ࡱ> za3x!tV$d( R( / 0DArialngsRomanttH|~ 0DTimes New RomanttH|~ 0 DWingdingsRomanttH|~ 0@0.  @n?" dd@  @@`` ;)1     ;/!"#$%&'()*+,-./0123456789;(<)/X$r$3x!tV$di 0AA@823wʚ;ʚ;g4.d.d~ 0~ppp@ <4dddd@k 0t$|~ <4BdBd@l 0t80___PPT10 pp?  %QLECCE Training Day 1st October 2005$ Welcome :To inform delegates of the background to the development of the new ECCE Standards To inform delegates of the new outcomes-based Standards To familiarise delegates with the role of the Evaluation Team in the accreditation (and re-accreditation) process, and the procedures involved in an Evaluation Team Visit To familiarise delegates with writing the Evaluation Team Report and making recommendations to the Commission on Accreditation To enable delegates to work through the evaluation of an institution by application of the new Standards in interactive sessions ;P;9 Background to new Standards ECCE Accredits institutions that deliver undergraduate chiropractic education and training that meet pre-determined criteria (Standards) Education and training is the process of producing a graduate safe and competent to practise as a primary contact practitioner Emphasis is on diagnosis and management Time to update Standards in line with emerging and current education theory and research No radical revision since 1981vPP)PYPP)Y   Start at the end Define the core competencies and skills Outcomes-based education Process can be diverse and innovative Curriculum content Teaching and learning methods Assessment strategies Infrastructure of the institution Defined framework of 5 years full-time (quantity) Advanced entry for prior qualifications Levels 1,2 and 3 and M level are included as  undergraduate (qualitative-Bologna) iPjP2P(PPSPPij2(  S     Core competencies BKnowledge and Understanding Structure and function/body-mind interactions Pathology and management of neuromusculoskeletal conditions Evaluation of health status/diagnosis/health promotion and prevention of disease Scientific method/evidence-based practice Theory and principles of chiropractic practice/ethics of practice&''.f    Skills History and examination Differential diagnosis and diagnosis Treatment and management Communication with patients, peers and other healthcare professionals Critical appraisal &   Attitudes Patient-centred care Evidence-based practice Ethical practice Professionalism Role in multidisciplinary healthcare Scope of practice/referral Continuing professional development and life-long learning * ZZ    yWhat makes a safe and competent chiropractor? What makes a good chiropractor? Can ALL outcomes be defined and measured?y  Setting Standards Define measurable outcomes Components of the process necessary to achieve these Define criteria (standards) for each component that must be met in order to assure the process delivers the outcomes (quality assurance) Onus on the institution to demonstrate the ability of the educational process to meet the Standards Assured that it produces chiropractors with the core competencies \@ZBZZZZ@B Institutional Self-Evaluation 1Self-Study Report Institution reviews its programme, policies and procedures to ensure it meets (and continues to meet) the Standards For each Standard Answer pre-determined questions to assure meets that standard Descriptive answers What, Describe, How, Specify, Which Provide evidence where appropriatetZuZZRZGZuRG  1 Annual Monitoring Report (AMoR) #.   Checklist Scan in pdf"  8Evaluating an institution Accreditation Re-accreditation9#8 "Accreditation and re-accreditation###" Appoint a Team Self-Study Report by institution On-site Evaluation Visit Verifies the Self-Study Report Team produces an Evaluation Report Decision by COA t0 #0 #  Evaluation Team 2Appointed by Exec Chair, Secretary and up to 4 others Evaluate Self-Study Report and supporting documentation Participate in Evaluation Visit to verify evidence Judgements on institution s provision in meeting the Standards Contribute to Evaluation Report and verify its accuracy Z Review Process PART of accreditation and re-accreditation is the Review Process Undertaken by the Evaluation Team Preparation for review Evaluation Visit Reporting Stage&d8d8 Preparation for Review  Receive Self-Study Report and supporting documentation Accepted by COA (with recommendations to the Evaluation Team) Details of managing the Evaluation Visit Agreed timetable for the Visit Assigned areas to individual Team Members According to Standards Arrangements 7?)I7?)I  Evaluation Visit Purpose Test and verify statements in the Self-Study Report Develop conclusions Strengths/weaknesses and concerns about institution s provision of education and training in meeting the Standards: Is Is  Timetable  Late afternoon/early evening Preliminary private meeting of Team Day 1 Initial meeting with senior staff to outline Visit Days 1 and 2 Meetings with staff and students Inspection of facilities/resources Inspection of documentation Team normally works together in pairsZ%ZZ4Z ZaZ&Z%4 a&  Aide-Memoires"  Documentation supplementary to the Self-Study Report Initial Meeting of the Team Evaluation Visit Meeting with Students Documents for review Student work for review Formulating the Report Iterative and continual process Individual contributions to inform the collective findings of the Team Findings of the Team in individual areas Overview of institution s provision Strengths Weaknesses Concerns Day 3 Draft of Evaluation Report hPMP PPPPhM     End of Visit  Oral feedback to institution Include strengths, weaknesses and concerns Institution has opportunity to comment on any errors of fact in oral report No indication of decision regarding accreditation6x2x2  Reporting Stage Draft Report by end of Visit Structure of the Report Annexe G in Training Manual Chair edits and finalises the draft Report Responsible for writing Introduction and Summary/ Strengths/Weaknesses and Concerns T6ZZ,ZUZ6,U !"Strengths, Weaknesses and Concerns##" Strengths Areas that meet or exceed the Standards and that are worthy of exceptional recognition Weaknesses Areas requiring special attention and action Concerns Areas of substantial weakness as to jeopardise the accreditation that require specific attention and action as a matter of urgency COA normally put these as conditions of the accreditation to be addressed within a specified period of time ZXZ Z.Z ZZlZ X .   l "Evaluation Report Final draft Report agreed by Team sent to institution Institution respond on errors of fact Corrected and approved by Team Final Evaluation Report Sent to COA and Institution Institution invited to make a written response COA makes decision on accreditation (re-accreditation<ZKZ6ZK6 # COA rAccredit With or without conditions Deferment of decision Meeting a specified condition(s) Other reports Refusal` 0 0.O    $!Evaluation Visits Hard work but fun! Outline of New Standards  Setting Standards hDefine measurable outcomes Components of the process necessary to achieve these Not prescriptive (no lists/hours in subject areas) Respect national requirements and legislation Diversity and innovation in curriculum design and assessment Onus on the institution to demonstrate the ability and effectiveness of the curriculum to achieve the core competencies DQZZZQh    New Standards  Based on: The old Model Standards of the CCEI WFME (2001)/Tomorrow s Doctors/The New Doctor/Australian Guidelines for Medical Education Consensus of the Revision Panel of the ECCE Adopted by ECCE in October 2004 \ ZZ ZZ      Standards  ,10 AREAS Broad components in the structure and process of chiropractic education and training 36 SUB-AREAS Specific aspects of an area giving performance indicators For each sub-area, specified standard(s) All standards MUST BE MET Annotations Clarify and explain expressions used for each standard ZVZ Z~Z Z7Z V ~ 7  .   _  Areas Aims and Objectives Educational programme Assessment Students Academic and Clinical staff Resources Teaching and Research Programme Evaluation Governance and Administration Continuous improvementP  Example G4. Students 4.1 Admissions Policies and Procedures Standard Annotations: ' 'G %"Aims and Objectives  Drivers of the overall curriculum Programme Aims and Objectives Process in formulation Autonomy to set Aims and Objectives Core competencies How curriculum assures competencies How competencies bridge into postgraduate training Feedback of competencies of graduates:"k}"k}  &#Educational Programme Curriculum model Teaching and learning methods Fostering self-directed learning, responsibility and life-long learning Theory of chiropractic and scientific method Principles of practice Rationalism and empirical evidence Research methods Research projects (or equivalent)Tg-mg-m '$ Basic Biomedical Sciences Behavioural Sciences/Ethics/Legislation Clinical Sciences and Skills Clinical Training Curriculum Structure, Composition and Duration Hours in subject areas/contact time/teaching methods Course syllabi Integration (vertical/horizontal)*ff (% uProgramme management Delivery Course committees/Steering Groups Mechanisms for change Links to postgraduate training6BBu )&Assessment of students 8Assessment Methods Link between Assessment and Learning8 *'Students uAdmissions Policies and Selection Profile of Student Intake Student Support and Counselling Student Representationu +(Academic and Clinical Staff $Staff Recruitment Staff Development$ ,)Educational Resources KPhysical Facilities Clinical Training Resources IT Educational ExpertiseK -**Relationship between Teaching and Research++#* /Research facilities and informing the programme/ .+Programme Evaluation Mechanism QA procedures/external examiners Staff and Student Feedback Student cohort performance Involvement of Stakeholders6 "T "T /,Governance and Administration Governance and Committee structures Academic Leadership Budget and Resource allocation Administrative and Technical Staff Interaction with Professional Sector Other HE institutions Professional bodies/regulatory bodies&<< 0-"Continuous Renewal and Improvement###" dProcedures for regular review particularly in light of the changing environment in which it operatesd 1.Summary mStandards Self-Study Report Evaluation Team Each member takes on specified areas/sub-areas of the Standards&.@.@m @  0` Ot{h______` M <ff33̙3` +ffO=ff̙H7` fff3f̙` Tff33ff` 0Ky{kOz` )R{f` GiIfff̙fR` ̙|̙3f` 3ff~>?" dd@'?lFd@  nK'o`P( n?" dd@   @@``PT     o (`0p>> 80''(  ZB  c $D"`   6~ "M } ~ X Click to edit Master title style!!  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