The Experts below are selected from a list of 23772 Experts worldwide ranked by ideXlab platform
M. Castellano-zurera - One of the best experts on this subject based on the ideXlab platform.
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ISQUA16-2645PATIENT EMPOWERMENT THROUGH HEALTHCARE UNIT Accreditation Process
International Journal for Quality in Health Care, 2016Co-Authors: A. Rodríguez-benavente, Á. Palop-río, L. González-gaggero, M. Castellano-zureraAbstract:The aim of this study is twofold. First, to review the level of compliance of patient-centered care related standards after the first assessment. Secondly, to identify relevant improvement areas achieved through the Accreditation Process. It is a cross-sectional descriptive study utilizing data collected in the Accreditation Process of Primary Healthcare (PH) and Specialized Healthcare (SH) Units, between 2014 and 2015. Results describe the level of compliance for compulsory patient-centered care standards (stage 1) and the improvements achieved after the certification Process (stage 2). 153 Units were accredited in 2014 and 2015 (91 PH; 61 SH) Stage 1. Standard description and % of Units complying against total assessed: 1. Patient rights and obligations 100%; …
Ronald R. Price - One of the best experts on this subject based on the ideXlab platform.
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TU‐A‐211‐01: ACR MRI Accreditation: Process and Pitfalls
Medical Physics, 2012Co-Authors: Ronald R. PriceAbstract:ACR MRI Accreditation was initiated in 1996. Over the years, the Accreditation Process and requirements have evolved in order to keep pace with the rapidly changing MRI technology. This presentation will briefly review changes that have been initiated in response to the changing technology along with the evolving changes in the responsibilities of the Medical Physicist for providing advice and support for system performance, quality assurance and safety. Specific differences in the Accreditation Process between conventional general‐purpose MRI systems and specialty (extremity) systems used for anatomical imaging and systems used for breast imaging will be discussed. Additional requirements that have resulted from the Medicare Improvements for Patients and Providers Act (MIPPA), common reasons for Accreditation failure and the anticipated changes and updates to the 2004 ACR MRIQuality Control Manual will also be discussed. Learning Objectives: 1. Review the responsibilities of the Medical Physicist in the Accreditation Process 2. Discuss the CMS/MIPPA Accreditation requirements as of January 1, 2012. 3. Review differences in breast and specialty (extremity) system Accreditation 4. Discuss common reasons for Accreditation failure 5. Discuss anticipated changes and updates in the ACR MRIQuality Control Manual
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tu a 211 01 acr mri Accreditation Process and pitfalls
Medical Physics, 2012Co-Authors: Ronald R. PriceAbstract:ACR MRI Accreditation was initiated in 1996. Over the years, the Accreditation Process and requirements have evolved in order to keep pace with the rapidly changing MRI technology. This presentation will briefly review changes that have been initiated in response to the changing technology along with the evolving changes in the responsibilities of the Medical Physicist for providing advice and support for system performance, quality assurance and safety. Specific differences in the Accreditation Process between conventional general‐purpose MRI systems and specialty (extremity) systems used for anatomical imaging and systems used for breast imaging will be discussed. Additional requirements that have resulted from the Medicare Improvements for Patients and Providers Act (MIPPA), common reasons for Accreditation failure and the anticipated changes and updates to the 2004 ACR MRIQuality Control Manual will also be discussed. Learning Objectives: 1. Review the responsibilities of the Medical Physicist in the Accreditation Process 2. Discuss the CMS/MIPPA Accreditation requirements as of January 1, 2012. 3. Review differences in breast and specialty (extremity) system Accreditation 4. Discuss common reasons for Accreditation failure 5. Discuss anticipated changes and updates in the ACR MRIQuality Control Manual
Awanis Romli - One of the best experts on this subject based on the ideXlab platform.
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ICSCA - Review on the Effect of Student Learning Outcome and Teaching Technology in Omani's Higher Education Institution's Academic Accreditation Process
Proceedings of the 2018 7th International Conference on Software and Computer Applications, 2018Co-Authors: Ragad M. Tawafak, Muamer N. Mohammed, Ruzaini Abdullah Arshah, Awanis RomliAbstract:Academic Accreditation standards are defined clearly in Higher Educational Institutions (HEI) plans, management, and delivering results of assessment student with learning outcomes. In recent years, all universities and institutions work hard to increase their approval privileges, skills, achievements through getting the Accreditation from HEI. The aim of this integrative review was to examine the current evidence on the impact of technology learning on student learning and academic performance and analysis the main factors of an institution Accreditation Process. The authors searched several electronic databases for relevant articles, with different learning techniques. The main contribution of this study lies in showing the general criteria's of Accreditation standards that focus on essential technology enhanced learning, student learning outcomes, and faculty technology experience on academic performance of universities. The result from this paper is showing the relations between what have been done and presented before with methods, factors, suggestions to identify these activities.
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review on the effect of student learning outcome and teaching technology in omani s higher education institution s academic Accreditation Process
International Conference Software and Computer Applications, 2018Co-Authors: Ragad M. Tawafak, Muamer N. Mohammed, Ruzaini Abdullah Arshah, Awanis RomliAbstract:Academic Accreditation standards are defined clearly in Higher Educational Institutions (HEI) plans, management, and delivering results of assessment student with learning outcomes. In recent years, all universities and institutions work hard to increase their approval privileges, skills, achievements through getting the Accreditation from HEI. The aim of this integrative review was to examine the current evidence on the impact of technology learning on student learning and academic performance and analysis the main factors of an institution Accreditation Process. The authors searched several electronic databases for relevant articles, with different learning techniques. The main contribution of this study lies in showing the general criteria's of Accreditation standards that focus on essential technology enhanced learning, student learning outcomes, and faculty technology experience on academic performance of universities. The result from this paper is showing the relations between what have been done and presented before with methods, factors, suggestions to identify these activities.
A. Rodríguez-benavente - One of the best experts on this subject based on the ideXlab platform.
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ISQUA16-2645PATIENT EMPOWERMENT THROUGH HEALTHCARE UNIT Accreditation Process
International Journal for Quality in Health Care, 2016Co-Authors: A. Rodríguez-benavente, Á. Palop-río, L. González-gaggero, M. Castellano-zureraAbstract:The aim of this study is twofold. First, to review the level of compliance of patient-centered care related standards after the first assessment. Secondly, to identify relevant improvement areas achieved through the Accreditation Process. It is a cross-sectional descriptive study utilizing data collected in the Accreditation Process of Primary Healthcare (PH) and Specialized Healthcare (SH) Units, between 2014 and 2015. Results describe the level of compliance for compulsory patient-centered care standards (stage 1) and the improvements achieved after the certification Process (stage 2). 153 Units were accredited in 2014 and 2015 (91 PH; 61 SH) Stage 1. Standard description and % of Units complying against total assessed: 1. Patient rights and obligations 100%; …
Mahmoud A Taha - One of the best experts on this subject based on the ideXlab platform.
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Accreditation Process for engineering programs in saudi arabia challenges and lessons learned
Global Engineering Education Conference, 2014Co-Authors: Azza Abouzeid, Mahmoud A TahaAbstract:Quality of engineering education is a core principle that can never be sacrificed. To ensure quality, engineering programs/schools seek national and/or international Accreditation from relevant Accreditation agencies. As higher education in Saudi Arabia is evolving rapidly and to ensure high education quality standards, the Ministry of Higher Education is requesting all the institutions of higher education to be accredited by the National Commission for Academic Accreditation & Assessment (NCAAA). The Accreditation Process is not very much liked by most of the faculty members as they have the misconception that it is an exhausting time consuming, not to say complex and unnecessary, Process. Most faculty members are not enthusiastic about going through the preparation Process and its requirements from data collection, documents and forms preparation, data aggregation, data analysis, collecting evidences, and developing corrective action and future plans as needed. This paper describes requirements for programs Accreditation, the preparation Process, and the challenges faced during the Accreditation Process. Few papers were published discussing different issues related to the Accreditation Process in Saudi Universities. Despite the importance of the Accreditation related issues discussed in those papers, the authors believe that the challenges associated with the Accreditation Process and their causes are not fully reported and are very important to be presented. Programs, colleges, and faculty members need to realize those challenges to try to avoid them and make the Accreditation Process easier and smoother. Knowledge and information gained via observation, unstructured interviews with faculty members, discussions with colleagues from different Saudi universities, and extensive involvement of the authors in the Accreditation Process in a private university and a public university is utilized to state challenges and barriers experienced throughout different stages of the Accreditation journey. The private university was preparing for NCAAA and the public university was preparing for ABET. Although the study is based more on the national Accreditation experience, it was found that similar challenges were faced and same recommendations apply for both national and international Accreditation. This means that type of Accreditation and differences between programs/universities was not the problem and proves that the readiness of the program and the institution is the most important catalyst of the Accreditation Process. The main challenges faced by different programs were added workload, understaffing, inadequate training, inability to properly prepare required forms and documents, lack of faculty commitment to the Accreditation Process, high faculty turn over, and lack of proper support from higher administration. The paper discusses the main causes of the problems faced during the Process and presents some recommendations that might help making the Accreditation Process easier and smoother. The study concludes with the fact that faculty and staff commitment and belief in the importance of quality and the benefits of Accreditation to the programs and institution is the key success factor in attaining Accreditation. Administration cannot force faculty and staff to go quality but can convince them that quality is the perfect life style for the institution.
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EDUCON - Accreditation Process for engineering programs in Saudi Arabia: Challenges and lessons learned
2014 IEEE Global Engineering Education Conference (EDUCON), 2014Co-Authors: Azza Abou-zeid, Mahmoud A TahaAbstract:Quality of engineering education is a core principle that can never be sacrificed. To ensure quality, engineering programs/schools seek national and/or international Accreditation from relevant Accreditation agencies. As higher education in Saudi Arabia is evolving rapidly and to ensure high education quality standards, the Ministry of Higher Education is requesting all the institutions of higher education to be accredited by the National Commission for Academic Accreditation & Assessment (NCAAA). The Accreditation Process is not very much liked by most of the faculty members as they have the misconception that it is an exhausting time consuming, not to say complex and unnecessary, Process. Most faculty members are not enthusiastic about going through the preparation Process and its requirements from data collection, documents and forms preparation, data aggregation, data analysis, collecting evidences, and developing corrective action and future plans as needed. This paper describes requirements for programs Accreditation, the preparation Process, and the challenges faced during the Accreditation Process. Few papers were published discussing different issues related to the Accreditation Process in Saudi Universities. Despite the importance of the Accreditation related issues discussed in those papers, the authors believe that the challenges associated with the Accreditation Process and their causes are not fully reported and are very important to be presented. Programs, colleges, and faculty members need to realize those challenges to try to avoid them and make the Accreditation Process easier and smoother. Knowledge and information gained via observation, unstructured interviews with faculty members, discussions with colleagues from different Saudi universities, and extensive involvement of the authors in the Accreditation Process in a private university and a public university is utilized to state challenges and barriers experienced throughout different stages of the Accreditation journey. The private university was preparing for NCAAA and the public university was preparing for ABET. Although the study is based more on the national Accreditation experience, it was found that similar challenges were faced and same recommendations apply for both national and international Accreditation. This means that type of Accreditation and differences between programs/universities was not the problem and proves that the readiness of the program and the institution is the most important catalyst of the Accreditation Process. The main challenges faced by different programs were added workload, understaffing, inadequate training, inability to properly prepare required forms and documents, lack of faculty commitment to the Accreditation Process, high faculty turn over, and lack of proper support from higher administration. The paper discusses the main causes of the problems faced during the Process and presents some recommendations that might help making the Accreditation Process easier and smoother. The study concludes with the fact that faculty and staff commitment and belief in the importance of quality and the benefits of Accreditation to the programs and institution is the key success factor in attaining Accreditation. Administration cannot force faculty and staff to go quality but can convince them that quality is the perfect life style for the institution.