CMA

CMA Conjoint CMA Conjoint Accreditation: A Model for Accreditation: A Model for

Stakeholder Dialogue Stakeholder Dialogue

National Forum on Changing Entry-to-Practice Requirements

in Allied Health Professions April 5, 2003

CMA

What is conjoint What is conjoint accreditation?accreditation?

A peer review of educational programs against predetermined national standards

Includes 14 health science professions that work with physicians to provide diagnostic and therapeutic services for patient care

CMA

Which health professions?Which health professions?

Cardiology Tech. Cardiovascular

Perfusion Clinical Genetics Cytotechnology Diagnostic Ultrasound Magnetic Resonance

Imaging Medical Laboratory

Technology

Nuclear Medicine Technology

Paramedicine Radiation Therapy Radiological

Technology Respiratory Therapy Ophthalmic Medical

Technology Orthoptics

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Why is accreditation of Why is accreditation of health education health education programs important?programs important? To maintain national

standards and high quality programs

To contribute to competent health practitioners and safe patient care

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CMA’s Role in Conjoint CMA’s Role in Conjoint Accreditation Accreditation

CMA initiated process in 1938

CMA provides corporate structure

CMA brings together key stakeholders

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Conjoint Accreditation - A Conjoint Accreditation - A Collaboration of Collaboration of ProfessionsProfessions National sponsors -

~30 associations of physicians, educators, practitioners and employers

Provincial sponsors - ~10 regulatory colleges

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Accredited ProgramsAccredited Programs

Over 120 accredited programs involving 800+ participating facilities

Average of 25 assessments per year

More than 400 surveyor days volunteered per year

CMA

Committee on Conjoint Committee on Conjoint Accreditation Accreditation

Governing body on behalf of CMA Board of Directors

Conjoint membership: physicians, health science practitioners, employers, educators, public

CMA

Committee on Program Committee on Program Accreditation Accreditation

Accrediting body for educational programs

Conjoint membership: physicians, health science practitioners, educators, employers

CMA

Accreditation ProcessAccreditation Process

Relationship to Entry-to-Practice Requirements for

Health Professions

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Requirements for Requirements for Accreditation Accreditation

Five GENERIC accreditation requirements with 32 criteria

Apply to all programs

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Requirement for Requirement for Accreditation 1.0Accreditation 1.0

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

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Profession-Specific Profession-Specific RequirementsRequirements

National Entry-Level Competency Profile

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Definition: Definition: Entry-Level Competencies Entry-Level Competencies

Behaviours that demonstrate or reflect knowledge, skills, attitudes or abilities required to perform given tasks at entry to a profession.

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Definition: National Entry-Definition: National Entry-Level Competency Profile Level Competency Profile

Competencies accepted by the certification and regulatory bodies for a profession as the basis of entry to the profession

Requires 70% or more of the provinces and territories in which the profession is practiced including 50% or more of all practitioners from all jurisdictions

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Who develops the Entry-Who develops the Entry-Level Competency Profile?Level Competency Profile?

Developed by a health science profession

Validated by the practice community

Submitted to the Committee on Conjoint Accreditation

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Criteria for Use of A Criteria for Use of A Competency Profile in Competency Profile in Accreditation ProcessAccreditation Process

Competency profile must be consistent with definition of “National Entry-Level Competency Profile”

Competency profile must be approved by profession’s governing body

Competency profile must be consistent with the Requirements for Accreditation

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Changes in Entry-Level Changes in Entry-Level Professional RequirementsProfessional Requirements

Implications for the Conjoint Accreditation Process

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Does the accreditation Does the accreditation process specify an process specify an educational level? educational level?

Accreditation process requires a program to comply with the entry-level competencies for the profession.

Accreditation process does not specify a given educational level or credential.

Programs currently accredited include certificate, diploma and degree levels.

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Process to submit changes Process to submit changes in Entry-Level Competency in Entry-Level Competency ProfilesProfiles Profession submits

new/revised Competency Profile to the Committee on Conjoint Accreditation

Profession must describe implications of new/revised competency profile

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What if there is no What if there is no consensus within a consensus within a profession on Entry-to-profession on Entry-to-Practice Requirements?Practice Requirements? Lack of consensus within a profession

could jeopardize compliance with definition of “National Entry-Level Competency Profile”

Profession could be disqualified from inclusion in the accreditation process

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Current LimitationsCurrent Limitations

Lack of mechanism for professions to consult with employers at a national level

Lack of national network to link key stakeholders with Provincial/Territorial Governments

CMA

Potential Solution? Potential Solution?

National framework for ongoing stakeholder dialogue on key issues for health professions?

CMA

Thank You. Thank You.