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This document is concerned with ensuring the quality and improvement

of colleges of podiatric medicine. A college, school, or program is the

academic unit that functions within an educational institution as an

autonomous professional educational enterprise with dedicated resources

that are within its control. As such, this academic unit is provided the

commitment of the institution in terms of recognition as an autonomous

discipline within the health professions. A college also may be a free-

standing institution.

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STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE Council on Podiatric Medical Education TABLE OF CONTENTS Page Introduction ......................................................................................................................................3 About This Document ......................................................................................................................7 Policy and Value Statements ............................................................................................................9 Standard 1. Mission and Planning ................................................................................................13 Standard 2. Administration and Governance ................................................................................15 Standard 3. Educational Program..................................................................................................17 Standard 4. Faculty .......................................................................................................................20 Standard 5. Students......................................................................................................................23 Standard 6. Physical Resources ....................................................................................................25 Standard 7. Outcomes Assessment ...............................................................................................27 Standard 8. Institutional Integrity..................................................................................................28 Accreditation Eligibility Requirements .........................................................................................30 Document Reviews ........................................................................................................................31 Glossary of Terms ..........................................................................................................................32

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INTRODUCTION Accreditation Overview Accreditation is a nongovernmental process conducted by representatives of postsecondary institutions and professional groups. As conducted in the United States, accreditation focuses on the quality of institutions of higher and professional education and on the quality of educational programs within institutions. Two forms of accreditation are recognized; one is institutional accreditation and the other is professional or specialized accreditation. Institutional accreditation concerns itself with the quality and integrity of the total institution, assessing the achievement of the institution in meeting its own stated mission and objectives. Professional or specialized accreditation is concerned with programs of study in professional or occupational fields. While professional accrediting agencies assess the extent to which institutions achieve their own stated mission and objectives, the relevance of the mission and objectives is of significant importance to the accrediting agency in determining the quality of the program for the educational preparation of members of the profession or occupation. Accreditation Purposes Accreditation by the Council on Podiatric Medical Education (CPME or Council) is intended to accomplish at least five general purposes:

1. To inform the public of the purposes and values of accreditation and of the colleges of podiatric medicine that meet established standards and requirements.

2. To assess the extent to which colleges of podiatric medicine meet established

accreditation standards and requirements.

3. To hold colleges of podiatric medicine accountable to the profession, consumers, employers, academic institutions, and students and their families by ensuring that these programs have established mission statements and objectives that are appropriate for programs preparing individuals to enter postgraduate podiatric medical education.

4. To evaluate the college’s success in achieving its mission and objectives.

5. To enhance student learning opportunities by fostering the continuing improvement in

colleges of podiatric medicine -- and thereby in professional practice.

Council on Podiatric Medical Education The Council on Podiatric Medical Education is an autonomous, professional accrediting agency that evaluates and accredits educational institutions and programs in the specialized field of podiatric medicine. The CPME is designated by the American Podiatric Medical Association (APMA) to serve as the accrediting agency for podiatric medical education. The CPME is recognized by the Council on Higher Education Accreditation (CHEA) and by the U. S.

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Department of Education. These two agencies recognize institutional and specialized/ professional accrediting bodies that meet or exceed specific criteria. The CPME also holds membership in the Association of Specialized and Professional Accreditors (ASPA) and supports and follows the principles addressed in the ASPA Code of Good Practice. All of the existing colleges of podiatric medicine recognize and accept the Council as the agency authorized to evaluate and accredit professional podiatric medical education programs. Because the accreditation process is a voluntary enterprise, the colleges of podiatric medicine are viewed to have a cooperative relationship with the Council in seeking ways to improve and enhance the educational program for podiatric medical students. A number of the podiatric medical colleges in the United States are free-standing, that is, not part of larger institutions. In the case of free-standing professional schools, professional accreditation may attest to the quality of not only the educational program and its relevance to professional practice but also to the quality of the institution sponsoring the program. As such, the professional accrediting agency may be viewed as serving both as the professional accrediting agency and as the institutional accrediting agency. Ordinarily, free-standing institutions such as those in podiatric medicine, law, medicine, or arts and music will have their primary accreditation with the appropriate professional accrediting agency. Accreditation by the CPME serves as the current best statement of good educational practice in the field of podiatric medicine. Accreditation visits are useful to the institution in that they serve as a basis for continuing or formative self-assessment as well as for periodic or summative self-assessment through which the program, personnel, procedures, and services of the institution are improved. The results of such assessments form the basis for planning and priority setting at the institution. An accreditation related evaluation consists of a review of the college’s mission and objectives and the performance of the college in achieving the mission and objectives through the most effective utilization of available resources: programs, administration, personnel, finances, and facilities. The evaluation process also calls for review of evidence concerning the application of these resources in assisting the students in attaining their educational goals. In evaluating a college for accreditation, the requirements presented in this publication are assessed carefully. A self-study conducted by the institution prior to the evaluation provides the data indicating the extent to which the college has satisfied the requirements and ultimately whether the college has complied with the overall standards for accreditation. The Council takes into consideration an assessment of the entire institution in determining accreditation. The Council is the final authority in deciding the accredited status to be accorded to a college of podiatric medicine.

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Accreditation Scope The currently defined scope of the Council with respect to its accreditation activities extends to higher education institutions throughout the United States and its territories. Procedures for Accrediting Colleges of Podiatric Medicine The Council formulates and adopts its own accreditation procedures. These procedures have been reviewed by the Council on Higher Education Accreditation and the U. S. Department of Education. The accreditation procedures are stated in CPME 130, Procedures for Accrediting Colleges of Podiatric Medicine. This publication may be obtained by contacting the Council on Podiatric Medical Education. Accreditation Guide The Council has developed and makes available CPME 125, Accreditation Guide. This publication includes information about conducting the process of self-study and offers questions that assist colleges of podiatric medicine, on-site evaluators, and others in understanding the standards and requirements for accreditation. This publication may be obtained by contacting the Council on Podiatric Medical Education. Goals for CPME Accreditation of Colleges of Podiatric Medicine In developing the educational standards for determining accreditation of the colleges of podiatric medicine, the Council has formulated specific premises or goals on which the standards are to be based. These goals include:

1. To assess whether colleges of podiatric medicine function consistently in accordance with their own stated mission and objectives and in accordance with the expectations of the profession to adequately prepare individuals for postgraduate podiatric medical education, life-long learning, and ultimately professional practice as demonstrated by each college’s educational outcomes.

2. To foster and increase the involvement of colleges of podiatric medicine in research,

scholarship, and patient care.

3. To assist the colleges by fostering self-evaluation for continuous improvement of the educational programs through planning and resource development.

4. To encourage colleges to achieve academic excellence and to foster environments in

which innovative teaching, learning, and assessment occur.

5. To acknowledge and respect the autonomy of colleges within the context of broader professional expectations.

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6. To ensure the public and the profession that colleges provide environments in which the art and science of podiatric medicine can grow, and in which requisite information can be developed to provide the best possible podiatric health service to the public.

7. To encourage colleges to foster community awareness and public information as to the

best possible podiatric health care. 8. To provide the public a list of colleges of podiatric medicine accredited by a recognized

authority and which merit public approbation and support.

9. To enhance public understanding of the functions and values inherent in the accreditation process.

10. To enable the community of interest to participate in significant ways in the review,

formulation, and validation of accreditation standards, requirements, and policies and in determining the reliability of the conduct of the accreditation process itself.

11. To ensure in its accreditation practices consistency, peer review, agency self-assessment,

availability of due process, identification and avoidance of conflict of interest, and an assurance of appropriate confidentiality.

12. To establish and implement an evaluation and recognition process that is efficient, cost

effective, and cost accountable with respect to the college and student.

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ABOUT THIS DOCUMENT This publication describes the standards and requirements for accrediting colleges of podiatric medicine, including the eligibility requirements for accreditation. The standards and requirements along with the procedures for accreditation serve as the basis to evaluate the quality of the institution and the educational program offered and to hold the institution accountable to the educational community, podiatric medical profession, and the public. The standards and requirements have been approved by the CPME. Compliance with the standards promotes good educational practice in the field of podiatric medicine and thus enables the CPME to grant or confirm accreditation. The standards are written as broad statements that embrace several areas of expected institutional performance. Related to each standard is a series of specific requirements that have been established. Viewed together, the requirements provide an indication of whether the broader standard has been satisfied. Following each requirement is a list of evaluative components (conditions and issues) that will be considered by the evaluation team, Accreditation Committee, and CPME to assist them in determining the extent to which the requirement has been satisfied by the institution. These evaluative components also are designed to enable the broadest possible interpretation of each requirement in order to support institutional autonomy and encourage innovation while maintaining the integrity of the accreditation process. The evaluative components are neither inclusive nor exclusive of all conditions to be present within an institution. Rather, these evaluative components are to be used to guide the institution and accrediting process in determining sound educational practice. The Council recognizes that reasonable alternatives to the conditions and issues listed for each requirement may exist within each institution and may enable compliance with CPME requirements and standards. The following example illustrates the format of this document (requirement followed by evaluative components):

Example. Administrative Staff - An adequate and appropriately credentialed, full-time administrative staff shall be employed to ensure the success of the college.

Administrative organization has clear lines of authority, responsibility, and communication.

Principal officers are qualified by training and experience relative to their assigned responsibilities.

Either the chief executive officer of the institution or chief academic officer of the college of podiatric

medicine is a podiatrist.

Chief academic officer is qualified by training and experience to direct the development of the educational program.

Clinical education is under the direction of a podiatrist employed on a full-time basis with the clinical

program as his/her primary or sole responsibility. In the requirements, the verb “shall” is used to indicate conditions that are imperative to demonstrate compliance.

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Also included in this document are sections titled, “Policy and Value Statements” and “Glossary of Terms.” These sections are designed to assist reader understanding of the expectations of the Council. When appropriate, the reader is directed to the Policy and Value Statements and the Glossary of Terms for the purpose of obtaining additional insight about compliance with specific accreditation requirements. Under no circumstances may the standards and requirements for accreditation by the Council on Podiatric Medical Education supersede federal or state law. Terms Used in This Publication The Council serves as both the professional accrediting agency for the accreditation of academic units (i.e., colleges, schools, and programs) within educational institutions and the institutional accrediting agency for single-purpose institutions (i.e., free-standing colleges). Thus, the terms, “college,” “school,” “program,” and “institution” are used interchangeably throughout this document. For definitions of these and other terms used in this publication, the reader is directed to review the Glossary of Terms included at the end of the document.

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POLICY AND VALUE STATEMENTS Institutional Mission: A Reflection of Contemporary Podiatric Medicine The mission of a college of podiatric medicine is expected to reflect the established precedents, traditions, and contemporary definition of podiatric medicine and be appropriate in serving the interests of the public. All aspects of a college of podiatric medicine are based upon a clear statement of institutional mission and objectives that are appropriate for professional schools of podiatric medicine. The Council on Podiatric Medical Education does not prescribe the mission, institutional or educational objectives, or curricular content for colleges seeking accreditation. Throughout the evaluation process, colleges are obliged to demonstrate in tangible and concrete ways how the mission, objectives, and curricular content are correlated to the expectations of the podiatric medical profession and to sound professional education practice. Among the areas of expected institutional and programmatic characteristics are the following considerations:

The institution’s commitment to podiatric medical education, patient care, and research, as well as to public and community service, is expected to be included in the mission and objectives and is demonstrated in the evaluation of outcomes.

Pre-clinical science instruction is expected to provide core knowledge in the basic

sciences, which adequately prepare the student for clinical instruction. The basic science curriculum should be developed to complement and support the instruction in clinical sciences.

Clinical sciences instruction is expected to provide sufficient didactic and patient

management experiences preparing graduates for entry level residency training. Such preparation includes knowledge and proficiencies in diagnosis and evaluation of the overall health status of children and adults, leading to a determination about the relationship of the patient’s health to the pathology in the lower extremity. The graduate is expected to have knowledge and experience in the prevention and management of a variety of pathologies. The graduate also is expected to demonstrate an appreciation for the ethical and moral basis of the care and treatment of patients.

A strong statement of mission includes information about the unique nature and scope of the institution, the environmental context or community in which the institution exists, and the range of services to be provided. The mission reflects the college’s educational philosophy and embraces the universally and readily accepted intentions, philosophy, and scope of practice for podiatric medicine all in pursuit of the public good. The mission statement should be formulated following the institution’s decisions regarding its priorities, objectives, and expectations of students. The institutional mission and objectives are reviewed as part of the self-study process.

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The Role of an Effective Governing Body The role of an effective governing body (i.e., board of trustees, board of directors, or board of governors) for a college of podiatric medicine is to focus its attention on evaluating the work of the chief executive officer, establishing institutional policy, engaging in a strategic planning process, ensuring the financial integrity of the institution, fund raising, and assisting the institution to develop and to advance and achieve of the mission and objectives. The governing body consists of public spirited men and women, podiatrists and individuals of diverse interests and abilities who comprehend their functions and take an active interest in the service and development of the college. No single interest group should predominate board membership. Members should not derive any personal financial benefit arising from relationships in the operation of the institution or its associated hospitals or clinics. The governing body receives regular and frequent reports from the chief executive officer on the status of the institution and the achievement of its mission and objectives. The chief executive officer should attend all meetings of the governing body except when his/her own services are being evaluated. Assessing the Outcomes of Podiatric Medical Education The goal of the CPME accreditation process is to assess and help enhance the quality of professional podiatric medical education. In order to accomplish this goal, the Council, in evaluating a college of podiatric medicine, takes into account not only the inputs into the educational process (such as available fiscal resources, faculty and student qualifications, library, and so forth) and the utilization of these inputs, but also evaluates whether the institution has developed a means of assessing the product or outcomes of the educational program and whether the product relates to the established educational objectives. The educational outcomes that should be assessed by the institution are those related to general and specific knowledge. They should include, but are not limited to the following:

Understanding of biochemistry, pathology, anatomy, physiology, pharmacology, microbiology, immunology, molecular biology, genetics, and other basic sciences.

Specialized skills such as problem-solving abilities and self-directed learning.

Enabling the employment of specific procedures and modalities in diagnosing and

correcting podiatric problems.

Attitudes and values such as those related to the ethical responsibilities of podiatric medical practice.

Behavioral attributes such as those enabling graduates to obtain placement in a podiatric

medical residency program.

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Evaluation of outcomes provides the college important information that can be used in evaluating whether the mission and objectives are realistic, and whether resources and their utilization are sufficient. A variety of methods should be used by the institution in evaluating its educational outcomes. Cross substantiation of methods is strongly suggested. The best evaluation methods are those that relate to concrete outcomes such as structured interviews and surveys of students and graduates and evaluation of graduates’ success in obtaining clinical privileges and specialty board certification. The college also should use methods that rely on knowledge and attitudes acquired by students as measured by standardized instruments such as clinical competency examinations, national board examinations, and licensure examinations. The college should explore the level of achievement of its students on such examinations area by area across the content of the examinations. These analyses should be used to improve the program. Other procedures for assessing the effectiveness of the educational process may include evaluation of student performance in any given class, evaluation of faculty performance as perceived by students and department chairs, analyses of the performance of graduates in repaying student loans, and the placement of graduates in residency programs. The Council has no specific requirements regarding acceptable methods or procedures for the college to employ in evaluating objectives and the effectiveness of the educational process. The suggestions that are listed here represent only a sampling of possible methods. The Council encourages each institution to develop and employ innovative methods that are best suited for its specific podiatric medical education program. Advancing Scientific Knowledge Through Research The matter of advancing scientific knowledge through research at the colleges of podiatric medicine has undergone considerable scrutiny from within and outside the podiatric medical profession. The Council on Podiatric Medical Education believes that along with instruction, public service, and patient care, research is one of the key elements of the mission of a college of podiatric medicine in demonstrating its status as an institution of professional higher education. An institution’s research component is evaluated in the light of its own stated research objectives and available resources. The Council expects accredited colleges to have a plan for meaningful research activities. In evaluating a college, the Council considers not only the results of the plan for research but also the commitment made by the institution to support and encourage research among faculty and students. Such commitment includes both financial support of research as well as allocation of time to faculty and students to engage in research. The motivation of faculty and students to take advantage of the institution’s support of research, resulting in publishable articles, is an indicator of a successful research program. Research may focus on the design, implementation, and results of bench and investigative studies, or it may focus on the design, implementation, and results of the evaluation of hypotheses concerning people, social systems, or groups. Research also may include reviews and

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critiques of completed and published research findings or analysis and presentation of interesting or unusual case studies. Both qualitative and quantitative methods may be employed in the pursuit of research objectives provided the methods are appropriate to the research question. The Council expects that accredited colleges of podiatric medicine incorporate into their curriculum opportunities for students to learn about the scientific method. The professional podiatric medical education program should provide students the opportunities to complete one research course and be involved in hands-on bench and/or clinical research with students working together to co-author research findings of publishable quality. Students should be afforded opportunity to complete research projects. Journal clubs should be established for students to review and critique recent publications in the field. Institutions are encouraged to have an office of research to conduct outcomes studies of student accomplishments, prepare grant proposals, and monitor completion of projects. Curricular Innovation Council standards and requirements related to evaluation and accreditation of colleges of podiatric medicine are designed to encourage innovation and experimentation in teaching and instruction. Without experimentation for the sake of experimentation and without adversely affecting the educational outcomes, curricular innovations should ultimately serve the needs of the student, the profession, and the public. The Council recognizes that advancements in technology have enabled colleges of podiatric medicine to facilitate the educational process in ways never before available. Problem-based learning, computer assisted instruction, and computer simulated patient encounters are examples of advancements in technology that may complement traditional pedagogical methods. The Council encourages the introduction and use of technology in the four-year DPM curriculum and looks to the colleges to make available this technology for the improvement and enhancement of student learning.

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STANDARD 1. MISSION AND PLANNING THE INSTITUTION HAS A CLEAR AND APPROPRIATE MISSION STATEMENT AND HAS ESTABLISHED A MEANINGFUL STRATEGIC PLANNING PROCESS FOR THE COLLEGE OF PODIATRIC MEDICINE. A. Mission Statement - The mission statement shall be concise, distinctly stated, and

consistent with the expectations of the podiatric medical profession.

Reflects contemporary definition of podiatric medicine.

Reflects commitment to instruction, research, and patient care.

Serves as the broad goals for developing specific institutional objectives.

Developed, adopted, and revised by the governing board of the institution.

Published and disseminated throughout the college community.

(See also: Policy and Value Statements and Glossary of Terms.) B. Strategic Planning - The strategic planning process shall be carried out on a continuous

basis to develop specific institutional objectives to achieve the mission.

Includes participation of representatives of the entire college community.

Focuses attention on the ongoing improvement of the college.

Utilizes data and information gathered during the self-study process to establish quantifiable goals.

Administrative officers periodically evaluate and report on the achievement of the plan’s objectives.

C. Institutional Objectives - The institutional objectives derived from the strategic plan shall be measurable and designed to achieve the mission of the college of podiatric medicine.

Reflect realistically upon the resources and capabilities of the institution.

Stimulate and encourage the college to improve.

Published and disseminated throughout the college community.

Achievement of the objectives is reviewed periodically and objectives are revised when necessary.

(See also: Glossary of Terms.)

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D. Ongoing Evaluation Process - The ongoing evaluation process shall assess the achievement of the mission and objectives, and overall institutional effectiveness.

Uses a broad range of assessment instruments (e.g., student and patient satisfaction surveys) to determine

the achievement of mission and objectives, and overall institutional effectiveness.

Provides input into the strategic planning process.

Utilizes data gathered as part of the assessment of outcomes and recalibrates objectives as appropriate.

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STANDARD 2. ADMINISTRATION AND GOVERNANCE THE INSTITUTION HAS EFFECTIVE SYSTEMS OF GOVERNANCE AND MANAGEMENT AND DEMONSTRATES FISCAL RESPONSIBILITY. A. Nonprofit Status - The nonprofit status shall be identified within the incorporation

documents of the institution. B. Parent Institution - A college of podiatric medicine that is part of an academic health

center or that functions within a university shall have a relationship with the parent institution that allows for an effective, independent program in podiatric medicine.

Seeks accreditation from the appropriate regional accrediting agency.

(See also: Glossary of Terms.)

C. Legal Authority - The authority to offer the Doctor of Podiatric Medicine degree shall be

granted in accordance with the applicable state law. D. Governing Board - The governing board shall be constituted to have the authority to direct

policy formation, engage in assessment and strategic planning, and be sufficiently autonomous from the administration.

Members represent diverse interests, are well-qualified, and aspire to high moral and ethical principles.

Operates in accordance with established bylaws.

Formulates institutional policy and is responsible for the financial development of the college, strategic

planning, and achievement of the mission and objectives.

Publishes policies regarding conflicts of interest for the board and institution.

Appoints the chief executive officer and exercises control through this single administrative officer.

Ensures that minutes of board and committee meetings are maintained.

In a college of podiatric medicine that is part of an academic health center or university, an advisory board may be established to provide guidance.

Actively participates in the fund raising process

Develops and monitors succession plans for the board of trustees and senior officers.

(See also: Policy and Value Statements.)

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E. Administrative Staff - An adequate and appropriately credentialed, full-time administrative staff shall be employed to ensure the success of the college.

Administrative organization has clear lines of authority, responsibility, and communication.

Principal officers are qualified by training and experience relative to their assigned responsibilities.

Either the chief executive officer of the institution or chief academic officer of the college of podiatric

medicine is a podiatric physician.

Chief academic officer is qualified by training and experience to direct the development of the educational program.

Clinical education is under the direction of a podiatric physician employed on a full-time basis with the

clinical program as his/her primary or sole responsibility.

(See also: Glossary of Terms.) F. Support Staff - An adequate and appropriately credentialed, full-time support staff shall be

employed to ensure the success of the college.

Staff members are qualified by training and experience relative to their assigned responsibilities.

Policies are published that define the terms of employment. G. Financial Support - The institution shall provide adequate financial support to sustain the

operations of the college of podiatric medicine, to enable achievement of the mission and objectives, and to provide for future development.

Demonstrations of fiscal stability, including necessary capital expenditures to support educational

programs, are apparent.

Strives to diversify revenue sources beyond tuition and patient care to support operations of the college, school, or program.

A program that successfully generates private gifts and government and/or foundation grants is in place.

Annual financial statements, including cost allocation reports for programs that are a part of an academic

health center or that function within a university, are prepared by the institution and audited by a certified public accounting firm.

Alumni are organized into an association under college sponsorship to actively support and participate in

the development of the college.

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STANDARD 3. EDUCATIONAL PROGRAM THE INSTITUTION OFFERS AN EDUCATIONAL PROGRAM THAT ENSURES GRADUATION OF COMPETENT AND ETHICAL DOCTORS OF PODIATRIC MEDICINE. A. Curriculum - The curriculum shall be based upon a realistic set of educational objectives

and be of appropriate length and content to cover the essential education required in the basic and clinical sciences.

Clear educational objectives have been developed for each course, clinical experience, or area of study.

Educational objectives are realistic, reviewed and revised on a periodic basis, and disseminated to

appropriate parties.

Minimum length of curriculum is four academic years.

Each academic year is at least 30 instructional weeks.

Maximum length of time for completion of the curriculum is six academic years.

Integrates basic and clinical science instruction throughout the curriculum.

Incorporates subject matter (course content) on research design and methodology.

Integrates lessons in ethics and values throughout the entire program.

Enables development of problem-solving abilities and encourages life-long learning.

Provides subject matter on health care systems and managed care programs.

Provides logical sequencing and balance of subject matter in the basic and clinical sciences.

Enables innovative teaching when feasible and appropriate.

Faculty reviews curriculum on a continuous basis and revises as necessary.

Students are afforded remediation when necessary.

(See also: Policy and Value Statements and Glossary of Terms.)

B. Basic Sciences - Basic science instruction shall consist of didactic and laboratory courses.

Established educational objectives serve to guide basic science instruction.

Provides a knowledge base in the anatomical, biological, and physiological sciences necessary for the achievement of the educational objectives for the basic sciences.

Prepares the student for clinical instruction.

Supports the research component of the institution’s mission.

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C. Clinical Sciences - Clinical science instruction shall consist of didactic and laboratory courses and supervised patient care to enable the orderly progression of clinical competency.

Established educational objectives serve to guide clinical science instruction.

Prepares graduates for entry level residency training.

Method is available to ensure that each student receives the same core clinical experiences and education

to meet the clinical objectives.

Institutional policies and the level of supervision accorded are sufficient to ensure that faculty and students are responsible for maintaining patient safety, privacy, and dignity.

A sufficient volume and diversity of experiences in the supervised care of patients are available to develop

the knowledge, skills, and attitudes necessary for student achievement of the objectives for clinical education.

Ensures the attainment of knowledge, skills, and attitudes for the diagnosis and evaluation of the overall

health status of children and adults, leading to a determination about the relationship of the patient’s health to pathology in the lower extremity.

Ensures the attainment of knowledge, skills, and attitudes for the diagnosis, management, and prevention

of pathologies in the lower extremity.

Ensures student understanding of the ethical and moral basis in the care and treatment of patients.

Utilizes a wide variety of clinical training settings.

External clinical programs provide experiences consistent with educational objectives and are evaluated periodically to assess their relationship to the entire curriculum.

Supports the research component of the institution’s mission.

Institution ensures that clinical instruction is not disrupted by the students’ residency placement search.

D. Syllabi - Current syllabi shall be developed for each course, clinical experience, or area of

study.

Educational objectives are identified that specify the knowledge to be obtained.

Distributed to faculty and students.

Faculty reviews syllabi on a continuous basis and revises as necessary.

(See also: Glossary of Terms.) E. Course and Clinical Experience Structure - The length of courses and clinical

experiences shall be specified and measured in clock or credit hours. The number of courses per semester or academic year shall be reasonable to enable student learning and the achievement of the educational objectives.

(See also: Glossary of Terms.)

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F. Degrees - Completion of the course of professional study shall be recognized by conferring the degree of Doctor of Podiatric Medicine (DPM), which is awarded only to individuals who have fully complied with the requirements stated in the college catalogue.

G. Postgraduate Programs - If offered by the college, postgraduate programs such as

continuing education, residencies, and fellowships shall complement the professional degree program in podiatric medicine.

Such programs in no way detract from the services, resources, and educational experiences available to

students.

(See also: Policy and Value Statements and Glossary of Terms.)

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STANDARD 4. FACULTY THE INSTITUTION HAS A FACULTY THAT IS COMPETENT TO PROVIDE INSTRUCTION IN PODIATRIC MEDICAL EDUCATION, TO CONDUCT RESEARCH AND SCHOLARLY ACTIVITY, AND TO SUPERVISE PATIENT CARE. A. Qualifications - Faculty member qualifications shall be appropriate for the subject area

taught.

Faculty members are experienced teachers, practitioners, or professionals who hold appropriate graduate and professional degrees.

Clinical faculty members are certified or qualified for certification by a recognized specialty board.

B. Faculty Size - Sufficient faculty members shall be employed to provide adequate

instruction, guidance, and supervision to students, ensure quality care to patients, and serve the research mission of the institution.

Adequate numbers of basic science and clinical science faculty members are employed on a full-time basis.

Part-time faculty members and adjunct faculty members, if employed, complement and are integrated with

the full-time faculty.

Teaching load is taken into consideration with respect to administrative, advising, and research commitments.

(See also: Glossary of Terms.)

C. Faculty Diversity - Diversity shall be present within the faculty to ensure that appropriate

role models are available to students. D. Faculty Governance - The faculty shall participate in the governance of the college.

A mechanism is delineated by the institution for the faculty to function as an organized academic body.

Rights and responsibilities are accorded the faculty to participate in decisions about curriculum; admissions; student evaluation and promotion; library services; student discipline; faculty selection, promotion, conduct, and discipline; selection of academic officers; and faculty handbook.

Bylaws are adopted by the faculty, delineating the mechanism for faculty governance.

Periodic meetings of the faculty are held throughout the year.

Minutes of faculty meetings are maintained.

Lines of communication are clear and open for the faculty to express its concerns to administration and the

institution’s governing board.

Department chairs and division heads are appointed in accord with objective criteria.

All faculty members are knowledgeable about the institutional mission and objectives.

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E. Faculty Policies - Policies affecting the employment conditions for faculty members pertaining to recruitment, evaluation, promotion, and retention shall be appropriate and contribute to the growth and development of academic excellence and the accomplishment of the objectives of the college.

Faculty members are offered reasonable security in their positions based upon a tenure or contractual

system.

The institution’s policy pertaining to practice plans for clinical faculty members is well stated. F. Faculty Evaluation - The institution shall have a process for the evaluation of faculty

members and department chairs.

Teaching performance is evaluated by students, department chairs, peers, and the chief academic officer.

Criteria are established for assessing faculty with respect to teaching, patient care, research, professional and scholarly activities, ethical conduct, and general behavior.

Results of the evaluation process are used to improve faculty performance and the quality of instruction.

G. Faculty Handbook - A faculty handbook shall be published that includes appropriate

information and policies for the faculty.

The faculty, administration, and governing board of the institution approve the faculty handbook.

The handbook is reviewed and revised on a regular basis. H. Professional Development - Professional development of the faculty shall be encouraged

and supported by the institution.

Seminars on teaching, curriculum, and student evaluation are made available to the faculty.

Institution encourages and supports attendance at scientific, educational, and professional meetings.

Institution encourages participation in the review of scientific literature. I. Research - Faculty member participation in research and other scholarly activities shall be

fostered and supported by the institution.

Institution develops and implements a plan for a research program.

Institution regularly pursues research grants and seeks foundation support of research projects.

A policy describing the expectations for faculty participation in research and scholarly activity is adopted and supported.

An individual’s record of research and publication is considered in the recruitment, evaluation, retention,

and promotion of faculty.

Institution appoints an individual to be responsible for the development and coordination of research.

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Participation of students in faculty research projects is encouraged.

Publications, patents, and so forth that emanate from research activities provide an indication of a successful research program.

(See also: Policy and Value Statements and Glossary of Terms.)

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STANDARD 5. STUDENTS THE INSTITUTION HAS APPROPRIATE STUDENT POLICIES AND ADEQUATE STUDENT SERVICES. A. Admission Policies - The college shall have published admission policies that are designed

to secure the best possible students for podiatric medicine.

Students are required upon admission to have completed courses and programs demonstrating a balanced undergraduate experience, including a minimum of 90 semester hours or equivalent of baccalaureate credit earned in accredited institutions.

Policies are justified by the success of student performance in the educational program as demonstrated by

the number of graduates placed in residency programs.

Policies describe requirements for accepting transfer students and granting advanced standing.

Policies describe the technical or physical standards for the profession and for the education of podiatric physicians.

Admissions requirements focus on satisfactory prior scholastic achievement; results of the Medical

College Admission Test or similar test; and personality, motivation, industry, and emotional characteristics.

Interviews are conducted of all qualified applicants who are under final consideration.

B. Maximum Enrollment - A policy specifying the maximum number of students to be

enrolled shall be established with consideration given to the capacity and appropriateness of the physical resources, size and quality of the faculty, number of administrative personnel, volume and diversity of clinical teaching material, and availability of affiliated clinical services.

Tuition dependency does not precipitate the enrollment of more students than available resources can

support.

The attrition rate is reasonable in relation to class size. C. Tuition and Fees - Tuition and fees assessed to students shall be commensurate with the

subject matters taught and the objectives of the educational program.

A fair and equitable tuition refund policy is published. D. Student Handbook - A comprehensive student handbook shall be published, distributed,

and reviewed annually.

Includes information on the policies and procedures that affect student development such as student evaluation, promotion, graduation, tuition, counseling services, disciplinary action, appeal processes, housing, financial aid, library services, student complaint procedure, and any other information that is essential to students.

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The handbook is distributed at the beginning of each academic year and supplements are issued when changes are made.

Preparation of the handbook is the joint responsibility of students, faculty, and administration.

Institution’s governing board approves the student handbook.

E. Student Services - Student services shall appropriately enhance the learning environment.

Adequate counseling and guidance are provided to the students.

Institution provides information about financial aid for students requiring such assistance.

Students are counseled annually regarding debt management, including the amount of loans, repayment, and the consequences associated with default.

Guidance and assistance are offered to students seeking housing.

Health services are offered to students and all students are required to have health care insurance.

All students are required to have malpractice insurance while participating in clinical experiences.

Institution ensures that all students are informed of the potential health risks associated with the

environment within which their medical education occurs.

Institution ensures that students satisfy the requirements of governmental agencies having authority over safety and health.

Students are advised and provided assistance for placement in postgraduate podiatric training programs.

Students are provided information regarding professional licensure requirements, professional

credentialing, and ethical practice. F. Student Records - The institution shall have an adequate system for maintaining and

securing student records.

Includes for each student the admission application and transcripts and a complete record of podiatric medical education, including attendance, achievements in subjects and courses, all grades, failures, and disciplinary actions.

Records are properly secured and protected.

G. Student Complaints - A confidential record shall be maintained of formal student

complaints submitted for the most recent five-year period.

The record identifies the student, the nature of the complaint, the process used in review of the complaint, and the final disposition of the complaint.

The record demonstrates that due process has been provided.

The mailing address and/or telephone number of the Council on Podiatric Medical Education are provided

to students who wish to file a formal complaint to the Council.

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STANDARD 6. PHYSICAL RESOURCES THE PHYSICAL PLANT IS APPROPRIATE, SUFFICIENT, WELL-MAINTAINED, AND PROPERLY EQUIPPED TO PROVIDE AN ENVIRONMENT THAT IS CONDUCIVE TO TEACHING, LEARNING, AND RESEARCH IN KEEPING WITH THE MISSION AND OBJECTIVES OF THE COLLEGE. A. Space and Quality - Classroom, laboratory, patient-care related, study and office space

shall be quantitatively and qualitatively adequate and reasonably accessible for use.

Classroom, laboratory, patient-care related, study, and office space are maintained in a good state of repair and cleanliness.

Study space is available for students.

Proper storage and work space for anatomical material is available.

When necessary, a suitable environment and procedures exist for the care and protection of live animals.

Patient care facilities are maintained in compliance with governmental standards.

Contiguous classroom, laboratory, patient-care related, study, and office space exists that is dedicated to

the podiatric college, program, or school. that is part of an academic health center or functions within a university.

B. Equipment - Laboratory, patient care, instructional, and office equipment shall exist in

sufficient quantity and quality for the educational program and research.

Appropriate scientific instruments, apparatus, and audio-visual aids are available.

Short and long range plans exist and are implemented for the repair, replacement, or upgrading of equipment.

Sufficient equipment is available and accessible to serve the needs of classroom and clinical teaching and

learning. C. Library - A library with appropriate technological resources, equipment, and services to

support the instructional, patient care, and scholarly activities of students and faculty shall be provided by the institution.

An appropriate percentage of the educational budget is allocated for library expenses.

Students and faculty have access to up-to-date books, periodicals, and other publications.

Learning aids are sufficient for the needs of the faculty and students.

Students are provided orientation to the library and its services.

Faculty members recommend and assist in the development of library policies and in the selection of

library materials. Library staff are qualified by experience and/or education.

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D. Information Technology Resources - Information technologies and services shall be available to faculty and students and shall be of the quality, depth, and currency to support the institution’s mission and objectives and enable achievement of the educational objectives for the academic program.

Computer hardware, software, and related resources are available and utilized by faculty and students to

improve the academic program and to further learning.

Information technology resources are reviewed and updated on an ongoing basis to meet current and emerging needs.

Support and training are available to assist faculty and students to learn to use and effectively apply

information technologies.

Information technology resources are readily accessible.

(See also: Policy and Value Statements and Glossary of Terms.) E. Affiliated Facilities - Affiliated training facilities shall be of adequate size, properly

equipped, and maintained in a condition appropriate to their designated use.

Formal agreements between the college and each affiliated facility exist, outlining the teaching, patient care, and financial responsibilities of each party.

A current list is maintained of the names and locations of all affiliated facilities.

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STANDARD 7. OUTCOMES ASSESSMENT THE INSTITUTION HAS ADEQUATE MECHANISMS AND SYSTEMS IN PLACE TO ASSESS THE EFFECTIVENESS OF THE EDUCATIONAL PROGRAM. A. Program Evaluation - An ongoing evaluation process shall be established to assess the

achievement of the mission and educational objectives.

Institution engages in longitudinal analysis of the admissions standards related to student success in the program.

Standardized instruments such as basic and clinical sciences competency examinations, national board

examinations, and licensure examinations are used to assess the mastery of knowledge acquired by students.

Institution takes into account evaluations completed by students about their educational experiences as part

of ongoing curricular review and improvement.

Utilizes the evaluations of student performance completed for all clinical experiences.

Institution analyzes the performance of graduates in repaying student loans and placement of graduates in residency programs.

Surveys of graduates are conducted to determine their success in obtaining hospital privileges, admission

to managed care programs, and specialty board certification.

The results of aforementioned activities are utilized to make and document adjustments and improvements in the educational program, including the objectives and curriculum.

(See also: Policy and Value Statements and Glossary of Terms.)

B. Student Evaluation - The college shall establish reliable and valid methods to evaluate the

performance of students in relation to the achievement of the educational objectives.

Assesses student’s mastery of knowledge, skills, and attitudes in basic science education.

Assesses student’s mastery of knowledge, skills, and attitudes in clinical science education.

Assesses student’s clinical knowledge, skills, and attitudes to ensure sufficient competencies necessary for graduation and to enable graduates to function as residents in postgraduate training programs.

Assesses student’s development of problem solving ability.

Assesses student’s attitudes, values, and behavioral attributes related to the ethical responsibilities of

podiatric medical practice.

(See also: Policy and Value Statements and Glossary of Terms.)

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STANDARD 8. INSTITUTIONAL INTEGRITY THE INSTITUTION ENSURES THAT THE COLLEGE CONDUCTS AN ETHICAL AND RESPONSIBLE PROFESSIONAL EDUCATION PROGRAM AND MAINTAINS A HIGH DEGREE OF INTEGRITY IN THE COMPLETION OF ALL OF ITS AFFAIRS. A. Academic Freedom - The institution shall ensure academic freedom for faculty, staff, and

students. B. College Catalogue - A current catalogue is published by the institution that articulates

clearly the mission, objectives, policies, procedures, and academic calendar for the college of podiatric medicine.

Catalogue is kept current either by a new publication or by supplements.

The catalogue is available to all applicants, candidates, students, and others who have an interest in the

college of podiatric medicine.

(See also: Glossary of Terms.) C. Accuracy of Publications - All promotional materials, advertising, and other publications

of the institution that describe the college shall accurately represent the mission, objectives, policies, services, financial status, and procedures of the institution; scope and length of the educational program; availability of clinical experiences; documented results of the program; and accreditation status.

Institution reviews and ensures accuracy of all recruitment documents and other literature used to attract

students to the college.

A mechanism exists for public correction of misleading or incorrect information.

(See also: Glossary of Terms.) D. Nondiscrimination Policy - A policy shall be published prohibiting discrimination on the

basis of sex, age, creed, race, or national origin.

Pertains to the recruitment, employment, promotion, and retention of faculty and staff members.

Pertains to the recruitment, admission, promotion, and retention of students. E. Sexual Harassment Policy - A policy shall be published that articulates a due process

procedure for the resolution of allegations of sexual harassment. F. Default Rates - The institution shall identify and administer a process to monitor the default

rates related to federally provided loan programs under Title IV of the Higher Education Act and Title VII of the US Public Health Service Act in which its podiatric medical students participate.

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Institution reports to the Council on Podiatric Medical Education regarding its default rates for Title IV and Title VII programs in its annual report.

Institution reports to the Council on Podiatric Medical Education within 30 days of receipt of notification

that the college’s latest cohort default rates for Title IV and Title VII programs equal or exceed federal limitations.

Develops institutional plan that shows how corrections will be made when default rates for Title IV and

Title VII programs equal or exceed federal limitations. G. Compliance with CPME Requests - The institution shall submit timely, accurate, and

complete reports in response to annual and special requests of the Council on Podiatric Medical Education or its committees.

Administrative officers review CPME 120 and CPME 130 to be knowledgeable of reports that must be

submitted, including but not limited to the Annual Summary Data Report, annual certified audit, Interim Progress Report, and reports on student loan default rates and substantive modifications.

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ACCREDITATION ELIGIBILITY REQUIREMENTS The Council on Podiatric Medical Education considers applications for accreditation from new colleges of podiatric medicine and from colleges that have had accreditation withheld or withdrawn. Because the Council must be confident that a candidate institution has the authority, means, and resources to adequately support an educational program in podiatric medicine, the following eligibility requirements have been established for colleges applying for initial accreditation or reaccreditation. These requirements must be satisfied in order that an application for candidate status, leading to accreditation may be considered.

1. State Authorization - The institution must provide evidence that it has been granted the legal authority to offer the Doctor of Podiatric Medicine degree under applicable state law.

2. Feasibility Study - The institution must complete a feasibility study to determine the

need for a college of podiatric medicine. The feasibility study is expected to take into consideration the demographics associated with podiatric medicine, student interest, availability of podiatric pathology, and public need.

3. Projected Class Size - The institution has projected a class size and total enrollment

based upon resources to be available to the educational program and in consideration of the information collected as part of the feasibility study.

4. Educational Setting - Podiatric medical education must be conducted in environments

that are conducive to scholarly inquiry and research, such as would be available in a regionally accredited university or academic health center.

5. Resources - The institution must provide evidence that it has the financial capability,

human resources, and facilities to support the development of the educational program.

6. Implementation Plan - The institution has prepared a master plan that is designed to guide the establishment of the educational program and to ensure compliance with the CPME accreditation standards and requirements.

The Council encourages applicant institutions to contact CPME staff early in the developmental stages of the educational program in order that full assistance in understanding the Council’s eligibility requirements may be provided and to ensure initiation of the accreditation process well before the institution graduates its first class.

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DOCUMENT REVIEWS This document is subject to a comprehensive review six years following completion of its last comprehensive review. The comprehensive review is completed by a CPME-appointed ad hoc advisory committee comprised of representatives from the community of interest. The results of the comprehensive review are transmitted to the Council. Before any changes become final, the Council disseminates proposed revisions in accreditation policies, standards, requirements, and procedures to the community of interest for comment. Along with the comprehensive review, an interim review of this document occurs three years after the last comprehensive review. The interim review is completed by the CPME Accreditation Committee. The next scheduled reviews for CPME 120 are: Next Scheduled Comprehensive Review - 2005 Next Scheduled Interim Review - 2008

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GLOSSARY OF TERMS Academic Health Center: Academic health centers bring together programs of instruction and research in the health sciences and the delivery of health services. The Association of Academic Health Centers (AHC) defines an academic health center as consisting of an allopathic or osteopathic school of medicine, at least one other health professions school or program, and one or more teaching hospitals. The AHC also notes that the organization and structure of these institutions may vary. Academic health centers function either as component units of public or private universities, of state university systems, or as free-standing institutions. Academic Year: An academic year is defined as containing at least 30 instructional weeks. The college is expected to articulate its curriculum for each academic year, identifying semesters, courses, and precise clock or credit hours. Chief Academic Officer: The chief academic officer is the dean or program officer/director of the college or program. Chief Executive Officer: The chief executive officer is the president (or a comparable title) of an institution. College: A college, school, or program is the academic unit that functions within an educational institution as an autonomous professional educational enterprise with dedicated resources that are within its control. As such, this academic unit is provided the commitment of the institution in terms of recognition as an autonomous discipline within the health professions. A college also may be a free-standing institution. Community of Interest: The community of interest includes all parties that may be affected directly or indirectly by the accreditation process. Generally, these parties are: podiatric medical educators and practitioners, students and their families, employers, and individuals who will be the recipients of professional podiatric medical care. Credit Hour: A credit hour is customarily defined as 50 minutes of instruction per week for a specified term or semester. Variations of credit hours or clock hours may be utilized if they are applied consistently. Educational Objectives: Educational objectives reflect general and specific ideas about knowledge to be gained. They also reflect the knowledge, skills, and attitudes to be learned, all of which lead to intended outcomes for entry into postgraduate training and, ultimately, professional practice. Objectives should reflect reasonable and attainable ends in light of present and projected means of the college.

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Full-time Faculty: A full-time member of the faculty is considered to be anyone who has a contracted commitment for 32 hours or more per week. Information Technology Resources: According to the Higher Education Information Resources Alliance, information technology resources include those information technologies and services such as computer hardware and software, communications networks, databases, scholarly information in electronic form, access and delivery systems, transaction processing systems, computer applications, computer and information professionals, and other related resources. Institution: An institution is a university, academic health center, or a private, single-purpose, independent college. Institutional Integrity: An institution that sponsors a podiatric medical program is expected to be sensitive to the needs of its constituents, including students, faculty, staff, the health care community, and the general public. The institution is expected to be honest, ethical, and open with its constituents and operate in an environment that encourages intellectual and academic freedom. The institution is expected to be well managed and fiscally stable. Institutional Objectives: Institutional objectives are the conditions, values, and priorities that the institution expects to achieve or accomplish for the institution, its faculty and students, and for the college of podiatric medicine. Mission Statement: A strong statement of mission includes information about the nature and scope of the institution, the environmental context or community in which the institution exists, and the range of services provided. The mission puts forth the college’s educational philosophy and embraces the universally and readily accepted intentions, philosophy, and scope of practice for the profession of podiatric medicine, all in pursuit of the public good. The mission statement should be composed following the institution’s decisions regarding its priorities, objectives, and expectations of students. Outcomes: Outcomes are those tangible and measurable conditions that are identified with the results or product of the educational program. Outcomes take into account the mission and objectives that articulate the expectations for entry level for postgraduate podiatric medical education. Assessment of outcomes is considered to be an essential means of determining whether the institution meets its own stated mission and objectives. Postgraduate Programs: Includes continuing education, residency programs, and fellowship programs. The institution’s involvement in continuing education, residency training, and fellowship training should in no way have a negative effect on student instruction.

Research: In its broadest definition, research is the pursuit of new knowledge through the design and implementation of experiments or tests to judge and analyze the efficacy of a proposition or seek answers to new questions. Research may be clinical, focusing on the design, implementation, and results of bench and clinical experiments, or it may be sociological, socio-

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economic, or educational, focusing on the design, implementation, and results of the evaluation of hypotheses concerning people, social systems, or groups. Research also may include reviews and critiques of completed and published research findings or analysis and presentation of interesting or unusual case studies. Both qualitative and quantitative methods may be employed in the pursuit of research objectives provided the method chosen is appropriate for the data being collected. Syllabi: Syllabi contain the purpose of the course as it relates to the overall curriculum; objectives of the course written in specific terms (where appropriate, the relationship of each to intended outcomes are indicated); content of class and laboratory instruction in enough detail to permit the student to see its full scope; the method of instruction; requirements of the course with dates of major quizzes, papers, and examinations; required textbooks; type of grading system to be used; and recommended bibliography. CPME 120 October 2002