scholarly journals Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019

2020 ◽  
Vol 17 ◽  
pp. 2 ◽  
Author(s):  
Hyo Hyun Yoo ◽  
Mi Kyung Kim ◽  
Yoo Sang Yoon ◽  
Keun Mi Lee ◽  
Jong Hun Lee ◽  
...  
Keyword(s):  
Medical Education ◽  
Evaluation Criteria ◽  
Medical Schools ◽  
Educational Environment ◽  
World Federation ◽  
Accreditation Standards ◽  
Basic Medical Education ◽  
Basic Medical ◽  
Accreditation Criteria

This review presents information on changes in the accreditation standards of medical schools in Korea by the Korean Institute of Medical Education and Evaluation (KIMEE) from 2000 to 2019. Specifically, the following aspects are explained: the development process, setting principles and directions, evaluation items, characteristics of the standards, and validity testing over the course of 4 cycles. The first cycle of accreditation (2000–2005) focused on ensuring the minimum requirements for the educational environment. The evaluation criteria emphasized the core elements of medical education, including facilities and human resources. The second cycle of accreditation (2007–2010) emphasized universities’ commitment to social accountability and the pursuit of excellence in medical education. It raised the importance of qualitative standards for judging the content and quality of education. In the post-second accreditation cycle (2012–2018) which means third accreditation cycle, accreditation criteria were developed to standardize the educational environment and programs and to be used for curriculum development in order to continually improve the quality of basic medical education. Most recently, the ASK 2019 (Accreditation Standards of KIMEE 2019) accreditation cycle focused on qualitative evaluations in accordance with the World Federation of Medical Education’s accreditation criteria to reach the international level of basic medical education, which emphasizes the need for a student-centered curriculum, communication with society, and evaluation through a comprehensive basic medical education course. The KIMEE has developed a basic medical education evaluation and accreditation system in a step-by-step manner, as outlined above. Understanding previous processes will be helpful for the future development of accreditation criteria for medical schools in Korea.

scholarly journals Challenges towards quality assurance of Basic Medical Education in Pakistan

2019 ◽  
Vol 36 (2) ◽  
Author(s):  
Abdul Waheed Khan ◽  
Ahsan Sethi ◽  
Gohar Wajid ◽  
Raheela Yasmeen
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Group Discussion ◽  
Political Influence ◽  
Structured Interviews ◽  
Public And Private ◽  
Creative Commons ◽  
Basic Medical Education ◽  
Basic Medical

Objective: There are growing concerns towards the quality of medical education in Pakistan. To help strengthen accreditation processes, this study identifies the challenges towards quality assurance of Basic Medical Education in Pakistan. Methods: A qualitative case study was carried out from March to August 2018. Participants included inspectors from various disciplines in both public and private medical colleges, and medical educationists from Pakistan. Semi-structured interviews were conducted with 12 inspectors, while focus group discussion included 10 medical educationists. All the interviews were audio recorded and transcribed verbatim. Thematic analysis was conducted to capture the intricacies of meaning within the data. Results: Data identified 14 sub-themes grouped under three major themes. Challenges towards quality assurance included mounting political influence, commercialism in medical education, weak regulatory capacity of accrediting body, violation of rules, lack of valid accreditation standards and skilled inspectors. Conclusion: Quality assurance of Basic Medical Education in Pakistan involves various systemic, resource and personnel related challenges. The accrediting body needs to bring major reforms in its accreditation system and strengthen its regulatory and technical educational capacity to ensure the quality of medical education in nearly 168 medical and dental colleges of the country. doi: https://doi.org/10.12669/pjms.36.2.1319 How to cite this:Khan AW, Sethi A, Wajid G, Yasmeen R . Challenges towards quality assurance of Basic Medical Education in Pakistan. Pak J Med Sci. 2020;36(2):---------. doi: https://doi.org/10.12669/pjms.36.2.1319 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals National competency frameworks for medical graduates: Is it time for the “SudanMeds”?

2020 ◽  
pp. 20-34
Author(s):  
Ahmad AbdulAzeem Abdullah
Keyword(s):  
Medical Education ◽  
Medical Schools ◽  
Education Programs ◽  
Competency Based Medical Education ◽  
Medical Graduates ◽  
Competency Frameworks ◽  
Regulatory Bodies ◽  
Competency Based ◽  
Basic Medical Education ◽  
Basic Medical

Competency-based medical education has emerged recently as a novel model of medical training driven by its ability to reconcile the desired attributes in future physicians and address the overarching and demanding issues of the discipline in this century. The rising concerns of social accountability, patient safety, and cost effectiveness of medical education programs have contributed significantly to the popularity of this paradigm worldwide. This is translated in turn to the evolution of national competency frameworks for medical graduates that are increasingly implemented in different jurisdictions to standardize and ensure equivalent outcomes of medical curricula and readiness of their graduates to better serve their communities. Medical education in Sudan is deeply rooted in the history of the nation and the continent and is tinged with remarkable success and achievements. It is challenged nowadays with unprecedented expansion in basic medical education which may hinder the quality of medical schools’ programs and their graduates. This article explores the feasibility of one such framework in Sudan: the “SudanMeds” to ensure minimum standards and comparability of medical schools’ curricula and their outcomes across the Country. The framework would also arm the regulatory bodies with a tool for accreditation and recognition of basic medical education programs in Sudan and reflect quality assurance in their settings. Once this approach is deemed feasible, the contribution of all stakeholders from the highest top to the bottom – the government, the regulatory bodies, the public and civil organizations, and the medical schools’ community – is required to allow for creation, implementation, and follow-up of the “SudanMeds” framework. Keywords: Sudan, competency-based medical education, national competency frameworks, medical schools, basic medical education

Views of Physicians on the Persistence and Efficiency of Basic Medical Sciences Education

2021 ◽  
Vol 6 (15) ◽  
pp. 65-72
Author(s):  
Fatih Taş ◽  
Sevgi GÜNEŞ ◽  
Güneş BOLATLI ◽  
Mehmet ÜYÜKLÜ
Keyword(s):  
Medical Education ◽  
Medical Sciences ◽  
Technological Infrastructure ◽  
Science Practices ◽  
Medical Faculties ◽  
Basic Medical Education ◽  
Level Of Agreement ◽  
Selection Of ◽  
Basic Medical

Introduction: In this study, it is aimed to contribute to the persistence of the basic medical sciences education given in medical faculties, how much it can be integrated into clinical science practices and to the development of education. Materials and Methods: The study was planned in a descriptive type and a questionnaire was applied to collect the data. The population of the study consisted of medical faculty graduates and there was no limitation in the selection of the sample. The level of agreement with the statements was graded from 1 to 5 with Likert-type scaling. In the study with a total of 205 participants, numbers and percentages were used for the data. Results: Of the physicians 59.5% stated that the basic medical sciences courses they took were not sufficient and permanent for their professional life, 69.74% of them stated that the course topics in basic medical sciences education are too detailed, 60.48% of them stated they could not integrate the education they received in basic medical sciences into clinical sciences, 82.91% stated that it would be more beneficial to give basic medicine and clinical medical sciences courses simultaneously, and 86.82% of them stated that the technology-adapted auxiliary course tools will increase the quality of basic medical education. Conclusion: In today's world where important developments are experienced in medical education, innovations are needed in order to train physicians in the best way. For this, it is necessary to work on a system in which basic medicine and clinical medical sciences are integrated, the course curriculum is revised and a strong technological infrastructure is provided.

scholarly journals World Federation for Medical Education: Appropriateness of Basic Medical Education standards in Pakistan

2019 ◽  
Vol 35 (5) ◽  
Author(s):  
Gohar Wajid ◽  
Ahsan Sethi ◽  
Rehan Ahmed Khan ◽  
Hira Shireen Aamir
Keyword(s):  
Medical Education ◽  
Educational Programme ◽  
World Federation ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Education Standards ◽  
Creative Commons ◽  
Strongly Agree ◽  
Basic Medical Education ◽  
Basic Medical

Objective: To explore the appropriateness of WFME Basic Medical Education (BME) standards to Pakistani context. Methods: A descriptive cross-sectional survey of faculty, graduates and students of five Masters’ in Health Professions Education programmes was carried out from Jul-Dec 2017. Participants were asked to rate the appropriateness of WFME-BME basic standards to Pakistani context on a fourpoint Likert scale (Strongly Disagree through to Strongly Agree). They were also asked for additional comments, if any. Descriptive statistics were carried out for quantitative data, while content analysis for qualitative data. Results: A total of 127/200 participants responded (63.5%). For all major areas (106 standards), 97.7% responses (n=13,149) were positive while only 2.3% (n=313) were negative. Ninety-six standards got more than 95% positive response while only 10 standards in three major areas got more than five percent negative response. These include five standards from major area Mission and Outcomes, one from Educational Programme and four from Students. Conclusions: This is the first study exploring the appropriateness of WFME-BME standards for accreditation in Pakistan. We found that all the areas, sub-areas and standards are largely appropriate. We recommend further deliberation on 10 standards with more than five percent negative responses, regarding their contextualization to Pakistan and the development of guidelines and possible reconsiderations in WFME future revisions. doi: https://doi.org/10.12669/pjms.35.5.882 How to cite this:Wajid G, Sethi A, Khan RA, Aamir HS. World Federation for Medical Education: Appropriateness of Basic Medical Education standards in Pakistan. Pak J Med Sci. 2019;35(5):---------. doi: https://doi.org/10.12669/pjms.35.5.882 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

scholarly journals Web-based Medical Education During COVID-19 Lockdown: A Step Back or a Leap to the Future?

2021 ◽  
pp. 153473462110118
Author(s):  
Anna Eleftheriou ◽  
Aikaterini Rokou ◽  
Christos Argyriou ◽  
Nikolaos Papanas ◽  
George S. Georgiadis
Keyword(s):  
Medical Education ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Web Based ◽  
Clinical Exposure ◽  
Virtual Teaching ◽  
Based Medicine ◽  
The Impact

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

Basic Medical Education

JAMA ◽  
1973 ◽  
Vol 225 (1) ◽  
pp. 69
Author(s):  
Norman B. Roberg
Keyword(s):  
Medical Education ◽  
Basic Medical Education ◽  
Basic Medical
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