Accreditation Framework
This accreditation framework has been developed in conjunction with the LLLP to provide guidance to organisations for the accreditation of learning activities. It was developed by analysing the existing accreditation arrangements in place for continuing education in pharmacy activities in 7 countries (America, Australia, Canada, Ireland, New Zealand, South Africa and United Kingdom).
The proposed framework consists of four key stages:
- Accreditation Inputs: this relates to the inputs into the accreditation process, ie the structures and resources required for the development of an activity
- Accreditation Process: this refers to the processes involved in accreditation of an activity
- Accreditation Outputs: these are the outputs from the accreditation process, rather than those from the training programme (these are captured in the 'input' stage).
- Quality improvement: this is carried out after the process has been completed, but feeds into the process when it is viewed as a continuum.
Detail on each of the constituent elements of the four stages is provided below. Further detail on why a particular element is needed, and who provides it is shown in the table, but this is purely for the purposes of a complete picture. These can be determined by the accrediting body to suit the needs of their organisation.
Accreditation Inputs | |||
Input | What is required? | Why is this required? | Who provides this? |
1. Context for activity | This is the background to the development of the activity. It could include, but is not limited to, the following items:
| To ascertain if the activity is appropriate in the context of legislation, health service etc. | Applicant or accrediting body dependant on accrediting structures |
2. Accreditation standards / principles | These are the standards or principles that have informed the development of the activity and to which the activity must adhere. In many cases, standards are provided by the regulator. Standards can cover areas such as programme delivery, resources, evaluation and governance. | To ensure that the activity meets the required quality standards. | Accrediting body/Regulator |
3. Quality processes | These are the processes that the applicant has put in place to assure quality of content, materials and delivery. | To ensure that governance structures are in place. The content should be regularly reviewed and revised to reflect changes in best practice and pharmacy practice in general, and to ensure that sources are up-to-date and that content is unbiased. | Applicant |
4. Educational content | This is the educational content of the activity. A copy of the educational material will form part of the application and should demonstrate how the activity meets the objectives and outcomes. | Content for training programmes should be developed according to both objectives and outcomes. Examples of these can include:
| Applicant |
5. Method of delivery | Delivery of an activity can take place in different formats - for example online, face-to-face, blended etc. The applicant should furnish details on the following areas (where relevant):
| To ensure that the delivery meets the requirements of the learner. | Applicant |
6. Assessment approach | Assessment can be carried out by different methods, the most common of which are summative and formative assessment. The assessment approach should be detailed in the application. | Assessment assists with ensuring that participants are engaging in reflective learning and demonstrating that they are meeting the learning outcomes. | Applicant |
7. Evaluation of activity | Evaluation is an important aspect of the feedback on an activity. Provisions for how participant evaluations of the activity will be carried out should be detailed. | To ensure that learners’ experience upon completion of the activity are captured, and to provide feedback to the applicant. | Applicant or accrediting body dependant on accrediting structures |
8. Impact of activity | This refers to the wider impact an activity can have on, for example, community health. A description from the applicant of what impact the activity is anticipated to have in practice. | Impact is an important element in measuring the success of an activity. It can be measured in different ways, and these can include impact on community health, patient health or practice of pharmacy as relevant. | Applicant |
9. Reflective Practice | Reflective practice ensures that the participant is considering how they can integrate their learning into their practice. The activity should include a mechanism whereby the participant engages in reflective practice. This could, for example, take the form of completion of a CPD cycle. | All activities undertaken by pharmacists as part of their continuing education should take into consideration the following areas:
| Applicant |
Accreditation Process | |||
Process | What is required? | Why is this required? | Who provides this? |
1. Application process | This refers to the application process. The following should be provided to the applicant:
| To demonstrate how the activity meets the standards, outcomes and objectives. To ensure that the content of the programme is unbiased, presenters must declare any conflicts of interest, and all third parties must be clearly acknowledged in the programme and all conflicts highlighted to participants. | Applicant |
2. Application Review Process | This is the process of reviewing the application submitted by the applicant. The following are the steps in this process:
| To ensure that the standards have been met, that the application is complete and that the activity is fit for purpose. | Accrediting body |
Accreditation Output | |||
Output | What is required? | Why is this required? | Who provides this? |
Decision: (a) Accredited granted (b) Accreditation not granted (c) Accreditation with conditions
| This is the output from the application review process. The review team decision/recommendation to be determined and communicated to applicant. This should include any conditions or recommendations by the review team, as well as the duration of the accreditation. |
| Accrediting body |
Quality Improvement | |||
Quality Improvement | What is required? | Why is this required? | Who provides this? |
| 1. Review of activity | The activity should be reviewed on a regular basis taking the following into consideration (where relevant):
| Regular review of activities by the applicant ensures that they continue to meet the learning outcomes and objectives, while confirming that the content is updated to adhere to best practice. | Applicant |
2. Evaluation by participants
| Evaluation is an important aspect of the feedback on an activity. Provisions for how participant evaluations of the activity will be carried out should be detailed. | Evaluation of an activity by participants assures that it is regularly reviewed for quality purposes. This allows the applicant to receive feedback on the experience participants have while undertaking the activity. | Applicant or accrediting body dependant on accrediting structures |