• Length of course in actual clock hours. ILCA only lists courses that are at least 18 clock hours long.
   
• Course Director and faculty credentials. The Director should be currently certified by the International Board of Lactation Consultant Examiners (IBLCE). If the director is not IBLCE certified, she/he MUST be a licensed, registered or certified health care professional with referenced experience or training in lactation management.
   
• Detailed course description, including topical outlines or curricula covered. ILCA recommends that providers publish detailed information about their courses.
   
• Continuing education credits. Granting CERPs and/or CE units from a regional health profession agency, and/or college credits indicate that the course has met objective criteria from an established institution.
   
• Course does not issue local "certification(s)." Completion documents are acceptable.
   
•  Students receive information about and are encouraged to take the IBLCE examination.
   
• ILCA acknowledges IBLCE certification as the recognized credential for lactation professionals. Issuing course-specific "credentials" without a mechanism to remove an incompetent individual reduces public protection and creates confusion.
   
• Stability/history of the course. ILCA lists courses that have been taught at least once and are offered on an ongoing basis.
   
• Compliance with the World Health Organization International Code of Marketing of Breastmilk Substitutes. ILCA supports the International Code. Code compliance indicates that a course and its faculty avoid conflicts of interest.

Other general questions to ask:

1. What is the cost of the course and policies regarding cancellations, late registration, etc.? Some courses offer discounts, payment options, etc. Courses should clearly state cancellation policies.
    
2. What materials (syllabus, handout package, book[s]) are included in the course fees/tuition?
    
3. What reading is required or suggested before or during the course? Is a list of sources for texts made available to students? Ready access to texts and other books is an advantage for students.
    
4. Does the course comply with the World Alliance for Breastfeeding Action (WABA) Code of Conduct for Conferences and Events? Breastfeeding babies should be allowed to remain with their mothers during lactation courses. Breastfeeding and learning are compatible goals.
    
5. What are the academic, clinical, and practical backgrounds of faculty members? Faculty should have deep and broad experience in diverse areas of lactation consultant practice in addition to IBLCE certification.
    
6. What teaching techniques/methods are utilized? Using a variety of learning modes (discussion, group work, role plays, skits, videos, etc) increases retention of the material.
    
7. Does the course teach how to function as a lactation consultant? Learning the body of knowledge is part of role acquisition; exploring International Board Certified Lactation Consultant (IBCLC) practice in various settings is an advantage.
    
8. Does the course provide a "mock/practice" exam or a final exam? Final or practice exams help the student focus on individual strengths and weaknesses.
    
9. Is follow-up support or mentoring available from faculty after the course is finished?
   Does the course provide names of former students to contact for consumer feedback?

Specific questions for on-site courses:

• When and where is the course offered?
   
• What is the policy on cancellation for insufficient enrollment?
   
• What is the limit on class size?
   
• What amenities are included in the registration fee: coffee breaks, meals, snacks?
   
• Is there homework or any pre-reading before coming to the course?
   
• Does the course offer or require any type of home study follow-up such as written or verbal reports, independent projects, critical review of research, and other such learning activities? How do these activities affect continuing education credit earned?
   
• Who are the specific faculty members who will be teaching the course?
   
• Does the course provide information on or assist in finding reasonable lodging and meals for students?

Specific questions for distance courses:

• Is the course taught through the mail (paper) or via the Internet?
   
• Can students submit lessons in a paper course via E-mail to their instructors?
   
• What is the expected time for completion of the course?
   
• What written or verbal reports or work are required? What is the timetable for these reports?
   
• How do the student and instructor interact (Internet group interactive sessions, individual guidance, telephone, e-mail, postal mail)?
   
• How quickly is instructor feedback returned to the student?
   
• Does the course require a final exam? How is the exam proctored and scored?