유럽연합 동종의학 협의회 교육과정 인증 가이드라인

[yourdoctor]

European Guidelines for Accreditation of Courses of Education in Homeopathy, June 2002 Page 1 of 9

european_guidelines_for_accreditation_of_course_homeopathy.pdf

The European Council for Classical Homeopathy
School House, Market Place, Kenninghall,
Norfolk NR16 2AH United Kingdom
Telephone & Fax: (44) 1953 888163
http://www.homeopathy-ecch.org
Email: ecch@homeopathy-ecch.org

Representing Homeopaths in Europe

European Guidelines for Accreditation of Courses
of Education in Homeopathy, June 2002

Introduction

A principal aim of the ECCH and its individual members is:
To unify the homeopathic profession throughout Europe to ensure the highest
standards of homeopathic practice in order to restore and improve the health of
patients.
In order to do this, the ECCH agreed that part of its working remit is to act as;
'a forum for determining standards of education, training, qualification, ethics and
discipline for homeopaths, for the development of the profession, for the development of
homeopathy and for the benefit of the public'.

Guidelines for homeopathic education

In 1991 ECCH undertook its first major task; to develop a guiding policy document that
would define and describe the curriculum content necessary for the education of a
competent homeopath. The guidelines were developed to be used by providers of
homeopathic education to inform their curriculum development. In 1993 the ECCH
published the first edition of the 'Guidelines for Homeopathic Education'. Since 1993 the
‘Guidelines’ have stood as the ECCH policy document on homeopathic education. Many
hundreds of copies have now been distributed around the world. The ‘Guidelines’ have
been used as a reference document by those setting up new courses of homeopathic
education. They have also proved valuable to education providers reviewing and
upgrading their existing courses.
The second edition of the Guidelines was published in June 2000 in English and
German. This new edition is the result of a year-long process of drafting and wide
consultation, involving professional associations and education providers in many
countries.

Accreditation as a Policy

In June 1999, ECCH Council made a policy decision to actively encourage the
establishment of a process of independent accreditation in each member country. An
ECCH policy document on accreditation, together with the European Guidelines for
Homeopathic Education would form the basis for the accreditation process. Professional
associations and education providers in each country or region, would be invited to
participate in developing the accreditation process, in order to promote a high standard
of homeopathic education across Europe and internationally.
Establishing this process based on the ‘Guidelines for Homeopathic
Education’, should eventually lead to the registration of a consistently high
European Guidelines for Accreditation of Courses of Education in Homeopathy, June 2002 Page 2 of 9
homeopath internationally. This in turn should facilitate the standard of
movement of homeopaths from the register of a professional association in one
country, to the register of an association in another country.
ECCH aims to encourage each national professional association and all education
providers, to start an accreditation process at either national or regional level. Examples
of possible regional groups are; a Nordic group (Norway, Sweden, Denmark, Finland,
Iceland), a Germanic group (Germany, Austria, Switzerland), a Dutch-speaking group
(Holland, Belgium), a Southern European group (Spain, Portugal, Italy) and an Englishspeaking
group (UK, Ireland).
Education providers in one country/region where an accreditation procedure has not yet
been established may apply for accreditation via another country/region where a
satisfactory accreditation process already exists. They may then choose to remain with
their 'host' accreditation board, or undertake the necessary procedures to establish their
own national/regional accreditation board.

What is Accreditation?

Accreditation is an objective process, designed to eval‎uate and assess the
quality of education while also stimulating its development.
The fundamental purpose of accreditation is to ensure that education providers:
· are competent to produce graduates capable of practising a high standard of
homeopathy
· produce graduates sufficiently competent to be accepted onto the register of the
national association(s)
Accreditation involves the establishment of a set of criteria and procedures by which to
assess and eval‎uate each education programme. Representatives from within the
professional community and the educational sector negotiate and agree to the criteria
and process. Once a college has complied with and fulfilled the required criteria, the
college is 'accredited'.
Accreditation is more than just a process of examination, assessment and final
judgement. It is an ongoing, developmental process, involving co-operation between the
education providers and the homeopathic profession. The Accreditation Board is the
medium by which the highest possible quality of homeopathic education is defined,
realised and maintained.
An example: In 1989, the acupuncture profession in the United Kingdom agreed to
establish an accreditation process for course providers of acupuncture education. The
British Acupuncture Accreditation Board (BAAB) was formally constituted and officially
launched in 1991, after a two-year consultation process. The BAAB is now accrediting
institutions teaching acupuncture throughout the UK. The founding of an independent
accreditation board for acupuncture has earned great respect for the profession in the
UK.

The Accreditation Board

The Accreditation Board should be constituted in such a way as to function
independently of both professional associations and education providers . In its
functioning, the accreditation board should be able to demonstrate objectivity,
impartiality and transparency when dealing with education providers seeking
accreditation. The inclusion of expertise and representation from outside the
homeopathic profession is an essential prerequisite that ensures balance in the board's
make-up.

European Guidelines for Accreditation of Courses of Education in Homeopathy, June 2002 Page 3 of 9
Where there is only one national professional association, the association should seek to
constitute its accreditation board according to the criteria outlined above. Where a
number of professional associations exist in a particular country or region, the
establishment of an independent accreditation board ensures that similar accreditation
standards exist for each individual association. At the same time, an independent
accreditation board may serve as a medium for eventually uniting separate associations.
Membership of the Accreditation Board
ECCH recommends that an Accreditation Board comprise at least seven
members to include;
· appropriate representative expertise from the national professional association(s)
· representative expertise from homeopathic education providers
· expertise from areas outside of the homeopathic profession, such as education,
complementary medicine, conventional medicine, administration, law, finance, etc
· representation from patients and consumers, possibly from a specific national
patient or consumer organisation

The Accreditation Process

Once the Board is established with a range of expertise similar to that described above,
then the criteria and outlines for the accreditation process can be decided. This can be
achieved by utilising a process of effective consultation with all interested parties. The
use of a template such as this ECCH Accreditation Policy Document, in conjunction with
the European Guidelines for Homeopathic Education, may be helpful in speeding this
process up. The study of successful existing accreditation programmes such as that of the
British acupuncturists may also prove useful. After procedures and criteria have been
defined by the Board, applicants for accreditation can be invited to embark on the path
of the accreditation process.
The accreditation procedure should encompass both institutional and course aspects, in
which the course provider examines, reflects on and responds to their current process.
This self-study process is supported, guided and monitored by the Accreditation Board.
When the process has been satisfactorily completed, the course is accredited by the
board. The award of accreditation should be time-limited, with processes agreed early on
in the development of the Accreditation Board, being periodically employed to re-affirm
accredited status.
There are a number of essential requirements for accreditation and compliance with
these requirements is eval‎uated in two distinct procedures;
· eligibility review, which establishes an education provider’s initial readiness to
embark on the accreditation process
· self-study report, which eventually leads applicants to accreditation
The ECCH has developed the following essential requirements which should be fulfilled
for any course of education in homeopathy. They are divided into three main categories;
content, process and organisation;
European Guidelines for Accreditation of Courses of Education in Homeopathy, June 2002 Page 4 of 9

Content

Goal
· the goal of the institution shall be to provide students of homeopathy with the
necessary knowledge, attitudes and skills, to become independent and
accountable health care practitioners
Course Programme
· the course shall satisfy minimum requirements in respect of length, professional
clinical competence and other standards of education established by the
Accreditation Board
Assessment
· assessment of students’ achievement shall be applied systematically throughout
the course. A variety of measures shall be employed to ensure the acquisition of
knowledge and core skills. Attitudes, appropriate behaviour and competence
shall be assessed at each stage of the course, leading ultimately to the
performance expected of a qualified professional practitioner
Course Eval‎uation
· the institution shall provide a summary of course eval‎uation systems and quality
assurance procedures. It shall eval‎uate the effectiveness of its education, and
the accomplishment of its stated intentions, in a consistent and verifiable
manner.
Process
Learning strategy and teaching modes
· the institution shall have a student centred learning strategy, made concrete by a
clear choice of teaching modes
· the institution shall provide a system of student guidance which assures an
optimum learning path
Admissions
· the institution shall clearly explain the prerequisites for entry. Methods for
assessing prior learning such as the eval‎uation of credit transfer and other
experiential learning, will be stated
Equal Opportunity
· the institution shall demonstrate its willingness and ability to offer
equal access to all students, irrespective of age, gender, ethnicity, social
circumstances and physical disability
· the institution shall have adopted a comprehensive policy demonstrating
commitment to equal opportunities
Students’ Rights
· rights privileges and responsibilities of students and possible disciplinary
procedures shall be clearly defined and made available to students by
appropriate means
European Guidelines for Accreditation of Courses of Education in Homeopathy, June 2002 Page 5 of 9
Organisation
Policy
· the providers of homeopathic education have aims, objectives and an eval‎uation
policy/strategy clearly documented
· the organisational structure of the institution and the course content are specified
Legality
· the institution is legally constituted and complies with relevant statutory
regulations
Staff
· the institution is able to appoint and maintain sufficient staff to fulfil its
declared objectives
Records
· the institution shall have appropriate record-keeping systems
Resources
· the institution shall provide learning resources and equipment adequate for the
educational courses offered, or make suitable alternative arrangements for
reasonable access by students to such resources
Facilities
· the institution shall provide facilities that are safe, accessible, functional,
appropriately maintained and are sufficient to provide for the effective functioning
of the course. It shall provide access to a clinic and appropriate media and
learning equipment
Finances
· the institution shall have an adequate financial base for existing course
commitments and shall demonstrate an appropriate financial management
system
Quality system
· the institution shall have a quality system in which the related parts of the
institution: content, process and organisation, are eval‎uated on a structural
basis
Course Promotion [Information policy]
· the institution shall publish and make available to students and the general
public, official publications which honestly and accurately set forth:
1) the current purposes and educational intentions;
2) the entrance requirements and procedures;
3) the course assessment methods used and how they are administered
4) the rules and regulations for conduct and attendance;
5) the opportunities and requirements for financial aid (if possible);
6) the procedures for discipline and/or dismissal (for academic and other reasons)
7) the grievance procedures for students;
European Guidelines for Accreditation of Courses of Education in Homeopathy, June 2002 Page 6 of 9
8) the fees and equitable refund policies, with clearly stated procedures regarding
refund and/or transfer of fees ;
9) the course completion requirements; the members of the administration;
10) the professional education and qualifications of full- and part-time staff;
11) members of the governing and advisory boards;
12) the outline syllabus, academic calendar and course schedule;
13) the institution’s admissions and transfer policies (e.g. where students already
have a sound foundation in the human sciences);
14) an accurate description of each component of the course of study;
15) a description of learning and other physical resources;
16) the details of the qualification to be awarded upon successful completion of the
course;
17) any legal requirements for practice which may be applicable;
18) the reference to the institution’s policy on equal opportunities.
European Guidelines for Accreditation of Courses of Education in Homeopathy, June 2002 Page 7 of 9
Glossary
Accreditation: A process of eval‎uating and assessing an educational programme, to
determine how well it is fulfilling the criteria and standards required of it by an
independent monitoring board made up of professionals and educationalists from the
relevant profession. The process of accreditation involves ongoing self-eval‎uation by the
institution proving the programme as well as regular assessment by the accreditation
board, to ensure the maintenance and development of course standards, with the aim of
producing competent professional practitioners.
Accountability: Ability to fulfil a set of agreed responsibilities, roles, standards and
criteria.
Assessment: A comprehensive review of progress being made by a student or trainee in
any form of education or study. It may be carried out by the teacher, examiner, other
students or the student him/herself. The form of assessment should be appropriate to
the teaching and learning style.
Competence: A satisfactory level of ability and practical application of specific skills
Consultation: Sessions involving both practitioner and patient where information is
exchanged and explored. Consultations may have a focus on assessment, treatment
planning, review or the provision of general support and advice to clients.
Contract: All agreements between the practitioner and patient, be they formal or
informal, written or verbal. Contracts will cover the roles and responsibilities of both
parties.
Criteria: A specific selection of required abilities or qualifications on which a certain
standard of achievement is judged.
Curriculum: Broad description of a course or training programme, including teaching
and assessment methods
Effectiveness: The effectiveness of an activity or intervention is the extent to which they
achieve their intended objectives. How well something is working in relation to its
intended goals.
Eligibility for accreditation: Eligibility to begin the accreditation process requires
that the applying educational institution meets and complies with a certain number of
essential requirements established by the board before being accepted as a candidate for
accreditation.
Equal opportunities: Are available to everyone without discrimination with regard to
race, religion, sex and disability to ensure that everyone has equal access and equal
treatment.
Essential requirements: Minimal qualifications required of someone wanting to enter
a professional training or course.
Eval‎uation: The process of determining the value or quality of something based on a
careful study of its good and bad features against predefined criteria.
Facilities: Equipment, buildings and services that are provided for a particular activity
or service.
Guidelines: Recommendations, following a certain framework, which may be
interpreted by different institutions in different ways.
European Guidelines for Accreditation of Courses of Education in Homeopathy, June 2002 Page 8 of 9
Occupation: Broad description of a profession or job.
Syllabus: The programme or outline of a course of study, or a statement of the
requirements for a particular examination (see also curriculum).
Extended glossary
This glossary includes terms which are not included in this document, but which are
being used within the areas of education and accreditation. These terms might be of
interest in order for the reader to be able to read and understand other documents on the
topics of education and accreditation.
Appraisal: A comprehensive, objective eval‎uation of the performance of an individual or
institution in fulfilling their role. Appraisal also identifies areas for improvement and
development.
Assessment
Formative assessment: Assessments, which are part of learning and inform
the student of their progress.
Self-assessment: The student contributes to the assessment of his/her work as
a self-critical eval‎uation, as part of the learning process.
Summative assessment: Assessments which determine whether the student
has achieved the required goals up to a certain point - usually used at the end of
a learning block.
Audit: A systematic, critical examination of a process or system, to weigh up the
practical outcome of it in relation to its original goals.
Autonomy: A person’s ability to make their own decisions about what they do rather
than being influenced by someone else or being told what to do.
Criteria
Core criteria: Criteria relating to a specific course or curriculum.
Culture: Historically based, shared beliefs of a community or group that shape how they
think and behave.
Endorsement: The end result of an accreditation process, given by the accreditation
board; confirmation by the board that an institution is recognised as fulfilling the
required criteria.
Entry requirements: Defined criteria for students entering institutions of higher
education e.g. homeopathic colleges.
Eval‎uation
Formative eval‎uation: Takes place while something is happening and feeds
into what happens next.
Summative eval‎uation: Takes place at the end of a process; summing up of a
process.
Facilitate: To intervene or assist so as to make something easier; e.g. guide a
discussion at a meeting, so that it remains within the desired framework.
European Guidelines for Accreditation of Courses of Education in Homeopathy, June 2002 Page 9 of 9
Feedback: Subjective response by someone about their experience and understanding of
some process they have been involved in.
Moderation: Process of leading, guiding or mediating between different parties, usually
done by a neutral person; e.g. a discussion forum.
National Occupational Standards: Nationally agreed standards of performance and
competence for a profession or occupation.
Peer review: A process by which something is analysed and eval‎uated by colleagues of
equal academic and professional standing.
Reflective practice: A deliberate strategy for practitioners to make use of the mind’s
conversation with itself. The process whereby we become consciously aware of what we
are thinking are able to adapt and change our understandings to include new learning. It
involves a natural pausing or internal rhythm to counter balance the external action
Reflective practitioner: The practitioner is engaged in an experiential learning cycle in
which they are consciously aware of what they are thinking and doing and seek to
include new learning when appropriate. They take time out to reflect on the cycle so as to
change their understanding and improve their practice
Supervisee: The person who is seeking, or in, supervision
Supervision: A formally contracted arrangement to meet at regular intervals with a
person of more advanced experience, to review and reflect critically on work processes, as
part of the learning experience.
Supervisor: The person who is providing supervision
Transparency: All agreements and arrangements of an organisation are open and clear
to its members.
Validation: Confirmation or ratification by an outside institution or examining board
that a particular education programme meets the required academic standards that its
graduates must meet. This is not the same as confirm‎ing those persons‘ readiness to
join a profession.

References
Accreditation Handbook British Acupuncture Accreditation Board 1998 and the Society of
Homeopaths Education Policy 2000.