Accreditation Initiatives Using CPPH Framework Content
Several initiatives in health professions education accreditation are promoting curricular change and have incorporated elements of the Clinical Prevention & Population Health Curriculum Framework. Examples include:
Allied Health
The following disciplines within Allied Health have incorporated various elements of the CPPH Framework into their expected learning outcomes:
Athletic Training – CAATE (Effective July 2020)
Section II – Program Delivery
Standard 8 - Planned Interprofessional education is incorporated within the professional program.
Dietetics – ACEND (Effective July 1, 2018)
5.1.b.
Domain 2. Professional Practice Expectations: Beliefs, values, attitudes and behaviors for the professional dietitian nutritionist level of practice.
Knowledge
Upon completion of the program, graduates are able to:
KRDN 2.1: Demonstrate effective and professional oral and written communication and documentation.
KRDN 2.2: Describe the governance of nutrition and dietetics practice, such as the Scope of Nutrition and Dietetics Practice and the Code of Ethics for the Profession of Nutrition and Dietetics; and describe interprofessional relationships in various practice settings.
KRDN 2.3: Assess the impact of a public policy position on nutrition and dietetics practice.
KRDN 2.4: Discuss the impact of health care policy and different health care delivery systems on food and nutrition services.
KRDN 2.5: Identify and describe the work of interprofessional teams and the roles of others with whom the registered dietitian nutritionist collaborates in the delivery of food and nutrition services.
KRDN 2.6: Demonstrate an understanding of cultural competence/sensitivity.
KRDN 2.7: Demonstrate identification with the nutrition and dietetics profession through activities such as participation in professional organizations and defending a position on issues impacting the nutrition and dietetics profession.
KRDN 2.8: Demonstrate an understanding of the importance and expectations of a professional in mentoring and precepting others.
Dental Hygiene – CODE (Revised Jan 1, 2019)
2- 8d: Dental hygiene science content must include oral health education and preventive counseling, health promotion, patient management, clinical dental hygiene, provision of services for and management of patients with special needs, community dental/oral health, medical and dental emergencies, legal and ethical aspects of dental hygiene practice, infection and hazard control management, and the provision of oral health care services to patients with bloodborne infectious diseases.
2- 15: Graduates must be competent in communicating and collaborating with other members of the health care team to support comprehensive patient care.
2- 16: Graduates must demonstrate competence in:
a) assessing the oral health needs of community-based programs
b) planning an oral health program to include health promotion and disease prevention activities
c) implementing the planned program, and,
d) evaluating the effectiveness of the implemented program.
Health Administrative Services – CAHME (Revised May 2018)
III.B.2: The Program will provide, throughout the curriculum, opportunities for students to participate in team-based activities.
MLS – NAACLS (11/2018)
VIII. MLS Curriculum Requirements
A.5: Communications sufficient to serve the needs of patients, the public and members of the health care team.
VIII. MLT Curriculum Requirements
A.5: Communications sufficient to serve the needs of patients, the public and members of the health care team.
Occupational Therapy -- ACOTE (Current, changes coming July 2020)
B.1.0: Program content must be based on a broad foundation in the liberal arts and sciences. A strong foundation in the biological, physical, social and behavioral sciences supports an understanding of occupation across the lifespan.
The student will be able to:
B.1.6: Demonstrate knowledge of global social issues and prevailing health and welfare needs of populations with or at risk for disabilities and chronic health conditions.
B2.0: Coursework must facilitate development of the performance criteria listed below.
The student will be able to:
B.2.5 - Explain the role of occupation in the promotion of health and the prevention of disease and disability for the individual, family, and society.
Physical Therapy – CAPTE (Jan 2018)
6F: The didactic and clinical curriculum includes interprofessional education; learning activities are directed toward the development of interprofessional competencies including, but not limited to, values/ethics, communication, professional roles and responsibilities, and teamwork.
7D7: Communicate effectively with all stakeholders, including patients/clients, family members, caregivers, practitioners, interprofessional team members, consumers, payers, and policymakers.
7D8: Identify, respect, and act with consideration for patients’/clients’ differences, values, preferences, and expressed needs in all professional activities.
7D24: Establish a safe and effective plan of care in collaboration with appropriate stakeholders, including patients/clients, family members, payors, other professionals and other appropriate individuals.
7D37: Assess and document safety risks of patients and the healthcare provider and design and implement strategies to improve safety in the healthcare setting as an individual and as a member of the interprofessional healthcare team
7D39: Participate in patient-centered interprofessional collaborative practice.
Respiratory Therapy – CoARC (Effective January 1, 2018)
DA4.6: Interpersonal and Inter-professional Communication
Based on his/her professional goals/programmatic track, graduates must demonstrate interpersonal and communication skills that result in effective interaction with others (e.g., patients, patients’ families, physicians, other health professionals/coworkers, students faculty, and the public). Opportunity to communicate proficiently and appropriately, both orally and in writing must be incorporated into coursework. These competencies may include, but are not limited to, the ability to:
Use the most effective communication techniques for the intended audience, including innovative formats:
Speech-Language-Hearing -- CAA/ASHA (August 2017)
3.1.1A Professional Practice Competencies
The program must provide content and opportunities for students to learn so that each student can demonstrate the following attributes and abilities and demonstrate those attributes and abilities in the manners identified.
Accountability
3.1B An effective entry-level professional speech-language pathology program allows each student to acquire knowledge and skills in sufficient breadth and depth to function as an effective, well-educated, and competent clinical speech-language pathologist (i.e., one who can practice within the full scope of practice of speech-language pathology). The education program is designed to afford each student with opportunities to meet the expectations of the program that are consistent with the program’s mission and goals and that prepare each student for professional practice in speech-language pathology.
Accountability
Athletic Training – CAATE (Effective July 2020)
Section II – Program Delivery
Standard 8 - Planned Interprofessional education is incorporated within the professional program.
Dietetics – ACEND (Effective July 1, 2018)
5.1.b.
Domain 2. Professional Practice Expectations: Beliefs, values, attitudes and behaviors for the professional dietitian nutritionist level of practice.
Knowledge
Upon completion of the program, graduates are able to:
KRDN 2.1: Demonstrate effective and professional oral and written communication and documentation.
KRDN 2.2: Describe the governance of nutrition and dietetics practice, such as the Scope of Nutrition and Dietetics Practice and the Code of Ethics for the Profession of Nutrition and Dietetics; and describe interprofessional relationships in various practice settings.
KRDN 2.3: Assess the impact of a public policy position on nutrition and dietetics practice.
KRDN 2.4: Discuss the impact of health care policy and different health care delivery systems on food and nutrition services.
KRDN 2.5: Identify and describe the work of interprofessional teams and the roles of others with whom the registered dietitian nutritionist collaborates in the delivery of food and nutrition services.
KRDN 2.6: Demonstrate an understanding of cultural competence/sensitivity.
KRDN 2.7: Demonstrate identification with the nutrition and dietetics profession through activities such as participation in professional organizations and defending a position on issues impacting the nutrition and dietetics profession.
KRDN 2.8: Demonstrate an understanding of the importance and expectations of a professional in mentoring and precepting others.
Dental Hygiene – CODE (Revised Jan 1, 2019)
2- 8d: Dental hygiene science content must include oral health education and preventive counseling, health promotion, patient management, clinical dental hygiene, provision of services for and management of patients with special needs, community dental/oral health, medical and dental emergencies, legal and ethical aspects of dental hygiene practice, infection and hazard control management, and the provision of oral health care services to patients with bloodborne infectious diseases.
2- 15: Graduates must be competent in communicating and collaborating with other members of the health care team to support comprehensive patient care.
2- 16: Graduates must demonstrate competence in:
a) assessing the oral health needs of community-based programs
b) planning an oral health program to include health promotion and disease prevention activities
c) implementing the planned program, and,
d) evaluating the effectiveness of the implemented program.
Health Administrative Services – CAHME (Revised May 2018)
III.B.2: The Program will provide, throughout the curriculum, opportunities for students to participate in team-based activities.
MLS – NAACLS (11/2018)
VIII. MLS Curriculum Requirements
A.5: Communications sufficient to serve the needs of patients, the public and members of the health care team.
VIII. MLT Curriculum Requirements
A.5: Communications sufficient to serve the needs of patients, the public and members of the health care team.
Occupational Therapy -- ACOTE (Current, changes coming July 2020)
B.1.0: Program content must be based on a broad foundation in the liberal arts and sciences. A strong foundation in the biological, physical, social and behavioral sciences supports an understanding of occupation across the lifespan.
The student will be able to:
B.1.6: Demonstrate knowledge of global social issues and prevailing health and welfare needs of populations with or at risk for disabilities and chronic health conditions.
B2.0: Coursework must facilitate development of the performance criteria listed below.
The student will be able to:
B.2.5 - Explain the role of occupation in the promotion of health and the prevention of disease and disability for the individual, family, and society.
Physical Therapy – CAPTE (Jan 2018)
6F: The didactic and clinical curriculum includes interprofessional education; learning activities are directed toward the development of interprofessional competencies including, but not limited to, values/ethics, communication, professional roles and responsibilities, and teamwork.
7D7: Communicate effectively with all stakeholders, including patients/clients, family members, caregivers, practitioners, interprofessional team members, consumers, payers, and policymakers.
7D8: Identify, respect, and act with consideration for patients’/clients’ differences, values, preferences, and expressed needs in all professional activities.
7D24: Establish a safe and effective plan of care in collaboration with appropriate stakeholders, including patients/clients, family members, payors, other professionals and other appropriate individuals.
7D37: Assess and document safety risks of patients and the healthcare provider and design and implement strategies to improve safety in the healthcare setting as an individual and as a member of the interprofessional healthcare team
7D39: Participate in patient-centered interprofessional collaborative practice.
Respiratory Therapy – CoARC (Effective January 1, 2018)
DA4.6: Interpersonal and Inter-professional Communication
Based on his/her professional goals/programmatic track, graduates must demonstrate interpersonal and communication skills that result in effective interaction with others (e.g., patients, patients’ families, physicians, other health professionals/coworkers, students faculty, and the public). Opportunity to communicate proficiently and appropriately, both orally and in writing must be incorporated into coursework. These competencies may include, but are not limited to, the ability to:
Use the most effective communication techniques for the intended audience, including innovative formats:
- Maintain a climate of mutual respect and shared values when working with individuals from other professions;
- Understand the importance of promoting compassionate, ethical, and professional relationships with patients and their families;
- Understand how to create a communication environment that respects diversity and cultural differences at all levels;
- Understand the effects of health literacy and the diversity of patient education on both patient health and the treatment of disease;
- Learn the elements of effective inter-professional communication including respect for all members of the healthcare delivery team;
- Communicate with patients, families, communities, and other health professionals in a manner that supports a team approach to the maintenance of health and the treatment of disease;
- Partner with supervising physicians, health care managers, and other health care providers to assess, coordinate, and improve the delivery of health care and patient outcomes.
Speech-Language-Hearing -- CAA/ASHA (August 2017)
3.1.1A Professional Practice Competencies
The program must provide content and opportunities for students to learn so that each student can demonstrate the following attributes and abilities and demonstrate those attributes and abilities in the manners identified.
Accountability
- Practice in a manner that is consistent with the professional codes of ethics and the scope of practice documents for the profession of audiology.
- Adhere to federal, state, and institutional regulations and policies that are related to care provided by audiologists.
- Understand the professional’s fiduciary responsibility for each individual served.
- Understand the various models of delivery of audiologic services (e.g., hospital, private practice, education, etc.).
- Use self-reflection to understand the effects of his or her actions and make changes accordingly.
- Understand the health care and education landscapes and how to facilitate access to services.
- Understand how to work on interprofessional teams to maintain a climate of mutual respect and shared values
- Engage in self-assessment to improve his or her effectiveness in the delivery of clinical services.
- Understand the roles and importance of professional organizations in advocating for the rights of access to comprehensive audiologic services.
- Understand the role of clinical teaching and clinical modeling, as well as supervision of students and other support personnel.
- Understand the roles and importance of interdisciplinary/Interprofessional assessment and intervention and be able to interact and coordinate care effectively with other disciplines and community resources.
- Understand and practice the principles of universal precautions to prevent the spread of infectious and contagious diseases.
- Understand and use the knowledge of one’s own role and the roles of other professionals to appropriately assess and address the needs of the individuals and populations served.
- Understand how to apply values and principles of interprofessional team dynamics.
- Understand how to perform effectively in different interprofessional team roles to plan and deliver care—centered on the individual served—that is safe, timely, efficient, effective, and equitable
3.1B An effective entry-level professional speech-language pathology program allows each student to acquire knowledge and skills in sufficient breadth and depth to function as an effective, well-educated, and competent clinical speech-language pathologist (i.e., one who can practice within the full scope of practice of speech-language pathology). The education program is designed to afford each student with opportunities to meet the expectations of the program that are consistent with the program’s mission and goals and that prepare each student for professional practice in speech-language pathology.
Accountability
- Practice in a manner that is consistent with the professional codes of ethics and the scope of practice documents for the profession of audiology.
- Adhere to federal, state, and institutional regulations and policies that are related to care provided by audiologists.
- Understand the professional’s fiduciary responsibility for each individual served.
- Understand the various models of delivery of audiologic services (e.g., hospital, private practice, education, etc.).
- Use self-reflection to understand the effects of his or her actions and make changes accordingly.
- Understand the health care and education landscapes and how to facilitate access to services.
- Understand how to work on interprofessional teams to maintain a climate of mutual respect and shared values
- Engage in self-assessment to improve his or her effectiveness in the delivery of clinical services.
- Understand the roles and importance of professional organizations in advocating for the rights of access to comprehensive audiologic services.
- Understand the role of clinical teaching and clinical modeling, as well as supervision of students and other support personnel.
- Understand the roles and importance of interdisciplinary/Interprofessional assessment and intervention and be able to interact and coordinate care effectively with other disciplines and community resources.
- Understand and practice the principles of universal precautions to prevent the spread of infectious and contagious diseases.
- Understand and use the knowledge of one’s own role and the roles of other professionals to appropriately assess and address the needs of the individuals and populations served.
- Understand how to apply values and principles of interprofessional team
- dynamics.
- Understand how to perform effectively in different interprofessional team roles to plan and deliver care—centered on the individual served—that is safe, timely, efficient, effective, and equitable
Allopathic Medicine
The Framework has been used as a reference document by the Association of American Medical Colleges (AAMC) in calls for proposals to develop Regional Medicine-Public Health Education Centers funded through their cooperative agreement with the Centers for Disease Control and Prevention (CDC). The Framework was identified as one of the references to guide the improvement of population health education in medical schools and residency programs. Some of the medical schools have used the Framework as one of the reference materials to draft the list of population health competencies for medical students at their schools and to determine their population health curricular structure.
www.aamc.org/system/files/c/2/123246-populationhealthcompetencies.pdf
www.aamc.org/system/files/c/2/123246-populationhealthcompetencies.pdf
Osteopathic Medicine
The American Association of Colleges of Osteopathic Medicine (AACOM) established the Core Competency Liaison Group with representation from each of its colleges of osteopathic medicine. In their deliberations, there was agreement that the osteopathic medical core competencies should reflect the CPPH Curriculum Framework objectives. They have drafted student performance indicators that reflect the goals, evaluation tools, and curricular objectives – which are included in the seven identified core competencies that all osteopathic medical schools could use to measure student competence in the Curriculum Framework topic areas and recommended learning/teaching methods. The seven osteopathic medical core competencies focus on the domains of: (1) Osteopathic Principles and Practices; (2) Medical Knowledge; (3) Patient Care; (4) Interpersonal and Communication Skills; (5) Professionalism; (6) Practice-Based Learning and Improvement; and (7) Systems-Based Practice.
www.aacom.org/docs/default-source/core-competencies/corecompetencyreport2012.pdf?sfvrsn=4
IPE Accreditation Standard for Osteopathic Medical Education:
Standard 6.4 of the COMMISSION ON OSTEOPATHIC COLLEGE ACCREDITATION (COCA) - ACCREDITATION OF COLLEGES OF OSTEOPATHIC MEDICINE: COM Accreditation Standards and Procedures (Effective: July 1, 2014)
www.osteopathic.org/inside-aoa/accreditation/predoctoral%20accreditation/Documents/COM-accreditation-standards-current.pdf
www.aacom.org/docs/default-source/core-competencies/corecompetencyreport2012.pdf?sfvrsn=4
IPE Accreditation Standard for Osteopathic Medical Education:
Standard 6.4 of the COMMISSION ON OSTEOPATHIC COLLEGE ACCREDITATION (COCA) - ACCREDITATION OF COLLEGES OF OSTEOPATHIC MEDICINE: COM Accreditation Standards and Procedures (Effective: July 1, 2014)
www.osteopathic.org/inside-aoa/accreditation/predoctoral%20accreditation/Documents/COM-accreditation-standards-current.pdf
Nursing
The 2006 Essentials of Doctoral Education for Advanced Nursing Practice, which provides curricular guidance for doctor of nursing practice programs (DNP), includes “Clinical Prevention and Population Health for Improving the Nation’s Health” as an essential element of the curriculum.
www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf
The 2008 Essentials of Baccalaureate Education for Professional Nursing Practice revision includes Clinical Prevention and Population Health as one of the nine essential curricular areas for baccalaureate nursing programs www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf
The 2011 Essentials of Master’s Education for Professional Nursing Practice revision includes Clinical Prevention and Population Health as one of the nine essential curricular areas for all master’s programs in nursing.
www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf
Each of the three Essentials documents are cited as required standards for undergraduate and graduate nursing education programs by the Commission on Collegiate Nursing Education in the Standards for Accreditation of Baccalaureate and Graduate Nursing Programs (Amended 2018.) The three Essentials documents are under revision and are expected to be completed in 2020.
www.aacnnursing.org/Portals/42/CCNE/PDF/Standards-Final-2018.pdf
www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf
The 2008 Essentials of Baccalaureate Education for Professional Nursing Practice revision includes Clinical Prevention and Population Health as one of the nine essential curricular areas for baccalaureate nursing programs www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf
The 2011 Essentials of Master’s Education for Professional Nursing Practice revision includes Clinical Prevention and Population Health as one of the nine essential curricular areas for all master’s programs in nursing.
www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf
Each of the three Essentials documents are cited as required standards for undergraduate and graduate nursing education programs by the Commission on Collegiate Nursing Education in the Standards for Accreditation of Baccalaureate and Graduate Nursing Programs (Amended 2018.) The three Essentials documents are under revision and are expected to be completed in 2020.
www.aacnnursing.org/Portals/42/CCNE/PDF/Standards-Final-2018.pdf
Pharmacy
The Center for the Advancement of Pharmacy Education 2013 Outcomes (CAPE) found at
www.aacp.org/sites/default/files/2017-10/CAPEoutcomes2013.pdf include Essentials for Practice and Care competencies that ensure a practicing pharmacist becomes both a promoter and provider of population-based health and wellness. The same Domain wording has been adopted by the Accreditation Council for Pharmacy Education and is Standard 2 of the Accreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree (Standards 2016) found at www.acpe-accredit.org/pdf/Standards2016FINAL.pdf.
www.aacp.org/sites/default/files/2017-10/CAPEoutcomes2013.pdf include Essentials for Practice and Care competencies that ensure a practicing pharmacist becomes both a promoter and provider of population-based health and wellness. The same Domain wording has been adopted by the Accreditation Council for Pharmacy Education and is Standard 2 of the Accreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree (Standards 2016) found at www.acpe-accredit.org/pdf/Standards2016FINAL.pdf.
Physician Assistants
The revised document titled Competencies for the Physician Assistant Profession includes interventions for prevention of disease, promotion and maintenance of health, and concepts of population health. The competencies document is endorsed by all the four professional PA organizations. www.nccpa.net/App/PDFs/Definition%20of%20PA%20Competencies%203.5%20for%20Publication.pdf.
In addition, the Physician Assistant Education Association has published the Core Competencies for New Physician Assistant Graduates which includes competency 4.12: Describe how professionals in health and other fields can collaborate and integrate clinical care and public health interventions to optimize population health.
paealearning.org/wp-content/uploads/2019/09/core-competencies-for-new-pa-grads-097119.pdf
The 5th edition of the Accreditation Standards for Physician Assistant Education requires all programs to include instruction in concepts of public health which includes an appreciation of the public health system and the role of health care providers in the prevention of disease and the maintenance of population health.
www.arc-pa.org/wp-content/uploads/2019/09/Standards-5th-Ed-Sept-2019-fnl.pdf.
In addition, the Physician Assistant Education Association has published the Core Competencies for New Physician Assistant Graduates which includes competency 4.12: Describe how professionals in health and other fields can collaborate and integrate clinical care and public health interventions to optimize population health.
paealearning.org/wp-content/uploads/2019/09/core-competencies-for-new-pa-grads-097119.pdf
The 5th edition of the Accreditation Standards for Physician Assistant Education requires all programs to include instruction in concepts of public health which includes an appreciation of the public health system and the role of health care providers in the prevention of disease and the maintenance of population health.
www.arc-pa.org/wp-content/uploads/2019/09/Standards-5th-Ed-Sept-2019-fnl.pdf.
Public Health
The Council on Education for Public Health (CEPH) revised their accreditation standards in October 2016 to include specific competencies of Master of Public Health (MPH) students in accredited schools and programs of public health. They also newly mandated demonstration of discrete assessments tied to each competency.
CEPH specified an interprofessional competency as follows: “21. Perform effectively on interprofessional teams.”
storage.googleapis.com/media.ceph.org/wp_assets/2016.Criteria.pdf
CEPH specified an interprofessional competency as follows: “21. Perform effectively on interprofessional teams.”
storage.googleapis.com/media.ceph.org/wp_assets/2016.Criteria.pdf
