The June 2015 workshop initiated an open stakeholder dialogue on the role accreditation might play in enhancing interprofessional education. The workshop was attended by stakeholders such as health service executives, education providers, academics in the field of interprofessional education, national boards and other accreditation authorities.
Since the National Law was introduced, the AMC has developed templates for reporting accreditation findings against the accreditation standards, to support the AMC governing body making a decision on whether standards are met or substantially met. This revised reporting format provides a more detailed assessment of each program and provider against the accreditation standards than was provided in AMC reports before the National Law was introduced. Because it had enhanced the level of detail by providing a public statement of findings against each standard, the AMC decided that it needed a clear mechanism to facilitate consistency between AMC assessments of providers and programs against the standards.
In 2013 at the request of the Medical Board of Australia the AMC implemented a process for assessing the work of the state-based organisations – intern training accreditation authorities – that accredit medical intern training posts and programs. In this process, the AMC is not accrediting programs of study undertaken by interns, but assessing and accrediting the work of the intern training accreditation authority.
In 2015, the AMC completed the review of the Standards for Assessment and Accreditation of Specialist Medical Programs and Professional Development Programs. In this review, following consultation, the AMC has introduced similar Indigenous health standards for specialist medical programs and for continuing professional development programs to those introduced in 2007 for medical school programs. The number and type of Indigenous health standards has been directly influenced by the study described above.
Provision of Executive and Secretariat support to Australasian Osteopathic Accreditation Council – an entity similar in scope to ANMAC.
ANMAC or ANMC as it was previously known has been in operation since 1994 and at the inception of the National Registration and Accreditation Scheme in 2010 was appointed to undertake the accreditation function for nurses and midwives. The ability to include the secretariat and executive support function for AOAC was deemed a plausible business initiative for ANMAC as the appropriate infrastructure was in place including corporate knowledge, policies, systems and processes.
The ADC has embarked on a project to develop an online web portal (Item Portal) allowing:
• secured access to the system by Contributors using managed credentials (e.g. User ID and password),
• presentation of work to be completed by Contributors using a Dashboard / Work-tray approach,
• workflow of data (e.g. the progression of reviewed Items or new Items from Contributor to Contributor on that completion of their work) using a set of pre-defined rules,
• the ability to add/edit/delete Images to items,
• provision of a Forum facility allowing Contributors to discuss the specifics of Items being worked on,
• the inclusion of a super-user with an ability to oversee all projects, an interface with the current item bank.
Inter-agency collaboration to create efficiencies – a pilot between ANMAC and the Tertiary Education Quality Standards Agency (TEQSA)
The project was the first and currently only formal inter-agency arrangement conducted to identify: similarities in organisational requirements/processes, areas for collaboration; opportunities for sharing resources and the feasibility of a mutual recognition system in the assessment and accreditation of Australian higher education providers.
Memorandum of Understanding (MOU) between ANMAC and the Australian Skills Quality Authority (ASQA) – an alliance to support nursing education programs in the Vocational Education and Training (VET) sector
ASQA is the national regulator for Australia’s VET sector and is responsible for regulating Diploma of Nursing courses and training providers to ensure nationally approved quality standards are met. In parallel, ANMAC is responsible for developing the content of education accreditation standards and determining whether programs of study for nurses and midwives seeking to practice in Australia meet the required education standards.
In 2014, the ADC engaged with many of the specialist academies and societies to identify how the duplication of effort could be reduced and the two processes aligned. A revised ADC accreditation process for specialist dental programs was developed that required a specialist assessor to be included in the ADC SET for each specialist program being reviewed. Each of the relevant academies or societies were invited to nominate members to the pool of ADC Accreditation Assessors to fill these roles.
The OTC along with members of the occupational therapy professional body, education providers and practitioners, participated in an HWA funded project in 2010 (Rodger et al) which investigated the use of simulation in occupational therapy. The outcome of the project was consensus that up to 20% of occupational therapy practice education/fieldwork placement could be provided via well-developed simulation activity.
In 2014 the ADC agreed on a gradual shift to more risk-based accreditation processes. In this case, risk was defined as the risk of a program failing to meet one or more of the ADC Accreditation Standards. The desired end goal of such a shift is that programs deemed to be at low risk of not meeting the Accreditation Standards can be subject to a more focussed and ‘right touch’ accreditation process, while those deemed to be at higher risk of not meeting the accreditation standards can be subject to a more rigorous accreditation process. As a first step on this journey the ADC revised its annual reporting process to focus on the collection of ‘risk data’ for each accredited program.
At the beginning of 2014 the ADC, in partnership with the DC(NZ), undertook to fundamentally review and revise its accreditation standards. A Program Accreditation Standards Steering Committee was formed to oversee the review process and as well as including representatives from the dental profession it also included representatives from the Australian and NZ Podiatry Accreditation Council, Council on Chiropractic Education Australasia and Australian Psychology Accreditation Council.
With the introduction of ADC’s new Accreditation Standards for Dental Practitioner Programs (the Accreditation Standards) at the beginning of 2016 the ADC accreditation process has moved to a much stronger focus on program outcomes. To this end, from 2016 the ADC is offering a free annual written examination for dental students to be conducted part way through the students’ final year. This will be a standardised examination provided by the ADC to all dental program providers that wish to participate in this benchmarking exercise. Participation is not mandated.
The ADC Accreditation Monitoring Framework was introduced in 2014 and updated in 2016. Distributed to all providers of ADC accredited programs and available on the ADC website the Framework provides clarity on the key accreditation monitoring activities undertaken by the ADC to ensure that accredited programs continue to meet the ADC Accreditation Standards for Dental Practitioner Programs (the Accreditation Standards).
As part of APC’s engagement with our stakeholders to facilitate high quality education and training, and to continue to develop the pharmacy workforce, APC has hosted an annual Colloquium since 2013. The aims of the APC Colloquium series are to provide a forum for stakeholders within the sector to engage in constructive discourse on themes around education and pharmacy workforce development.
The web portal allows our candidates from Australia and overseas to commence their registration journey using the latest technology, including phone and tablet platforms. The online eligibility processes have streamlined the way that we can provide our examination and assessment services and are moving us to a paper-less environment.