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Curriculum evaluation, including alignment of concepts, is an ongoing challenge for nurse educators. Nursing curricular frameworks encompass varied concepts, guided by professional standards. This article examines a conceptual model, the Globe Framework, for BSN generalist practice including initial development, implementation, and evaluation. Evaluation at one school, driven by new AACN Essentials in 2021, spans from 2008 to 2020, reviewing three data points: meeting minutes, master syllabi from baccalaureate coursework, and accreditation documents. Challenges included merging two nursing departments with collaboration to reach consensus. Framework strengths include local practice environment values and multiple concepts. Findings and recommendations can inform nurse educators as they consider program evaluation and upcoming accreditation standards. [ABSTRACT FROM AUTHOR]

Kati Reddy, Mashal Unar, Hira Unar, Sateesh B Arja Medical Education Unit, Avalon University School of Medicine, Willemstad, Netherlands AntillesCorrespondence: Kati Reddy, Email kati.csstudent@avalonu.orgAbstract: According to the World Directory of Medical Schools, the Caribbean region hosts around 100 medical schools, leading to variations in education programs and student performance. Accreditation is crucial for maintaining educational standards. The proliferation of accrediting agencies recognized by the World Federation of Medical Education (WFME) has led to cross-border accreditation practices and market-driven competition. Concerns about the integrity of accreditation processes in the Caribbean region have raised questions about educational quality and global implications. Establishing a framework and scrutiny of the WFME regarding cross-border accreditation is essential to preserve educational standards and prevent global implications. ECFMG’s intervention is urgently needed to investigate and restore the integrity of medical school accreditation in the Caribbean, setting a precedent for global accreditation standards.Keywords: medical education, accreditation standards, educational quality, cross-border accreditation, accreditation challenges

This paper explores the critical role of professionalism in nursing education and its impact on combating incivility within the profession. By examining current accreditation standards and guidelines, including QSEN and AACN competencies, the paper underscores the importance of integrating ethical principles and professional behaviors into nursing curricula. The discussion includes the detrimental effects of incivility on healthcare environments and emphasizes the need for educational programs to address and mitigate these behaviors, thereby fostering a culture of respect, integrity, and professionalism in nursing practice. [ABSTRACT FROM AUTHOR]

The AACSB 2020 business standards update provides a "principle-based" approach to the continuous improvement process for a business school. This approach provides great flexibility for business schools to define faculty sufficiency and maintenance of faculty qualifications in a way that is congruent with their mission and expectations for faculty performance. In the following discussion, we dispel the folklore associated with faculty sufficiency and qualifications (Standard 3). Moreover, we provide a step-by-step process to guide business school administrators in maximizing guideline ratios related to the standard. Finally, examples are provided to illustrate specific strategies for navigating the standard. [ABSTRACT FROM AUTHOR]

Aim: Quality assurance and management of higher education institutions and programs is in the centre of attention of various policies at the European and national level. The paradigm focusing solely on the quality of teacher and teaching process is transforming into one aiming at student learning. According to this approach, students have an active role which enables the effective learning process and taking responsibility for one’s own learning. Methods: Moreover, the concept of student-centred approach embeds the conception of meaningful and inclusive learning, which, in order to be fully realized, must include all other prerequisites such as: inclusive curriculum and pedagogy; flexible learning pathways; technology-enhanced learning; learning and teaching support; inclusive learning spaces and libraries; community engagement and partnerships. Results: Within the quality assurance framework, the learning-centred approach was emphasized throughout the 2015 version of European Standards for Quality Assurance in the European Higher Education Area (ESG) and translated into the national quality assurance context through external institutional evaluation standards. The aim of the analysis of the elements related to student-centred learning deriving out of institutional accreditation reports is to indicate institutional practices and obstacles related to the implementation and improvement thereof. Conclusions: As the review teams’ findings indicate, SCL is present at Croatian universities in various forms, however, a systematic approach to its implementation and evaluation is still lacking. Institutional quality mechanisms aimed at encouraging the autonomy and responsibility of student learning ultimately leads to the improvement of institutional and program quality so higher education institutions as well as evaluation methodologies should consider implementing this approach in a more harmonized and systematic manner. [ABSTRACT FROM AUTHOR]

Background: Medical Record is a document that contains patient identity data, examinations, treatment, actions, and other services that have been provided to patients. Purpose: The purpose of this study is to find out the picture of the completeness of filling out Medical Records based on the assessment elements of hospital accreditation standards at Koja Hospital. Method: The research methods used are descriptive analysis methods and data collection techniques are observation, quantitative analysis, and interview guidelines. Results: Based on the results of the study, there are already Standard Operational Procedures (SPO) that regulate the filling of medical records at Koja Hospital, but not all procedures have been carried out, there are procedures that have not been carried out where there is no record book that records unfilled medical records and filling in medical records that are still being carried out in the inpatient room. Medical Record completeness based on hospital accreditation standard assessment elements 83% of 107 medical records and incomplete 17%. The impact of incompleteness of medical records is to hinder the process for claims, The amount of bills to BPJS becomes inappropriate, the billing time process to BPJS becomes hampered / pending, Coding officers must recap inappropriate code files, Hospital income also becomes reduced at non-billing times. Conclusion: The need to be re-socialized regarding standard operational procedures for filling out medical records to all health services (doctors and nurses) regarding SPO procedures that have not been carried out [ABSTRACT FROM AUTHOR]

Nursing programs must demonstrate compliance with nursing accreditation standards when implementing teaching and learning experiences including those involving clinical preceptorships. This article provides suggestions for the preparation, implementation, and evaluation of these preceptor experiences to facilitate appropriate documentation to meet accreditation standards. [ABSTRACT FROM AUTHOR]

This article presents an information science perspective on Social Work (SW) education based on the results of a comparative policy content evaluation (PCE) of accreditation documents in Canada and the U.S. It investigates to what extent information and technology education (ITE) is integral to the accreditation documents that guide the SW curriculum in both countries. Empirical results are presented in the context of current advances in information science, technology, and artificial intelligence affecting the practice of SW, social justice, and social change. With accreditation documents viewed as stage-setters for SW programs, it is proposed that technology- and information-driven change may not be reflected in the SW curriculum design in an adequate or timely fashion but is seen as a bonus, not essential knowledge. The article suggests some ways to revise the current accreditation documents and positions information science as a potential partner that can contribute to SW education. [ABSTRACT FROM AUTHOR]

Background: Despite clear evidence that accreditation has the potential to shape the future of graduate outcomes and health professions, little research has examined accreditation policy within dietetics and whether it achieves its aims. This study aimed to interpret the purpose and positioning of dietetic accreditation standards internationally. Methods: This study drew on Yanow's interpretive policy analysis approach. Countries with similar dietetics education and accreditation systems were selected for inclusion in this study, including Australia, Canada, New Zealand, the United Kingdom and the United States. A purposive sample of participants involved in the accreditation process were identified and invited to participate in semistructured interviews. Accreditation standards from all countries were collected. Coding of text for purpose and meaning was undertaken. Codes were then grouped into categories and then themes, in line with the interpretive policy analysis approach that aims to seek meaning from the policy and identify conflicts. Results: A total of 8 interviews and 11 accreditation standard documents were analysed from across the five countries. The analysis of data showed that the purpose of accreditation was protecting public safety by producing safe and effective dietetic graduates and supporting universities to achieve this. Focusing on input‐ versus outcome‐based education was a key conflict. Conclusions: There is a unified purpose of accreditation internationally which may support global mobility of the dietetics workforce. Focusing more on outcome‐based standards may support the development of dietetics graduates better equipped to meet future needs. Key points: Dietetics accreditation determines the ability of education providers to meet the accreditation standards set by regulators to support dietetic workforce preparation.Using policy analysis of participant interviews and key artefacts of international dietetics accreditation systems showed that accreditation served to support universities and protect the public, safeguarding the quality of dietetic graduates.A key tension internationally was the focus on inputs versus outcomes inherent in the policy. [ABSTRACT FROM AUTHOR]

Abstract Background Accreditation is one of the most important methods of quality assurance and improvement in medical education. In Iran, there are no specific midwifery education accreditation standards. This study was designed to develop accreditation standards for midwifery clinical education in Iran. Methods This study was performed in Iran in 2021. It consisted of two phases. In the first phase, accreditation standards for midwifery education in the United Kingdom, the United States, Australia and the International Confederation of Midwives were thoroughly examined through a narrative review. The domains obtained from this phase were used as a framework for coding in the second phase. In the second phase, a qualitative study was conducted with a directed content analysis approach to determine standards and criteria for clinical midwifery education accreditation in Iran. Participants were policymakers and senior managers of midwifery education, faculty members of midwifery departments with clinical teaching experience, and final year undergraduate midwifery students. The participants were selected by purposive sampling method, and data collection continued until data saturation. Results The standards and accreditation criteria of midwifery education from the review study were formed 6 domains: Mission and goals; Curricula; Clinical instructors; Students, Clinical setting; and Assessment. In the second phase, data analysis led to the extraction of 131 codes, which were divided into 35 sub-subcategories, 15 sub-categories, and 6 main categories. Conclusion Implementing the specific and localized standards of clinical midwifery education in Iran can lead to improved quality of clinical education programs.

Objectives: The 2017 World Workshop on the Classification of Periodontal and Peri‐Implant Diseases and Conditions ushered in a new paradigm for assessing and classifying periodontal diseases. This has significant implications for dental hygiene (DH) education programs' curricula. The purpose of this international survey was to assess: if and how accredited DH education programs were integrating the new staging and grading system into their curricula, and program directors' perceptions of the barriers and benefits to integration and teaching it. Methods: This study was deemed exempt from IRB oversight. A total of 339 undergraduate DH program directors from the US, Canada and Australia that had similar accreditation standards were recruited for the survey. An electronic survey was developed and disseminated via QualtricsXM. Survey design included demographics and other questions to assess program directors' knowledge, understanding, integration of and barriers to implementing the new staging and grading system into their curricula. Results: A total of 140 surveys were completed, for a response rate of 42%. Results showed that 91% of DH education programs had integrated the new staging and grading system into their curricula. DH didactic/theory courses (99%) and clinical courses (94%) were the curricular areas hosting the content. There was a statistically significant difference in the confidence of teaching the staging and grading system across institutional settings (p = 0.02). The three main benefits identified were the consideration of expected disease progression (3.25 ± 2.06), individual risk factors (3.45 ± 1.73) and personalized treatment (4.04 ± 2.20). The most frequently reported barrier was the lack of faculty support (26%). Conclusion: DH educators have implemented the new staging and grading system into their clinical and didactic curricula. DH educators valued the individual, patient‐specific components of the new system. While educators were confident in integrating the new system, those at community and technical colleges were less confident in teaching the system. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. 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.)

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]

Introduction: After the increase in the incidence and global spread of Covid-19 virus, medical centers faced a number of problems and challenges following this crisis. In order to increase the quality and safety of medical services and their optimal management, both in critical and non-critical situations, health care providers in different countries of the world have used various methods that increase the organizational commitment to improve quality. Method: This study is a cross-sectional analytical research. Data were collected through a researcher-made questionnaire based on 903 accreditation standards notified by the Ministry of Health by available sampling method from 326 employees of Masih Daneshvari Center in 2021. Data were analyzed using SPSS software version 22. Results: The results showed that out of an average of 8 areas related to accreditation standards, participants in the areas of professional ethics and compliance with the recipient of services, infection control, environmental health and waste management mentioned the most compliance in the emergency situation caused by Covid-19 and areas of clinical management and patient safety were ranked next. Discussion and conclusion: According to the participants, observing the areas of environmental health and waste, service recipients and infection control has been more practical during Corona pandemic. The principles of accreditation seem to be accepted as quality improvement standards and can be an effective guide in preparing medical centers for emergency conditions.

Imported products in Indonesia have been highly developed and become people's needs such as food, cosmetics, medicines, and so on. There are so many imported products that attract the attention of consumers because of the rapid and easily accessible advances in technology and information for consumers. However, the large number of imported products that are distributed to various places in Indonesia are not in accordance with the regulations. Islam obliges its people to consume/use halal products and stay away from all unclean products. The problem is, how is the enforcement of halal certificates for imported products in Indonesia based on the MUI fatwa number 4 of 2003. This study uses a normative juridical research method with a statutory approach and analyzes literature sources related to this research. From the results of the author's research, it was found that many products had received halal certification from the country of origin but did not register them with the Halal Product Assurance Organizing Agency (BPJPH). So it can be concluded that imported products that are halal certified in the country of origin, if they have made adjustment cooperation with Indonesia, do not apply for halal certificates in Indonesia again, but register at the Halal Product Assurance Organizing Agency or abbreviated as BPJPH (which is under the auspices of the Ministry of Religion) to get a halal registration number to comply with the Standard Operating Procedure (SOP) contained in the MUI Fatwa.

Nursing program evaluation site visits are a critical part of the accreditation journey helping peer evaluators gain a comprehensive picture of a program and determine the program's adherence to accreditation standards. Although a variety of activities are completed as part of site visits, resources provided on site can offer further program information. However, nursing programs may need some help deciding how to appropriately plan site visit resources. Thus, this article provides suggestions for planning and organizing resources, identifying appropriate resources, and offering additional guidance for resource preparation. [ABSTRACT FROM AUTHOR]

The paper describes and evaluates how a higher education institution (Budapest Business School – BBS), aspiring for AACSB accreditation, co-created innovative tools, based on the UN's Sustainable Development Goals and the principles of sustainable development. The paper has two interrelated objectives: to present what sort of innovative, web-based tools can be used to promote sustainable practices at higher education institutions and to highlight how such practices support institutional development processes in the context of candidacy for AACSB accreditation. Based on the academic literature on ethics and sustainability education, the respective accreditation standards, and internal sources (databases and feedback from participants of events using the educational tools), these innovative tools were found useful for higher education institutions aspiring for AACSB accreditation in ensuring that their governance, faculty, staff, and students not only understand sustainability but also have the capacity to act sustainably and promote sustainable practices. [ABSTRACT FROM AUTHOR]

Background: Accreditation is one of the most important methods of quality assurance and improvement in medical education. In Iran, there are no specific midwifery education accreditation standards. This study was designed to develop accreditation standards for midwifery clinical education in Iran. Methods: This study was performed in Iran in 2021. It consisted of two phases. In the first phase, accreditation standards for midwifery education in the United Kingdom, the United States, Australia and the International Confederation of Midwives were thoroughly examined through a narrative review. The domains obtained from this phase were used as a framework for coding in the second phase. In the second phase, a qualitative study was conducted with a directed content analysis approach to determine standards and criteria for clinical midwifery education accreditation in Iran. Participants were policymakers and senior managers of midwifery education, faculty members of midwifery departments with clinical teaching experience, and final year undergraduate midwifery students. The participants were selected by purposive sampling method, and data collection continued until data saturation. Results: The standards and accreditation criteria of midwifery education from the review study were formed 6 domains: Mission and goals; Curricula; Clinical instructors; Students, Clinical setting; and Assessment. In the second phase, data analysis led to the extraction of 131 codes, which were divided into 35 sub-subcategories, 15 sub-categories, and 6 main categories. Conclusion: Implementing the specific and localized standards of clinical midwifery education in Iran can lead to improved quality of clinical education programs. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal of Quality in Education is the property of Arab Journal of Quality in Education 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.)

Background Hospital accreditation programs, which have been implemented in many developing countries, are used as a cornerstone for ensuring a basic level of quality. Nurses play an important role in achieving accreditation standards. Aim To assess the factors affecting the implementation of national nursing services accreditation standards (NNSAS) as perceived by the nursing staff. Design A descriptive exploratory design was used to collect data. Sample A convenience sample of 411 nursing staff who were available and accepted to participate in this study at the time of data collection was included. Setting The study was conducted at El Mahalla El Kobra General Hospital and El Mahalla Cardiac Center. Tools A tool was used to collect data on factors affecting the implementation of nursing services accreditation standards questionnaire. It had two parts as follows: personal data questionnaire and factors affecting the implementation of nursing services accreditation standards questionnaire. Results The results indicated that more than half of the study participants had high agreement about total factors affecting implementation of NNSAS. Other factors parameter was the highest dimension affecting implementation of NNSAS, whereas financial incentives was the lowest from studied nursing staff point of view. Conclusion The first most important factor that affects implementation of NNSAS is the dimension of other factors, followed by medical records and information management. Then regulations, policies, and procedures governing the work were the third most important factor. Recommendations Allocation of sufficient financial and human resources for the application of quality and accreditation standards should be done. [ABSTRACT FROM AUTHOR]

Public Health is essential to disaster preparedness, mitigation, response, and recovery. This has never been more evident than during the COVID-19 pandemic when public health was the disaster response lead. However, students are graduating from accredited schools and colleges of public health with limited or no education in disaster management. This is a crisis unto itself, and it is incumbent upon The Council on Education for Public Health (CEPH) to take immediate action. Public health preparedness should be recognized as a core element in public health curricula, and practical experiences, such as drills and simulations, are necessary to equip students with the confidence and competencies needed in high-stress situations. The need for such preparedness education extends beyond the COVID-19 pandemic. It is a crucial step for creating a resilient and competent public health workforce capable of safeguarding community health in the face of complex and emerging challenges.

Background: Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field., Objective: This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals., Methods: We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis., Results: The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies., Conclusions: Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals., (©Francesc Saigí-Rubió, Teresa Romeu, Eulàlia Hernández Encuentra, Montse Guitert, Erik Andrés, Elisenda Reixach. Originally published in JMIR Medical Education (https://mededu.jmir.org), 17.10.2024.)

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).)

Objectives: Pre-doctoral dental programs must provide opportunities for students to become proficient in self-assessment, communication skills, health literacy, and cultural competence, essential for independent unsupervised practice. This study aimed to assess how student learning through a classroom education service-learning program addresses the Commission on Dental Accreditation (CODA) standards 2-11 and 2-17; specifically through the examination of self-assessment, communication skills, health literacy, and cultural competence., Methods: This 2022 retrospective mixed methods cohort study examined unstructured faculty comments on drafted lesson plans and structured evaluations of classroom education service-learning rehearsal sessions. A random sample of faculty comments from three academic years, 2018, 2019, and 2020, were deidentified and analyzed by five researchers for emerging themes using NVivo. Quantitative data from rehearsal presentations were analyzed with descriptive statistics to assess the concordance of self and faculty feedback on specific evaluation criteria., Results: Six major themes from faculty lesson plan feedback emerged: knowledge, professionalism, communication, presentation skills, cultural competence, and program logistics. Concordance between faculty feedback and student self-assessment ranged from 83% to 92.4% across all evaluation criteria over the 3 years: spoke clearly and confidently at the right pace, provided accurate dental terminology and facts, used grade-appropriate language, provided clear instructions to follow, appeared enthusiastic throughout the rehearsal presentation, and designed a well thought out lesson plan that will engage children for the entire presentation., Conclusion: Findings support the classroom education service-learning program as a framework to provide opportunities for student self-assessment and feedback on communication skills, health literacy, and cultural competence aligned with CODA standards 2-11 and 2-17., (© 2024 American Dental Education Association.)

Since 1991, there have been significant changes in medical education in Georgia. Key changes include adapting national legislation toward international standards, establishing the National Center for Education Quality Enhancement (NCEQE), which was recognized in 2018 by the World Federation for Medical Education (WFME) as an accrediting agency and opening the Association for Medical Education in Europe (AMEE) International Networking Center in 2019. Undergraduate medical education, regulated by the Ministry of Education, Science and Youth of Georgia, spans six years. MD graduates then have options for further career paths, including working as junior doctors, residency, and/or pursuing PhD research.The main challenges the country presently faces are: the need to reduce the increasing number of (mainly) private medical schools. Recent updates to the national standards for undergraduate medical education have imposed stricter accreditation requirements for MD programs, resulting in the closure of schools that fail to meet these standards;postgraduate medical education is governed by the Ministry of Internally Displaced Persons from the Occupied Territories, Labor, Health and Social Affairs of Georgia (MOH) and needs further reform due to limited and paid residency positions;continuous professional development (CPD) was optional until recently, which led to an increase in professional inaccuracy and malpractice cases. To address this, regulatory bodies, including the MOH and professional associations, are preparing the legal basis for introducing compulsory CPD.

Background: The Accreditation Council for Graduate Medical Education (ACGME) requires that all graduate medical education (GME) programs provide at least 6 paid weeks off for medical, parental, and caregiver leave to residents. However, it is unclear whether all orthopaedic residency programs have adapted to making specific parental leave policies web-accessible since the ACGME's mandate in 2022. This gap in policy knowledge leaves both prospective and current residents in the dark when it comes to choosing residency programs, and knowing what leave benefits they are entitled to when having children during training via birth, surrogacy, adoption, or legal guardianship., Questions/purposes: (1) What percentage of ACGME-accredited orthopaedic surgery residency programs provide accessible parental leave policies on their program's website, their GME website, and through direct contact with their program's administration? (2) What percentage of programs offer specific parental leave policies, generic leave policies, or defer to the Family and Medical Leave Act (FMLA)?, Methods: As indicated in the American Medical Association's 2022 Freida Specialty Guide, 207 ACGME-accredited orthopaedic residency programs were listed. After further evaluation using previous literature's exclusion criteria, 37 programs were excluded based on osteopathic graduate rates. In all, 170 ACGME-accredited allopathic orthopaedic surgery residency programs were identified and included in this study. Three independent reviewers assessed each program website for the presence of an accessible parental leave policy. Each reviewer accessed the program's public webpage initially, and if no parental leave policy was available, they searched the institution's GME webpage. If no policy was found online, the program administrator was contacted directly via email and phone. Available leave policies were further classified into five categories by reviewers: parental leave, generic leave, deferred to FMLA, combination of parental and FMLA, and combination of parental and generic leave., Results: Our results demonstrated that 6% (10 of 170) of orthopaedic residency programs had policy information available on their program's main orthopaedic web page. Fifty nine-percent (101 of 170) of orthopaedic residency programs had a clearly stated policy on their institution's GME website. The remaining 35% (59 of 170) had no information on their public website and required direct communication with program administration to obtain policy information. After directly contacting program administration, 12% (21 of 170) of programs responded to researchers request with a PDF explicitly outlining their policy. Twenty-two percent (38 of 170) of programs did not have an accessible policy available. Of the programs that had available policies, a total of 53% (70 of 132) of programs were categorized as offering explicit parental leave policies, 9% (12 of 132) were categorized as offering general leave policies, and 27% (36 of 132) deferred to FMLA. Seven percent (9 of 132) offered combined parental leave policies with FMLA, and 4% (5 of 132) offered combined general leave policies with FMLA., Conclusion: Although most ACGME-accredited allopathic orthopaedic surgery residency programs met the ACGME requirement of written parental leave policies in 2023, a small minority of programs have clear, accessible parental leave policies provided on their webpage., Clinical Relevance: Parental leave policies should be easily accessible to prospective and current trainees and should clearly state compensation and length of leave. Ensuring orthopaedic surgery residency programs provide accessible and transparent parental leave policies is important for maintaining diversity in prospective applicants and supporting the work-life balance of current residents., Competing Interests: Each author certifies that there are no funding or commercial associations (consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article related to the author or any immediate family members. All ICMJE Conflict of Interest Forms for authors and Clinical Orthopaedics and Related Research ® editors and board members are on file with the publication and can be viewed on request., (Copyright © 2024 by the Association of Bone and Joint Surgeons.)

Objective: This study aimed to develop a prompt engineering procedure for test question mapping and then determine the effectiveness of test question mapping using Chat Generative Pre-Trained Transformer (ChatGPT) compared to human faculty mapping., Methods: We conducted a cross-sectional study to compare ChatGPT and human mapping using a sample of 139 test questions from modules within the Integrated Pharmacotherapeutics course series. The test questions were mapped by 3 faculty members to both module objectives and the Accreditation Council for Pharmacy Education Standards 2016 (Standards 2016) to create the "correct answer". Prompt engineering procedures were created to facilitate mapping with ChatGPT, and ChatGPT mapping results were compared with human mapping., Results: ChatGPT mapped test questions directly to the "correct answer" based on human consensus in 68.0% of cases, and the program matched with at least one individual human response in another 20.1% of cases for a total of 88.1% agreement with human mappers. When humans fully agreed with the mapping decision, ChatGPT was more likely to map correctly., Conclusion: This study presents a practical use case with prompt engineering tailored for college assessment or curriculum committees to facilitate efficient test questions and educational outcomes mapping., Competing Interests: Declaration of Competing Interest Editorial Advisory Board member for AJPE - T.J.M. 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. Published by Elsevier Inc.)

Background: In response to growing evidence that proper performance of operative techniques during cancer surgery is associated with improved patient outcomes, the American College of Surgeons (ACS) implemented six operative standards as part of Commission on Cancer (CoC) accreditation. This study aimed to assess surgeon familiarity with these standards when first introduced and 2 years after their adoption., Methods: The ACS Cancer Surgery Standards Program distributed an anonymous 36-question survey to CoC-accredited cancer programs in 2021 and 2023. Questions specific to operative techniques determined the Surgery Score, and those specific to the accreditation standards determined the Standards Score. Mean scores were compared using one-way analysis of variance (ANOVA) and t tests., Results: The survey was completed by 376 surgeons in 2021 and 380 surgeons in 2023. The Surgery Scores were higher than the Standards Scores in 2021 and 2023. The surgeons who practiced at institutions with CoC accreditation had significantly higher Standards Scores than the surgeons at non-accredited institutions in 2021 (p = 0.005) and 2023 (p = 0.004), but not significantly different Surgery Scores., Conclusions: The baseline survey in 2021 demonstrated significant knowledge of technical aspects of cancer surgery among a broad surgeon base, but a need for greater understanding of the accreditation standards. The repeat survey distribution 2 years after rollout of the operative standards and associated educational programing showed increased awareness surrounding the operative standards in 2023 and a trend toward improvement in knowledge of the accreditation standards across all specialties. Further evaluation will be directed toward compliance with the accreditation standards., (© 2024. Society of Surgical Oncology.)

Background: Accrediting medical specialties programs are expected to influence and standardize training program quality, align curriculum with population needs, and improve learning environments. Despite global agreement on its necessity, methods vary widely. In the Chilean context, a recent new accreditation criteria includes research productivity in relation to educational research on resident programs, so we aimed to define it. What is the profile of publications in educational research produced by Chilean medical specialty residency programs in the last five years? Based on these results, we intend to analyze the potential impact of the new accreditation policy on medical specialty programs in Chile., Methods: We performed a preliminary bibliometric search to identify the use of the term "resident" in literature. After that, we conducted a literature search, using a six-step approach to scoping reviews, including the appraisal of the methodological quality of the articles., Results: Between 2019 and 2023, an average of 6.2 articles were published yearly (19%). The bibliometric analysis revealed that the dominant thematic area of the journals was clinical, accounting for 78.1%. Most articles focused on residents (84.38%), with only two articles including graduates as participants. One university was responsible for 62.50% of the articles and participated in all multicenter studies (9.38%). Surgical specialties produced 15 research articles focused on procedural training using simulation. Psychiatry was the second most productive specialty, with 5 articles (15.63%) covering standardized patients, well-being, and mental health assessment. The most frequent research focus within residency programs over the five-year period was teaching and learning methodologies, with 19 articles representing almost 60% of the total analyzed., Conclusions: Research on medical education in Chile's postgraduate residency programs is limited, with most studies concentrated in a few universities. The new accreditation criteria emphasize educational research, posing challenges for many institutions to meet higher standards. Understanding unexplored areas in educational research and learning from successful programs can enhance research productivity and align efforts with accreditation expectations. Continuous evaluation and new research on residents' satisfaction, skills acquisition, and well-being are needed to ensure training quality and accountability., (© 2024. The Author(s).)

Joint Commission International (JCI) accreditation is a recognized leader in healthcare accreditation worldwide. It aims to improve quality of care, patient safety, and organizational performance. Many hospitals do not apply for re-accreditation after JCI status expires. Understanding employees' perceptions of JCI accreditation would benefit hospital management. We aimed to examine whether re-accredited hospital employees perceived more significant benefits and were more likely to recommend JCI to other hospitals than ex-accredited employees. This is a prospective cross-sectional study with a comparison group design. Survey questionnaires, developed from a qualitative study, included perceptions of challenges, benefits, and overall rating of JCI accreditation. An electronic-based questionnaire was distributed to physicians, nurses, medical technicians, and administrative staff in five private Obstetrics and Gynecology hospitals in China, March-April 2023. Descriptive and linear regression analyses were performed. The statistically significant level is P-value <.05. Of 2326 employees, 1854 (79.7%) were included in the study after exclusions, 1195 were re-accredited, and 659 were ex-accredited. Perceptions of JCI accreditation were positive, as both groups reported a mean score >4.0 regarding the overall benefits. Adjusted for covariates, re-accredited employees were more willing to recommend JCI accreditation to other hospitals than ex-accredited employees. Re-accredited employees perceived greater benefits of JCI accreditation and were more willing to recommend it to other hospitals, suggesting that perceived benefits contribute to a desire to maintain and sustain JCI accreditation. Employee participation is vital for its effective implementation. Employees' perceived challenges and benefits may provide insights for healthcare leaders considering pursuing and reapplying for JCI accreditation., (© The Author(s) 2024. Published by Oxford University Press on behalf of International Society for Quality in Health Care. All rights reserved. For commercial re-use, please contact reprints@oup.com for reprints and translation rights for reprints. All other permissions can be obtained through our RightsLink service via the Permissions link on the article page on our site–for further information please contact journals.permissions@oup.com.)

Purpose: A school of nursing re-envisioned its faculty organization structure and created a Shared Governance model based on the Commission on Collegiate Nursing Education Standards (CCNE). The model promotes shared decision-making and encourages nursing faculty and staff to exercise greater control over their professional endeavors., Principal Results: The Shared Governance model launched as a one semester pilot before it was formally adopted by faculty. Faculty and staff are organized into four councils, each one representing the CCNE standards: Governance, Institutional Resources, Curriculum, and Quality. The Academic Leadership Team meets regularly with Shared Governance Council Chairs to foster communication and ensure a cohesive, proactive approach to conducting school of nursing business., Major Conclusions: The Shared Governance model has provided an excellent mechanism for new school of nursing faculty and staff to become oriented to their roles and the culture of academia. It has broken down silos and increased connections across programs and campuses. Ongoing conversations about the priority work of the school of nursing and each council's coordinated effort to document fulfillment of the Standards gave structure to preparation for our accreditation visit. The accreditation process is no longer seen as the sole responsibility of the Dean and Associate Deans., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Competing Interests: Declaration of Competing Interest The authors declare the following financial interests and/or personal relationships that may be considered potential competing interests: E. Richter serves as an Associate Editor for the Journal of Cardiothoracic and Vascular Anesthesia and was not involved in the editorial review or the decision to publish this article. E. Richter is also a member of the Advanced PTE Exam Writing Committee and PTE Certification Committee for the National Board of Echocardiography.

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.)

Objective: To provide schools and colleges of pharmacy a snapshot of Introductory Pharmacy Practice Experience (IPPE) program characteristics to generate and share ideas for IPPE program modifications to improve student learning outcomes and comply with Standards 2025., Methods: A 41-item electronic survey was distributed to 140 Accreditation Council for Pharmacy Education fully accredited schools and colleges of pharmacy in 2023. IPPE program characteristics such as structure, learning activities, assessments, and requirements were described., Results: Eighty-seven programs participated in the survey (62.1% response rate). Notable findings included 64.4% of programs starting IPPEs during the first professional year, 78.6% did not count simulation hours toward Accreditation Council for Pharmacy Education hour requirements, 24.1% incorporated patient care electives, over 90% incorporated various patient care activities, 40.2% exceeded a 2:1 student-to-preceptor ratio, 15.7% incorporated layered learning, 50.0% incorporated interprofessional education, 57.5% used summative assessment rubrics based on Entrustable Professional Activities, and 77.0% used pass/fail grading., Conclusion: Owing to evolving accreditation standards, the study provided valuable information about the current state of IPPEs. The study results included examples and components that programs can use to ensure that they comply with Standards 2025., Competing Interests: Declaration of Competing Interest None declared., (Copyright © 2024 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

Competing Interests: Declaration of competing interest None.

Diagnosis education is explicitly included in the Draft Accreditation Standards 2025 and should be wholeheartedly supported. To address the staggering number of diagnostic errors in the US, the National Academy of Medicine advocates for diagnosis education for all health professions. Misperceptions of pharmacists' involvement in diagnosis are exacerbated by use of implicit language and euphemisms, and it's long overdue that we provide clarity. Pharmacists are engaged in diagnosis and diagnostic reasoning in everyday practice whether realized or not. Diagnosis education is implicitly included in US pharmacy curricula in the Pharmacists' Patient Care Process, and it is time to give students the language to engage in it responsibly to be practice-ready in all states. The explicit inclusion of diagnosis in the Draft Standards 2025 has positive implications for education, practice, and graduates., Competing Interests: Declaration of competing interest All authors certify that all authors have seen and approved the final version of the manuscript being submitted. They warrant that the article is the authors' original work, hasn't received prior publication and isn't under consideration for publication elsewhere. The authors declare no conflict of interest concerning primary interest, validity of research or financial gain. The authors declare that there's no financial/personal interest or belief that could affect their objectivity. Dr. Hookstra Danielson is an associate editor for the Journal of Interprofessional Education and Practice, another Elsevier publication. Other than that, we do not have any competing interests as far as we know., (Published by Elsevier Inc.)

This piece is a commentary on an important article, "An examination of accreditation standards between Australian and US/Canadian doctoral programs in clinical psychology". The commentary complements and extends the original article by providing additional data on clinical supervision and examination requirements for clinical psychology training in the US and Australia. Indications that end-of-placement supervisor assessments are less reliable than expected, extremely low fail-rates during training, and the absence of a comprehensive and rigorous final examination for Registration with AOPE together constitute a serious concern and raise the possibility of a compromised competence assessment system. Inadequate assessment matters especially in the context of reduced clinical supervision requirements within the new accreditation standards. KEY POINTS What is already known about this topic: The commentary analyses and comments on an important submission to the journal, "An examination of accreditation standards between Australian and US/Canadian Doctoral programs in clinical psychology." What this topic adds: APAC requirements for clinical supervision are much lower than the APA requirements. Unlike their US counterparts, clinical psychology trainees are not required to pass a final, bench-marked examination to gain registration with AOPE/licensure. Less than satisfactory validity of end-of-placement supervisor assessments, extremely low fail-rates during training, and the absence of a comprehensive and rigorous final examination for Registration with AOPE are indicators of a deficient system of competence assessment. [ABSTRACT FROM AUTHOR]

This paper seeks to clarify some of the assertions made by Norton et al. (2022) regarding the accreditation standards of the American Psychological Association (APA) Commission on Accreditation (CoA) and the Canadian Psychological Association (CPA), as well as examines two critical issues raised by the authors. In their editorial, Norton et al. sought to examine accreditation standard similarities and differences between Australia and North America to promote an exploration of effective educational practices. This commentary applauds their effort and after making some clarifying comments about the First Street Accord, Exemplar Institutions, Program Differences and Supervised Experience Requirements and Licensure, this commentary explores competency-based education and assessing competency. The commentary concludes by underscoring Norton et al.'s challenge to the field to develop a clear consensus on what constitutes competent practice and instruments that would allow researchers to measure competence. [ABSTRACT FROM AUTHOR]

Abstract Background Accreditation systems in medical education aim to assure various stakeholders that graduates are ready to further their training or begin practice. The purpose of this paper is to explore the current state of medical education accreditation around the world and describe the incidence and variability of these accreditation agencies worldwide. This paper explores trends in agency age, organization, and scope according to both World Bank region and income group. Methods To find information on accreditation agencies, we searched multiple online accreditation and quality assurance databases as well as the University of Michigan Online Library and the Google search engine. All included agencies were recorded on a spreadsheet along with date of formation or first accreditation activity, name changes, scope, level of government independence, accessibility and type of accreditation standards, and status of WFME recognition. Comparisons by country region and income classification were made based on the World Bank’s lists for fiscal year 2021. Results As of August 2020, there were 3,323 operating medical schools located in 186 countries or territories listed in the World Directory of Medical Schools. Ninety-two (49%) of these countries currently have access to undergraduate accreditation that uses medical-specific standards. Sixty-four percent (n = 38) of high-income countries have medical-specific accreditation available to their medical schools, compared to only 20% (n = 6) of low-income countries. The majority of World Bank regions experienced the greatest increase in medical education accreditation agency establishment since the year 2000. Conclusions Most smaller countries in Europe, South America, and the Pacific only have access to general undergraduate accreditation, and many countries in Africa have no accreditation available. In countries where medical education accreditation exists, the scope and organization of the agencies varies considerably. Regional cooperation and international agencies seem to be a growing trend. The data described in our study can serve as an important resource for further investigations on the effectiveness of accreditation activities worldwide. Our research also highlights regions and countries that may need focused accreditation development support.

Without externally validated tools to assess teaching and learning curriculum (TLC) programs, our program has undertaken continuous quality improvement (CQI) methods to make revisions in response to resident, programmatic, and accreditation demands. Key stakeholders, including the college of pharmacy, the residents, and the executive committee, were engaged in discussion and feedback was solicited. The demands identified prompted revision of the TLC teaching component, programming, and timeline. Major changes have included adding an application for the teaching track, limiting teaching track participation, altering the seminar format (to a mix of in person, virtual, and asynchronous), and starting the program earlier in the calendar year. Key stakeholders supported the proposed revisions. The CQI method summarized here worked well for the TLC. Although simplistic in nature, it met the needs of the TLC and engaged several stakeholders. No major challenges were encountered during the process and stakeholders were amenable to the process and proposed revisions. Given the lack of externally validated tools for assessing TLC programs, any TLC program could perform a similar CQI method to assist with revisions. Continuous quality improvement of the TLC to address resident, programmatic, and accreditation demands has been vital to optimize and sustain the program. Assessment will be ongoing as future revisions are made. [ABSTRACT FROM AUTHOR]

Background: Quality healthcare is a global priority, reliant on robust health systems for evidence-based medicine. Clinical laboratories are the backbone of quality healthcare facilitating diagnostics, treatment, patient monitoring, and disease surveillance. Their effectiveness depends on sustainable delivery of accurate test results. Although the Strengthening Laboratory Management Towards Accreditation (SLMTA) programme has enhanced laboratory quality in low-income countries, the long-term sustainability of this improvement remains uncertain., Objective: To explore the sustainability of quality performance in clinical laboratories in Rwanda following the conclusion of SLMTA., Methods: A quasi-experimental design was adopted, involving 47 laboratories divided into three groups with distinct interventions. While one group received continuous mentorship and annual assessments (group two), interventions for the other groups (groups one and three) ceased following the conclusion of SLMTA. SLMTA experts collected data for 10 years through assessments using WHO's StepwiseLaboratory Quality Improvement Process Towards Accreditation (SLIPTA) checklist. Descriptive and t-test analyses were conducted for statistical evaluation., Results: Improvements in quality were noted between baseline and exit assessments across all laboratory groups (mean baseline: 35.3%, exit: 65.8%, p  < 0.001). However, groups one and three experienced performance declines following SLMTA phase-out (mean group one: 64.6% in reference to 85.8%, p  = 0.01; mean group three: 57.3% in reference to 64.7%, p  < 0.001). In contrast, group two continued to enhance performance even years later (mean: 86.6%compared to 70.6%, p  = 0.03)., Conclusion: A coordinated implementation of quality improvement plan that enables regular laboratory assessments to pinpoint and address the quality gaps is essential for sustaining quality services in clinical laboratories.

This research aims at describing qualitatively the reality of curriculum, instruction, and academic tradition development in madrasahs (traditional Islamic schools) based on the school/madrasah accreditation standards in Indonesia. The findings from this research show that madrasahs in Indonesia generally have met the standards of curriculum development and the model of Education Unit Level Curriculum in terms of mechanism, document completeness and involvement of external parties in its development. The aspects of planning, learning document availability, instructional book, learning load and study group generally have met the standards of national accreditation. The weaknesses lie in the aspects of development, contents, strategy, study resources, media, model, approach and learning method that support the strengthening of students' Higher Order Thinking Skills (HOTS). The creation of academic atmosphere is weak when it comes to 1) conditioning students to become true life-long learners, 2) enhancing students' skill to think creatively, productively, and critically, 3) applying scientific approaches such as study tours, practices in the laboratory, seminars, demonstrations, and exhibitions and 4) strengthening students' skill to act individually, collaboratively, and communicatively. [ABSTRACT FROM AUTHOR]

Background: The National Chest Pain Center Program (NCPCP) is a nationwide, quality enhancement program aimed at raising the standard of care for patients experiencing acute chest pain in China. The benefits of chest pain center (CPC) accreditation on acute coronary syndrome have been demonstrated. However, there is no evidence to indicate whether CPC accreditation improves outcomes for patients with acute aortic dissection (AAD)., Methods: We conducted a retrospective observational study of patients with AAD from 1671 hospitals in China, using data from the NCPCP spanning the period from January 1, 2016 to December 31, 2022. The patients were divided into 2 groups: pre-accreditation and post-accreditation admissions. The outcomes examined included in-hospital mortality, misdiagnosis, and Stanford type A AAD surgery. Multivariate logistic regression was employed to explore the relationship between CPC accreditation and in-hospital outcomes. Furthermore, we stratified the hospitals based on their geographical location (Eastern/Central/Western regions) or administrative status (provincial/non-provincial capital areas) to assess the impact of CPC accreditation on AAD patients across various regions., Results: The analysis encompassed a total of 40,848 patients diagnosed with AAD. The post-accreditation group exhibited significantly lower rates of in-hospital mortality and misdiagnosis (12.1% vs. 16.3%, P < 0.001 and 2.9% vs. 5.4%, P < 0.001, respectively) as well as a notably higher rate of Stanford type A AAD surgery (61.1% vs. 42.1%, P < 0.001) compared with the pre-accreditation group. After adjusting for potential covariates, CPC accreditation was associated with substantially reduced risks of in-hospital mortality (adjusted OR 0.644, 95% CI 0.599-0.693) and misdiagnosis (adjusted OR 0.554, 95% CI 0.493-0.624), along with an increase in the proportion of patients undergoing Stanford type A AAD surgery (adjusted OR 1.973, 95% CI 1.797-2.165). Following CPC accreditation, there were significant reductions in in-hospital mortality across various regions, particularly in Western regions (from 21.5 to 14.1%). Moreover, CPC accreditation demonstrated a more pronounced impact on in-hospital mortality in non-provincial cities compared to provincial cities (adjusted OR 0.607 vs. 0.713)., Conclusion: CPC accreditation is correlated with improved management and in-hospital outcomes for patients with AAD., (© 2024. The Author(s).)