In June 2019, we adopted and released modifications to the Joint Accreditation Core Criteria and introduced an optional Menu of Criteria for Joint Accreditation with Commendation. The changes are effective as of June 1, 2020. Click here to view the revised Joint Accreditation Criteria or download a PDF describing the changes.

Current Joint Accreditation Criteria

Your organization’s status and term as an accredited provider of continuing education for the healthcare team is based on demonstrated compliance with these criteria, effective October 1, 2013:

  • Mission & Overall Program Improvements
  • Activity Planning & Evaluation

Mission & Overall Improvement

A provider:

  • Articulates a continuing education (CE) mission statement that highlights education for the healthcare team. Expected results are specified in terms of changes in skills/strategy or performance of the healthcare team or in patient outcomes. (Criterion 1)
  • Gathers data or information and conducts a program-based analysis of the degree to which its CE mission is met through the conduct of CE activities/educational interventions. (Criterion 2)
  • The provider identifies, plans, and implements the needed or desired changes in the overall program (e.g., planners, teachers, infrastructure, methods, resources, facilities, interventions) required to improve its ability to meet the CE mission. (Criterion 3)

Activity Planning & Evaluation

A provider:

  • Incorporates into CE activities the educational needs (knowledge, skills/strategy, or performance) that underlie the practice gaps of the healthcare team and/or the individual members of the healthcare team. (Criterion 4)
  • Generates activities/educational interventions designed to change the skills/strategy or performance of the healthcare team or patient outcomes as described in its mission statement. (Criterion 5)
  • Generates activities/educational interventions around valid content that matches the healthcare team’s current or potential scope of professional activities. (Criterion 6)
  • Chooses educational formats for activities/interventions appropriate for the setting, objectives, and desired results of the activity. (Criterion 7)
  • Develops activities/educational interventions in the context of desirable attributes of the healthcare team (e.g., Institute of Medicine competencies, professional competencies, healthcare team competencies: values/ethics, roles and responsibilities, interprofessional communication, teams, and teamwork[1]). (Criterion 8)
  • Develops activities/educational interventions independent of commercial interests (ACCME Standards for Commercial Support: Standards to Ensure Independence in CME ActivitiesSM), including (Criterion 9a-9d):
    • Identification, resolution, and disclosure of relevant financial relationships of all individuals who control the content of the continuing education activity.
    • Appropriate management of commercial support (if applicable).
    • Maintenance of the separation of promotion from education (if applicable).
    • Promotion of improvements in health care and NOT proprietary interests of a commercial interest.
  • Utilizes support strategies to enhance change as an adjunct to its educational interventions (e.g., reminders, patient feedback). (Criterion 10)
  • Identifies factors outside the provider’s control that impact on patient outcomes. (Criterion 11)
  • Implements educational strategies to remove, overcome, or address barriers to change for the healthcare team. (Criterion 12)
  • Analyzes changes in the healthcare team (skills/strategy, performance, or patient outcomes) achieved as a result of the overall program’s activities/educational interventions. (Criterion 13)


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[1] Interprofessional Education Collaborative Expert Panel. (2011). Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, D.C.; Interprofessional Education Collaborative.