Libyan Medical Schools Challenges Toward National and Global Accreditation (Preprint)

2020 ◽  
Author(s):  
Ahmed Atia
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Education System ◽  
Medical Schools ◽  
World Federation ◽  
The World ◽  
Medical Faculties

UNSTRUCTURED Dear Editor, we would like to share the Libyan’s experiences in the accreditation of medical education. We shall first describe in brief the education system in Libya before talking about the process and challenges in accreditation of medical education. Next, we shall clarify the role of the National Center for Quality Assurance and Accreditation (NCQAA) in supporting medical faculties to adopt the criteria of the world federation of medical education (WFME).

The RCS accreditation network portal

2014 ◽  
Vol 96 (8) ◽  
pp. 267-267
Author(s):  
Peter Lamont ◽  
Anna Yerokhina
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
World Health Organization ◽  
Strategic Partnership ◽  
Educational Activity ◽  
World Health ◽  
World Federation ◽  
External Evaluation ◽  
The World ◽  
Health Organization

The World Health Organization (WHO) and the World Federation for Medical Education (WFME) have a strategic partnership for the promotion of accreditation in medical education around the world. They have developed accreditation guidelines, which recommend establishing accreditation that is effective, independent, transparent and based on criteria specific to medical education. So far, only a minority of countries have quality assurance systems based on external evaluation and the majority use only general criteria when approving or evaluating an educational activity.

scholarly journals Advancing the Quality of Medical Education Worldwide: ECFMG's 2023 Medical School Accreditation Requirement

2019 ◽  
Vol 105 (4) ◽  
pp. 8-16 ◽  
Author(s):  
Christine D. Shiffer ◽  
John R. Boulet ◽  
Lisa L. Cover ◽  
William W. Pinsky
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Medical Schools ◽  
World Federation ◽  
Medical Graduates ◽  
Foreign Medical Graduates ◽  
The World ◽  
Future Requirement ◽  
School Accreditation

ABSTRACT Certification by the Educational Commission for Foreign Medical Graduates (ECFMG®) is required for international medical graduates (IMGs) to enter U.S. graduate medical education (GME). As a gatekeeper to the U.S. health care system, ECFMG has a duty to verify that these individuals have met minimum standards for undergraduate medical education. Historically, ECFMG has focused on evaluating individual graduates, not medical schools. However, in response to the rapid growth of medical schools around the world and increasing physician migration, ECFMG decided in 2010 to institute medical school accreditation as a future requirement for ECFMG certification. More specifically, beginning in 2023, individuals applying for ECFMG certification will be required to be a student or graduate of a medical school that is accredited by an agency recognized by the World Federation for Medical Education (WFME). By requiring accreditation by an agency that has met WFME's standards, ECFMG seeks to improve the quality, consistency and transparency of undergraduate medical education worldwide. The 2023 Medical School Accreditation Requirement is intended to stimulate global accreditation efforts, increase the information publicly available about medical schools, and provide greater assurance to medical students, regulatory authorities, and the public that these future physicians will be appropriately educated.

scholarly journals Global trends in medical education accreditation

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Deborah Bedoll ◽  
Marta van Zanten ◽  
Danette McKinley
Keyword(s):  
Medical Education ◽  
World Bank ◽  
Low Income ◽  
Regional Cooperation ◽  
Medical Schools ◽  
Income Group ◽  
Low Income Countries ◽  
Fiscal Year ◽  
The World ◽  
Google Search

Abstract Background Accreditation systems in medical education aim to assure various stakeholders that graduates are ready to further their training or begin practice. The purpose of this paper is to explore the current state of medical education accreditation around the world and describe the incidence and variability of these accreditation agencies worldwide. This paper explores trends in agency age, organization, and scope according to both World Bank region and income group. Methods To find information on accreditation agencies, we searched multiple online accreditation and quality assurance databases as well as the University of Michigan Online Library and the Google search engine. All included agencies were recorded on a spreadsheet along with date of formation or first accreditation activity, name changes, scope, level of government independence, accessibility and type of accreditation standards, and status of WFME recognition. Comparisons by country region and income classification were made based on the World Bank’s lists for fiscal year 2021. Results As of August 2020, there were 3,323 operating medical schools located in 186 countries or territories listed in the World Directory of Medical Schools. Ninety-two (49%) of these countries currently have access to undergraduate accreditation that uses medical-specific standards. Sixty-four percent (n = 38) of high-income countries have medical-specific accreditation available to their medical schools, compared to only 20% (n = 6) of low-income countries. The majority of World Bank regions experienced the greatest increase in medical education accreditation agency establishment since the year 2000. Conclusions Most smaller countries in Europe, South America, and the Pacific only have access to general undergraduate accreditation, and many countries in Africa have no accreditation available. In countries where medical education accreditation exists, the scope and organization of the agencies varies considerably. Regional cooperation and international agencies seem to be a growing trend. The data described in our study can serve as an important resource for further investigations on the effectiveness of accreditation activities worldwide. Our research also highlights regions and countries that may need focused accreditation development support.

scholarly journals IS PATIENT SAFETY AT THE HEART OF MEDICAL EDUCATION IN INDONESIA? REFLECTION ON THE IMPACT OF THE NATIONAL EXAMINATION

2019 ◽  
Vol 8 (3) ◽  
pp. 153
Author(s):  
Rachmadya Nur Hidayah
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Patient Safety ◽  
Focus Groups ◽  
Patient Care ◽  
Medical Schools ◽  
Theory Approach ◽  
High Stakes ◽  
Teachers And Students ◽  
The Impact

ABSTRACT Background: National examinations in Indonesia (UKMPPD) has been implemented since 2007 as a quality assurance method for medical graduates and medical schools. The impact of UKMPPD has been studied since then, where one of the consequences were related to how it affected medical education and curricula. This study explored the consequences of UKMPPD, focusing on how the students, teachers, and medical schools’ leaders relate the examination with patient care. This study aimed to explore the impact of UKMPPD on medical education, which focusing on the issue of patient safety. Methods: This study was part of a doctoral project, using a qualitative method with a modified grounded theory approach. The perspectives of multiple stakeholders on the impact of the UKMPPD were explored using interview and focus groups. Interviews were conducted with medical schools’ representatives (vice deans/ programme directors), while focus groups were conducted with teachers and students. A sampling framework was used by considering the characteristics of Indonesian medical schools based on region, accreditation status, and ownership (public/ private). Data was analysed using open coding and thematic framework as part of the iterative process. Results: The UKMPPD affected how the stakeholders viewed this high-stakes examination and the education delivered in their medical schools. One of the consequences revealed how stakeholders viewed the UKMPPD and its impact on patient care. Participants viewed the UKMPPD as a method of preparation for graduates’ real clinical practice. The lack of reference for patient safety as the impact of the UKMPPD in this study showed that there were missing links in how stakeholders perceived the examination as part of quality assurance in health care. Conclusion: The UKMPPD as a high-stakes examination has a powerful impact in changing educational policy and programmes in Indonesia. However, in Indonesia, the examination brought in the reflection on how the “patient” element was lacking from medical education. This research offers an insight on the concept of patient safety in Indonesia and how the stakeholders could approach the issue. Keywords: UKMPPD, national licensing examination, impact, competence, patient safety, curriculum 

Leadership in Rural Central American Villages

2020 ◽  
pp. 53-64
Author(s):  
Yanira Oliveras-Ortiz ◽  
Wesley D. Hickey ◽  
Jennifer S. Jones
Keyword(s):  
Narrative Inquiry ◽  
Central America ◽  
Education System ◽  
Educational Leaders ◽  
Strategic Thinking ◽  
Central American ◽  
The World ◽  
The Impact ◽  
Role Of The Principal

Educational leaders in rural schools across the world face distinctive challenges. In this chapter, the authors report the findings of two studies examined through narrative inquiry conducted in a Garifuna and Ketchi Mayan village in Central America. The case studies explore the role of the principal as a strategic leader to improve the education system, and the impact of these leaders in their communities. By sharing these stories, the authors illustrate the importance of strategic thinking, as well as both transformative and servant leadership to promote change.

Education 4.0

2020 ◽  
pp. 181-200
Author(s):  
Sana Moid
Keyword(s):  
Higher Education ◽  
Education System ◽  
Social Transformation ◽  
Future Trends ◽  
Demographic Structure ◽  
Higher Education System ◽  
Disruptive Technologies ◽  
The World ◽  
Education Model

Education 4.0 is an education model aligned with future trends in order to develop and enhance individualized education that will eventually go on to define the manner in which youngsters of the future will work and live. Since youth are the main asset of any nation, education becomes the most powerful tool for social transformation. India's demographic structure is changing; while the world grows older, the Indian population is becoming younger, and by 2025, about two-third of Indians will be in its workforce. A few issues addressed in this study are to identify the drivers of Education 4.0, to identify and understand the role of disruptive technologies, to study the transition from Education 1.0 to Education 4.0 and its relevant impact on the higher education system.

scholarly journals The Objectives and Practical Aspects of Quality Assurance System of Higher Education

2020 ◽  
Vol 9 (7) ◽  
pp. 119
Author(s):  
Dora H. Ivanova ◽  
Olga V. Goray ◽  
Nadiia I. Horbachova ◽  
Iryna M. Krukovska ◽  
Svitlana D. Poplavska
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education System ◽  
Educational Services ◽  
Quality Assurance System ◽  
The European Union ◽  
Higher Education System ◽  
Assurance System ◽  
The World

Each country in the world has its own individual approaches to the quality assurance system of higher education, so the quality of educational services in each country is different. The developing countries should be guided by the standards and recommendations put forward by the world’s leading countries in the field of the assurance system of higher education in order to improve the quality of education services. The purpose of the scientific investigation is to formulate the objectives and analyze the practical aspects of functioning of the quality assurance system of higher education. In the study’s framework of the practical aspects of the higher education’s quality in European Union’s countries, the methods of general analysis have been used, including comparison and grouping; at the same time, the presentation of statistics is also demonstrated by graphical methods. The practical aspects of quality assurance of higher education in European Union’s countries have been analyzed, which is reflected in the dynamics of the number of students who have received higher education, the structure of higher education degree seeking applicants, the employment rate of graduates who have graduated from higher education institutions (Employment rates of recent graduates), the World University Rankings, the Europe Teaching Rankings, rating of the strength of the higher education system (the QS Higher Education System Strength Rankings). Proposals for ensuring the proper quality of higher education and a high level of educational services to educational institutions of the European Union have been presented.

‘Second to None in the International Fight’: Australian Seafarers Internationalism and Maritime Unions Against Apartheid

2017 ◽  
Vol 54 (2) ◽  
pp. 442-464
Author(s):  
Diane Kirkby ◽  
Dmytro Ostapenko
Keyword(s):  
South Africa ◽  
Cold War ◽  
United Nations ◽  
Free Trade ◽  
Trade Unions ◽  
World Federation ◽  
The World ◽  
Working Together ◽  
New Research

The participation of trade unions in the anti-apartheid movement is a subject which arguably merits more attention. This article brings into focus a group of unionists whose activism against apartheid was in the forefront of key initiatives. Drawing on new research the argument recounts the role of Australian seafarers on the international stage, particularly its association with the World Federation of Trade Unions (WFTU), and shows how knowledge of events in South Africa passed from the WFTU to educate the union membership. By the 1980s, Australian seafarers were taking the lead in bringing European unionists together in united action to enforce the United Nations' embargo on oil supplies to South Africa by founding a new organization, the Maritime Unions Against Apartheid (MUAA). Reconstructing these events demonstrates two aspects of significance: the growing importance of monitoring shipping as an anti-apartheid strategy coordinated and led by European unions, which we point out relied on ships’ officers and crews for knowledge, and the breaking down of the ideological divide between the WFTU and the anti-Communist International Confederation of Free Trade Unions (ICFTU) working together in the MUAA. The article contributes new understanding of connections between anti-apartheid activism and its Cold War context.

The Cominform: A Five-Year Perspective

1953 ◽  
Vol 5 (3) ◽  
pp. 368-376 ◽  
Author(s):  
Bernard S. Morris
Keyword(s):  
Trade Union ◽  
Trade Unions ◽  
World Federation ◽  
Union Activity ◽  
The Balkans ◽  
Actual Role ◽  
The World ◽  
Communist Movement

Five years ago the Comintern loomed once again as a spectre on the European horizon with the founding in Poland, September 1947, of the Information Bureau of the Communist Parties of the USSR, Bulgaria, Hungary, Rumania, Poland, Czechoslovakia, Yugoslavia (expelled June 1948), France, and Italy. It has since become both fashionable and convenient to identify the “Cominform” with all aspects of international Communist activity, ranging from the most general of policy directives to an isolated Communist-led strike. The indiscriminate identification of “Cominform” with international Communist activity provides the layman with a convenient stereotype which spares him the trouble of further inquiry. For the student of Communism, however, this lack of precision merely results in obscuring the actual role of the Cominform, as it is known to us, and more particularly, its function within the configuration of various covert and overt instrumentalities of the international Communist movement. To speak, for example, of a “Cominform” policy of collectivization or of a “Cominform” purge trial in the Balkans, or to suggest by “Cominform” the whole web of controls of national Communist parties maintained by the USSR is to ascribe a role and importance to the Cominform that it simply does not have. For without minimizing the importance of the function the Cominform has come to discharge, it may be said that its role is essentially that of a central, but by no means the most important, propaganda instrument of the international Communist movement, designed primarily to provide public guidance and information to the leadership of various national Communist parties. Thus Pravda and the USSR radio broadcasts furnish daily guidance to the international Communist movement, and the World Federation of Trade Unions is continuously engaged in attempting to bring trade union activity in line with Communist policy.

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