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Background The global emphasis on medical education quality has established accreditation as a crucial evaluation method. Iran has implemented systematic institutional and program accreditation in medical universities over the past decade. This study analyzes the strengths and implementation challenges of educational accreditation from the perspective of field experts. Methods We conducted a qualitative content analysis study, engaging accreditation experts selected through purposive sampling. Semi-structured interviews were employed to gather expert opinions on the strengths and challenges of implementing educational accreditation in Iran. The resulting data underwent inductive content analysis to distill key themes and insights. Results Analysis of the interviews yielded 140 primary codes, which were organized into two main themes and six categories. The first theme, “the Pillars of the Accreditation System,” encompassed four main categories: accreditation standards, accreditation structure, accreditation evaluators, and accreditation outcomes. The second theme, “Improvement in Conducting Accreditation,” comprised two main categories: improving the structure and improving the implementation process. While accreditation efforts have improved institutional adherence to basic quality standards, challenges such as excessive governmental control and the approval of underperforming institutions raise concerns about the credibility of the process. Conclusion The efforts of the Ministry of Health and Medical Education in implementing accreditation have guided programs and institutions towards achieving minimum quality assurance standards. Structural issues within Iran’s accreditation framework, such as governmental control over the accreditation process and the consideration of multiple factors in accreditation decisions, have led to some concerns. One of these concerns is approving underperforming institutions and programs which has raised some questions about quality and necessity of the accreditation process itself. It is hoped that in the near future, the Ministry of Health and Medical Education will devise and implement strategies to enhance the current system, paving the way for a more robust and effective accreditation process in the future.

Introduction International accreditation of universities is a comprehensive evaluation process conducted by reputable external bodies to ensure adherence to quality and effectiveness standards in higher education institutions. This study aimed to identify the challenges and strategic solutions related to the international accreditation of Iranian universities of medical sciences (IUMS). Methods This qualitative study was conducted in 2023 across IUMS. Data were collected through purposive semistructured interviews with 36 individuals, including administrators, faculty members, and experts from various university departments under the supervision of the Ministry of Health and Medical Education (MOHME). The interviews continued until data saturation was achieved. The data were analyzed using the conventional content analysis approach proposed by Graneheim and Lundman. Results A total of 52 challenges were identified, the most critical of which were cultural barriers, weak implementation processes, and inappropriate organizational structures. In parallel, 57 solutions were classified into seven categories, including training and education, infrastructure development, communication enhancement, policymaking and planning, self-assessment, improvement of standards and indicators, and process optimization. Conclusions This study identified major barriers to international accreditation in IUMS and proposed practical solutions. Progress requires joint action: universities should strengthen training, infrastructure, documentation, and internal quality assurance, while accrediting bodies and national authorities must provide supportive regulations, adequate resources, and context-sensitive standards aligned with global frameworks. Coordinated efforts at both levels are essential for enhancing accreditation readiness, improving quality, and increasing global competitiveness.

The new coronavirus SARS-CoV-2 has rapidly spread over the world causing the disease by WHO called COVID-19. This pandemic poses unprecedented stress on the health care system including programs performing allogeneic and autologous hematopoietic cell transplantation (HCT) and cellular therapy such as with CAR T cells. Risk factors for severe disease include age and predisposing conditions such as cancer. The true impact on stem cell transplant and CAR T-cell recipients in unknown. The European Society for Blood and Marrow Transplantation (EBMT) has therefore developed recommendations for transplant programs and physicians caring for these patients. These guidelines were developed by experts from the Infectious Diseases Working Party and have been endorsed by EBMT’s scientific council and board. This work intends to provide guidelines for transplant centers, management of transplant candidates and recipients, and donor issues until the COVID-19 pandemic has passed.

Abstract Quality problem Weaknesses in the quality of care delivered at hospitals translates into patient safety challenges and causes unnecessary harm. Low-and-middle-income countries disproportionately shoulder the burden of poor quality of hospital care. Initial assessment In the early 2000s, Rwanda implemented a performance-based financing (PBF) system to improve quality and increase the quantity of care delivered at its public hospitals. PBF evaluations identified quality gaps that prompted a movement to pursue an accreditation process for public hospitals. Choice of solution Since it was prohibitively costly to implement an accreditation program overseen by an external entity to all of Rwanda’s public hospitals, the Ministry of Health developed a set of standards for a national 3-Level accreditation program. Implementation In 2012, Rwanda launched the first phase of the national accreditation system at five public hospitals. The program was then expected to expand across the remainder of the public hospitals throughout the country. Evaluation Out of Rwanda’s 43 public hospitals, a total of 24 hospitals have achieved Level 1 status of the accreditation process and 4 have achieved Level 2 status of the accreditation process. Lessons learned Linking the program to the country’s existing PBF program increased compliance and motivation for participation, especially for those who were unfamiliar with accreditation principles. Furthermore, identifying dedicated quality improvement officers at each hospital has been important for improving engagement in the program. Lastly, to improve upon this process, there are ongoing efforts to develop a non-governmental accreditation entity to oversee this process for Rwanda’s health system moving forward.

OBJECTIVES:The aim of this study was to examine outcomes from 10 years of research on a post-baccalaureate new graduate nurse residency program and to report lessons learned. BACKGROUND:Transition to practice programs are recommended by the Future of Nursing report, the Carnegie Foundation study, the Joint Commission, and the National Council of State Boards of Nursing. METHODS:Data from new graduate residents who participated in the University HealthSystem Consortium/American Association of Colleges of Nursing residency from 2002 through 2012 are presented. Analysis of variance results from the Casey-Fink Graduate Nurse Experience Scale and outcomes from the graduate nurse program evaluation instrument are provided. RESULTS:Retention rates for new graduates in the residency increased considerably in the participating hospitals. Residents’ perception of their ability to organize and prioritize their work, communicate, and provide clinical leadership showed statistically significant increases over the 1-year program. CONCLUSION:The recommendations for new graduate nurse residency programs are supported by the findings.

Objective. To describe global patterns among health-care accreditation organizations (AOs) and to identify determinants of sustainability and opportunities for improvement. Design. Web-based questionnaire survey. Participants. Organizations offering accreditation services nationally or internationally to health-care provider institutions or networks at primary, secondary or tertiary level in 2010. Main Outcome Measure(s). External relationships, scope and activity public information. Results. Forty-four AOs submitted data, compared with 33 in a survey 10 years earlier. Of the 30 AOs that reported survey activity in 2000 and 2010, 16 are still active and stable or growing. New and old programmes are increasingly linked to public funding and regulation. Conclusions. While the number of health-care AOs continues to grow, many fail to thrive. Successful organizations tend to complement mechanisms of regulation, health-care funding or governmental commitment to quality and health-care improvement that offer a supportive environment. Principal challenges include unstable business (e.g. limited market, low uptake) and unstable politics. Many organizations make only limited information available to patients and the public about standards, procedures or results.

Background The primary health care system is acknowledged as the essential entry point to health services. In Iran, primary health care has historically been a key focus for policymakers. However, the accreditation of these services has only recently gained attention as a significant consideration. This study aims to qualitatively examine the prerequisites necessary for the effective implementation of accreditation programs within the primary health care system. Methods This qualitative study was conducted using semi-structured interviews with a diverse group of participants, including specialists from the Iran Ministry of Health, managers of comprehensive health centers in Kerman, physicians, and representatives from the Deputy of Health at Tehran, Kerman, and Mashhad Universities of Medical Sciences. Purposive sampling was utilized through a snowball approach. Content analysis and MAXQDA12 software were used for data analyzing. Results The results showed that various factors are prerequisites for the accreditation program. These requirements were subthemes of the three major concepts introduced by Avedis Donabedian, i.e., structure, process, and outcome. Structural challenges encompassed programs, culture, accreditation platforms, evaluation teams, and motivation. Process challenges included program comprehensiveness, financial resource sustainability, implementation leveling, knowledge translation, implementation protocols, comprehensive training, accreditation standards, and system design. On the basis of the Donabedian model, the results section includes the outcome and expected output. With respect to the challenges of the accreditation program, most of the issues raised by the participants were related to the fundamental and structural defects of the country’s healthcare system. Conclusion The challenges faced in the accreditation program are largely rooted in the fundamental and structural defects of the country’s healthcare system. The prerequisites for effective accreditation are not limited to the process itself; rather, they are heavily influenced by broader systemic issues related to the program, culture, resources, and overall design of the healthcare infrastructure. Addressing these underlying structural problems is crucial for the successful implementation and sustainability of the accreditation program. In any case, without considering major challenges, the implementation of the accreditation program could face serious problems.

Providing high quality and safe patient care is a challenge in the current rapidly changing and complex health care environment. A variety of independent tools and methodologies contribute to this effort, e.g. regulatory requirements, quality improvement tools and accreditation methodologies. A concern is that each alone will not achieve the tipping point in health care quality that is required. This paper suggests that the methodology and application of accreditation have the potential to be the force to bring these approaches into alignment and ultimately measurably improve the quality of care.

The COVID-19 pandemic has disrupted all facets of pharmacy education, including accreditation and certification activities. In a very short period of time, Doctor of Pharmacy (PharmD) programs and pharmacy technician programs had to convert to teaching classes online, experiential education sites had to figure out how to train student pharmacists and pharmacy technicians while ensuring their safety, continuing pharmacy education providers had to move their in-person courses online, and the Accreditation Council for Pharmacy Education (ACPE) had to postpone accreditation site visits. Given the challenges faced by our constituencies, the ACPE implemented processes and suggested solutions that stayed within the boundaries of the standards while at the same time allowing flexibility so that organizations could achieve their educational outcomes even given the constraints produced by the pandemic.