Accrediting agencies for VCU Health Sciences programs

Health Professions

The following agencies serve as accrediting bodies for Health Professions programs. 

Patient Counseling
Association for Clinical Pastoral Education, Inc.

  • Program Components
    • Standard 303.3: interdisciplinary consultation and teaching within the program(s) provided by adjunct faculty and/or guest lecturers.
    Pastoral Competence 
    • Standard 309.4: to develop students' awareness and understanding of how personal, social conditions, and structures affect their lives and the lives of others and how to address effectively these issues through their ministry.
    • Standard 309.7:  to teach students the pastoral role in professional relationships and how to work effectively as a pastoral member of a multidisciplinary team.
    Student Learning Outcomes
    • Standard 312, Outcome 312.5: Graduates will demonstrate effective participation as a member of a comprehensive health care team.
Rehabilitation Counseling
Council on Rehabilitation Counseling
  • Standard C.1.1 Rehabilitation counseling scope of practice C.1.1.a.: Explain professional roles, purposes, and relationships of other human service and counseling/psychological providers.
  • Standard C.9.6 Classification and evaluation of function C.9.6.b.:  Consult with medical/health professionals regarding prognosis, prevention and wellness strategies for individuals with a disability
  • Standard C.10.11: Community-based rehabilitation and service coordination 
  • C.10.11.b.: Collaborate with advocates and other service providers involved with the individual and/or the family.
  • D.2.1: The internship activities shall include the following: D.2.1.a. Orientation to program components, policies and procedures, introduction to staff and their role and function, identification of the expectations for interns, confidentiality and due process procedures, risk assessment, and the Code of Professional Ethics for Rehabilitation Counselors
Occupational Therapy
American Occupational Therapy Association
  • In the Preamble of the ACOTE Standards: Be prepared to effectively communicate and work interprofessionally with those who provide care for individuals and/or populations in order to clarify each member’s responsibility in executing components of an intervention plan.
  • Standard B.5.21: Effectively communicate, coordinate, and work interprofessionally with those who provide services to individuals, organizations, and/or populations in order to clarify each member’s responsibility in executing components of an intervention plan.
Physical Therapy
Commission on Accreditation in Physical Therapy Education
  • "Standards and Elements" Interprofessional Education is specifically addressed under the following:
    • Standard 6F: "The didactic and clinical curriculum includes interprofessional education; learning activities are directed toward the development of interprofessional competencies including, but not limited to, values/ethics, communication, professional roles and responsibilities, and teamwork. NOTE: this criterion will become effective January 1, 2018."
    • Standard 6L The curriculum plan includes clinical education experiences for each student that encompass, but are not limited to: 6L3 involvement in interprofessional practice
    • Standard 7D7: "Communicate effectively with all stakeholders, including patients/clients, family members, caregivers, practitioners, interprofessional team members, consumers, payers, and policymakers."
    • Standard 7D28: "Manage the delivery of the plan of care that is consistent with professional obligations, interprofessional collaborations, and administrative policies and procedures of the practice environment."
    • Standard 7D37: "Assess and document safety risks of patients and the healthcare provider and design and implement strategies to improve safety in the healthcare setting as an individual and as a member of the interprofessional healthcare team."
    • Standard 7D39: "Participate in patient-centered interprofessional collaborative practice."
Health Administration
Commission on Accreditation of Health Management Education
  • CAHME does have specific criteria that state or reference IPECAHME
  • Criterion IIIB2: The Program will provide, throughout the curriculum, opportunities for students to participate in team based and interprofessional activities.
  • CAHME Criterion IIIB3:  The Program will provide experiences for students to gain an understanding of, and to interact with, a variety of health professionals and organizations.
Clinical Laboratory Sciences
National Accrediting Agency for Clinical Laboratory Sciences
No IPE standards indicated
Radiation Sciences
Joint Review Committee on Education in Radiologic Technology
Joint Review Committee on Education in Nuclear Medicine Technology
No IPE standards indicated
Nurse Anesthesia
Council on Accreditation of Nurse Anesthesia Educational Programs
  • "Standards for Accreditation of Nurse Anesthesia Educational Programs" by the Council on Accreditation of Nurse Anesthesia Educational Programs, Under Section D: "Graduate Standards" Criteria "Leadership" Number 32 "Provide leadership that facilitates intraprofessional and interprofessional collaboration."


The Commission on Dental Education (2013) makes the following statement regarding IPE:

  • Access to health care and changing demographics are driving a new vision of the health care workforce. Dental curricula can change to develop a new type of dentist, providing opportunities early in their educational experiences to engage allied colleagues and other health care professionals. Enhancing the public’s access to oral health care and the connection of oral health to general health form a nexus that links oral health care providers to colleagues in other health professions. Health care professionals educated to deliver patient-centered care as members of an interdisciplinary team present a challenge for educational programs. Patient care by all team members will emphasize evidence-based practice, quality improvement approaches, the application of technology and emerging information, and outcomes assessment. Dental education programs are to seek and take advantage of opportunities to educate dental school graduates who will assume new roles in safeguarding, promoting, and caring for the health care needs of the public.


The Liaison Committee on Medical Education (LCME) addressed the requirement for interprofessional education through the statement below:


  • The core curriculum of a medical education program prepares medical students to function collaboratively on health care teams that include health professionals from other disciplines as they provide coordinated services to patients. These curricular experiences include practitioners and/or students from the other health professions.


Essential VI of the Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008), Interprofessional Communication and Collaboration for Improving Patient Health Outcomes states:

  • Effective communication and collaboration among health professionals is imperative to providing patient-​centered care. All health professions are challenged to educate future clinicians to deliver patient-centered care as members of an interprofessional team, emphasizing communication, evidence-based practice, quality improvement approaches, and informatics. Interprofessional education is defined as interactive educational activities involving two or more professions that foster collaboration to improve patient care​. ​
  • Teamwork among healthcare professionals is associated with delivering high quality and safe patient care. Collaboration is based on the complementarities of roles and the understanding of these roles by the members of the healthcare teams. Interprofessional education enables the baccalaureate graduate to enter the workplace with baseline competencies and confidence for interactions and with communication skills that will improve practice, thus yielding better patient outcomes. Interprofessional education can occur in a variety of settings. An essential component for the establishment of collegial relationships is recognition of the unique discipline-specific practice spheres. Fundamental to effective interprofessional and intraprofessional collaboration is a definition of shared goals; clear role expectations of members; a flexible decision-making process; and the establishment of open communication patterns and leadership. Thus, interprofessional education optimizes opportunities for the development of respect and trust for other members of the healthcare team.


The DRAFT accreditation standards from the Accreditation Council for Pharmacy Education (ACPE), introduce a new standard (Standard 11: Guidance for Interprofessional Education) which reads in part:

  • Partnerships – Colleges and schools are encouraged to partner with external academic institutions, healthcare systems, and health professions practitioners to provide students with meaningful interprofessional education and practice experiences throughout the professional program
  • Continuity of IPE – Experience has shown that interprofessional education should occur throughout the PharmD program.
  • Interprofessional simulation experiences – The college or school is encouraged to develop interprofessional simulations. College/school and/or university financial and physical resources should be dedicated to support these interprofessional activities.
  • Faculty involvement – Faculty, including preceptors, should role model effective interprofessional communication and collaboration for students at every opportunity.
  • Non-pharmacist preceptors – Interprofessional practice-based educational experiences for pharmacy students should occur with a pharmacist preceptor as a member of the team. On occasion, high-quality interprofessional practice-based educational experiences may be available to pharmacy students that would need to be precepted by a non-pharmacist member of the healthcare team. Non-pharmacist precepted interprofessional practice-based educational experiences should be offered only as a small percentage of experiential elective time.
  • Interaction with prescribers – IPE training must involve student pharmacist interaction with prescribers (and students training to be prescribers) in didactic and experiential educational settings. This requirement is based on the fact that to have the greatest impact on direct patient care, pharmacists and student pharmacists must be able to interact effectively with prescribers. Prescribers include physicians, dentists, nurse practitioners, physician assistants, veterinarians, and their respective students in training.
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