Can educational accreditation drive interdisciplinary learning in the health professions?

Area of Science:

• Higher education
• Health professions education
• Accreditation

Background:

• Accreditation assures public of academic quality and promotes self-improvement.
• Interdisciplinary education models challenge traditional accreditation responsiveness.
• Current accreditation practices may hinder adaptation to evolving educational needs.

Purpose of the Study:

• To examine the impact of interdisciplinary education on accreditation processes in health professions.
• To propose revisions for accreditation standards to accommodate interdisciplinary learning.
• To stimulate discussion on the future role of accreditation in interdisciplinary health professions education.

Main Methods:

• Analysis of current accreditation philosophies and practices.
• Identification of challenges posed by interdisciplinary learning experiences.
• Development of mock accreditation standards for interdisciplinary health professions education.

Main Results:

• Some accrediting agencies embrace continuous improvement, while others retain an "inspection" model.
• Interdisciplinary education requires accreditation to evolve beyond traditional evaluation methods.
• Existing accreditation standards may not adequately assess interdisciplinary competencies.

Conclusions:

• Accreditation must adopt a continuous improvement philosophy to remain relevant.
• Revising accreditation standards is crucial for evaluating interdisciplinary health professions education.
• Accreditation can serve as a catalyst for developing essential interdisciplinary skills in future health professionals.