A Commitment to Quality: The History of Nurse Anesthesia Accreditation Part Two: 1983-2019.

In 1934, Gertrude Fife, President of the National Association of Nurse Anesthetists (NANA) sought to elevate the standards of anesthesia practice and standardize the education of nurse anesthetists. NANA members located schools, developed education standards and a school approval process, that eventually led to creation of the Council on Accreditation of Nurse Anesthesia Educational Programs (COA) in 1975. Examination of historical documents demonstrated that COA developed into a well-known accreditation agency recognized by both governmental and non-governmental organizations, enhancing the standards of anesthesia education and promoting high-quality educational programs. Note: See the April 2020 issue of AANA Journal for Part One of this article.

Imagining in Time.

In 1934, Gertrude Fife, president of the National Association of Nurse Anesthetists (NANA), recognized a need to elevate the standards of anesthesia practice and standardize the education of nurse anesthetists. Early members of the association responded by working to locate schools, setting education standards, and developing a school approval process, which eventually led to creation of the Council on Accreditation of Nurse Anesthesia Educational Programs (COA) in 1975. Examination of historical documents demonstrates that COA developed into a well-known accreditation agency that is recognized by both governmental and non-governmental organizations, meeting the goal of elevating the standards of anesthesia education and continuing this process through its commitment to promoting high-quality educational programs.

Effects of accreditation on United States and Canadian veterinary college libraries in the nineteenth and twentieth centuries.

OBJECTIVE: The authors' objective was to document the effects of evolving veterinary accreditation standards on the development of currently existing accredited US and Canadian veterinary school libraries in the late nineteenth and twentieth centuries. METHODS: We gathered historical standards that major veterinary accreditation agencies developed with respect to libraries and library services. Historical background on college libraries, their facilities, services, and personnel via surveys, literature searches, and archival documents was also collected. We then correlated the evolving standards with each library's development. RESULTS: There was a marked correlation between the prevailing accreditation standards and library development, particularly during the post-World War II era and through the mid-1980s. These impacts-which included new and separate facilities, hiring of professional librarians, and additional open hours-affected not only the twenty new developing veterinary schools, but also the libraries of the preexisting colleges. CONCLUSIONS: Professional veterinary accrediting standards were an important influence on the evolution of veterinary school libraries, particularly during the years of major growth in the number of new veterinary colleges in the United States and Canada. In the 1990s and beyond, both libraries and accreditation standards continue to evolve in response to changes in technology, economics, publishing methods, and more. This latter is a story yet to be told.

Recent developments in undergraduate education in psychiatry in Japan.

The 2010 announcement by the Education Commission for Foreign Medical Graduates, related to accreditation by the World Federation for Medical Education, accelerated medical education reform in Japan. This article reviews reports on reforms undertaken in undergraduate medical education in psychiatry in Japan after 2010, and discusses resulting implications. While Japanese medical education has made significant progress, achieving global standards in less than a decade, there remain issues related to utilisation of active learning - inclusion of self-directed learning, problem-based learning, team-based and small group learning, and clinical training - as well as the provision of opportunities for students to be involved in certain medical procedures, and the integration of behavioural and social sciences, including communication skills, decision making, medical ethics, medical psychology, and general health promotion perspectives. These issues imply considerable paradigm shifts for psychiatry in Japan. It remains to be seen whether these progressive perspectives in undergraduate education can be effectively incorporated into postgraduate training, as well. There is also an issue of balance with specific important areas. The question of how undergraduate education in psychiatry in Japan can assimilate issues relevant to the practice of psychiatry in Japan, while ensuring conformity with high-level global standards, remains a serious challenge.

El camino recorrido para nuestra acreditación / The road traveled for our accreditation

El 9 de diciembre de 2019 mediante resolución No. 013601, el Ministerio de Educación Nacional otorgó la Acreditación de Alta Calidad a la Fundación Universitaria de Ciencias de la Salud. Este reconocimiento llena de orgullo nuestros corazones y es el fruto del compromiso y responsabilidad con que la FUCS a través del plan estratégico 2016-2019 se dio a la tarea de enmarcar perspectivas y objetivos para alcanzar esta distinción. La orientación de la FUCS desde su fundación ha sido la formación de recurso humano para el sector de la salud, contribuyendo al desarrollo de la investigación y a la solución de los problemas de la comunidad; trabajando y gestionando sus procesos hacia la consolidación de la calidad, ha desarrollado ejercicios de autoevaluación enfocados al mejoramiento continuo. Como resultado de estos ejercicios, logró acreditar el 80% de sus programas de pregrado y 10 de sus programas de posgrado médico-uirúrgicos. Esto se traduce en que de la oferta total de la institución, el 41% de los programas acreditables ya están acreditados. El proceso de autoevaluación con fines de acreditación institucional se desarrolló tomando como referencia los Lineamientos para la Acreditación Institucional 2015, expedidos por el Consejo Nacional de Acreditación CNA). Iniciamos entonces el proceso en el año 2017 una vez finalizaron las autoevaluaciones de las primeras especialidades médicas, ya que se consideró fundamental examinar el desempeño institucional en su totalidad.

The history and development of registered dietitian accreditation systems in China and other comparable countries.

A dietitian has qualifications in nutrition and dietetics and applies the science of food and nutrition to improve the health of individuals, groups, and communities. The Registered Dietitian (RD) credential has gained recognition over the years for its expertise. The accreditation systems were developed and have been used to ensure quality of this profession. Accreditation systems set standards for academic and professional training in nutrition and dietetics and reflect current research-based information. The purpose of this paper is to review a few countries that have a RD accreditation system including China and several other countries, e.g. the United States, Japan, and the United Kingdom. The aims are to introduce the newly established RD system in China and to compare the differences among the countries' systems.

History of Japanese medical education.

Since medical education programs in Korea and Japan seem to mutually influence each other, this review article provides a history of Japanese medical education, focusing on the way in which it influenced and was influenced by Korean medical education. In the late 19th century, the University of Tokyo established the core medical school, disseminating its scholarship and system to other medical schools. In the early 20th century, the balance between the quality and quantity of medical education became a new issue; in response, Japan developed different levels of medical school, ranging from imperial universities to medical colleges and medical vocational schools. After World War II, all of Japan's medical schools became part of the university system, which was heavily regulated by the Ministry of Education (MOE) Standard for the Establishment of Universities. In 1991, MOE deregulated the Standard; since 2000, several new systems have been established to regulate medical schools. These new approaches have included the Model Core Curriculum, 2-year mandatory postgraduate training, and a medical education accreditation system. Currently, most medical schools are nervous, as a result of tighter regulatory systems that include an accreditation system for undergraduate education and a specialty training system for postgraduate education.

The National Resuscitation Council, Singapore, and 34 years of resuscitation training: 1983 to 2017.

Training in the modern form of cardiopulmonary resuscitation (CPR) started in Singapore in 1983. For the first 15 years, the expansion of training programmes was mainly owing to the interest of a few individuals. Public training in the skill was minimal. In an area of medical care where the greatest opportunity for benefit lies in employing core resuscitation skills in the prehospital environment, very little was being done to address such a need. In 1998, a group of physicians, working together with the Ministry of Health, set up the National Resuscitation Council (NRC). Over the years, the NRC has created national guidelines on resuscitation and reviewed them at five-yearly intervals. Provider training manuals are now available for most programmes. The NRC has set up an active accreditation system for monitoring and maintaining standards of life support training. This has led to a large increase in the number of training centres, as well as recognition and adoption of the council's guidelines in the country. The NRC has also actively promoted the use of bystander CPR through community-based programmes, resulting in a rise in the number of certified providers. Improving the chain of survival, through active community-based training programmes, will likely lead to more lives being saved from sudden cardiac arrest.

How PAs became licensed to practice in the United States.

The history of how PAs in the United States were first granted practice authority under the medical practice acts of the various states and territories begins in the 1960s with an imaginative way to circumvent the moratorium on licensure of new healthcare occupations in place at the time, while allowing the requisite flexibility for the new profession to take hold and thrive. In the subsequent decades, separate licensure for PAs was required and adopted. Despite the enormous success of the PA profession over its first 50 years, challenges remain.

Clinical Psychology Training: Accreditation and Beyond.

Beginning with efforts in the late 1940s to ensure that clinical psychologists were adequately trained to meet the mental health needs of the veterans of World War II, the accreditation of clinical psychologists has largely been the province of the Commission on Accreditation of the American Psychological Association. However, in 2008 the Psychological Clinical Science Accreditation System began accrediting doctoral programs that adhere to the clinical science training model. This review discusses the goals of accreditation and the history of the accreditation of graduate programs in clinical psychology, and provides an overview of the evaluation procedures used by these two systems. Accreditation is viewed against the backdrop of the slow rate of progress in reducing the burden of mental illness and the changes in clinical psychology training that might help improve this situation. The review concludes with a set of five recommendations for improving accreditation.

Residency Training in Family Medicine: A History of Innovation and Program Support.

BACKGROUND: Residency programs have been integral to the development, expansion and progression of family medicine as a discipline. Three reports formed the foundation for graduate medical education in family medicine: Meeting the Challenge of Family Practice, The Graduate Education of Physicians, and Health is a Community Affair. In addition, the original core concepts of comprehensiveness, coordination, continuity, and patient centeredness continue to serve as the foundation for residency training in family medicine. While the Residency Review Committee for Family Medicine of the Accreditation Council for Graduate Medical Education has provided the requirements for training throughout the years, key organizations including the Society of Teachers of Family Medicine, the American Academy of Family Physicians, the Association of Family Medicine Residency Directors, and the American Board of Family Medicine have provided resources for and supported innovation in programs. Residency Program Solutions, National Institute for Program Director Development, and Family Medicine Residency Curriculum Resource are several of the resources developed by these organizations. The future of family medicine residency training should continue the emphasis on innovation and development of resources to enhance the training of residents. Areas for further development include leadership and health care systems training that allows residents to assume leadership of multidisciplinary health care teams and increase focus on the family medicine practice population as the main unit for resident education.

Forty Years of ACPE CPE Accreditation.

The Accreditation Council for Pharmacy Education (ACPE) Continuing Pharmacy Education (CPE) Provider Accreditation Program has been in existence for 40 years. During this time, the program has expanded and has been offered to a various types of providers, not only academic-based providers. ACPE credit has been offered to an increasing number of pharmacists, pharmacy technicians, and other health professionals. This paper explains the evolution of the CPE Provider Accreditation Program, including the Definition of Continuing Education for the Profession of Pharmacy, its standards, types of activities (knowledge, application, and practice), CPE Monitor, Joint Accreditation for Interprofessional Continuing Education, and Continuing Professional Development (CPD).

Board Certification: Going Back to the Future.

The authors present snapshots of board certification in 1916, the year that the American Board of Ophthalmology was founded, 60 years later in 1976 as periodic recertification emerged, and speculation about what certification might look like in 2036. The concept of board certification and continuous certification in the medical specialties took shape at the beginning of the 20th century with the convergence of a new system of assessment, the emergence of certifying boards, and the creation of the American Board of Medical Specialties (ABMS). The importance of self-regulation is emphasized as are the principles underlying board certification and the standards that guide it to support its continued relevance as a valued credential and symbol of the highest standard in the practice of medicine.

[Accreditation in health care]. / Akkreditáció az egészségügyben.

Besides the rapid development of healing procedures and healthcare, efficiency of care, institutional performance and safe treatment are receiving more and more attention in the 21st century. Accreditation, a scientifically proven tool for improving patient safety, has been used effectively in healthcare for nearly a hundred years, but only started to spread worldwide since the 1990s. The support and active participation of medical staff are determining factors in operating and getting accross the nationally developed, upcoming Hungarian accreditation system. However, this active assistance cannot be expected without the participants' understanding of the basic goals and features of the system. The presence of the ISO certification in Hungary, well-known by healthcare professionals, further complicates the understanding and orientation among quality management and improvement systems. This paper aims to provide an overview of the history, goals, function and importance of healthcare accreditation, and its similarities and differences regarding ISO certification.

How to create and terminate a school of public health.

The famous preamble to the Constitution of the World Health Organization (WHO) from 1948, stating that health is not only the absence of disease, has been one of the most influential political statements of our time. The follow-up, reaching a position where health is viewed as instrumental to a good life and not as a goal in itself, as set out in the Ottawa Charter of 1986, has likewise been of the utmost importance for the global development of public health, as well as developing the concept of health promotion. The focus on public health sparked by the WHO was paralleled by expansion of the academic interest in the topic, beginning in the USA and successively adopted around the world. In the Nordic countries the pioneering of an academic platform for public health studies and research began in 1953. This was later followed by a stepwise expansion to a full academic institution with postgraduate studies, work-related training, research and development. From the start, the resultant institution called the Nordic School of Public Health (NHV) was a joint Nordic project financed by the Nordic governments. The NHV became a leader in public health studies in Nordic countries and also a role model for the development of an academic community. A large campus and a select and erudite staff, together with thousands of students, paved the way for the NHV having a major impact on public health policy in Nordic countries. One effect of this was increasing awareness of the need for systematic policy supporting public health research and, with this, the founding of institutions of public health in all of the separate Nordic countries. Ironically, the impact made by the NHV in spreading the idea of public health as an important part of academic study has made the NHV superfluous. It is true that courses and programmes in public health are now available at most universities in the five Nordic countries, but they are directed at young students fresh from high school. There is no institution that offers a broad and high-quality postgraduate education and training in public health, adapted to the special needs of mid-career professionals in a multi-professional and internordic setting. With the NHV closing, a research institute focusing public health in a Nordic context will disappear, as will an internationally leading School of Public Health, a centre of excellence and relevance in public health, which has evaluated, assessed and promoted the goals and evaluated the success of the Nordic welfare societies.

An essay on 35 years of the Society of Cardiovascular Anesthesiologists.

This is an historical account of the accomplishments of the Society of Cardiovascular Anesthesiologists from its founding in 1989 to the present. It is written on the occasion of the 35th anniversary of the founding of this organization. The society accomplishments include providing a means to educate anesthesiologists and others about the perioperative care of patients undergoing cardiac, thoracic, and vascular surgery. The society has led accreditation of transesophageal echocardiography and education in cardiothoracic anesthesia. The society publishes a section within Anesthesia & Analgesia and supports investigation by providing a forum for the discussion of research and funding peer-reviewed projects. The first 35 years of the Society of Cardiovascular Anesthesiologists has been remarkable in all that has been accomplished.