For health professions education leaders, accreditation is often treated as a milestone to prepare for as a program approaches a formal review. But many of the decisions that ultimately affect accreditation happen much earlier.
Curriculum design, faculty planning, clinical education, assessment, delivery models, technology, and institutional resources can all influence a program’s ability to meet accreditation expectations.
That is why accreditation should be considered during strategic planning, not after major program decisions have already been made.
Why Should Accreditation Be Part of Strategic Planning?
Accreditation and program strategy are closely connected.
When an institution is developing, expanding, or modernizing a health professions program, leadership is making decisions about curriculum, faculty, clinical education, assessment, technology, finances, and operations.
Considering accreditation during those conversations gives leaders an opportunity to evaluate whether the program they are designing supports both institutional priorities and applicable accreditation expectations.
The goal is not to allow accreditation to dictate every decision. It is to understand potential accreditation implications while there is still time to make informed strategic choices.
What Happens When Accreditation Planning Comes Too Late?
When accreditation is treated primarily as a later-stage compliance exercise, institutions may discover gaps after significant decisions have already been made.
By that point, timelines may be established, resources committed, faculty assigned, or program structures developed.
Bringing accreditation into the conversation earlier allows leaders to ask important questions before implementation:
- Does the proposed program structure align with applicable accreditation expectations?
- Are faculty roles and resources appropriate for the program being developed?
- How will student learning and program outcomes be assessed?
- What clinical education infrastructure will be needed?
- What evidence and documentation should be established throughout development?
These questions are easier to address as part of program strategy than after implementation is already underway.
How Can Universities Build Accreditation Into Program Development?
Accreditation planning should begin alongside broader program planning.
For new programs, that means considering accreditation while evaluating feasibility, curriculum, faculty needs, clinical education, assessment, and implementation timelines.
For established programs, accreditation should also be considered when evaluating significant changes to curriculum, delivery models, growth strategies, or other elements of program design.
The earlier these considerations are incorporated, the more opportunity leaders have to identify potential gaps and build realistic plans.
Frequently Asked Questions
When should accreditation planning begin for a new health professions program?
Accreditation planning should begin during the early stages of program development so applicable requirements can be considered alongside decisions about curriculum, faculty, clinical education, assessment, resources, and implementation.
How does accreditation affect health professions program development?
Accreditation considerations can intersect with curriculum, faculty, assessment, clinical education, program resources, and other components of program development.
Is accreditation only important when a formal review is approaching?
No. Accreditation is relevant throughout the program lifecycle and can inform decisions about new program development, growth, modernization, curriculum changes, and delivery models.
Explore the Full Resource
Accreditation should not be something institutions address only after major program decisions have been made.
Why Accreditation Should Shape Strategy, Not Follow It takes a deeper look at how health professions education leaders can integrate accreditation into strategic planning and strengthen alignment between program development, institutional priorities, and accreditation readiness.
[Download: Why Accreditation Should Shape Strategy, Not Follow It]
