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.
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.
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.
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.