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Proposed New Standards for the
Accreditation of AuD Programs
Accreditation Commission for Audiology Education
Accreditation Commission for Audiology Education (ACAE)
Lisa Hunter, Chair of Board of DirectorsDoris Gordon, Executive Director
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Disclosures• Doris Gordon has a financial interest as an
employee in her position as Executive Director of the Accreditation Commission for Audiology Education (ACAE).
• Lisa Hunter is Associate Professor at Cincinnati Children’s Hospital and the University of Cincinnati and has a nonfinancial interest as the Chair of the ACAE.
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Learning OutcomesAfter attending this session, participants will be able to:• Develop a deeper appreciation for ACAE’s
accreditation process• Describe ACAE’s deliberative and collaborative
process in revising Standards• State at least 2 contributions that external
agencies play in an accreditation agency’s Standards revision
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What, Why, How, When?•What is the ACAE and what is our
purpose?•Why do standards matter and why should
they be updated?• How do standards get developed and
updated?•What are the proposed changes?• How can YOU provide input?•When will the new standards take effect?
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ACAE Board of Directors
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2014 BOARD OF DIRECTORS• Lisa Hunter, Ph.D., Chair • Catherine Palmer, Ph.D., Vice-Chair• Brian Taylor, Au.D., Treasurer• Angela Loavenbruck, Ed.D., Secretary• Jeff Browne, Public Member• Scott Griffiths, Ph.D.• Martha Mundy, Au.D.• Paul Pessis, Au.D.• Virginia Ramachandran, Au.D.• Maureen Valente, Ph.D.• Doris Gordon, MS/MPH, Executive Director (Ex-Officio)
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Education is the base
of our professionLicense to practiceClinical Training
Academic Education
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Learning is like rowing upstream:
not to advance is to drop back
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• Council for Higher Education Accreditation (CHEA) – Recognized for Ten Years in 2012• Stakeholder Survey – 2012/2013 – Over 1000 responses
from audiology stakeholders • Draft of Revised Educational Standards – 2014 (In
progress 2012-2014)• Academic Programs: 5 accredited, 2 in progress and 1
scheduled to begin in summer 2014• Ohio State University accredited March 2014• New Website in 2013 www.acaeaccred.org
What is the ACAE & what have we accomplished?
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Thank you to Plural Publishing for generous support of ACAE website development
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• To establish rigorous standards for full scope of practice for doctoral level audiologists• To empower audiologists to practice their
chosen profession autonomously and responsibly• To prove outcomes that ensure we are providing
the highest level of audiologic care to the public• To demonstrate readiness for limited license
practitioner status
What is the purpose of ACAE?
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Why do standards matter and why should they be updated?• Ensure all programs meet a consistent level• Promote a culture of professionalism• Best practice models • Transparency about education and training• Continual strive for excellence• Demonstrate to public, legislature and regulatory
bodies that we are prepared to diagnose and treat hearing and balance disorders• Provide a firm foundation for our future
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How do standards get developed and updated?
Implement & Maintain Standard
Peer Review
Draft Standards
Garner member support
Create Development Plan
Implement and Maintain Standard
Gain Final Member Approval
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What are the proposed changes?
Stakeholder Survey Task ForceLisa Hunter, ChairDoris GordonCatherine PalmerMaureen ValenteVirginia Ramachandran
Standards Review CommitteeIan Windmill, ChairElaine MormerJackson RoushBarry FreemanCynthia Compton-Conley
1000+ responses, ideas and review
Committee and board
review
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2013 Stakeholder Survey
Process:• Developed by task force
of ACAE• Survey peer-reviewed by
AAA, ADA, CAPCSD, SAA• Sent to all members of
AAA, ADA, CAPCSD• Open 6 weeks for
responses in December 201 - 2013
Goals:• Understand views of
educators, clinicians and students• Importance of current
standards• Achievement of current
standards• Areas of focus for
standards update
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• No changes – 5 standards• Minor Changes – 15 standards
•Word changes• Clarification or removing redundancy• Title changes• Substantive changes – 13 standards• Requires actions or reports
tiny tweaks >> Minor Changes >>MAJOR CHANGES >> NEW STANDARDS
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Major Changes: 12 of 34 Standards• Standard # 5 • Standard # 6• Standard # 12• Standard # 15• Standard # 19• Standard # 21
• Standard # 25• Standard # 30• Standard # 31• Standard # 32• Standard # 33• Standard # 34
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Standard 5: StructureThe program must have a current statement of its mission and the measureable goals and objectives by which it intends to prepare students for the independent and comprehensive practice of audiology.
• Goals should be measurable rather than generic• Programs should
demonstrate how they measure their goals and objectives
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Standard 6: Goals and Objectives Assessment• The program must have an ongoing method in place to evaluate and improve the extent to which it meets its goals and objectives to prepare students for the independent and comprehensive practice of audiology.
• Ongoing methods must be in place• Continuous
improvement is a hallmark of quality programs
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Standard 12: Student Support Services• Academic advising has been removed from
Standard 12 (Student Support Services).• Standards 14 (Recruitment Practices) and
Standard 15 (Admission Practices) have been combined (Recruitment and Admission Practices.)• Student Advising is a separate standard
(Standard 15.)
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Standard 15: Student Advising (New)The program must have a student advising process whereby students’ performance in the classroom and clinic is monitored in an ongoing manner, with associated communication and documentation.
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Standard 19: Program Quality
• Emphasizes “…the process, tools and benchmarks…”• Requires programs to
demonstrate the measurement of quality
ProposedThe program must be committed to attaining the highest quality in its education of students and must demonstrate the process, tools and benchmarks used to measure quality.
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Standard 21: Required Knowledge and Competencies• All competencies now characterized as action
items• Examples:• Demonstrate how to utilize contemporary
business and technology…• Model and apply the skills needed to provide
effective patient…• Direct the appropriate and ethical use of…
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Foundational Standards
Importance vs. Achieved
Biggest gaps: Development, Physiologic Processes, and Understanding Impact of Hearing Disorders
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Standard 21: Required Knowledge and Competencies• Added to Foundations:
• “Explain and demonstrate the impact of genetics on the development and preservation of auditory function as well as the impact on the development of disorders of the auditory, vestibular, and related systems, across the lifespan.”
• Explain the psychological and neurological bases for auditory and vestibular dysfunction and remediation.
• Describe the science and methods, e.g. acoustical, pharmacological, etc., necessary for the prevention of hearing and balance disorders.
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Diagnosis and Management
Importance vs. Achieved
Gaps across all areas of diagnosis, interpretation, critical thinking, prescription, treatment plans and
patient management
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Standard 21: Required Knowledge and Competencies• Added to Diagnosis and Management:
• “Characterize and implement evidence-based practice methods to provide optimal outcomes for diagnosis and treatment of auditory and vestibular disorders.”
• Added to Communication:• “Advocate for patients needs by teaching self-advocacy
skills.”• “Model and apply the skills needed to provide effective
patient- and family-centered counseling to provide information, resources and evidence-based options for diagnosis and treatment. “
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Communication and Professionalism
Importance vs. Achieved
Biggest gaps in Effective communication, Documentation, Professional ethics, Practice
management.
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Standard 21: Required Knowledge and Competencies• Add to Professional Responsibilities and Values (examples)
• “Respect the unique cultures, values, roles/responsibilities, and expertise of other health professions, including the value of inter-professional education and collaboration for patient care.”
• “Describe the value of life-long learning in order to stay current with changing medical, technologic and business advances.”
• “Describe the appropriate and ethical use of audiology assistants in order to manage productivity and effectiveness within the scope of audiologic practice.
• “Demonstrate how to utilize contemporary business and technology processes in order to improve access to audiologic care.”
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• “Clinical Instructors” is used instead of “preceptors, here and in other standards – more inclusive• Clinical instructors, particularly those not part
of the academic faculty, should have training in clinical instructional techniques• Quality of clinical instruction should be
monitored on an ongoing basis to assure students are meeting expected learning benchmarks
Standard 31: Number and Qualification of Clinical Instructors
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Standard 33: Relationship between Academic Program and External Clinical Sites• The program must have a current written and
mutual agreement(s) …that describes… the expected student learning outcomes, the expectations for the quality of the student experience, the responsibilities of the student, the role of the clinical instructor(s),...
• Programs must be able to demonstrate ongoing monitoring of the quality of clinical instruction provided by the clinical sites.
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• External clinical sites should know the expected learning outcomes.• Clinical sites must be monitored for quality, i.e.
meeting expected learning outcomes• Programs must demonstrate that this process is
ongoing
Standard 33: Relationship between Academic Program and External Clinical Sites
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Standard 34: Public Disclosure• Programs must provide reliable
information to the public on their performance on a regular basis, including student achievement.
• This communication to the public must take place during specific points in the academic year, but on an annual basis at least.
• It also must be clearly identified on the program’s website or other publication for the public to easily see.
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How can YOU provide input?• Draft standards will be sent for widespread peer
review in late Spring• Written input will be considered in final
standards
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What are the next steps?• Here will be plenty of time for programs to
become familiar with the new standards over the next 1-2 years• New standards will be integrated into our
Computerized Accreditation Program (CAP) once approved• Final standards will be adopted for new
programs after a waiting period
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Questions and Discussion