infants, children, adolescents, adults, and the elderly,
b) women’s health (to include prenatal and gynecologic care),
c) care for conditions requiring surgical management, including pre- operative, intra-operative, post-operative care and
d) care for behavioral and mental health conditions.Slide23
Questions to facilitate discussion Again, how do you define sufficient?Is it competency-based?
Do you document the number of
Surgical management in what setting?
Can simulation “count”?
How do you collect and analyze data related to this Standard for your SSR?Slide24
Tips & Ideas
Make sure your goals and competencies/learning outcomes
align with your mission statement.
Be guided by your institutional mission, your geographic location, your feasibility study.
What’s important to the program and the community in which it lives?
© 2014 PAEASlide25
Tips & Ideas
Create a process YOU and your team can live with.As you build your team, acquaint them with the plan early and often.
Engage your whole team in the process.Slide26
Tips & Ideas
Be comprehensive in your thinking. You may be doing self- assessment and not realizing it.
Make sure analysis is thorough and appropriate
Pull in different data sets
Don’t forget to follow up
If you make a change, how will you know it’s effective?
© 2014 PAEASlide27
Tips & Ideas
When describing your plan for the ARC-PABe clear and concise Incorporate all aspects of the process
Make accreditation review a routine part of your program function
Set a schedule of self assessment and keep to it.Slide28
Portions of this lecture have been adapted from:Rachel CarlsonMelissa Coffman