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CMA Conjoint Accreditation: A Model for Stakeholder Dialogue

CMA Conjoint Accreditation: A Model for Stakeholder Dialogue. National Forum on Changing Entry-to-Practice Requirements in Allied Health Professions April 5, 2003. What is conjoint accreditation?. A peer review of educational programs against predetermined national standards

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CMA Conjoint Accreditation: A Model for Stakeholder Dialogue

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  1. CMA Conjoint Accreditation: A Model for Stakeholder Dialogue National Forum on Changing Entry-to-Practice Requirements in Allied Health Professions April 5, 2003

  2. What is conjoint accreditation? • A peer review of educational programs against predetermined national standards • Includes 14 health science professions that work with physicians to provide diagnostic and therapeutic services for patient care

  3. Cardiology Tech. Cardiovascular Perfusion Clinical Genetics Cytotechnology Diagnostic Ultrasound Magnetic Resonance Imaging Medical Laboratory Technology Nuclear Medicine Technology Paramedicine Radiation Therapy Radiological Technology Respiratory Therapy Ophthalmic Medical Technology Orthoptics Which health professions?

  4. Why is accreditation of health education programs important? • To maintain national standards and high quality programs • To contribute to competent health practitioners and safe patient care

  5. CMA’s Role in Conjoint Accreditation • CMA initiated process in 1938 • CMA provides corporate structure • CMA brings together key stakeholders

  6. Conjoint Accreditation - A Collaboration of Professions • National sponsors - ~30 associations of physicians, educators, practitioners and employers • Provincial sponsors - ~10 regulatory colleges

  7. Accredited Programs • Over 120 accredited programs involving 800+ participating facilities • Average of 25 assessments per year • More than 400 surveyor days volunteered per year

  8. Committee on Conjoint Accreditation • Governing body on behalf of CMA Board of Directors • Conjoint membership: physicians, health science practitioners, employers, educators, public

  9. Committee on Program Accreditation • Accrediting body for educational programs • Conjoint membership: physicians, health science practitioners, educators, employers

  10. Accreditation Process Relationship to Entry-to-Practice Requirements for Health Professions

  11. Requirements for Accreditation • Five GENERIC accreditation requirements with 32 criteria • Apply to all programs

  12. Requirement for Accreditation 1.0 • “The program enables students to attain the competencies specified in the national entry-level competency profile for the profession.”

  13. Profession-Specific Requirements • National Entry-Level Competency Profile

  14. Definition: Entry-Level Competencies • Behaviours that demonstrate or reflect knowledge, skills, attitudes or abilities required to perform given tasks at entry to a profession.

  15. Definition: National Entry-Level Competency Profile • Competencies accepted by the certification and regulatory bodies for a profession as the basis of entry to the profession • Requires 70% or more of the provinces and territories in which the profession is practiced including 50% or more of all practitioners from all jurisdictions

  16. Who develops the Entry-Level Competency Profile? • Developed by a health science profession • Validated by the practice community • Submitted to the Committee on Conjoint Accreditation

  17. Criteria for Use of A Competency Profile in Accreditation Process • Competency profile must be consistent with definition of “National Entry-Level Competency Profile” • Competency profile must be approved by profession’s governing body • Competency profile must be consistent with the Requirements for Accreditation

  18. Changes in Entry-Level Professional Requirements Implications for the Conjoint Accreditation Process

  19. Does the accreditation process specify an educational level? • Accreditation process requires a program to comply with the entry-level competencies for the profession. • Accreditation process does not specify a given educational level or credential. • Programs currently accredited include certificate, diploma and degree levels.

  20. Profession submits new/revised Competency Profile to the Committee on Conjoint Accreditation Profession must describe implications of new/revised competency profile Process to submit changes in Entry-Level Competency Profiles

  21. What if there is no consensus within a profession on Entry-to-Practice Requirements? • Lack of consensus within a profession could jeopardize compliance with definition of “National Entry-Level Competency Profile” • Profession could be disqualified from inclusion in the accreditation process

  22. Lack of mechanism for professions to consult with employers at a national level Lack of national network to link key stakeholders with Provincial/Territorial Governments Current Limitations

  23. Potential Solution? • National framework for ongoing stakeholder dialogue on key issues for health professions?

  24. Thank You.

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