ACCREDITATION - The Royal College of Physicians and ...

ACCREDITATION

SIMULATION PROGRAM ACCREDITATION February 2012

SIMULATION PROGRAM ACCREDITATION

Simulation accreditation is a voluntary process that includes an external review of a simulation programs' ability to provide simulation based education activities that reflect the highest administrative, educational, and ethical standards. The accreditation process has multiple components including the completion of a selfevaluation questionnaire, an on-site peer-review and a final review by the Royal College CPD Accreditation Committee.

Accredited Simulation programs are nationally recognized through a rigorous peer review process that ensures simulation-based learning activities are planned and delivered according to the latest educational research and demonstrate their impact on patient safety and quality care provided by health professionals.

Accreditation must be renewed every three to five years. Simulation programs are required to demonstrate their adherence to accreditation standards within each of the following domains:

Mission statement and governance Infrastructure Education Research Patient safety and health care system

Royal College accredited Simulation Programs are:

Leaders in simulation and part of a national cadre of clinical educators available with expertise in CanMEDS, professional development and simulation-based education

Nationally recognized and well respected Focused on inter-professionalism and patient safety Able to assign Maintenance of Certification credits Leaders in promoting educational and ethical standards Able to influence other programs and simulation systems Part of a signed a Memorandum of Understanding between the Royal College

and Accreditation Canada Contributors to the hospital accreditation process with Accreditation Canada Collaborators in the development of scholarship and research in education. Supported by the Royal College through access to education experts, web-

based tools, CPD Accredited Provider Conference, customized coaching

For more information: cpd-accreditation@royalcollege.ca

Eligibility

All health care simulation programs in Canada are invited to apply to become an accredited simulation program. Simulation programs must be:

not-for-profit organizations with a formal governance structure accountable to and serving medical professionals through continuing

professional development and research activities.

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Important dates

The Royal College conducts reviews on the following schedule.

Submission of Accreditation Guide for Simulation Programs due April 1 Site peer review (June - August) CPD Accreditation Committee meets in September to adjudicate application

The accreditation cycle duration is typically between three to five years from date of approval

Application/Administration Fees

Organizations seeking simulation accreditation are required to submit a non-refundable application/ administrative fee prior to submitting the completed application form.

The application/administration fee will not be refunded. All fees listed are in Canadian dollars. Fees include the costs of all conference calls, site visit expenses and administrative support during accreditation cycle.

Contact us for pricing

Royal College of Physicians & Surgeons of Canada Office of Professional Affairs Simulation Accreditation 774 Echo Drive Ottawa, ON K1S 5N8 Tel: (800) 668-3740 ext 386 Email: cpd-accreditation@royalcollege.ca

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SIMULATION PROGRAM ACCREDITATION STANDARDS

1. Mission statement and governance

1.1. Mission statement and goals

1.1.1. The Program has a mission statement that includes purpose, common goals, patient safety, and audience served. The mission statement must support interprofessional education.

1.1.2. Education goals: The Program has developed a set of educational goals that includes a commitment to interprofessional education activities.

1.2. Governance structure

1.2.1. There is an organizational structure that ensures the mission and goals can be achieved. The organization structure must include administrative and governance components.

1.2.2. The governance structure is representative of health care providers utilizing the Program.

2. Infrastructure

2.1. Financial structure

2.1.1. Financial resources are secured to ensure that the Program will realize the established goals of the organization.

2.2. Personnel

2.2.1. There is an administrator(s) responsible for the program. The administrator has the responsibility and authority to manage the program. This includes use of the program's resources: financial, personnel, physical space and equipment.

2.2.2. There are support personnel available to work with faculty and instructors, to support the simulation environment.

2.2.3. There is an implemented plan for ongoing training on the use of simulation and the simulation equipment, for all personnel whose roles are directly involved in simulation development or training on behalf of the Program.

2.2.4. There are written personnel performance evaluations conducted on an annual basis.

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2.2.5. There is an established framework to ensure confidentiality.

2.3. Faculty

2.3.1. There is a process to train faculty instructors who are involved with the simulation Program.

2.3.2. There is a process in place to perform regular peer assessments of the performance of the instructor.

2.4. Facilities and equipment

2.4.1. The Program has access to the equipment and technology required for the courses identified by the learners.

2.4.2. There are written evaluations by the stakeholders of the equipment and space that is used to teach the courses.

2.5. Relationship with industry

2.5.1. There are policies and procedures in place to define and manage the relationship between the Program and commercial entities. These require identification and management of conflicts of interest.

3. Education

3.1. Curriculum and course design

3.1 Needs assessment: The curricula are based on an assessment of the needs of the learners (perceived and/or unperceived). 3.1.2. Learning Objectives: Each course has written learning objectives based on identified needs. 3.1.3. Education Methods and Delivery: There are appropriately linked modalities and learning formats consistent with and relevant to the identified needs and learning objectives

3.2. Diversity of learners and instructors

3.2.1. Diversity of learners: There are courses which utilize or facilitate learning in an interprofessional environment when appropriate.

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