1 / 13

Research and Regulation Do They go Together?

Explore the relationship between research and regulation in professional industries, focusing on the importance of empirical research in shaping practice, maintaining competence, and communicating with the profession and the public.

bmabel
Download Presentation

Research and Regulation Do They go Together?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Research and RegulationDo They go Together? Sandra Greenberg Vice President for Research & Development and Public Service Professional Examination Service 475 Riverside Drive New York, New York 10115-0089 (212) 367-4271 sandy@proexam.org Research & Regulation Professional Examination Service

  2. Research and RegulationDo They go Together? The need for an organized and focused series of empirical research projects on topics germane to professional regulation, and on identifying ways and venues to organize and disseminate research results Research & Regulation Professional Examination Service

  3. Research and Regulation(How) They go Together • Defining/refining the scope of practice • Shaping the three “E”s • Defining/refining recredentialing initiatives—AKA the question of continuing competence • Establishing the meaning and value of the credential • Telling the story to the profession and to the public Research & Regulation Professional Examination Service

  4. Research and Regulation(How) They go Together Practice analysis studies to determine –What’s happening in practice versus “best practice” –Scope of practice (frequency, criticality, acquisition) –Use of support personnel, paraprofessionals, technicians, etc Research & Regulation Professional Examination Service

  5. Research and Regulation(How) They go Together Practice analysis studies to determine –Supervisory ratios –Contemporary procedures (assessments, diagnostics, treatments, procedures, therapeutic interventions) –Changes in practice –overlapping scopes of practice across service providers Research & Regulation Professional Examination Service

  6. Research and Regulation(How) They go Together • Practice analysis studies • Conducted on a periodic basis—scheduled with reference to changes in practice • Large-scale studies versus small-scale studies (for example, surveys versus focus panels) • Use candidate application data to “judge” need for and plan update studies Research & Regulation Professional Examination Service

  7. Research and Regulation(How) They go Together • Is there a logical basis for the elements of the practice act? • Research should inform policy decisions regarding the three “E’s” of credentialing. • –Education (formal degree requirements) • –Experience (How many years?, Across what variety of settings?) • –Examination (depth and breadth of entry-level knowledge, format of exam?) Research & Regulation Professional Examination Service

  8. Research and Regulation(How) They go Together • Monitor demographics and professional characteristics of new candidates for changes across time • Monitor pass/fail performance of candidates in terms of demographic and professional characteristics • Monitor impact of changes and requirements Research & Regulation Professional Examination Service

  9. Research and Regulation(How) They go Together • Is there a logical basis for the recredentialing requirements? • –High stakes versus low stakes (What’s your real purpose in credentialing?) • –CE (Is it directed or open-ended? Do you have quality indicators in place to evaluate the offerings?) • –Self-assessment (To direct learning?) • –Active practice (Hours? Scope?) Research & Regulation Professional Examination Service

  10. Research and Regulation(How) They go Together • What statements is your State Board making about the credential holder? • Do practitioners continue to be engaged across the breadth and depth of practice? • What’s the impact of “years of experience” and promotion to “managerial” functions? • How do licensed practitioners “keep up” with contemporary developments? (Is there a downside to being out of school too long?) Research & Regulation Professional Examination Service

  11. Research and Regulation(How) They go Together • Establishing the meaning and value of the credential • Changes in actual practice as a result of changes in the scope of practice or the requirements for licensure • Changes in practice as a result of new collaborative relationships (Health-care teams, innovations in practice) • Documenting evidence regarding activities to prepare for examination Research & Regulation Professional Examination Service

  12. Research and Regulation(How) They go Together • Telling the story to the profession and the public • Awards for excellence in practice • Publishing results of practice analysis studies and disseminating to schools • Publishing results related to “trends” in practice • Publishing results related to pass/fail performance of candidates • Sharing information with accreditation agencies (for example, schools, CE providers) • Sharing information with professional associations Research & Regulation Professional Examination Service

  13. Research and Regulation(How) They go Together • What’s the reason practitioners come under scrutiny? • How do those reasons related to requirements for the initial license and for re-licensure? • Is there a way to tie things together more effectively? Research & Regulation Professional Examination Service

More Related