1. Accrediting Bureau of Health Education Schools
Welcome !
Michael White
Accrediting Bureau of Health Education Schools

2. Changes to the ABHES Accreditation Standards2

7. The Health Care Education Environment
The Mission
The Means
The Regulation
The Guilds
The Credentialing Bodies

8. The Health Care Education Environment
The Mission
Health Care Education prepares every graduate for responsibility that can be the difference between life and death.

9. The Health Care Education Environment
The Mission
Health Care Education prepares every graduate for responsibility that can be the difference between life and death.
In Health Care Education:
- It is unacceptable for any health care education program to provide substandard education.
AND
- It is unacceptable to graduate any individual who is not prepared for the responsibility.

10. The Mission The Health Care Education Environment
THEREFORE:
Every education program must:
Teach the “right stuff”
And
Assure that every graduate meets specific, carefully considered competencies.
The Mission
Health Care Education prepares each graduate for responsibility that can be the difference between life and death.
In Health Care Education:
- It is unacceptable for any health care education program to provide substandard education.
AND
- It is unacceptable to graduate any individual who is not prepared for the responsibility.

11. The Health Care Education Environment
The Mission
The Means
Health Care Education today includes substantial clinical education obtained in health care facilities providing treatment to patients.

12. The Health Care Education Environment
THEREFORE:
 Education programs must have reliable partnerships with health care providers.
 These clinical partners must be able to trust that educational programs are of unimpeachable quality.
The Mission
The Means
Health Care Education today includes substantial clinical education obtained in health care facilities providing treatment to patients.

13. The Health Care Education Environment
The Mission
The Means
The Regulation
States routinely regulate the practice of health care professions.
Increasingly this is expanding to historically unregulated allied health occupations.

14. The Health Care Education Environment
THEREFORE:
 Education programs must gain the confidence of state legislatures and of state licensing boards that determine the education required as a prerequisite to employment.
The Mission
The Means
The Regulation
States routinely regulate the practice of health care professions, and increasingly this is expanding to historically unregulated allied health occupations.

15. The Health Care Education Environment
The Mission
The Means
The Regulation
The Guilds
Trade associations of various health care occupations are increasingly well organized and are successfully lobbying legislatures and employers to influence employment laws and employer hiring decisions.

16. The Health Care Education Environment
THEREFORE:
 Education programs must persuade these influential groups of their quality and their right to participate in preparing graduates for entry into the field.
The Mission
The Means
The Regulation
The Guilds
Trade associations of various health care occupations are increasingly well organized and are successfully lobbying legislatures and employers to influence employment laws and employer decisions.

17. The Health Care Education Environment
The Mission
The Means
The Regulation
The Guilds
The Credentialing Bodies
A. Those who create and administer examinations that purport to measure individual competency in various health care fields are successfully persuading regulators and employers to rely on their exams.

18. The Health Care Education Environment
The Mission
The Means
The Regulation
The Guilds
The Credentialing Bodies
B. Those who create and administer examinations that purport to measure individual competency in health care fields often specify the education that an individual must have to sit for the exam .

19. The Health Care Education Environment
THEREFORE:
Education programs must persuade these credentialing organizations of their quality and the right of their graduates to sit for critical or beneficial exams.
The Mission
The Means
The Regulation
The Guilds
The Credentialing Bodies
Those who create and administer examinations that purport to measure individual competency in health care fields often specify the education that an individual must have to sit for the exam .

20. The Health Care Education Environment How can you prove yourself?
Patients, Clinical Partners, Regulators, Professional Associations and Credentialers are looking for evidence of the quality of your health care education programs.
???
How can you prove yourself?
SUMMARY: Health Care education programs must objectively verify their legitimacy :
To protect the lives of patients.
To obtain and maintain clinical partners.
To satisfy state licensing boards.
To combat guild activity.
To participate in credentialing examinations.

22. Accreditation 101 (courtesy U.S. DOE)
“The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality.”

23. Accreditation 101 (courtesy U.S. DOE)
“The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality.”
Had the DOE stopped here,
then you might have been in pretty good shape!

24. Accreditation 101 (courtesy U.S. DOE)
“There are two basic types of educational accreditation, one identified as "institutional" and one referred to as "specialized" or "programmatic.””
“Institutional accreditation normally applies to an entire institution, indicating that each of an institution's parts is contributing to the achievement of the institution's objectives, although not necessarily all at the same level of quality. The various commissions of the regional accrediting associations, for example, perform institutional accreditation, as do many national accrediting agencies.”

25. The Accreditation Credibility Gap
THESE IDEAS (right or wrong) ARE CRITICALLY IMPORTANT ! ! !
Institutional Accreditation does not assure the quality of individual programs, and
Programmatic Accreditation is needed to verify that specific educational programs are of quality.

26. The Accreditation Credibility Gap
These ideas (right or wrong) have dramatic consequences for you in assuring
clinical partners,
regulators,
trade associations, and credentialing organizations
that your programs are legitimate.
Those who think they understand accreditation think that:
1) Institutional Accreditation does not assure the quality of programs, and
2) Programmatic Accreditation is needed to trust that specific educational programs are of quality.

27. The Accreditation Credibility Gap
These ideas (right or wrong) have dramatic consequences for you in assuring
clinical partners,
regulators,
trade associations, and credentialing organizations
that your programs are legitimate.
THE MYTH OF PROGRAMMATIC ACCREDITATION
Those who think they understand accreditation think that:
1) Institutional Accreditation does not assure the quality of programs, and
2) Programmatic Accreditation is needed to trust that specific educational programs are of quality.

28. The Myth
“ Because Institutional Accreditation cannot verify quality of each program, in the critical fields of health care education only those graduates who complete programs that are programmatically accredited can be allowed to go to work.”

29. The Myth
This myth is being vigorously and successfully promoted to state legislatures and licensing boards across the country and is now having, or will eventually have, serious impact your ability to offer educational programs.

30. The Impact on You
Increasingly, the education required to work in health care fields is being redefined as programmatically accredited education.
We are moving to a future where schools that focus on health care education may have to obtain and maintain separate, specific accreditation for every program they offer. 30

31. So What ? The Impact on You
Increasingly, the education required to work in health care fields is being redefined as programmatically accredited education.
We are moving to a future where schools that focus on health care education may have to obtain and maintain separate, specific accreditation for every program they offer.
So What ?

32. The Impact on You
Concerns:
Multiple, separate accrediting bodies with individual standards, procedures, processes, vocabularies, interpretations, grant lengths, costs, etc., etc.

33. The Impact on You
Concerns:
Multiple, separate accrediting bodies with individual standards, procedures, processes, vocabularies, interpretations, grant lengths, costs, etc., etc.
The present and historic relationships of many programmatic accreditors.

34. The Impact on You
Concerns:
Multiple, separate accrediting bodies with individual standards, procedures, processes, vocabularies, interpretations, grant lengths, costs, etc., etc.
The present and historic relationships of many programmatic accreditors.
A. Many programmatic accreditors are very closely associated with trade associations and may be more concerned with the interests of those in the field than they are in academic quality and outcomes.

35. The Impact on You
Concerns:
Multiple, separate accrediting bodies with individual standards, procedures, processes, vocabularies, interpretations, grant lengths, costs, etc., etc.
The present and historic relationships of many programmatic accreditors.
B. Many programmatic accreditors are historically associated with regional accreditation and public schools and have little experience with “for profit” education.

36. The Impact on You Results include (examples):
Requiring “Regional Accreditation.”
Standards to limit size of programs.
Requiring instructors with master’s degrees to teach in associate degree programs / bachelor’s to teach in certificate programs.
Mandating curriculum / student achievement measures approved by “sister” trade association.
Extraordinary outcomes requirements.

37. Vision “Accreditation that works for you:”
Helps in protecting patients by verifying that your programs teach the “right stuff” and that you evaluate competencies realistically and effectively,
Assures clinical partners, regulators, trade associations and credentialers, that every program you teach meets quality standards, and
Does all of this institutionally so that you are not required to have multiple accreditations.

39. A) ABHES is the only agency recognized by the United States Department of Education specifically to accredit institutions that focus on health care education.

40. (A) ABHES is the only agency recognized by the United States Department of Education specifically to accredit institutions that specialize in health care education.
This specific scope is by design. (lives are at stake - expertise)
DOE recognition is conditioned on the fact that ABHES is independent of any trade association. (objectivity – no trade ties)

41. (B) ABHES institutional accreditation is based on the requirement that every educational program at an institution separately document that it complies with detailed standards for educational quality and graduate outcomes. These are standards developed and applied by experts in health care education.
Contrary to the DOE description of accreditation – ABHES institutional accreditation DOES verify that every program meets specific quality standards.

42. These specific quality standards include proof that the program is the right length, has the right content in the right sequence, is taught by qualified faculty using proper resources and techniques, provides appropriate clinical education, and that students are assessed against stated objectives, competencies and curriculum goals.
CURRENT STANDARDS
CHAPTER IV – GENERAL EVALUATION STANDARDS
SECTION H – Curriculum, Instruction, and Programs
SECTION I – Examinations and Student Progress
SECTION J – Student Services
SECTION K – Student Satisfaction
SECTION L – Faculty
SECTION M – Physical Environment
Each of these sections applies to each educational program offered. Together, they require an institution to document the quality of all aspects of each program. 42

43. Simply stated, accreditation by ABHES, whether institutional or programmatic, means that every student has been afforded the education needed to be able to work as a health care professional in the field. 43

44. I would love to stop here with this slide44

45. Standards that Define Excellence In Health Care Education
I can’t
Standards that Define Excellence
In Health Care Education 45

46. Standards that Define Excellence In Health Care Education
I can’t . . .
Because notwithstanding all of this . . .
Regulators are considering and are passing laws and rules that require programmatic (or regional) accreditation.
Trade associations are lobbying for their closely related programmatic accreditors to require you to obtain their approval to offer various health care programs.
Standards that Define Excellence
In Health Care Education 46

47. Standards that Define Excellence In Health Care Education
I can’t . . .
Because notwithstanding all of this . . .
States are considering and are passing legislation that denies equal access to ABHES graduates (and grads of other nationally accredited schools)
Trade associations are lobbying for their closely related programmatic accreditors and credentialing bodies to require you to obtain their approval to offer various health care programs.
ABHES has been actively working to educate legislatures, trade associations, and credentialing bodies to the fact that ABHES accreditation is not like other institutional accreditation.
Standards that Define Excellence
In Health Care Education 47

48. Standards that Define Excellence In Health Care Education
I can’t . . .
Because notwithstanding all of this . . .
States are considering and are passing legislation that denies equal access to ABHES graduates (and grads of other nationally accredited schools)
Trade associations are lobbying for their closely related programmatic accreditors and credentialing bodies to require you to obtain their approval to offer various health care programs.
Our results have been mixed.
Those familiar with regional, institutional accreditation have a hard time believing that we actually put each program under a microscope.
Standards that Define Excellence
In Health Care Education 48

49. NEW STANDARDS: OVERVIEW
Part of the problem has been of our own making !!
The evaluation standards of Chapter IV - the “guts” of your Self-Evaluation Reports and of Team Visits – mix together under one heading:
criteria that evaluate each individual educational program, and
criteria that evaluate overall institutional operations.
I . “Elimination” of Chapter IV – General Evaluation Standards
At present, Chapter IV contains all of the “evaluative” standards that are not specific to degree programs or to specific programmatic accrediation. 49

50. Standards Evolution
For more than two years, the ABHES Standards Review Committee and the ABHES Commission have worked to revise the Accreditation Manual.

51. “Extensive” revisions are effective January 2010
NEW STANDARDS !
For more than two years, the ABHES Standards Review Committee and the ABHES Commission have worked to revise the Accreditation Manual
“Extensive” revisions are effective January 2010

52. NEW STANDARDS !
This labor intensive revision had two goals:
1. To make clear (TO THE REST OF THE WORLD) that ABHES institutional accreditation is based on program by program assessment that is second to none, and . . .

53. NEW STANDARDS !
This labor intensive project had two goals:
2. To provide schools and programs with clearer guides to creating and maintaining quality health care education programs.

54. NEW STANDARDS !
The Result:
Reorganized Standards that clearly refute the perception that institutional accreditation does not address individual programs

55. NEW STANDARDS: OVERVIEW
In two respects, the revised standards look significantly different. 55

56. NEW STANDARDS: OVERVIEW
I . “Elimination” of Chapter IV – General Evaluation Standards.

57. NEW STANDARDS: OVERVIEW
WHAT ! ! ! ???
Chapter IV is the “guts” of your Self-Evaluation Reports and of Team Visits !
Institutional Mission and Objectives
Institutional Effectiveness Plan
Institutional Financial Capability
Compliance with regulations
Advertising and Enrollment
Student Finance
Curriculum, Instruction and Programs
Student Progress
Student services
Student Satisfaction
Faculty
I . “Elimination” of Chapter IV – General Evaluation Standards
At present, Chapter IV contains all of the “evaluative” standards that are not specific to degree programs or to specific programmatic accrediation. 57

58. NEW STANDARDS: OVERVIEW
I . “Elimination” of Chapter IV
Chapter IV evolves into two new Chapters:
New Chapter IV - EVALUATION STANDARDS APPLICABLE TO ALL INSTITUTIONS
New Chapter V - EVALUATION STANDARDS APPLICABLE TO ALL EDUCATIONAL PROGRAMS 58

59. NEW STANDARDS: OVERVIEW
The topics of Current Chapter IV – General Evaluation Standards
New Chapter IV New Chapter V
Institution mission - Curriculum & Instruction
Financial capability - Student Progress
Admin. & Mgt. - Student Satisfaction
Gov. compliance - Faculty
Advertising/Enroll. - Learning Resource
Student finance - IEP → PEP
SAP 59

60. NEW STANDARDS: OVERVIEW
The topics of Current Chapter IV – General Evaluation Standards
New Chapter IV New Chapter V
Institution mission - Curriculum & Instruction
Financial capability - Student Progress
Admin. & Mgt. - Student Satisfaction
Gov. compliance - Faculty
Advertising/Enroll. - Learning Resource
Student finance - IEP → PEP
SAP
Applies to all Institutions
Applies to all Programs, whether institutional or programmatically accredited 60

61. NEW STANDARDS: OVERVIEW
RESULT: The new organization of the standards makes it clear when you or I sit down with a state legislator, state licensing board or a credentialing body that ABHES does look in depth at the educational quality of each program.
The topics of Current Chapter IV – General Evaluation Standards
New Chapter IV New Chapter V
Institution mission - Curriculum & Instruction
Financial capability - Student Progress
Admin. & Mgt. - Student Satisfaction
Gov. compliance - Faculty
Advertising/Enroll. - Learning Resource
Student finance - IEP → PEP
SAP
Applies to all Institutions
Applies to all Programs, whether institutional or programmatically accredited 61

62. NEW STANDARDS: OVERVIEW
II . The end of the IEP !!
Present, Chapter IV.B – Assessment of Educational Effectiveness - requires documentation of the systematic collection of specified data and the evaluation and use of this information to improve institutional qualitive and quantitative performance. 62

63. NEW STANDARDS: OVERVIEW
Although the IEP requires the collection of information and outcomes by program, the very fact that it is identified as an Institutional Effectiveness Plan recalls and reinforces the criticism of institutional accreditation.
“An effective institution can hide a substandard program.”
II . The end of the IEP !!
Present, Chapter IV.B – Assessment of Educational Effectiveness - requires documentation by program of the systematic collection of specified data and the evaluation and use of this information to improve qualitive and quantitative performance. 63

64. NEW STANDARDS: OVERVIEW
II . The end of the IEP !!
New Chapter V introduces the replacement for the IEP.
The PEP !
Program Effectivenss Plan 64

65. NEW STANDARDS: OVERVIEW
New Chapter V :
“A program has an established documented plan and process for assessing its effectiveness as defined by specific outcomes which meet the requirements of Appendix C, Program Effectiveness Plan.”
- Program retention rate
- Job placement rate in the field
- Credentialing examination participation rate
- Credentialing examination pass rate
- Surveys of students, extern facilities, graduates and employers 65

66. NEW STANDARDS: OVERVIEW
The reorganization of Chapter IV into new Chapters IV and V, and the replacement of Institutional Effectiveness with Program Effectivesness are the most dramatic changes in the new standards that have been adopted. If you are familiar with the current standards, you will feel at home with the new standards. 66

67. PREVIEW of Coming Attractions
The Commission has decided to move forward with the development of program specific content standards.
These new chapters will provide substantive curriculum detail for selected fields. 67

68. PREVIEW of Coming Attractions
The new, program specific chapters will look much like current Chapter VI – Medical Assisting.
Like Chapter VI today, they will outline the competencies, curriculum, clinical education, and learning resources that a program in the field is expected to address. 68

69. PREVIEW of Coming Attractions
The new, program specific chapters will:
Clarify and simplify accreditation, and
Allow ABHES to move forward seeking additional recognition from regulators and credentialing organizations that want to know what the content of an ABHES accredited program is before granting recognition. 69

70. PREVIEW of Coming Attractions
One of the first of these that you will see will be Dental Assisting - beyond its most basic level.
Regulation has been passed or is being considered by states across the country that will regulate the education required for this “level two” dental assistant. 70

71. CONCLUSION
Your understanding of how ABHES accreditation works for you is just the start.
You must be actively involved in spreading the word about ABHES for your accreditation to really make a difference.

72. You must work actively with:
 APSA
 Employers of your graduates
 Professional Associations
 Your state senators and representatives
 Licensing and certification boards
Clinical partners
I hope this has helped to clarify how accreditation works for you.
But your understanding is just the start.
You have to actively work to blow your horn, to spread the word for accreditation to really make a difference.

73. For Assistance, Contact me:
Michael D. White, M.S., J.D.
Director of Regulatory Affairs
Accrediting Bureau of Health Education Schools

74. Thank You.