P2P PD Accreditation Pathway

P2P PD Accreditation Pathway

Pat AuthMike Roscoe

Program Directors 101 Pando™ Workshop

Objectives

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 outcomes

New skills and knowledge required by Program Directors

Administrative dutiesBudget managementAccreditation

Personnel management

Assessment

Admissions

Many others

W

e often want to know “what is on the test”View

the ARC-PA accreditation process as

“an exam”

Just

filling in the checkboxes to this

outcome

Wrong!

Accreditation

process is a dynamic

process

Help

a

programa

be the best that it can be – with continuous

improvement.

View as formative rather

than a

summative

Help

you develop an excellent self-assessment program and be able to make YOUR best program.

Accreditation-Provisional

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 class

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)

Monitoring visit

Within 6 months of graduation of first cohort

Final visit

18-24 months after monitoring visit

The

three components to any assessment plan? (Self-Assessment)Data CollectionData Analysis

Action Plan

Must be a dynamic process

Resources for a Self-Assessment Plan

ALL assessment of a program should be linked to several items:

Sponsoring

institutions mission (and

goals)

Your

programs

goals

Student

competencies/outcomes (if not already linked through program

goals)

ARC-PA standards

All of these items (except the standards) come from YOUR institution and PA program.

Program Defined Expectations

What are program-identified outcomes (“program-defined expectations”)?The ARC-PA provides guidelines (parameters)

Individual

programs

build

and execute their

vision

Your program decides what outcomes are important to reach its goals and fulfill its mission statement!

You

must describe (operationalize)

these variables

for other users (ARC-PA, students, stakeholders, etc

.)

A

s

with any variable it must be

measured - Just

describe how you will measure your variable.

Benchmarks!

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!

Options

National data (PAEA)

Peer programs

Other health professions (local)

Local community (preceptors)

Faculty / PD experience

ARC-PA Standards

Section A – AdministrationA1: SponsorshipA2: Program PersonnelA3: Policies

Section B – Curriculum and Instruction

B1: Curriculum

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 Maintenance

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.

Self-Study Report

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 improvements

Previous standard is the “heart

” of the accreditation – continuing process.Your job as a provisional program is to develop the foundation for this

process.

Thus

, it should be built into your new program

Dependent

on developing assessment timelines, areas of responsibility and a “problem”

document.

The Self-assessment Plan

How is it conducted?

Collect data

What do you need to collect?

How will you collect it?

What are your metrics?

Analyze data

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 implementation

Playing with the Standards

Let’s see how you might plan to demonstrate on-going self-assessment related to some of the Standards.

Administration

A1.11 - The sponsoring institution must support the program in securing clinical sites and preceptors in

sufficient

numbers for program-required practice

experiences

Activity

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

maintaining

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?

Administration

A2.03 – Principal faculty must be sufficient in number to meet the academic needs of enrolled students

Activity

Questions to facilitate and sharing discussion How do you define sufficient?Student/faculty ratio

Credit hours

Keeping up with the Joneses

Gestalt

Demands of the curriculum

How will you collect and analyze data related to this Standard for your SSR?

Administration

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.

Program-defined Expectations

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.

Activity

Questions to facilitate discussion Again, how do you define sufficient?Is it competency-based?

Do you document the number of

Hours?

Encounters?

Procedures?

Surgical management in what setting?

Can simulation “count”?

How do you collect and analyze data related to this Standard for your SSR?

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 PAEA

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.

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 PAEA

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.

Acknowledgements

Portions of this lecture have been adapted from:Rachel CarlsonMelissa Coffman