Joint Accreditation

Joint Accreditation Criteria Review: JAC10

The second grouping of JA criteria is headed Activity Planning and Evaluation. This set of 8 criteria focuses on how individual activities are designed, implemented, and evaluated.

JAC10 states: 

The provider implements strategies to remove, overcome, or address barriers to change in the skills/strategy or performance of the healthcare team.

As educators, we can provide knowledge, resources, and strategies, but we don’t have control over the everyday working lives of our learners. After they walk out of an activity, they return to a place where they have to deal with insurance companies, time constraints, and other people. Learners may leave with every intent to take what they learned and put it into their practice, but they will, undoubtedly, encounter at least 1 barrier that makes that change difficult or even impossible.

Barriers to change can occur anywhere from the individual level to the systemic level. Common barriers include:

  • Lack of time
  • Lack of organizational support
  • Lack of resources/money
  • Patient adherence

Depending on the type of organization in which you work, you’ll find that your ability to address barriers will vary. The first thing to note is that this criterion does not expect you to be able to address the issue of patient adherence. But we can provide additional supports to help overcome potential barriers to change in the actions of the healthcare team itself.

It’s also important to remember that Joint Accreditation is about the team. What barriers might the team face? This criterion does not ask about the individuals within the team. Instead, it is looking at the team as a whole. And it goes hand-in-hand with JAC9, the criterion about using support strategies as an adjunct to educational activities. Do any of these support strategies help the team overcome barriers? Perhaps a checklist will streamline patient handoff and help the team overcome a lack of time.

So to meet this criterion, you must first identify potential barriers to change. And then look at what your activity can offer, either within the accredited piece or as a support strategy, to help the team address that barrier. Will you always be successful? Not necessarily. Systemic change is hard and may be out of your control. What matters is that you try.

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Joint Accreditation Criteria Review: JAC9

The second grouping of JA criteria is headed Activity Planning and Evaluation. This set of 8 criteria focus on how individual activities are designed, implemented, and evaluated.

JAC9 states: 

The provider utilizes support strategies to sustain change as an adjunct to its educational interventions (eg, reminders, patient feedback).

When learners walk out of an educational activity, they start to forget everything they just were taught. I’m sure this is an experience most of us have had. What year did that happen? Was it 418? Or was it 814? (And here is how you can tell that my BA is in history.)

Now, you can hope that learners will go home and look through their notes and confirm that Charlemagne ruled in the 800s, not the 400s. And if our learners were college students, that might be a reasonable expectation. But our learners aren’t in college anymore. They have full-time jobs, families, and any number of things that might keep them from going home to look through their notes.

As educators, though, we can provide additional supports. The Massachusetts Medical Society provides an excellent list of examples, 2 of which are included in the criterion. Reminders can come in the form of signage or pop-up windows in the EMR/EHR. i3 Health frequently sends a follow-up newsletter to remind learners of the material that was covered.

Sometimes a systemic change is needed to provide additional supports. Sometimes it’s as simple as providing a handout of key bullet points. The exact strategies will depend on the activity. The goal is to expand the reach of the activity to outside the accredited piece. What will serve as a reminder of what was taught? What might be needed to help learners put what was taught into practice? Document what you use, and then check this criterion off your list.

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