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Digital health technologies (DHTs) at the intersection of health, medical informatics, and business aim to enhance patient care through personalised digital approaches. Ensuring the efficacy and reliability of these innovations demands rigorous clinical validation. A PubMed literature review (January 2006 to July 2023) identified 1250 papers, highlighting growing academic interest. A focused narrative review (January 2018 to July 2023) delved into challenges, highlighting issues such as diverse regulatory landscapes, adoption issues in complex healthcare systems, and a plethora of evaluation frameworks lacking pragmatic guidance. Existing frameworks often omit crucial criteria, neglect empirical evidence, and clinical effectiveness is rarely included as a criterion for DHT quality. The paper underscores the urgency of addressing challenges in accreditation, adoption, business models, and integration to safeguard the quality, efficacy, and safety of DHTs. A pivotal illustration of collaborative efforts to address these challenges is exemplified by the Digital Health Validation Center, dedicated to generating clinical evidence of innovative healthcare technologies and facilitating seamless technology transfer. In conclusion, it is necessary to harmonise evaluation approaches and frameworks, improve regulatory clarity, and commit to collaboration to integrate rigorous clinical validation and empirical evidence throughout the DHT life cycle. [ABSTRACT FROM AUTHOR]

Background: The biomedical and health informatics (BMHI) fields have been advancing rapidly, a trend particularly emphasised during the recent COVID-19 pandemic, introducing innovations in BMHI. Over nearly 50 years since its establishment as a scientific discipline, BMHI has encountered several challenges, such as mishaps, delays, failures, and moments of enthusiastic expectations and notable successes. This paper focuses on reviewing the progress made in the BMHI discipline, evaluating key milestones, and discussing future challenges. Methods: To, Structured, step-by-step qualitative methodology was developed and applied, centred on gathering expert opinions and analysing trends from the literature to provide a comprehensive assessment. Experts and pioneers in the BMHI field were assigned thematic tasks based on the research question, providing critical inputs for the thematic analysis. This led to the identification of five key dimensions used to present the findings in the paper: informatics in biomedicine and healthcare, health data in Informatics, nurses in informatics, education and accreditation in health informatics, and ethical, legal, social, and security issues. Results: Each dimension is examined through recently emerging innovations, linking them directly to the future of healthcare, like the role of artificial intelligence, innovative digital health tools, the expansion of telemedicine, and the use of mobile health apps and wearable devices. The new approach of BMHI covers newly introduced clinical needs and approaches like patient-centric, remote monitoring, and precision medicine clinical approaches. Conclusions: These insights offer clear recommendations for improving education and developing experts to advance future innovations. Notably, this narrative review presents a body of knowledge essential for a deep understanding of the BMHI field from a human-centric perspective and, as such, could serve as a reference point for prospective analysis and innovation development. [ABSTRACT FROM AUTHOR]

Background: Effects of accreditation on various areas of medical education were studied in literature. However, data about comprehensive evaluation of accreditation activities is limited. This paper aims to present how an accreditation agency self-evaluates its own accreditation activities., Methods: Association for Evaluation and Accreditation of Medical Education Programs (TEPDAD) is an accreditation agency in Turkey. RE-AIM evaluation framework was used to evaluate TEPDAD's activities. The accreditation processes were evaluated through indicators set for each of five RE-AIM evaluation framework dimensions (reach, effectiveness, adoption, implementation and maintenance). Data for evaluation for each dimension were gathered from the documents available in TEPDAD website and archives. Qualitative and quantitative analysis methods were used when necessary to investigate the degree of achievement for each indicator., Results: Seventy-five (83%) of 90 medical schools meeting the application criteria are registered in the accreditation system. Effectiveness analyses revealed that medical education programs improved in eight areas (education program, student representation, documentation, assessment, infrastructure/facilities, faculty development, educational management). Accreditation processes were well adopted by medical schools and TEPDAD volunteers. The number of medical education programs registered in the accreditation system has gradually increased over years. For the accreditation implementation process, medical schools and TEPDAD evaluators provided positive feedback. Medical schools and TEPDAD invested efforts to maintain the accreditation process over time and changing conditions. All of the previously accredited schools have applied for reaccreditation for the second or third cycles to maintain their status. TEPDAD has maintained its recognition status by national and international authorities by several times. The accreditation standards have been continuously reviewed and renewed when necessary. The organizational structure of TEPDAD has been changed in time considering feedback and past experiences. TEPDAD also arranges meetings to promote and maintain its activities., Conclusions: TEPDAD has achieved significant success in terms of reaching majority of the Turkish medical schools, leading to prominent developments in medical education programs without any significant problems related to process, procedures and maintenance. There are still areas of improvement for TEPDAD such as reaching all targeted schools and guiding medical schools to improve quality in diverse elements of medical education programs., (© 2024. The Author(s).)

Background: Ensuring the quality of midwifery education is critical for producing a qualified and competent midwifery workforce for sexual, reproductive, maternal, and newborn care services. While global standards advocate for quality enhancement and accreditation systems, challenges persist, particularly in low-income countries like Bangladesh., Aim: To validate and culturally adapt a Quality Assurance Assessment tool aligned with global midwifery education standards for application in Bangladesh. The goal of the tool is to guide and assess an internal quality education assurance process tailored to meet the national accreditation standards., Methods: A modified Delphi technique was conducted with a panel of 55 experts, including educators, principals, and researchers from Bangladesh, India, and Sweden. The study underwent three rounds: tool development, field testing, and consensus building., Results: The first round was completed by 25 workshop panel members, the second was completed by 30 participants during field testing, and the third was completed by the 25 workshop panel members from the first round. The developed Quality Assurance Assessment Tool demonstrated face and content validity through expert consultation and field testing, aligning with both global education and national accreditation standards. Minor revisions enhanced clarity and feasibility., Conclusion: The Delphi rounds resulted in a validated Quality Assurance Assessment Tool that offers a robust framework for assessing and enhancing midwifery education quality, aiding progress towards meeting national accreditation standards. This study provides a valuable resource for countries seeking to develop similar tools aligned with global and national education priorities., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Purpose: The paper's main objective is to indicate the current state of knowledge regarding the results of implementing the ISO 9004:2018 standard, with a particular focus on identifying the potential benefits and limitations of its implementation. The study is in line with the research stream on improving quality management systems and striving for sustainable market success. Design/methodology/approach: The paper is based on a narrative literature review through analysis of the publications available in scientific databases. It was then combined with the method of scientific reflection. Findings: The paper highlights the opportunities that the implementation of the ISO 9004:2018 standard and its integrated self-assessment model offer to organisations. The analysis also revealed limitations associated with the implementation of the standard's recommendations. Practical implications: The research contributes to the development of knowledge in the practical application of the standard and the self-assessment model. It can serve as a reference point for practitioners and scholars interested in the aforementioned subject matter. Originality/value: The originality of the paper lies in its comprehensive analysis of the requirements of the ISO 9004:2018 standard, addressing significant issues both for the academic environment and practitioners in the field of quality management. The study highlights the benefits of applying the self-assessment model, and outlines the challenges associated with its implementation. [ABSTRACT FROM AUTHOR]

This paper aims to review the healthcare system in the United Arab Emirates (UAE) and the utilisation of international accreditation to improve the quality of healthcare services and to grow its medical tourism industry. Medical tourism has contributed to the UAE's economy. Hence, the country mandated international accreditation in public and private facilities to attract patients and boost medical tourism. Accreditation is recognised worldwide as one of the main drivers for implementing quality and patient safety standards, which has sparked considerable interest in studying the effects and outcomes of such assessments. Therefore, the second aim of this paper is to review the UAE's strategic goals to improve the quality of healthcare services using international accreditation. Although striving to achieve global accreditation attracts tourists, it is essential to understand the needs and outcomes of such assessments. This review showed how the UAE healthcare sector has evolved to improve the quality of its healthcare services through accreditation. While enhancing the quality of such services and increasing the medical tourism industry provided many opportunities for expatriates to move to the UAE, the country should aim to strengthen its medical services by expanding to other Middle Eastern countries. This paper could influence policymakers implementing international accreditation in the UAE and the Middle Eastern region. [ABSTRACT FROM AUTHOR]

The inclusion of data analytics in the accounting curriculum is an important task that has been recommended by professional and academic accounting bodies as well as accrediting agencies. This research paper is part of asurvey which investigated how data analytics is being included in the accounting curriculum in general and in different courses in particular. This paper examines whether there are differences in the degree of inclusion of data analytics in different courses in the accounting curriculum and differences in the knowledge and preparation of faculty teaching these courses. The study reveals that the majority of accounting faculty perceive themselves as having limited expertise in data analytics. Only 19% of respondents rate themselves as extremely or very knowledgeable in this area. Conversely, a significant 74% consider their knowledge to be moderate or slight, with 6% admitting to having no knowledge whatsoever. The findings from this study indicate that approximately half of the faculty have acquired their data analytics skills through self-teaching. Merely 24% have undergone formal instruction in this field, while around 17% have received no preparation at all. The study highlights notable disparities in knowledge levels among instructors teaching various courses. Within our surveyed cohort, 48.4% of Analytics in Accounting faculty and 33.3% of AIS faculty perceive themselves as extremely knowledgeable or very knowledgeable about data analytics, contrasting with only 5.2% of Tax faculty and 7.5% of Intermediate faculty. The findings from this study illustrate substantial variations in the level of preparation among faculty members teaching different courses. [ABSTRACT FROM AUTHOR]

Problem: The Baby-Friendly Hospital Initiative has yet to achieve widespread global implementation., Background: The implementation of the Baby-Friendly Hospital Initiative has been recognised as complex. The challenge has been to maintain accreditation., Aim: To explore and gain a deeper understanding of the healthcare professionals' perceptions of the implementation process and the maintenance of the Baby-Friendly Hospital Initiative., Methods: A qualitative descriptive study with focus groups (n = 10) of the nurses, midwives and unit leaders (n = 43) perceptions of the implementation process were analysed using inductive thematic analysis., Findings: Analysis of the data revealed five main themes: groundwork for the baby-focused breastfeeding context, management support throughout the process, promoting baby-friendly practices, effective communication ensuring the right track, and supporting the maintenance of BFHI designation. The main themes describe the implementation as a journey of climbing a hill and after reaching the top trying to maintain their position., Discussion: The starting point for implementation was an optimal environment supporting baby-friendly breastfeeding practices. The support of the management of the organisation was an important way of moving the implementation forward. Commitment to the common goal strengthened the baby-friendly approach and with concrete and immediate feedback the right pathway on a journey was ensured., Conclusion: Practical ways to support the implementation journey include regular update education on breastfeeding and continuous monitoring, as well as providing statistics to health professionals. Global guidelines on how to sustain change are needed. This will ensure that the work done is not wasted., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024. Published by Elsevier Ltd.)

Objectives: To describe existing growth mindset literature within pharmacy and health care education, describe how a growth mindset can be beneficial in the accreditation process, and propose potential ways to promote a growth mindset in faculty, preceptors, students, and staff within pharmacy education., Findings: To help pharmacy learners develop a growth mindset, existing literature emphasizes the need for a shift toward and aligning assessment with a growth mindset, helping to create self-directed adaptive learners, leading to health care providers who can adjust their practice to tackle expected and unexpected challenges throughout their careers. Strategies to create a culture of growth mindset identified include training faculty and learners on growth mindset and developing new assessments that track a learner's growth. Recommendations for pharmacy educators include encouraging educators to assess their own growth mindset and use a variety of teaching methods and provide feedback on learner effort that encourages the process of learning rather than focusing on individual attributes, traits, and results., Summary: Growth mindset intersects with accreditation standards for both professional degree programs and providers of continuing pharmacy education. Continuing professional development process is one way to encourage faculty, staff, and students to develop a growth mindset. While a growth mindset can have many positive impacts on pharmacy accreditation, it is essential to recognize that achieving and maintaining accreditation is a multifaceted process involving numerous factors. A growth mindset can positively influence pharmacy education accreditation by fostering a culture of continuous improvement, innovation, resilience, student-centeredness, data-driven decision-making, collaboration, and effective leadership., Competing Interests: Declaration of Competing Interest Logan T. Murry, J. Gregory Boyer, Kimberly Catledge, Jacob P. Gettig, Dimitra V. Travlos, Dawn Zarembski, and Mary E. Kiersma report a relationship with the Accreditation Council for Pharmacy Education that includes employment. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

This is the first paper to comprehensively review worldwide accredited Engineering Management (EM) programs under the Washington Accord (WA). Data on EM programs within the accreditation period are collected from 21 full signatories. Criteria of geographical distribution and discipline attribution at both global and national scales are then analyzed. The results of more than 400 accredited programs have been found in 16 countries. While the US, the UK, and Australia have dominance over other countries in their continents, a balanced distribution among countries is seen in Asia. There has been a fall-off in the number of accredited programs globally (except the US) due to multiple factors. Regarding discipline attribution, it is relatively different among continents, with management in conjunction mostly with industrial engineering in Asia and America, civil engineering in Australasia, and others in Europe. These findings coupled with a deep literature review provides implications for management requirements in engineering education, a benchmark for curriculum development, and quality standard among master of EM programs (MEM) through professional certification. Criteria of the American Society for Engineering Management (ASEM) are suggested for certified master programs. The paper also discusses emerging trends for future programs and practical insights for engineering managers. [ABSTRACT FROM AUTHOR]

In Australia, the Teaching Performance Assessment (TPA) is a relatively new, mandatory hurdle which must be completed just prior to the graduation stage of initial teacher education (ITE) programmes. This high-stakes task is one of a growing number of requirements to come out of the standards and accountability regime as outlined in the Australian Institute for Teaching and School Leadership (AITSL) document for accreditation for ITE programmes. We delve into the public commentary about the broader commission of preservice and graduate teacher quality in general and the TPA in particular. We draw on Bernstein's pedagogic identities and deductively apply this theory to explore this phenomenon. We use a data set of publicly available legacy media and social media tweets made over a ten-month period from August 2019 to May 2020 to reveal the focus, inherent bias and pedagogic identities promoted by these public discourses. The paper concludes with discussion about the implications of these drivers on the public perception of quality in ITE and on the status of teaching more broadly. [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]

Copyright of Geodetski Vestnik is the property of Sveza Geodetov Slovenije and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

The Spanish Association of Surgeons (AEC) deems it essential to define and regulate the acquisition of high-specialization competencies within General Surgery and Gastrointestinal Surgery and proposes the Regulation for the accreditation of specialized surgical units. The AEC aims to define specialized surgical units as those functional elements of the health system that meet the defined requirements regarding their provision, solvency, and specialization in care, teaching, and research. In this paper we present the proposed accreditation model for Abdominal Wall Surgery Units, as well as the results of a survey conducted to assess the status of such units in our country. The model presented represents one of the pioneering initiatives worldwide concerning the accreditation of Abdominal Wall Surgery Units., (Copyright © 2024. Published by Elsevier España, S.L.U.)

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]

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]

As demand for complementary and alternative medicine rises globally, introducing Chiropractic education in Hong Kong provides an opportunity to meet growing healthcare needs. This paper reports developments in Hong Kong, China and notes the challenges, regulatory barriers, limited public awareness of chiropractic care, competition from other healthcare professions, and constraints on funding and resources. I report strategies used by the successful group which has established the Hong Kong College of Chiropractic in Hong Kong, China in collaboration with the McTimoney College of Chiropractic of the UK, and note other Western institutions which were eager but not successful. Successful private chiropractic programs in New Zealand (NZCC) and Australia (ACC) have provided valuable examples to emulate. It is noted that over half the world's population now live in the region of which Hong Kong is an international city and looking to become a hub of Chiropractic education and Research. [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]

Copyright of Revista de Derecho Privado (0123-4366) is the property of Universidad Externado de Colombia, Departmento de Derecho Civil and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Canadian Journal of Bioethics / Revue canadienne de bioéthique is the property of Ecole de Sante Publique de l'Universite de Montreal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, the main changes in ISO 15189:2022 in comparison with the 2012 version are discussed. They affect, directly or indirectly, the actions of medical laboratories towards ensuring validity and accuracy of examination results. A main change refers to the structure that is now aligned with ISO/IEC 17025 and recent editions of other standards in the ISO 17000 series. Further to this, requirements for medical laboratories to plan and implement actions addressing risks and opportunities are introduced in the new standard. This is part of the overall philosophy of the Standard and is reflected in almost all its clauses, mainly those dealing with the pre-examination, the examination and the post-examination processes. Great emphasis is given to sampling and the pre-examination process. Contrary to ISO/IEC 17025, uncertainty arising from sampling is not referred to; this seems to be related to inherent difficulties for such an evaluation. Requirements for equipment calibration and metrological traceability of measurement results are more detailed; similarly, the specific clause on ensuring the validity of examination results, specifying requirements for the internal quality control (IQC), the external quality assessment (EQA) and the comparability of examination results is also more detailed. A new important clause refers to continuity and emergency. The new standard includes requirements for point-of-care testing (POCT) activities, previously included in ISO 22870. Some flexibility on how to meet management requirements is given. Reference is made to a number of additional supporting standards. [ABSTRACT FROM AUTHOR]

Purpose: This viewpoint introduces a "Readiness Self-Assessment Guide" that can be used as a diagnostic tool to help health service governors and managers, particularly in Low-Middle Income Countries, or those in the early stages of developing their governance program. Design/methodology/approach: The approach uses the conceptual framework for governance developed by Barbazza and Tello (2014). Findings: The Guide is based on five foundational elements or components of governance that frame the actual governance activities. The self-assessment process uses a sequence of real-world examples to help users of the Guide assess their organization's "readiness" or current capacity to strengthen quality. A simple scoring process allows users to rate their organization's progress through potential evolutionary steps. The resulting analysis is intended to be the starting point of a structured discussion among team members about priorities, enabling factors and constraints. Practical implications: Assessment of the institutional context is a fundamental step that will enable quality teams to select the appropriate tools for their priority concerns. This Readiness Self-Assessment Guide can be used as part of that diagnostic assessment. Originality/value: This paper is empirically derived from the author's experience as a consultant helping health service organizations and governing authorities to develop health governance programs in several countries. [ABSTRACT FROM AUTHOR]

Over the past two decades, there have been important changes to interprofessional education in Australia and New Zealand. Interprofessional education has slowly shifted from peripheral, small-scale education activities attended by volunteer students to become an expectation of many health professional courses to meet accreditation requirements and community expectations of a collaborative healthcare system. In Australia, interprofessional education curricula have been facilitated by increased accreditation expectations and a series of national large-scale funded projects. However, despite declarations of intent and direction, strategic implementation of nationwide recommendations has not been achieved. In New Zealand, large-scale funding has not been available to facilitate the implementation of interprofessional education in the professional courses. Instead, interprofessional education initiatives have been driven by a small group of champions. Furthermore, efforts to achieve the World Health Organization's (2010) vision of interprofessional education across the education spectrum--to ensure the future and current health workforce have the competencies for interprofessional collaboration--have been hampered in our region by the focus on interprofessional education within tertiary education. This paper outlines the transnational status of interprofessional education and the role of the Australian and New Zealand Association for Health Professional Educators (ANZAHPE) and the Australasian Interprofessional Practice and Education Network (AIPPEN) in progress to date. We conclude with several suggestions for future interprofessional education across our two countries. [ABSTRACT FROM AUTHOR]

This article traces the evolution of higher education accreditation and the impact of modern partisan critiques that challenge its traditional values. For example, the Trump-led Department of Education (ED) introduced new rules resulting in the end of regional boundaries related to accreditation. Moreover, questions have emerged related to oversight of accreditation agencies. Some states have attempted to break up the higher-education cartels, by requiring institutions to change institutional accreditors, threatening university policies related to shared governance and academic freedom and exerting political control over hiring processes. In light of this, the ED and accreditors have pushed back by issuing guidance reasserting its oversight of such changes, outlining required procedures, and reinforcing the values of accreditation. Recently, Florida has filed suit against ED challenging the constitutionality of the accreditation regime. Against that backdrop, this paper considers how higher education leaders should respond in light of Douglass' (2021) political determinist hypothesis. [ABSTRACT FROM AUTHOR]

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This paper examines the question of doing information systems (IS) research from a location, particularly from a developing country like India. Our analysis reveals that IS publications from India are relatively few in number, though increasing in recent years; hardly focussed on context‐specific issues and concerns; and are largely in lower‐ranked journals. Using neo‐institutional theory, we show that the reasons are dominantly coercive (measuring up to rankings and accreditation agencies) and mimetic (following leaders). Normative (influence of professional bodies) forces appear to counterbalance this by necessitating continuous improvement in research outputs and emphasising location‐specific, impactful research. Institutional responses to these forces manifest in policies and mechanisms to operationalise them, such as resource availability, balancing teaching load with research expectations, promotion and tenure policies amongst others. We examine the paths by which more rigorous and relevant research, responsible to a location can be achieved, based on the insights from a series of talks given by eminent IS scholars. We opine that there is a need to consciously seek out such paths, perhaps by actively seeking collaboration with other disciplines and practitioners; establishing programmes of research; and building contextualised theories. We conclude with a relook at the underlying dynamics of the various institutional responses, recommended paths and some policy implications of our findings. [ABSTRACT FROM AUTHOR]

The literature indicates that collaborative activities can support professional learning (PL) for academics teaching in higher education (HE). Nevertheless, limited approaches for collegial PL exist that can be embedded in the day-to-day work of busy academics. This paper reports on an evidence-based approach to practice that was undertaken to develop an authentic, structured, collegial approach to PL for academics. This involved a review and synthesis of relevant literature, which revealed that collegial PL could be supported through self-initiated communities of academics; collaborative, social interaction with peers; safe, non-judgemental, supportive, conversations; critical reflection; sustained inquiry into practice; an exploration of perspectives; and bespoke resources. These findings informed the development of the Collaborative Peer-Observation Learning Circles (CPO/LC). The approach includes a four-stage process and adaptable template resources designed to facilitate academics' collegial PL while also meeting the needs of accreditation requirements in HE. [ABSTRACT FROM AUTHOR]

Background: This paper discusses the results from the first formal needs assessment conducted in South Africa to identify university curriculum development needs for addiction science training, particularly Substance Use Disorders (SUDs). Aim: The aim of the study was to report on the current addiction science curricula available at South African universities, educator views on the need for a new specialized addiction science curriculum, and the feasibility of implementing such a curriculum. Method: A 33 item electronic survey was emailed to respondents. Results: There is no standardization in SUD curriculum content and training at South African universities. Academic staff responsible for offering SUD training and curriculum development pedagogies in addiction are inadequately trained with a lack of content expertise. The absence of clear accreditation and certification standards and protocols results in graduates of varying competency levels and no registration as an addiction professional. Conclusion: Standardized academic training in addiction science is crucial for the professionalization of an addiction workforce. [ABSTRACT FROM AUTHOR]

This paper reviews the evidence base for an in-hospital 12-month training program in neurodiagnostic technology utilizing two educational tracks: Electroencephalography (EEG) or Polysomnography (PSG), employing standardized didactic courses via the ASET – The Neurodiagnostic Society EEGCore Curriculum EEG 200–211 and the A-STEP online sleep self-study modules by the American Academy of Sleep Medicine (AASM). Specifically, we examine the purpose, strategy, and outcomes for the training program that was established in 2016 at Ann & Robert H. Lurie Children's Hospital of Chicago to support mission sustaining service lines. In addition, we report the results from a series of student course evaluations and an independent assessment of the program by ABRET Neurodiagnostic Credentialing and Accreditation through the application for programmatic recognition for EEG. Finally, we present a set of recommendations for organizations looking to develop a neurodiagnostic technology training program. [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]

The article focuses on the planned major revision of the ACGME (Accreditation Council for Graduate Medical Education) Common Program Requirements, which aims to enhance graduate medical education by aligning with evolving needs and reducing administrative burden.

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]

The objectives of this research were 1) to develop a support system for the followup on basic education quality assessment and accreditation and 2) to assess and test the system's effectiveness. There were two phases that allowed the research objective, and this paper will show the result of the first objective, which is one part of the whole research. The target groups in the first phase were 1) 15 quality assurance experts selected by purposive sampling, 2) nine quality assurance and information technology specialists selected by purposive sampling, and 3) administrators and teachers who will be using the system and IT specialists who are responsible for the information system in the Office of Educational Standards and Quality Assessment (Public Organization). The tools used in this research consisted of the expert interview questionnaire, the expert discussion questionnaire and discussion recording form, and a system performance evaluation form. The statistic was using mean and S.D. The research found that 1) the support system for the follow-up on basic education quality assessment and accreditation consists of input, process, output, and feedback sections. This system has three stakeholders: administrators, monitoring supervisors (ONESQA and area), and schools. The system structure has two main components: frontend and backend functions. 2) the overall system was evaluated as effective at the highest level. The usefulness of the system and the consistency of the system's objectives were evaluated to be the most efficient. The aspect of functionality, the ability to display results as needed, and the ability to provide advice and assistance were most effective. [ABSTRACT FROM AUTHOR]

The Pakistan Medical and Dental Council (PMandDC) and the Higher Education Commission (HEC) are considering forming a joint committee to evaluate and accredit medical journals in Pakistan. This decision comes after concerns were raised about the accreditation process and the recognition of sub-standard journals by the HEC. The PMandDC has already recognized ninety-one journals, while others are still under review. The training course organized by the PMandDC and other institutions aimed to enhance the quality and transparency of medical journals, emphasizing the importance of peer review and adherence to ethical standards. The speakers discussed various criteria for journal evaluation, including the need for comprehensive journal information, uniformity in abstracts and references, and the inclusion of individual author contributions and conflict of interest statements. The session also addressed challenges faced by editors, such as formatting errors and poor quality images. Suggestions were made to improve the accreditation process, including giving weightage to journals listed in the Directory of Open Access Journals and providing credit to reviewers. The training session was well-attended and appreciated by editors and participants. [Extracted from the article]

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]