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Joint Accreditation Criteria Review: JAC5

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.

JAC5 states: 

The provider generates activities/educational interventions that are designed to change the skills/strategy, or performance of the healthcare team, and/or patient outcomes as described in its mission statement.

In the previous criterion, we looked at why an educational activity needs to happen. In this criterion, we build on that what to identify what learners are going to do differently.

We can think of learner change in different levels that build on each other:

  • Knowledge – learners now know something they didn’t know before
  • Skills/strategies – learners have new skills or strategies so that they can put what they know into practice
  • Performance – learners actually use those skills or strategies when they are caring for patients or working with their team

I’m sure you noticed that activities can also be designed to change patient outcomes. That does build off of performance, but because it looks at patient data and not just the members of the healthcare team, we usually think of that one as its own thing.

 

This is something that’s been covered in other posts, undoubtedly more times than I can remember, but it always bears repeating because it is such an important component of activity planning.

It is all well and good to provide knowledge to learners, but if they aren’t able to use that knowledge, then what’s the point of the educational intervention? Ultimately, we need learners to walk away with new skills and/or strategies that they can use in their practice. This then, hopefully, leads to better patient outcomes, and so on up the hierarchy.

The thing to remember when looking at interprofessional education is that we want the healthcare team to change, not just the individual members of the team. We want them to have new communication skills or to change how they make space for the special skills each member of the team brings to the care of their patients. So when we’re planning an activity, we need to make sure to address the team when we think about what the activity is designed to change. What skills or strategies will the activity provide to the team? How do want the team to perform differently? Or, of course, what patient outcomes will change as a result of this activity?

As with all JA criteria, remember to come back to the team. We use the same terminology for both single-profession and interprofessional activities, so it’s always good to have that reminder that interprofessional activities need to add “for the team” to those terms.

Other Posts in This Series

References

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Notes from the 2024 Alliance Annual Conference

The first week of February, the Alliance for Continuing Education in the Health Professions (ACEhp) met in New Orleans, LA, for their 2024 Annual Conference. There were 3 days of education and networking, with a little music and a few beignets to celebrate being in NOLA during Mardi Gras.

Key Takeaways:
  1. The process of standardizing our shared vocabulary is just that—a process. Definitions may exist, but adoption continues to be slow. The question remains whether to move forward with defining new terms, just trying to promote what’s been done so far, or to give up altogether. A big stumbling block may lie in the technology we use. If we have firm definitions for “learners” and “completers” and “attendees,” but our learning management systems can’t differentiate, it’s hard to report on those specifics
  2. Self-efficacy belief (SEB) has a significant impact on whether learners change their behavior. In order to act, you have to believe that you can, so education should be designed to support learners’ SEB
  3. Education is not in a silo. Changes in technology, funding, patients, providers, and the world all impact education. And education can also address those changes. When designing education, we need to think about the various systems in which we work
  4. Long conferences are a great opportunity to network and learn. They’re also, well, long. So maybe have puppies in the exhibit hall? Sadly, there were no puppies at ACEhp, but we did hear (and see pictures) from another conference that did, with the result of creating a space that was both fun and educational

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