Volume 73 - Fall 1999	Download

Preparing for the Site Visit - Without Losing Sleep by Daniel Tice Administrative Liaison and Program Services Coordinator

Rushed and overworked, with too few helping hands, the harried program director realizes that it is another accreditation year. While the Self-Study Report is a lot of work, most of that document is on file - somewhere. The worrisome item is the actual site visit. "What will they want to see? Who will they want to interview? How am I going to juggle so many schedules?"

I spoke with several program directors whose programs were visited last spring to get their advice. The first question asked was, "What would you say to a new program director who has a site visit coming up? How would you advise that program director to make the most of the time available?" There was a great deal of similarity in their responses.

All of the program directors interviewed talked about "organization". In terms of the entire process, one program director said, "Organization is key - use the year that NAACLS gives you." Others referred to the site visit itself. "Use a well-planned itinerary, which means that it allows enough time, it is stuck to, and has a degree of flexibility." "If possible, arrange whatever you can 'up-front' - i.e. have the hotel bill the university directly, thus freeing up the visitor. Arrange a dinner the night before to informally welcome the team. Make the team comfortable." "If the team is being guided by different people throughout the visit, give the team a trouble number. Set aside an on-site room just for the team, and leave extra time in the travel arrangements."

Another item emphasized was communication with the Site Visit Team (SVT). The SVT is a primary resource, and the abilitwity to communicate with them is priceless. One program director advised communication with the SVT via email. The advantage of email is that it doesn't require both parties to be free in order to communicate. The number one piece of advice from this program director was, "Get their email addresses!"

In addition, the program directors advised using all available sources of information. "The new Guide is great - especially the 'grid' (which is Section II of the Guide to Accreditation)." One program director advised, "Read through the site visit team's checklist, so you know what they are looking for."

After talking about these general guidelines, I asked about specific areas. The first of these was "Beyond what the Site Visit Team Coordinator specifically asks for, what documentation do you have available for the Site Visit Team?" Interestingly, none of the program directors gave any sort of a listing. Instead, all of them gave advice on the organization of documents. The implication is that "available" means "organized for easy access".

One program director regularly uses a filing system based on the Essentials. Another program director photocopies all of the documents used in creating the Self-Study Report, and places them in hanging file folders in cardboard boxes. These boxes are then transported to the SVT's hotel or a room on site, at the option of the SVT. A common piece of documentation requested is information on the courses offered. One suggested way to organize that information is a "Course File". "Each course has a file with a complete notebook of education materials used, including objectives, syllabus, tests, exams, etc. Remember that course work at clinical sites also needs a course file." As a final tip, "whatever system is used, the best filing system is the one that allows you to find the information that you need quickly."

Each program director was asked for tips on the establishment of the itinerary. One area where all agreed was that the people who have the least flexibility in their schedules should be scheduled first, and others scheduled around them. The first area of disagreement was "Who has the least flexibility in their schedule?" One program director felt that the SVT is the group with the least flexibility in its schedule, and always offers the option of the Clinical Affiliate Site Videotape. However, most program directors scheduled administrators first. One program director develops a proposed itinerary, and then forwards it on to the SVT captain, who makes general changes, and returns it to the program director.

Site visitors meet and interview a variety of people, and program directors were asked how they prepared administrators, students and faculty to talk to the SVT. Many responded that administrators want to be informed so that they can answer questions the SVT might ask of them. One program's administrators requested a list of questions likely to be asked and a meeting to discuss the answers. Another program director went through the "high points of the self-study" with administrators. It seems that administrators have one request - "Make me aware."

The level of preparation needed for faculty depends on the degree to which they have been involved in the accreditation process. All of the programs interviewed use a holistic approach to the accreditation process, and their faculty needed no additional preparation. Presumably, a program director who does not share the task of writing the Self-Study Report, for example, needs to do additional work to prepare the faculty.

Students are commonly confused as to why the SVT wants to meet with them, and sometimes worried about accreditation. ("Are they interviewing us because there is something wrong with our program?") The preparation of students needs to address these questions. All of the programs interviewed used food as "motivation" for students to attend. One program used volunteers from the Junior and Senior classes who were told the types of questions that might be expected. Some programs teach students in early classes about NAACLS and accreditation.

When possible, the SVT should interview graduates of the program. While this is usually very difficult to arrange, one program had a great deal of success at arranging for graduates to be interviewed. Since some of the graduates worked nearby in a clinical affiliate, the program director was able to work with the clinical coordinator to arrange time for the graduates to meet with the SVT.

To wrap up the interviews, program directors were, "What is the most important pearl of wisdom you could give to a new program director about to be site visited?" The responses included: "This is a peer review process, and a learning and sharing experience for both parties involved." "Keep in mind it's an educational process, and you are expected to learn through mistakes." "Preparation and availability are the key to handling the unexpected." "It should be a pleasant experience that benefits all."

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