This would imply that programs with baccalaureate, masters, primary care practitioners, nurse midwifery and nurse anesthesia would be peer-reviewed with faculty site visitors from each program type. Responses might include noting that in principle, such a strategy is reasoned. However, in practice, it is far too costly and risks the appearance of being too self-serving. Accreditation site visitors' quality and representativeness is one of many issue that needs dialogue and discussion. Assurances for measuring the quality productivity of accreditation is another.
Most educators are confident that accreditation is still the primary measure of academic quality.
Although most agree that institutional accreditation alone will not suffice to ensure quality, accreditation processes often are used as an excuse to limit innovation and experimentation, to protect discipline turf and to avoid interdisciplinary approaches to learning or to collaborative accreditation processes. Although most agree that institutional accreditation alone will not suffice to ensure quality, accreditation processes often are used as an excuse to limit innovation and experimentation, to protect discipline turf and to avoid interdisciplinary approaches to learning or to collaborative accreditation processes. Many agree that higher standards and better progress in American higher education over time has been the result of accreditation's peer review process. The Task Force on Accreditation of Health Professions Education of the Pew Charitable Trust was charged with the goal to improve the health professions' accreditation processes so that they better meet evolving societal needs. Specifically noted was the idea that accreditation should have a role in improving education for the health professions.