June 2022
From the President
How national accreditation of health education programs enhances interstate mobility of health professionals
The negative effects of states having differing and incompatible licensing requirements for health professionals were brought to light as never before during the COVID-19 pandemic. Emergency legislation, suspension of licensing board rules, and executive orders from state governors (and, in a few instances, from federal agency heads) were necessary to deploy health professionals to areas of the United States that were being impacted most severely by the coronavirus. Legislators and regulators from both political parties were united in advocating that permanent change be made to the patchwork quilt of state licensing laws for health professionals.
Many policy solutions (e.g., interstate compacts, model statutes and rules, licensing reciprocity, and universal license recognition) had been devised and implemented (to some extent) prior to the pandemic. Efforts to reduce barriers to interstate mobility and practice for health professionals have only intensified during the last twelve months. However, one essential aspect of this problem has not been fully recognized: the importance of education programs in each health profession being held to national standards and being accredited by a national accrediting body.
Professional regulation usually consists of three requirements: education, examination, and (for some professions) experience. I would argue that education is the most foundational of these three components. If there are inconsistent education prerequisites for entry into a health profession, it becomes very difficult to even begin the discussion of state licensing reciprocity.
There is another major, seemingly unprecedented, current challenge in the labor market for health professionals—the pervasive and persistent shortage of qualified individuals willing to work. Decision-makers in some states have sought to address this shortage by creating less rigorous and shorter education pathways. This may offer a minor and temporary solution to the workforce shortage. However, I would assert that the short-term benefit of increasing the pool of professionals by attenuating the education requirement: (1) would be outweighed by the long-term lessening in the quality of care; and (2) would perpetuate barriers to interstate mobility because the truncated education would differ from the national standard and from legally-mandated education in other states.
In the final analysis, then, adhering to national accreditation standards of health professional education is indispensable for both safeguarding public health and removing barriers to interstate portability of professional credentials. The Commission on Accreditation of Allied Health Education Programs is proud to be a part of the programmatic accreditation community that is committed to accomplishing both of these policy objectives.
Donald A. Balasa, JD, MBA
CEO and Legal Counsel, American Association of Medical Assistants (AAMA)
2021-2022 CAAHEP President
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CAAHEP statement on proposed changes to eligibility requirements by the National Registry of EMTs |
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Comment now on the potential impact on EMS educational and patient care quality
Statement attributed to:
Donald A. Balasa, JD, MBA
President, Commission on Accreditation of Allied Health Education Programs
In its recent drafted resolution, the National Registry of EMTs (NREMT) proposes a change in exam eligibility requirements, allowing students from non-accredited programs that “have received state EMS office approval” to sit for the NREMT examination and gain entry into practice. With this change, the NREMT authorizes state agencies to determine (with no parameters) the depth, breadth, and rigor of its “approval.”
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Across health professions, nursing, and medicine, nationwide certification and accreditation work hand in hand to ensure programs produce qualified practitioners. The change in NREMT eligibility alters this established relationship, suggesting that expert, peer-reviewed CAAHEP accreditation Standards requiring assessment of student competency are less valuable than passing its certification exam. CAAHEP does not question that the certification examinations offered by the NREMT accurately assess the clinical knowledge in the respective EMS professions. Nonetheless, professional certification or licensing process validity is dependent on the quality of education and assessment of student psychomotor (skill) and affective (behavioral) competencies. |
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Safeguarding quality education in the health professions is more critical than ever as the world faces ongoing public health challenges, such as the COVID-19 pandemic and workforce shortages.
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The following excerpt from the 2021 National Emergency Medical Services Education Standards promulgated by the United States Department of Transportation (DOT), National Highway Traffic Administration (NHTSA), supports the above assertions:
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National EMS certification and national EMS education program accreditation are the “bookends” that support the other key elements of the system. The [EMS Education Agenda for the Future: A Systems Approach] recommended an individual should graduate from a nationally accredited EMS education program to be eligible for National EMS Certification. Essential components of the EMS Agenda include a single National EMS Accreditation Agency and a single National EMS Certification Agency to ensure consistency and quality of EMS personnel.
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CAAHEP accreditation processes with its Committees on Accreditation, including the Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions (CoAEMSP), verify that educational programs meet minimum standards and continuously engage in ongoing quality improvement. Accreditation allows program flexibility and innovation while requiring programs to meet performance thresholds and publish these results for the public to view.
Research on the value of accreditation on graduate outcomes in the health professions verifies that a positive effect exists between programmatic accreditation and student success (Anderson et al., 2018; van Zanten, 2015). Within the Emergency Medical Services literature, a recent study evaluating the effect of accreditation on paramedic graduate outcomes found that first-attempt and cumulative pass rates on the NREMT exam were significantly higher for graduates of accredited programs (Rodriquez et al., 2018). Accreditation protects students, as they can be assured that attending an accredited program meets the requirements for employment and that accreditation is associated with success in their professional careers. Similarly, and importantly, accreditation protects the public by confirming that graduates of accredited programs have the requisite skills and knowledge to provide quality patient care.
CAAHEP, CoAEMSP, and its Sponsors (listed below) have worked collaboratively for 28 years to maintain the Standards and Guidelines for EMS educational programs, incorporating changing national practice standards and knowledge requirements. The CAAHEP Board of Directors encourages all interested parties to voice their concern to the NREMT and express their support for quality assurance through CAAHEP accreditation. Please submit your comments by August 17th.
CAAHEP Sponsors that endorse its Standards and Guidelines for Educational Programs in the Emergency Medical Services Professions include:
References
Rodriguez, S., Crowe, R. P., Cash, R. E., Broussard, A., & Panchal, A. R. (2018). Graduates from accredited paramedic programs have higher pass rates on a national certification examination. Journal of Allied Health, 47(4), 250-254.
van Zanten, M. (2015). The association between medical education accreditation and the examination performance of internationally educated physicians seeking certification in the United States. Perspectives on Medical Education, 4(3), 142-145.
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Commission Elects 2022-2023 Board |
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At the Annual Business Meeting of the CAAHEP Commission, the following Board members were re-elected for a second term: Catherine Carter, Don Martin, and Keith Orloff. A new Board member, Richard Palma, was also elected during a special Business Meeting of the Commission on April 29th. Mr. Palma will represent the Hospital/VA Educational membership category. All of these Board members' terms run from July 1, 2022, to June 30, 2025.
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Richard Palma, BS, ACS, RDCS, RCS, FACVP, FSDMS, FASE |
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Two of CAAHEP's most active Board members have completed their two terms and are retiring from the Board as of June 30, 2022. Kathryn (Katie) Kuntz has served as CAAHEP Vice President, CoA Liaison, Standards Committee Member, and Chair of the Recommendation Review Committee during her 6-year tenure. Glen Mayew is CAAHEP's Immediate Past President and also served as Secretary, CoA Liaison, and Chair of the Performance Oversight Committee. CAAHEP completed much work under the leadership of these two Board members, and we thank them for their dedication and service. |
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Orthoptic Standards Posted for Open Comment |
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As part of the CAAHEP Standards development process, the Committee on Accreditation for Orthoptic Fellowship Programs (CoA-OFP) is inviting public comments on the CAAHEP Standards and Guidelines for the Accreditation of Educational Orthoptic Fellowship Programs.
The proposed Standards have been posted on the CAAHEP website, along with a survey link to collect the comments. The CoA-OFP is collecting comments until 5:00 PM Eastern on August 1, 2022.
An open hearing on the proposed Standards will be held virtually on Tuesday, August 23, 2022, at 1:00 PM Eastern. A registration link for those interested in attending the open hearing is available on the CAAHEP website.
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CHEA Accreditation Podcast Series |
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The Council for Higher Education Accreditation (CHEA) recently launched an accreditation podcast series now available on the CHEA website. The series features representatives from institutional and programmatic accreditors talking about “what’s new for accreditation” from the various accrediting organizations’ perspectives. Visit the CHEA website to listen to the podcasts.
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Medical Illustrator Profession Spotlighted by HPN |
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The Health Professions Network (HPN) selected Medical Illustrator as the featured profession in their "Day in the Life" series on the HPN website - check it out! The "Day in the Life" series provides details on the profession, such as:
- What is a Medical Illustrator?
- The Medical Illustrator's Work Environment
- Goals and Rewards of Being a Medical Illustrator
- Becoming a Medical Illustrator
- Salary, Job Outlook & Professional Resources for Medical Illustrators
The Association of Medical Illustrators is a CAAHEP Sponsoring organization. Education programs for medical illustration are accredited by CAAHEP, and the Medical Illustration program at Rochester Institute of Technology, in Rochester, NY, was awarded initial accreditation in May.
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Each profession in the Commission on Accreditation of Allied Health Education Programs (CAAHEP) system has a Committee on Accreditation (CoA) that consists of experts in the profession that are responsible for reviewing programs and making appropriate recommendations for accreditation to CAAHEP. CAAHEP reviews recommendations received from its CoAs in each profession, assures due process was followed and takes final action on an accreditation status.
CAAHEP took the following actions on May 20, 2022. Actions are identified by profession, action taken, date of the next comprehensive evaluation, and whether a progress report to improve program compliance is required. In some cases, the concentration and/or degree are also specified. Links to each program's website are provided below where possible. To view a copy of the most recent accreditation award letter for a program, which includes information about the accreditation decision, visit the program’s listing on the Find An Accredited Program section of the CAAHEP Website.
The following programs were found to be in compliance with the accreditation Standards and Guidelines and were granted continuing accreditation, with the next comprehensive evaluation to occur no later than 2026. These actions require no progress report and were approved on the consent agenda.
Medical Assisting
The following programs were found to be in compliance with the accreditation Standards and Guidelines and were granted continuing accreditation, with the next comprehensive evaluation to occur no later than 2027. These actions require no progress report and were approved on the consent agenda.
Diagnostic Medical Sonography
The following programs were found to be in compliance with the accreditation Standards and Guidelines and were granted continuing accreditation, with the next comprehensive evaluation to occur no later than 2032. These actions require no progress report and were approved on the consent agenda.
Diagnostic Medical Sonography
Exercise Physiology
Exercise Science
Surgical Technology
The following program was found to be in compliance with the accreditation Standards and Guidelines, with one or more Standards requiring a progress report to be submitted to the appropriate Committee on Accreditation (CoA). The program was granted continuing accreditation with the next evaluation to occur no later than 2032.
Surgical Technology
The following program was found to be in compliance with the accreditation Standards and Guidelines and was granted initial accreditation with the next evaluation to occur no later than 2025. This action requires no progress report and was approved on the consent agenda.
Medical Illustration
The following programs were found to be in compliance with the accreditation Standards and Guidelines and were granted initial accreditation with the next evaluation to occur no later than 2027. These actions require no progress report and were approved on the consent agenda.
Anesthesia Technology
Anesthesiologist Assistant
Diagnostic Medical Sonography
Exercise Physiology
Exercise Science
Medical Assisting
Neurodiagnostic Technology
Perfusion
Surgical Technology
The following program was found to be in compliance with the accreditation Standards and Guidelines, with one or more Standards requiring a progress report to be submitted to the appropriate Committee on Accreditation (CoA). The program was granted initial accreditation with the next evaluation to occur no later than 2027.
Recreational Therapy
The following programs had a transfer of sponsorship approved with a status of initial accreditation, with comprehensive evaluations currently in progress. These actions require no progress report and were approved on the consent agenda.
Emergency Medical Services-Paramedic
The following program had a transfer of sponsorship approved with a status of initial accreditation, with the next comprehensive evaluation to occur no later than 2025. This action requires no progress report and was approved on the consent agenda.
Emergency Medical Services-Paramedic
The following program was placed on probationary accreditation, with one or more Standards requiring critical attention and timely resolution to bring the program into compliance with the Standards and Guidelines, and a progress report required to be submitted to the appropriate Committee on Accreditation (CoA).
Surgical Technology
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Commission on Accreditation of Allied Health Education Programs
9355 - 113th St. N, #7709, Seminole, FL 33775-7709
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