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| Talk about the accreditation issues for acupuncture and Chinese medicine education in the United States |
| Hits 1363 Download times 1783 Received:June 13, 2017 |
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| DOI
10.11656/j.issn.1672-1519.2017.09.19 |
| Key Words
traditional Chinese medicine;United States;acupuncture education |
| Author Name | Affiliation | E-mail | | CHEN Yemeng | New York College of Traditional Chinese Medicine, United States of America | | | LI Ling-ling | Tianjin University of Traditional Chinese Medicine, Tianjin 300193, China | alecgaalecga@163.com |
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| Abstract
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| Accreditation for acupuncture and Chinese medicine education in the United States started in the early 1980's. The Accreditation Commission for Acupuncture & Oriental Medicine (ACAOM) is recognized by the US Department of Education. ACAOM now accredits 56 AOM colleges or departments at the master level, post-graduate level (DAOM), and professional doctorate programs. The quality control includes NCCAOM passing rate (or CAB exam passing rate in California school graduates), student retention rate, student graduation rate, and the graduates' employment rate. ACAOM accreditation standards cover 14 items such as educational objectives, governance, legal organization, administration, records, admissions, assessment, program of study, faculty, student services, library, facility, finance, and publications. Increasingly competency-based learning is becoming important and corresponding assessment processes are now considered as a major issue of programmatic accreditation. |
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