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Council On Chiropractic Education (CCE). FCLB Annual Meeting March 2008. Council on Chiropractic Education. Welcome/Intro Kathleen Galligan, D.C. Chair Commission on Accreditation Marc Gammerman, DC Commissioner. OVERVIEW OF CCE. Three separate, distinct components Members

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Council On Chiropractic Education (CCE)


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council on chiropractic education cce

Council On Chiropractic Education (CCE)

FCLB Annual Meeting

March 2008

slide2

Council on Chiropractic Education

Welcome/Intro

Kathleen Galligan, D.C.

Chair

Commission on Accreditation

Marc Gammerman, DC

Commissioner

overview of cce
OVERVIEW OF CCE
  • Three separate, distinct components
    • Members
    • Board of Directors
    • Commission on Accreditation (COA)
commission on accreditation
COMMISSION ON ACCREDITATION
  • Certify the quality and integrity of the DCPs, using the Standards, through the process of accreditation
  • Development and training of site team members
slide5
Confidentiality

Conflict of Interest

Consensus based approach

HIGHLIGHTS OF COMMISSION PROCESS

highlights of commission process
HIGHLIGHTS OF COMMISSION PROCESS
  • Composition of the COA
  • Assignment of reviewers
  • Role of the Chair
accreditation cycle
ACCREDITATION CYCLE
  • Four year cycle (Initial)
  • Eight year cycle (Reaffirmation)
  • Interim Reporting
    • PCBR
    • Progress Reports
    • Other Reports (if necessary)
accreditation cycle1
ACCREDITATION CYCLE
  • Full site visit
  • Interim Visit
  • Focused Visit
  • USDE Timeline regarding concerns
site visit
SITE VISIT
  • Purpose of Site Visit
    • Confirmation by the site team of the information presented by the DCP in the Self Study
    • Creation of a report to the Commission for the purpose of an accreditation decision
site team academy
Site Team Academy

Group of trained individuals that serve as the eyes and ears of the COA

anatomy of a site visit
ANATOMY OF A SITE VISIT
  • Validation of self study information by the site team
  • Creation of the site team report
  • Response to report by the DCP
  • Decision by COA
site visit continued
SITE VISIT CONTINUED
  • Full site visit team
    • Chair, Administrative Expert
    • Finance Expert
    • Basic Science/Research Expert
    • Clinical Science Expert
    • Clinical Management Expert
    • Practicing DC
site visit continued1
SITE VISIT CONTINUED
  • Job of the site team is to evaluate the content of the self study and the evidence presented by the DCP in comparison to the actual Standards
  • Evaluate documents, do chart reviews, interview faculty, administrators and students
  • Produce a report outlining their findings
the standards
THE STANDARDS
  • Actual Standards cover close to 40 pages
  • 25 pages of clinical standards
  • Up until the past year or so, they have changed yearly
clinical education
CLINICAL EDUCATION
  • Majority of Concerns (almost ½)
  • Quantitative vs Qualitative
  • 25 pages of Standards to be met
areas of concern
AREAS OF CONCERN
  • July 2005-January 2008 (3 yrs)
    • Total of 62 concerns identified
    • 20 concerns currently open
coa 2008 site team visit
COA 2008 SITE TEAM VISIT

BUD SMITH CHIROPRACTIC COLLEGE

AKA

“BS”CC

coa decision making process
COA DECISION MAKING PROCESS

Thorough read of self study and site team report by all commissioners

Overview of the highlights of the site team report (possible concerns/commendations)

Possible appearance by the DCP

coa decision making process1
COA DECISION MAKING PROCESS
  • Open discussion until consensus is reached regarding
      • What concerns remain
      • What reporting is required
      • Timeline for reporting
      • Need for future visits
      • Affect on accreditation status
bscc focused site visit
BSCC FOCUSED SITE VISIT
  • Clinical Education
    • 5. Required Clinical Competencies
      • f. Diagnosis
      • g. Case Management
  • These two standards actually have 36 parts and cover three full pages in the Standards Manual
evaluation by site team
Evaluation by Site Team

Interview with Clinic Director

Review of Diagnosis and Case Management work done in the didactic setting

Chart Audit

form syndrome icd 9 1234 5
Form SyndromeICD.9 1234.5

If a problem exists, develop a form

Better yet, develop two forms

Develop a form to track the previously mentioned forms

examples
Examples
  • Clinical Education
    • 5. Required Clinical Competencies
      • f. Diagnosis
      • g. Case Management
example1
Example
  • Clinical Education
    • 5. Required Clinical Competencies
      • f. Diagnosis
      • g. Case Management
summary
SUMMARY

Collegial, cooperative process between the programs and the CCE

Goal is high quality chiropractic education

Evaluation strives to be fair and thorough

Evaluation of the programs is ongoing

Continuous self assessment by both the programs and the CCE

standards revision task force
Standards Revision Task Force

Established in 2006

Members bring experience from academics, professional practice, higher education and regulation

Charged with making recommedations for change to the Standards

Largest overhaul of the Standards in years, goal is to establish an ongoing five year review of the Standards

Task Force members work on a total of 10 subcommittees

standards revision cont d
Standards Revision (cont’d)
  • Information Gathering Stage
    • Meetings attended around the country (academic, regulatory, professional)
    • Surveys of various constituents and organizations
    • Information gathered from the Commission
standards revision cont d1
Standards Revision (cont’d)
  • All areas of the Standards have been reviewed with suggested revisions being generated
  • Four areas generate the most conversation and likely the greatest revision
      • Curriculum requirements
      • Clinical competencies
      • Admissions requirements
      • Research
  • Much discussion regarding how best to incorporate ethics and professionalism
standards revision cont d2
Standards Revision (cont’d)

First draft expected to be ready by mid-June for Task Force review and edits

Goal to gain approval from the CCE BOD by October 2008

Draft then circulated to stakeholders for comment, with further drafts to follow

standards revision summary
Standards Revision Summary

New Standards written with significant input from many facets of the profession

Less prescriptive than current Standards, allowing programs to meet the Standards in the manner that best fits their mission

Focus on accountability for demonstrating outcomes of the program

More user friendly with examples of evidence needed to demonstrate compliance