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Mukhalalati B, Aly A, Yakti O, Elshami S, Daud A, Awaisu A, Sethi A, El-Awaisi A, Stewart D, Abu-Hijleh MF, Austin Z. Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study. BMC MEDICAL EDUCATION 2024; 24:886. [PMID: 39152424 PMCID: PMC11330008 DOI: 10.1186/s12909-024-05875-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2024] [Accepted: 08/08/2024] [Indexed: 08/19/2024]
Abstract
BACKGROUND The quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development. METHODS An explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum-Maximum possible scores = 0-200] and Macleod Clark Professional Identity Scale [Minimum-Maximum possible scores = 1-45] were administered to Qatar University-Health students (N = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®. RESULTS The questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a "more positive than negative" perception of the learning environment (Median [IQR] = 132 [116-174], Minimum-Maximum obtained scores = 43-185), and a "good" perception of their professional identity (Median [IQR] = 24 [22-27], Minimum-Maximum obtained scores = 3-36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom. CONCLUSIONS The learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.
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Affiliation(s)
- Banan Mukhalalati
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar.
| | - Aaliah Aly
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar
| | - Ola Yakti
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar
| | - Sara Elshami
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar
| | - Alaa Daud
- College of Dental Medicine, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar
| | - Ahmed Awaisu
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar
| | - Ahsan Sethi
- College of Health Sciences, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar
| | - Alla El-Awaisi
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar
| | - Derek Stewart
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar
| | | | - Zubin Austin
- Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, ON, Canada
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Tempski P, Girotto LC, Brenelli S, Giamberardino DD, Martins MA. Accreditation of medical education in Brazil: an evaluation of seventy-six medical schools. BMC MEDICAL EDUCATION 2024; 24:656. [PMID: 38867222 PMCID: PMC11167757 DOI: 10.1186/s12909-024-05623-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2024] [Accepted: 05/31/2024] [Indexed: 06/14/2024]
Abstract
BACKGROUND We present the first results of the Accreditation System of Medical Schools (Sistema de Acreditação de Escolas Médicas - SAEME) in Brazil. METHODS We evaluated the results of the accreditation of medical schools from 2015 to 2023. The self-evaluation form of the SAEME is specific for medical education programs and has eighty domains, which results in final decisions that are sufficient or insufficient for each domain. We evaluated the results of the first seventy-six medical schools evaluated by the SAEME. RESULTS Fifty-five medical schools (72.4%) were accredited, and 21 (27.6%) were not. Seventy-two (94.7%) medical schools were considered sufficient in social accountability, 93.4% in integration with the family health program, 75.0% in faculty development programs and 78.9% in environmental sustainability. There was an emphasis on SAEME in student well-being, with seventeen domains in this area, and 71.7% of these domains were sufficient. The areas with the lowest levels of sufficiency were interprofessional education, mentoring programs, student assessment and weekly distribution of educational activities. CONCLUSION Medical schools in Brazil are strongly committed to social accountability, integration with the national health system, environmental sustainability and student well-being programs. SAEME is moving from episodic evaluations of medical schools to continuous quality improvement policies.
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Affiliation(s)
- Patricia Tempski
- Sistema de Acreditação de Escolas Médicas, Conselho Federal de Medicina, Brasilia, Brazil
- Centro de Desenvolvimento de Educação Médica da Faculdade de Medicina, da Universidade de São Paulo, Av. Dr. Arnaldo 455 sala 1210, Sao Paulo, 01246-903, Brazil
| | - Leticia C Girotto
- Sistema de Acreditação de Escolas Médicas, Conselho Federal de Medicina, Brasilia, Brazil
- Centro de Desenvolvimento de Educação Médica da Faculdade de Medicina, da Universidade de São Paulo, Av. Dr. Arnaldo 455 sala 1210, Sao Paulo, 01246-903, Brazil
| | - Sigisfredo Brenelli
- Sistema de Acreditação de Escolas Médicas, Conselho Federal de Medicina, Brasilia, Brazil
- Centro de Desenvolvimento de Educação Médica da Faculdade de Medicina, da Universidade de São Paulo, Av. Dr. Arnaldo 455 sala 1210, Sao Paulo, 01246-903, Brazil
| | - Donizeti D Giamberardino
- Sistema de Acreditação de Escolas Médicas, Conselho Federal de Medicina, Brasilia, Brazil
- Hospital Pequeno Príncipe, Curitiba, Brazil
| | - Milton A Martins
- Sistema de Acreditação de Escolas Médicas, Conselho Federal de Medicina, Brasilia, Brazil.
- Centro de Desenvolvimento de Educação Médica da Faculdade de Medicina, da Universidade de São Paulo, Av. Dr. Arnaldo 455 sala 1210, Sao Paulo, 01246-903, Brazil.
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Snyder J, Honda T, Lohenry K, Asprey D. Blue Sky Thinking: Physician Assistant Accreditation and the Potential Impact on the Programs, Faculty, and the Profession. J Physician Assist Educ 2024; 35:162-166. [PMID: 38345546 DOI: 10.1097/jpa.0000000000000577] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/21/2024]
Abstract
ABSTRACT Blue sky thinking references the opportunity to brainstorm about a topic without limits… to consider what things might be like if creative thoughts were unconstrained by current philosophies or other boundaries. This article is a call to our fellow educators to consider how blue sky thinking applied to physician assistant (PA) program accreditation might further advance programs, faculty, and the profession. To develop and maintain a PA program, institutions must voluntarily undergo evaluation by the Accreditation Review Commission on Education for the Physician Assistant. Compliance with accreditation encourages sound educational practices, promotes program self-study, stimulates innovation, maintains confidence with the public, and focuses on continuous quality improvement. In addition, accreditation "can hold institutions accountable for desired outcomes and professional standards." Indeed, while the PA profession has promulgated across the globe, the 50+ years of graduating PAs educated with the highest quality education assures that the United States remains a gold standard. As the 5th edition of the standards are implemented and planning for the 6th edition is underway, in the spirit of continuous quality improvement, we encourage stakeholders of the PA profession to contemplate ways in which accreditation might continue to purposefully advance a desired future state for the profession. In this article, we draw on examples from other health professions which might inform a discussion around the future of PA accreditation. Specifically, the topics of a unified profession title and degree, a specific title and position for program leadership, a modification to how PA programs receive medical direction, and efforts to advance scholarship are addressed.
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Affiliation(s)
- Jennifer Snyder
- Jennifer Snyder, PhD, PA-C, is an associate dean of College of Pharmacy and Health Sciences and professor of PA Program at Butler University, Indianapolis, Indiana
- Trenton Honda, PhD, PA-C, is an associate dean & clinical professor of Bouvé College of Health Sciences, at Northeastern University, Boston, Massachusetts
- Kevin Lohenry, PhD, PA-C, is an interim dean of College of Health Sciences, Health Science Innovation Building (HSIB) Room 910A at The University of Arizona, Tucson, Arizona
- David Asprey, PhD, PA-C, is an associate dean of College of Medicine and chair of Department of PA Studies at University of Iowa, 1216E Medical Education Research Facility, Iowa City, Iowa
| | - Trenton Honda
- Jennifer Snyder, PhD, PA-C, is an associate dean of College of Pharmacy and Health Sciences and professor of PA Program at Butler University, Indianapolis, Indiana
- Trenton Honda, PhD, PA-C, is an associate dean & clinical professor of Bouvé College of Health Sciences, at Northeastern University, Boston, Massachusetts
- Kevin Lohenry, PhD, PA-C, is an interim dean of College of Health Sciences, Health Science Innovation Building (HSIB) Room 910A at The University of Arizona, Tucson, Arizona
- David Asprey, PhD, PA-C, is an associate dean of College of Medicine and chair of Department of PA Studies at University of Iowa, 1216E Medical Education Research Facility, Iowa City, Iowa
| | - Kevin Lohenry
- Jennifer Snyder, PhD, PA-C, is an associate dean of College of Pharmacy and Health Sciences and professor of PA Program at Butler University, Indianapolis, Indiana
- Trenton Honda, PhD, PA-C, is an associate dean & clinical professor of Bouvé College of Health Sciences, at Northeastern University, Boston, Massachusetts
- Kevin Lohenry, PhD, PA-C, is an interim dean of College of Health Sciences, Health Science Innovation Building (HSIB) Room 910A at The University of Arizona, Tucson, Arizona
- David Asprey, PhD, PA-C, is an associate dean of College of Medicine and chair of Department of PA Studies at University of Iowa, 1216E Medical Education Research Facility, Iowa City, Iowa
| | - David Asprey
- Jennifer Snyder, PhD, PA-C, is an associate dean of College of Pharmacy and Health Sciences and professor of PA Program at Butler University, Indianapolis, Indiana
- Trenton Honda, PhD, PA-C, is an associate dean & clinical professor of Bouvé College of Health Sciences, at Northeastern University, Boston, Massachusetts
- Kevin Lohenry, PhD, PA-C, is an interim dean of College of Health Sciences, Health Science Innovation Building (HSIB) Room 910A at The University of Arizona, Tucson, Arizona
- David Asprey, PhD, PA-C, is an associate dean of College of Medicine and chair of Department of PA Studies at University of Iowa, 1216E Medical Education Research Facility, Iowa City, Iowa
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Masava B, Nyoni CN, Botma Y. Usability of Standards for Scaffolding in a Health Sciences Programme: A feasibility Study. BMC Nurs 2024; 23:309. [PMID: 38715024 PMCID: PMC11075252 DOI: 10.1186/s12912-024-01975-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2023] [Accepted: 04/25/2024] [Indexed: 05/12/2024] Open
Abstract
BACKGROUND Standards contribute to comprehensive and programmatic implementation of educational strategies, such as scaffolding. Although the development of educational standards follows a rigorous consensus approach, they are socially constructed and could result in varied interpretations by users. Reports of varied implementation of standards in health professions education underscore the need to test the developed standards for scaffolding in health sciences programmes. Usability entails determining whether a product like standards works as intended under the expected conditions and contexts. This study aimed to describe the usability of standards for scaffolding in a health sciences programme through a pilot study. METHODS A multi-method design employing user and expert-based usability evaluation techniques sought to describe the usability of the standards for scaffolding in a three-year pre-registration nursing programme. The user sample of nurse educators drawn from the programme, conducted a self-assessment on scaffolding practices in the programme using a developed standards checklist. For the expert sample, three-panel members with an understanding of the discipline and programme context were purposively sampled. These panelists studied the users' self-assessment reports before completing an author-generated heuristics checklist to support or refute any of the standards. Descriptive statistics, comparative and content analysis were applied to analyse data from users' interviews and expert's completed heuristics checklist, determining the standards' usability, and identifying the usability flaws or strengths. RESULTS The users had three or more years of teaching experience in the competency-based curriculum for nursing. The experts shared an average of 16 years of experience in teaching in higher education, and seven years of experience in quality assurance and programme accreditation. The four standards had a usability score of above average (68%). Seven usability strengths and four usability flaws were identified. Usability flaws related to misinterpretation of some criteria statements and terminologies, multiple meanings, and users' challenges in generating evidence for some criteria. CONCLUSIONS The pilot study revealed the context-based 'truth' regarding the fidelity of a health sciences programme evaluation on scaffolding, as well as identifying the ideal contextual conditions in which the standards for scaffolding health sciences programmes would work best. The identified usability flaws highlighted the need for further revisions of the standards. Future research on the feasibility of the standards in other health sciences programmes and contexts is recommended.
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Affiliation(s)
- Beloved Masava
- School of Nursing, University of the Free State, P.O. Box 339, 9300, Bloemfontein, South Africa.
| | - Champion N Nyoni
- School of Nursing, University of the Free State, P.O. Box 339, 9300, Bloemfontein, South Africa
| | - Yvonne Botma
- School of Nursing, University of the Free State, P.O. Box 339, 9300, Bloemfontein, South Africa
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Phinney J, Helwig M, Rothfus MA, Hancock K. Health sciences librarians' instructional engagement in continuing education: a scoping review. JOURNAL OF THE CANADIAN HEALTH LIBRARIES ASSOCIATION 2024; 45:30-43. [PMID: 38737779 PMCID: PMC11081124 DOI: 10.29173/jchla29656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/14/2024] Open
Abstract
Objective Healthcare professionals (HCPs) have an ongoing need for continuing education (CE) while Health Science Librarians (HSLs), accustomed to supporting a range of learning needs in a variety of contexts, are well situated to provide CE that addresses information retrieval, literacy, management, and more. To better understand the extent of HSL delivered CE activities, we undertook a scoping review to determine how HSLs instruct practicing HCPs in support of their CE. Methods We searched for published and unpublished literature sources including PubMed (NCBI), Embase (Elsevier); Dissertations and Theses Global (ProQuest); CINAHL (EBSCO); Library, Information Science and Technology Abstracts (EBSCO); and Library Literature and Information Science Full Text (EBSCO). To identify unpublished sources, we searched the internet using Google and contacted two health sciences library listservs. We also performed backwards and forwards searching of our included sources. Results Our database searches yielded 4842 sources, and we retrieved an additional 579 sources through supplementary retrieval methods. After duplicate removal and screening, we included 105 sources in this review. The included sources were published between 1970 to 2021 and covered a range of topics such as searching methods and tools, critical appraisal, and many more. Those related to evidence-based practice (EBP) appeared around 2001 and bibliometrics and bioinformatics arose after 2016. Publications depicting HSLs teaching CE most commonly occurred in academic settings. The most common population taught was nurses, followed by physicians. Most sources did not report using an information literacy framework or instructional design model, undertaking needs assessments, or reporting formal objectives or assessment. Conclusion While HSLs are active supporters of EBP, we need to apply the same principles to our own professional practice. Formal structure of programming and program assessment combined with clear, detailed reporting can help to build a more robust evidence base to support future CE provision.
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Affiliation(s)
- Jackie Phinney
- Instruction/Liaison Librarian: Dalhousie Medicine New Brunswick, Dalhousie University/Dalhousie Medicine New Brunswick, Saint John, NB
| | - Melissa Helwig
- Associate Dean Research & Scholarly Communications, Dalhousie University, WK Kellogg Health Sciences Library, Halifax, NS
| | - Melissa A. Rothfus
- Scholarly Communications Librarian, Dalhousie University, WK Kellogg Health Sciences Library, Halifax, NS
| | - Kristy Hancock
- Evidence Synthesis Coordinator, Maritime SPOR SUPPORT Unit, Halifax, NS
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Gandomkar R, Mirzazadeh A, Changiz T. Clearing the confusion about post-accreditation monitoring, meta-evaluation and meta-accreditation. BMC MEDICAL EDUCATION 2024; 24:248. [PMID: 38454500 PMCID: PMC10921662 DOI: 10.1186/s12909-024-05214-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2024] [Accepted: 02/22/2024] [Indexed: 03/09/2024]
Abstract
We have recently published the experience of the accreditation body of undergraduate medical education in Iran on developing and validating standards based on the WFME framework (Gandomkar et al., BMC Med Educ 23:379, 2023). Agabagheri et al. extended our work and proposed a blueprint for post-accreditation monitoring based on their experience in developing an official guide in their Matters Arising (Aghabagheri et al., BMC Med Educ). The authors have used post-accreditation monitoring as a process of monitoring and controlling accreditation activities, procedures often referred to as meta-evaluation or meta-accreditation (depending on the objectives of evaluation) in the literature. On the contrary, post-accreditation monitoring alludes to the process of continuous quality improvement of educational programs after accreditation. We would like to make clarifications between post-accreditation monitoring, meta-evaluation and meta-accreditation which have been used interchangeably in their paper. Considering the emerging interests in scholarship and non-scholarship activities and reports in undergraduate medical education accreditation, this clarification provides a better understanding of the roles of these crucial concepts in the accreditation process.
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Affiliation(s)
- Roghayeh Gandomkar
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
- Health Profession Education Research Center, Tehran University of Medical Sciences, Tehran, Iran.
- Department of Medical Education, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd, 141663591, Tehran, Iran.
| | - Azim Mirzazadeh
- Department of Internal Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Tahereh Changiz
- Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
- Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
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Swartz A, Dawkins D, Valderama-Wallace C, Hampton MD. Operationalizing Anti-Racism Accountability with Equitable Admissions in Nursing Education Accreditation. Health Equity 2024; 8:128-131. [PMID: 38435026 PMCID: PMC10908323 DOI: 10.1089/heq.2023.0099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/08/2024] [Indexed: 03/05/2024] Open
Abstract
For decades, health professional organizations have recommended increased diversity in the workforce and education. To address persistent inequities in health care, the racial composition of the nursing workforce needs be congruent with the U.S. population. Without first addressing structural inequity in nursing education programs, the nursing profession cannot begin to address structural racism in health care. The lack of nursing student diversity is reflective of barriers in program admissions. This article is a call to nursing accreditation bodies to operationalize anti-racism to improve U.S. nursing workforce diversity by introducing accountability structures that require evidence-based holistic admission review and analysis of admission data to ensure that student cohorts are diverse across nursing programs, thereby ensuring a future workforce that reflects the diversity of the U.S. population.
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Affiliation(s)
- Alicia Swartz
- Department of Nursing, California State University, East Bay, Hayward, California, USA
| | - Denise Dawkins
- The Valley Foundation School of Nursing, San Jose State University, San Jose, California, USA
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Dalseg TR, Thoma B, Wycliffe-Jones K, Frank JR, Taber S. Enabling Implementation of Competency Based Medical Education through an Outcomes-Focused Accreditation System. PERSPECTIVES ON MEDICAL EDUCATION 2024; 13:75-84. [PMID: 38343559 PMCID: PMC10854411 DOI: 10.5334/pme.963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Accepted: 09/08/2023] [Indexed: 02/15/2024]
Abstract
Competency based medical education is being adopted around the world. Accreditation plays a vital role as an enabler in the adoption and implementation of competency based medical education, but little has been published about how the design of an accreditation system facilitates this transformation. The Canadian postgraduate medical education environment has recently transitioned to an outcomes-based accreditation system in parallel with the adoption of competency based medical education. Using the Canadian example, we characterize four features of an accreditation system that can facilitate the implementation of competency based medical education: theoretical underpinning, quality focus, accreditation standards, and accreditation processes. Alignment of the underlying educational theories within the accreditation system and educational paradigm drives change in a consistent and desired direction. An accreditation system that prioritizes quality improvement over quality assurance promotes educational system development and progressive change. Accreditation standards that achieve the difficult balance of being sufficiently detailed yet flexible foster a high fidelity of implementation without stifling innovation. Finally, accreditation processes that recognize the change process, encourage program development, and are not overly punitive all enable the implementation of competency based medical education. We also discuss the ways in which accreditation can simultaneously hinder the implementation of this approach. As education bodies adopt competency based medical education, particular attention should be paid to the role that accreditation plays in successful implementation.
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Affiliation(s)
- Timothy R. Dalseg
- Department of Medicine, Division of Emergency Medicine, University of Toronto, Toronto, ON, Canada
- Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
- Toronto General Hospital, 200 Elizabeth Street, R. Fraser Elliott Building, Ground Floor, Room 480, Toronto, ON M5G 2C4, (416) 833-0121; Canada
| | - Brent Thoma
- Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
- Department of Emergency Medicine, University of Saskatchewan, Saskatoon, SK, Canada
| | - Keith Wycliffe-Jones
- Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| | - Jason R. Frank
- Centre for Innovation in Medical Education, University of Ottawa, Ottawa, ON, Canada
| | - Sarah Taber
- Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
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Oswald A, Dubois D, Snell L, Anderson R, Karpinski J, Hall AK, Frank JR, Cheung WJ. Implementing Competence Committees on a National Scale: Design and Lessons Learned. PERSPECTIVES ON MEDICAL EDUCATION 2024; 13:56-67. [PMID: 38343555 PMCID: PMC10854462 DOI: 10.5334/pme.961] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Accepted: 07/03/2023] [Indexed: 02/15/2024]
Abstract
Competence committees (CCs) are a recent innovation to improve assessment decision-making in health professions education. CCs enable a group of trained, dedicated educators to review a portfolio of observations about a learner's progress toward competence and make systematic assessment decisions. CCs are aligned with competency based medical education (CBME) and programmatic assessment. While there is an emerging literature on CCs, little has been published on their system-wide implementation. National-scale implementation of CCs is complex, owing to the culture change that underlies this shift in assessment paradigm and the logistics and skills needed to enable it. We present the Royal College of Physicians and Surgeons of Canada's experience implementing a national CC model, the challenges the Royal College faced, and some strategies to address them. With large scale CC implementation, managing the tension between standardization and flexibility is a fundamental issue that needs to be anticipated and addressed, with careful consideration of individual program needs, resources, and engagement of invested groups. If implementation is to take place in a wide variety of contexts, an approach that uses multiple engagement and communication strategies to allow for local adaptations is needed. Large-scale implementation of CCs, like any transformative initiative, does not occur at a single point but is an evolutionary process requiring both upfront resources and ongoing support. As such, it is important to consider embedding a plan for program evaluation at the outset. We hope these shared lessons will be of value to other educators who are considering a large-scale CBME CC implementation.
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Affiliation(s)
- Anna Oswald
- Division of Rheumatology, Department of Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
- Competency Based Medical Education, University of Alberta, Edmonton, AB, Canada
- Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
- 8-130 Clinical Sciences building, 11350-83 Avenue, Edmonton, AB, Canada
| | - Daniel Dubois
- Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
- Department of Anesthesiology and Pain Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Linda Snell
- Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
- Institute of Health Sciences Education and Department of Medicine, McGill University, Montreal, QC, Canada
| | - Robert Anderson
- Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
- Northern Ontario School of Medicine University, Sudbury, ON, Canada
| | - Jolanta Karpinski
- Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
- Department of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Andrew K. Hall
- Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada
- Dept. of Emergency Medicine, University of Ottawa, Canada
| | - Jason R. Frank
- Centre for Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Canada
| | - Warren J. Cheung
- Dept. of Emergency Medicine, University of Ottawa, Canada
- Royal College of Physicians and Surgeons of Canada, 1053 Carling Avenue, Rm F660, Ottawa, Canada
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Mulherkar R, Ling DC, Tendulkar R, Kamrava MR, Beriwal S. Quality of Radiotherapy Workforce Training within the USA. Clin Oncol (R Coll Radiol) 2024:S0936-6555(24)00048-7. [PMID: 38331669 DOI: 10.1016/j.clon.2024.01.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 01/04/2024] [Accepted: 01/25/2024] [Indexed: 02/10/2024]
Abstract
The training, competency requirements and scope of practice of professionals within a radiation oncology department vary across countries. The purpose of this review is to shed light on the current status of radiotherapy training in the USA by discussing current benchmarks for medical residency, physics residency, radiation therapy and dosimetry training programmes. Although there are notable strengths, the US radiotherapy workforce training system also faces several challenges when it comes to standardising education to develop a competent workforce that meets societal needs. Continued efforts are needed at a systemic level to improve training in areas such as brachytherapy and proton therapy, promote research involvement and develop trainees who are equipped to form a competent radiation therapy workforce.
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Affiliation(s)
- R Mulherkar
- Department of Radiation Oncology, UPMC Hillman Cancer Center, Pittsburgh, PA, USA
| | - D C Ling
- Department of Radiation Oncology, USC Keck School of Medicine, Los Angeles, CA, USA
| | - R Tendulkar
- Department of Radiation Oncology, Cleveland Clinic Cancer Center, Cleveland, OH, USA
| | - M R Kamrava
- Department of Radiation Oncology, Cedars-Sinai Medical Center, Los Angeles, CA, USA
| | - S Beriwal
- Department of Radiation Oncology, AHN Cancer Institute, Pittsburgh, PA, USA.
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Baynouna AlKetbi L, Nagelkerke N, AlZarouni AA, AlKuwaiti MM, AlDhaheri R, AlNeyadi AM, AlAlawi SS, AlKuwaiti MH. Assessing the impact of adopting a competency-based medical education framework and ACGME-I accreditation on educational outcomes in a family medicine residency program in Abu Dhabi Emirate, United Arab Emirates. Front Med (Lausanne) 2024; 10:1257213. [PMID: 38259827 PMCID: PMC10802161 DOI: 10.3389/fmed.2023.1257213] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Accepted: 11/24/2023] [Indexed: 01/24/2024] Open
Abstract
Background Competency-Based Medical Education (CBME) is now mandated by many graduate and undergraduate accreditation standards. Evaluating CBME is essential for quantifying its impact, finding supporting evidence for the efforts invested in accreditation processes, and determining future steps. The Ambulatory Healthcare Services (AHS) family medicine residency program has been accredited by the Accreditation Council of Graduate Medical Education-International (ACGME-I) since 2013. This study aims to report the Abu Dhabi program's experience in implementing CBME and accreditation. Objectives Compare the two residents' cohorts' performance pre-and post-ACGME-I accreditation.Study the bi-annually reported milestones as a graduating residents' performance prognostic tool. Methods All residents in the program from 2008 to 2019 were included. They are called Cohort one-the intake from 2008 to 2012, before the ACGME accreditation, and Cohort two-the intake from 2013 to 2019, after the ACGME accreditation, with the milestones used. The mandatory annual in-training exam was used as an indication of the change in competency between the two cohorts. Among Cohort two ACGME-I, the biannual milestones data were studied to find the correlation between residents' early and graduating milestones. Results A total of 112 residents were included: 36 in Cohort one and 76 in Cohort two. In Cohort one, before the ACGME accreditation, no significant associations were identified between residents' graduation in-training exam and their early performance indicators, while in Cohort two, there were significant correlations between almost all performance metrics. Early milestones are correlated with the graduation in-training exam score. Linear regression confirmed this relationship after controlling the residents' undergraduate Grade Point Average (GPA). Competency development continues to improve even after residents complete training at Post Graduate Year, PGY4, as residents' achievement in PGY5 continues to improve. Conclusion Improved achievement of residents after the introduction of the ACGME-I accreditation is evident. Additionally, the correlation between the graduation in-training exam and graduation milestones, with earlier milestones, suggests a possible use of early milestones in predicting outcomes.
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Affiliation(s)
| | - Nico Nagelkerke
- Community Medicine Department, UAEU, Al Ain, United Arab Emirates
| | - Amal A. AlZarouni
- Abu Dhabi Healthcare Services, Ambulatory Healthcare Services, Al Ain, United Arab Emirates
| | - Mariam M. AlKuwaiti
- Abu Dhabi Healthcare Services, Ambulatory Healthcare Services, Al Ain, United Arab Emirates
| | - Ruwaya AlDhaheri
- Abu Dhabi Healthcare Services, Ambulatory Healthcare Services, Al Ain, United Arab Emirates
| | - Amna M. AlNeyadi
- Abu Dhabi Healthcare Services, Ambulatory Healthcare Services, Al Ain, United Arab Emirates
| | - Shamma S. AlAlawi
- Abu Dhabi Healthcare Services, Ambulatory Healthcare Services, Al Ain, United Arab Emirates
| | - Mouza H. AlKuwaiti
- Abu Dhabi Healthcare Services, Ambulatory Healthcare Services, Al Ain, United Arab Emirates
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Weber A, Devenish S, Lam L. Exploring the alignment between paramedicine's professional capabilities and competency frameworks for current and evolving scopes of practice: a literature review. BMC MEDICAL EDUCATION 2024; 24:31. [PMID: 38183051 PMCID: PMC10768442 DOI: 10.1186/s12909-023-04992-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Accepted: 12/19/2023] [Indexed: 01/07/2024]
Abstract
BACKGROUND To adequately prepare graduates for the dynamic demands of paramedic practice, adopting a contemporary educational approach is essential. This involves collaborating to identify crucial competencies through input from industry stakeholders, experienced practitioners, and discipline-specific experts. Accreditation assumes a central role within this framework, serving as a cornerstone to ensure that paramedicine curricula align with paramedics' diverse and evolving professional roles. METHODS A narrative review of the literature and a directed search of grey literature were performed to identify specific developments in paramedicine competencies and scope of practice and mapped to the professional capabilities published by the Paramedicine Board of Australia. In determining a competency map and accreditation's role in a competency framework specific to current and evolving paramedic practice, key documents were analysed using a qualitative approach based on content analysis to identify common traits among documents, countries and other professions. RESULTS The review process identified 278 themes that were further allocated to 22 major analytical groupings. These groupings could further be mapped to previously reported cognitive, technical, integrative, context, relationship, affective/moral competencies and habits of mind. At the same time, the highest-rated groupings were key competencies of intellectual skills, safety, accountability, clinical decision-making, professionalism, communications, team-based approach and situational awareness. Two groups were represented in the literature but not in the professional capabilities, namely Health and Social continuum and self-directed practice. CONCLUSIONS This review highlights the importance of measuring and validating the professional capabilities of Paramedicine Practitioners. The study explores various metrics and competency frameworks used to assess competency, comparing them against national accreditation schemes' professional capability standards. The findings suggest that accreditation frameworks play a crucial role in improving the quality of paramedicine practice, encompassing intellectual skills, safety, accountability, clinical decision-making, professionalism, communication, teamwork, and situational awareness.
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Affiliation(s)
- Anthony Weber
- School Business and Law | Higher Education Division, CQUniversity Australia, Building 34/2.26, Bruce Highway, Rockhampton, QLD, 4701, Australia.
| | - Scott Devenish
- School of Nursing, Midwifery and Paramedicine, Faculty of Health, Australian Catholic University, Brisbane, Australia
| | - Louisa Lam
- School of Nursing, Midwifery and Paramedicine, Faculty of Health, Australian Catholic University, Melbourne, Australia
- School of Public Health and Preventive Medicine, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Australia
- Institute of Health and Wellbeing, Federation University Australia, Ballarat, Australia
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13
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Gilchrist PT, Beaton NSM, Atkin JN, Roberts LJ. The new Diploma of Rural Generalist Anaesthesia: Supporting Australian rural and remote communities. Anaesth Intensive Care 2024; 52:6-15. [PMID: 38006613 DOI: 10.1177/0310057x231196909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2023]
Abstract
In 2023, a Diploma of Rural Generalist Anaesthesia (DipRGA) was implemented across Australia. Developed collaboratively by the Australian and New Zealand College of Anaesthetists (ANZCA), the Australian College of Rural and Remote Medicine (ACRRM) and the Royal Australian College of General Practitioners (RACGP), the 12-month qualification is completed during or following ACRRM or RACGP Rural Generalist Fellowship training. Focused on the needs of rural and remote communities for elective and emergency surgery, maternity care, resuscitative care for medical illness or injury, and stabilisation for retrieval, the DipRGA supports rural generalist anaesthetists working within collaborative teams in geographically isolated settings. The goal is a graduate who can anaesthetise American Society of Anesthesiologists physical status class 1, 2 and stable 3 patients for elective surgery, provide obstetric anaesthesia and analgesia, anaesthetise paediatric patients and undertake advanced crisis care within their scope of practice. Crucially, they also recognise both limitations of their skills and local resources available when considering whether to provide care, defer, refer or transfer patients. DipRGA curriculum design commenced by adapting the ANZCA specialist training curriculum with consideration of the training approach of both the ACRRM and the RACGP, particularly the rural and remote context. Curriculum content is addressed in seven entrustable professional activities supported by workplace-based assessments and multisource feedback. Trainees are supervised by rural generalist anaesthetists and specialist anaesthetists, and complete flexible learning activities to accommodate geographical dispersion. Standardised summative assessments include an early test of knowledge and an examination, adapted from the ACRRM structured assessment using multiple patient scenarios.
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Affiliation(s)
- Peter T Gilchrist
- Flinders and Upper North Local Health Network, Whyalla, Australia
- Rural Generalist Program, South Australia Health, Adelaide, Australia
- Royal Australian College of General Practitioners, East Melbourne, Australia
- Rural Clinical School, The University of Adelaide, Adelaide, Australia
| | - Neil St M Beaton
- Australian College of Rural and Remote Medicine, Brisbane, Australia
- James Cook University College of Medicine and Dentistry, Townsville, Australia
| | | | - Lindy J Roberts
- Australian and New Zealand College of Anaesthetists, Melbourne, Australia
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Robinson JD, Petrelli H, Adams ML, Baker LB, Cone C, Dhing C, Grant A, Hardy Y, Parker D. PharmD Education Program Diversity, Equity, & Inclusion: Aligning Accreditation, Curricula, and the Oath. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100565. [PMID: 37399899 DOI: 10.1016/j.ajpe.2023.100565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 06/15/2023] [Accepted: 06/28/2023] [Indexed: 07/05/2023]
Abstract
In November 2021, the Oath of a Pharmacist was updated to include the following statement, "I will promote inclusion, embrace diversity, and advocate for justice to advance health equity." These words underscore the responsibility of Doctor of Pharmacy (PharmD) programs and the Accreditation Council for Pharmacy Education to reconsider how diversity, equity, inclusion, and antiracism are integrated within curricula and programmatic processes. To fully embrace the new Oath, the Accreditation Council for Pharmacy Education and PharmD programs should consider the incorporation of diversity, equity, inclusion, and antiracism concepts utilizing the recommendations of external expert bodies with overlapping and complementary frameworks. The intent is not to add more to the accreditation standards or curricula, but rather to intentionally integrate inclusive approaches into programmatic processes and delivery. This can be accomplished through the alignment of our accreditation standards, PharmD programs, and the Oath that is the foundation of the pharmacy profession.
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Affiliation(s)
- Jennifer D Robinson
- Washington State University, College of Pharmacy and Pharmaceutical Sciences, Spokane, WA, USA.
| | - Heather Petrelli
- University of South Florida, Taneja College of Pharmacy, Tampa, FL, USA
| | - Michael L Adams
- Campbell University, College of Pharmacy & Health Sciences, Buies Creek, NC, USA
| | | | - Catherine Cone
- Touro University California, College of Pharmacy, Vallejo, CA, USA
| | - Conrad Dhing
- Husson University, School of Pharmacy, Bangor, ME USA
| | - Amy Grant
- University of South Carolina, School of Pharmacy, Columbia, SC, USA
| | - Yolanda Hardy
- Palm Beach Atlantic University, Lloyd L. Gregory School of Pharmacy, West Palm Beach, FL, USA
| | - Debra Parker
- University of Findlay, College of Pharmacy, Findlay, OH, USA
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15
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Leslie K, Bourgeault IL, Carlton AL, Balasubramanian M, Mirshahi R, Short SD, Carè J, Cometto G, Lin V. Design, delivery and effectiveness of health practitioner regulation systems: an integrative review. HUMAN RESOURCES FOR HEALTH 2023; 21:72. [PMID: 37667368 PMCID: PMC10478314 DOI: 10.1186/s12960-023-00848-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Accepted: 07/23/2023] [Indexed: 09/06/2023]
Abstract
BACKGROUND Health practitioner regulation (HPR) systems are increasingly recognized as playing an important role in supporting health workforce availability, accessibility, quality, and sustainability, while promoting patient safety. This review aimed to identify evidence on the design, delivery and effectiveness of HPR to inform policy decisions. METHODS We conducted an integrative analysis of literature published between 2010 and 2021. Fourteen databases were systematically searched, with data extracted and synthesized based on a modified Donabedian framework. FINDINGS This large-scale review synthesized evidence from a range of academic (n = 410) and grey literature (n = 426) relevant to HPR. We identified key themes and findings for a series of HPR topics organized according to our structures-processes-outcomes conceptual framework. Governance reforms in HPR are shifting towards multi-profession regulators, enhanced accountability, and risk-based approaches; however, comparisons between HPR models were complicated by a lack of a standardized HPR typology. HPR can support government workforce strategies, despite persisting challenges in cross-border recognition of qualifications and portability of registration. Scope of practice reform adapted to modern health systems can improve access and quality. Alternatives to statutory registration for lower-risk health occupations can improve services and protect the public, while standardized evaluation frameworks can aid regulatory strengthening. Knowledge gaps remain around the outcomes and effectiveness of HPR processes, including continuing professional development models, national licensing examinations, accreditation of health practitioner education programs, mandatory reporting obligations, remediation programs, and statutory registration of traditional and complementary medicine practitioners. CONCLUSION We identified key themes, issues, and evidence gaps valuable for governments, regulators, and health system leaders. We also identified evidence base limitations that warrant caution when interpreting and generalizing the results across jurisdictions and professions. Themes and findings reflect interests and concerns in high-income Anglophone countries where most literature originated. Most studies were descriptive, resulting in a low certainty of evidence. To inform regulatory design and reform, research funders and governments should prioritize evidence on regulatory outcomes, including innovative approaches we identified in our review. Additionally, a systematic approach is needed to track and evaluate the impact of regulatory interventions and innovations on achieving health workforce and health systems goals.
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Affiliation(s)
- Kathleen Leslie
- Athabasca University, Athabasca, Canada.
- Canadian Health Workforce Network, Ottawa, Canada.
| | - Ivy Lynn Bourgeault
- University of Ottawa, Ottawa, Canada
- Canadian Health Workforce Network, Ottawa, Canada
| | - Anne-Louise Carlton
- Royal Melbourne Institute of Technology (RMIT) University, Melbourne, Australia
| | - Madhan Balasubramanian
- College of Business, Government and Law, Flinders University, Adelaide, Australia
- Menzies Centre for Health Policy and Economics, The University of Sydney, Sydney, Australia
| | - Raha Mirshahi
- University of Ottawa, Ottawa, Canada
- Canadian Health Workforce Network, Ottawa, Canada
| | | | - Jenny Carè
- University of Technology Sydney, Sydney, Australia
| | | | - Vivian Lin
- University of Hong Kong, Hong Kong, China
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Thornby KA, Brazeau GA, Chen AMH. Reducing Student Workload Through Curricular Efficiency. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100015. [PMID: 37597906 DOI: 10.1016/j.ajpe.2022.12.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Revised: 11/17/2022] [Accepted: 12/20/2022] [Indexed: 08/21/2023]
Abstract
OBJECTIVE This integrative review will examine the current literature assessing student workload, outcomes of increased workload and cognitive load, and approaches to evaluate and reduce student workload. Recommendations to better inform curriculum planning efforts will be presented along with a call to action to address the dilemma of student workload and curricular efficiency efforts. FINDINGS Literature supports that perceptions of heavy workload can influence students' approach to learning and lead to the adoption of surface learning rather than a deep approach that involves higher-order processing and critical thinking. Additionally, ongoing evidence suggests that workload expansion affects student well-being and potential burnout in professional programs, and specifically that students perceive workload as directly related to their well-being and satisfaction. Intentional planning by faculty and programs can address this issue through streamlining classroom content, reducing lecture time, and modifying preclass work to allow for efficient learning. Even if the curriculum is lecture-based, workload perceptions can be affected by developing clearer guidance to set expectations for learners, intentionality in classroom design, and creating opportunities for student engagement. SUMMARY Cognitive overload is multifactorial and complicated, given the increased standards of professional education accreditation and licensure requirements. As the Academy deliberately considers methods to improve curricular efficiency, there is an opportunity to focus on curriculum delivery with an appropriate balance of breadth and depth of instruction to ensure effective assessment and cognitive load.
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Affiliation(s)
- Krisy-Ann Thornby
- Palm Beach Atlantic University, Lloyd L. Gregory School of Pharmacy, West Palm Beach, FL, USA.
| | - Gayle A Brazeau
- Marshall University, School of Pharmacy, Huntington, WV, USA; Editor, American Journal of Pharmaceutical Education, Arlington, VA, USA
| | - Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, OH, USA
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Rashid MA, Griffin A. Is West Really Best? The Discourse of Modernisation in Global Medical School Regulation Policy. TEACHING AND LEARNING IN MEDICINE 2023:1-12. [PMID: 37401838 DOI: 10.1080/10401334.2023.2230586] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2023] [Revised: 04/21/2023] [Accepted: 06/07/2023] [Indexed: 07/05/2023]
Abstract
Phenomenon: In 2012, the World Federation for Medical Education (WFME) established a recognition programme to evaluate medical school regulatory agencies across the world, in response to a new U.S. accreditation policy. Given the predominantly Western origins and Eastern impacts of the WFME programme, this article deconstructs tensions in the programme using postcolonial theory. Approach: Critical discourse analysis examines the intersections of language, knowledge, and power relations to highlight what can or cannot be said about a topic. We employed it to delineate the dominant discourse underpinning the WFME recognition programme. We drew on the theoretical devices of Edward Said, whose work is foundational in postcolonial thinking but has not been widely used in medical education scholarship to date. An archive of literature about the WFME recognition programme dating back to 2003, when WFME first released global standards for medical education, was analyzed. Findings: In the globalization of medical school regulation, the discourse of modernization can be conceptualized as a means of holding knowledge and power in the West, and enacting this power on those in the East, playing on fears of marginalization in the event of non-engagement. The discourse allows these practices to be presented in an honorable and heroic way. Insights: By uncovering the representation of the WFME recognition programme as being modern and modernizing, this article explores how such conceptualisations can close off debate and scrutiny, and proposes further examination of this programme through a lens that recognizes the inherent inequities and geopolitical power differentials that it operates within.
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Affiliation(s)
- Mohammed Ahmed Rashid
- UCL Medical School, Faculty of Medical Sciences, University College London, London, UK
| | - Ann Griffin
- UCL Medical School, Faculty of Medical Sciences, University College London, London, UK
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Alenezi S, Al-Eadhy A, Barasain R, AlWakeel TS, AlEidan A, Abohumid HN. Impact of external accreditation on students' performance: Insights from a full accreditation cycle. Heliyon 2023; 9:e15815. [PMID: 37187912 PMCID: PMC10176056 DOI: 10.1016/j.heliyon.2023.e15815] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 04/14/2023] [Accepted: 04/21/2023] [Indexed: 05/17/2023] Open
Abstract
Background The process of external academic accreditation involves quality control and auditing measures that focus on the design, delivery, and outcomes of education. It is a demanding and disruptive process in terms of effort, time, money, and human resources. Nevertheless, the extent to which external quality assurance and accreditation procedures affect students' performance at the end of the learning cycle has not been well studied thus far. Methods A retrospective quantitative secondary data analysis was conducted in The King Saud University (KSU) undergraduate medical program, with a before-after comparison research design to assess the impact of external accreditation on students' mean grade scores during an accreditation cycle. Results Overall, the data pertaining to 1090 students who attended 32,677 examination encounters were included in the analysis. The pre- and post-accreditation analysis revealed a statistically significant improvement in the students' mean scores-80 ± 9 (pre) versus 87 ± 11 (post), with a p-value of (p = 0.003) and a Cohen's d value of 0.591. On the other hand, there was no statistically significant difference in the students' mean passing percentages-96 ± 5 (pre) versus 96 ± 9 (post), with a p-value of (p = 0.815) and a Cohen's d value of 0.043. Conclusion The actions involved in the planning phase and the journey through the self-study evaluation not only verify the program's competencies but also functioned as critical boosters for quality improvement processes and, hence, students' learning experiences.
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Affiliation(s)
- Shuliweeh Alenezi
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
- Department of Psychiatry, College of Medicine, King Saud University Medical City, King Saud University, Riyadh, 11362, Saudi Arabia
- King Saud University Chair for Medical Education Research and Development, Department of Family and Community Medicine, College of Medicine, King Saud University
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Corresponding author. College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia.
| | - Ayman Al-Eadhy
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
- Pediatric Department, King Saud University Medical City, King Saud University, Riyadh, 11362, Saudi Arabia
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Rana Barasain
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
| | - Trad S. AlWakeel
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
| | - Abdullah AlEidan
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
| | - Hadeel N. Abohumid
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Chiavaroli N, Prescott-Clements L, Nicholls J, Mitchell P, Reid K. Accreditation Approaches for Professional Education Programs: Towards Best Practice. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023:e20220110. [PMID: 37083705 DOI: 10.3138/jvme-2022-0110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Accreditation has a central role in the quality assurance of professional education programs, but research on the effectiveness of different models of accreditation is limited. The purpose of this study was to rapidly appraise the evidence for the effectiveness, impact, and feasibility of different accreditation approaches, in order to inform best practices for the accreditation of professional education programs. The study focused on accreditation for programs which produce practice-ready graduates, including for veterinary programs. The authors searched several databases for articles published from 2000 to 2020, using search terms identified during a scoping phase, and applied a "rapid review" methodology in line with contextual, time, and resource requirements. Relevant articles which were classed as empirical or conceptual were included in the study, while papers appraised as solely commentaries or descriptive were excluded from the evidence base. The full-text review included 32 articles. We identified a clear transition in the literature from input- and process-based models (pre- and early 2000s) to outcomes-based models (in the 2000s and early 2010s). Continuous quality improvement and targeted models (including risk-based and thematic) represent more recent approaches in accreditation practice. However, as noted by other scholars, we identified limited empirical evidence for the relative effectiveness of different accreditation approaches in professional education, although evidence for the more recent accreditation approaches is emerging. In terms of best practice in view of the current lack of definitive evidence for the adoption of any specific model of accreditation, we argue that accrediting authorities adopt a contextual approach to accreditation which includes clearly articulating the purpose and focus of their regulatory activities, and selecting and implementing accreditation methods that are consistent with their underlying principles.
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Affiliation(s)
- Neville Chiavaroli
- Tertiary Education research program at the Australian Council for Educational Research, 19 Prospect Hill Rd, Camberwell, Victoria, Australia
| | - Linda Prescott-Clements
- Royal College of Veterinary Surgeons, The Cursitor, 38 Chancery Lane, London WC2A 1EN, United Kingdom
| | - Jordan Nicholls
- Royal College of Veterinary Surgeons, The Cursitor, 38 Chancery Lane, London WC2A 1EN, United Kingdom
| | - Pru Mitchell
- Information Services, Cunningham Library, Australian Council for Educational Research, 19 Prospect Hill Rd, Camberwell, Victoria, Australia
| | - Katharine Reid
- Tertiary Education research program at the Australian Council for Educational Research, 19 Prospect Hill Rd, Camberwell and an Associate Professor in Medical Education in the Department of Medical Education at the University of Melbourne, Parkville, Victoria, Australia
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Davis AM, Vogelzang JL, Affenito SG. The Shortage of Registered Dietitians or Nutritionists with a Terminal Degree: A Call to Action for the Profession. J Acad Nutr Diet 2023; 123:569-575. [PMID: 36623692 DOI: 10.1016/j.jand.2023.01.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Revised: 12/16/2022] [Accepted: 01/04/2023] [Indexed: 01/09/2023]
Affiliation(s)
- Anne M Davis
- Director, Graduate Program Future Education Model in Nutrition, Ruth Whitaker Holmes School of Behavioral & Health Sciences, Hood College, Frederick, MD.
| | - Jody L Vogelzang
- Director, Graduate Program Future Education Model in Nutrition, Ruth Whitaker Holmes School of Behavioral & Health Sciences, Hood College, Frederick, MD
| | - Sandra G Affenito
- Director, Graduate Program Future Education Model in Nutrition, Ruth Whitaker Holmes School of Behavioral & Health Sciences, Hood College, Frederick, MD
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Jamieson S. State of the science: Quality improvement of medical curricula-How should we approach it? MEDICAL EDUCATION 2023; 57:49-56. [PMID: 35950304 PMCID: PMC10087231 DOI: 10.1111/medu.14912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 07/30/2022] [Accepted: 08/10/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Quality improvement (QI) of the medical curriculum is generally regarded as a continuous process of evaluating whether the specific curriculum meets relevant educational and professional standards, implementing new activities or other measures to address perceived deficiencies, and subsequently re-evaluating the quality of the curriculum. QI is of consequence to medical learners, educators, patients, carers, specific disciplines and specialties, regulators and funders. METHODS To address how we should approach QI of medical curricula, a narrative review was undertaken, drawing mainly on medical/health professions education literature, identified through searches of the MEDLINE, EMBASE, PUBMED and ERIC databases, and also on exemplar curricular frameworks and evaluation reports. Assumptions and practices in QI of medical curricula were explored critically. RESULTS The review compares alternative conceptualisations of QI; asks questions about priorities and perspectives in what we choose to evaluate; reflects on standards used to guide QI; critically discusses methods, models and theoretical approaches to the generation of evaluation data; and considers ownership of, and engagement with QI of medical curricula. CONCLUSIONS Recommendations for curriculum teams include that discourse is necessary to achieve transparency and a shared understanding of continuous QI in a particular curricular context. Continuous QI requires data collection methods aligned to specific evaluation questions/foci; multiple methods for data collection, from different stakeholders; and appropriate evaluation models and theory to provide a framework for QI. Embracing a quality culture approach may increase the sense of ownership experienced by stakeholders. Mechanisms include creating democratic-collegiate cultures for multiple stakeholders to collaborate in QI; engaging stakeholders in QI activities and (e.g. SoTL) projects that contribute to holistic continuous QI; and proactively embedding quality in the (co-)creation of curriculum components and resources.
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Affiliation(s)
- Susan Jamieson
- School of Medicine, Dentistry & NursingUniversity of GlasgowGlasgowUK
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22
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Kayingo G, Gordes KL, Kulo V, Cawley JF. Accreditation in the Health Professions: Implications for Physician Assistant Education. J Physician Assist Educ 2022; 33:318-324. [PMID: 36409242 DOI: 10.1097/jpa.0000000000000462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
The accreditation process of health professions educational (HPE) programs is an essential ingredient in preparing a qualified healthcare workforce. Accreditation ensures that minimum standards are met by educational programs and contributes to pedagogical integrity, consistency, and academic policies and practices, leading to the desired quality of graduate outcomes. In this study, we analyzed key characteristics, policies, and practices for accreditation in 5 health professions to highlight emerging trends and discern implications for the physician assistant (PA) profession. There is growing evidence of movement toward outcome-based accreditation versus process-oriented accreditation and collaborative engagements between programs and the accreditors. Agencies are providing online discussion platforms and direct mentorship and, at the height of the coronavirus pandemic, offered virtual site visits. At an institution level, we observed a trend towards structured faculty development on accreditation, implementation of technology infrastructure for data collection, visualization and analysis, and the use of consultants for outsourcing certain elements of the accreditation process. There is a wide spectrum of approaches, from prescriptive to liberal, by the various accrediting agencies in enforcing compliance. A balance is desirable for the institutional-accreditor relationship to work effectively.
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Affiliation(s)
- Gerald Kayingo
- Gerald Kayingo, PhD, MBA, MMSc, PA-C, is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- Karen L. Gordes, PhD, PT, DSc, is chief learning officer and an associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- Violet Kulo, EdD, MS, MA, is an associate professor of health professions education for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
| | - Karen L Gordes
- Gerald Kayingo, PhD, MBA, MMSc, PA-C, is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- Karen L. Gordes, PhD, PT, DSc, is chief learning officer and an associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- Violet Kulo, EdD, MS, MA, is an associate professor of health professions education for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
| | - Violet Kulo
- Gerald Kayingo, PhD, MBA, MMSc, PA-C, is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- Karen L. Gordes, PhD, PT, DSc, is chief learning officer and an associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- Violet Kulo, EdD, MS, MA, is an associate professor of health professions education for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
| | - James F Cawley
- Gerald Kayingo, PhD, MBA, MMSc, PA-C, is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- Karen L. Gordes, PhD, PT, DSc, is chief learning officer and an associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- Violet Kulo, EdD, MS, MA, is an associate professor of health professions education for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
- James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, at the University of Maryland Baltimore in Baltimore, Maryland
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Srikanthan A, Karpinski J, Gupta A. Adolescent and young adult (AYA) oncology: A credentialed area of focused competence in Canada. Cancer Med 2022; 12:1721-1728. [PMID: 35822349 PMCID: PMC9883556 DOI: 10.1002/cam4.5024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Revised: 05/14/2022] [Accepted: 06/30/2022] [Indexed: 02/02/2023] Open
Abstract
BACKGROUND Adolescents and young adults (AYA, ages 15-39 years) affected by cancer have unique treatment, survivorship, and palliation concerns. Current oncology training does not focus on the distinctive needs of this demographic. Amid this recognition, the Canadian National AYA Cancer Task Force and Canadian Partnership Against Cancer have advocated the need for clinicians with formalized AYA experience. To address this need and standardize training, a national task force developed criteria for structured academic programs in AYA Oncology in Canada. METHODS Workshops were organized to identify and establish the fundamentals of practice in AYA Oncology through consensus. These workshops followed the pre-existing rigorous process established by the Royal College of Physicians and Surgeons of Canada (Royal College) for new program development. The process includes: (i) developing the tasks associated with the discipline's practice, (ii) identifying the evidence trainees must provide to demonstrate tasks can be performed independently (the competence portfolio), (iii) developing training requirements and summarizing the knowledge, skills and attitudes required to perform these tasks, and (iv) identifying specific experiences essential to acquiring skills and demonstrating competent performance. RESULTS AYA Oncology is a recognized an Area of Focused Competence (AFC) by the Royal College. CONCLUSION The AFC designation in AYA Oncology provides a standardized curriculum, training experience and accreditation process to attract oncologists, promote expertise and advance AYA oncology care.
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Affiliation(s)
- Amirrtha Srikanthan
- Division of Medical OncologyDepartment of MedicineUniversity of OttawaOttawaOntarioCanada,Division of Medical OncologyThe Ottawa Hospital Cancer CentreOttawaOntarioCanada,Ottawa Hospital Research InstituteOttawaOntarioCanada
| | - Jolanta Karpinski
- Royal College of Physicians and Surgeons of CanadaOttawaOntarioCanada,Department of MedicineUniversity of OttawaOttawaOntarioCanada
| | - Abha Gupta
- Princess Margaret Cancer CentreThe Hospital for Sick KidsTorontoOntarioCanada
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Stakeholders’ Perception of the Palestinian Health Workforce Accreditation and Regulation System: A Focus on Conceptualization, Influencing Factors and Barriers, and the Way Forward. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19138131. [PMID: 35805791 PMCID: PMC9265623 DOI: 10.3390/ijerph19138131] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Revised: 06/22/2022] [Accepted: 06/28/2022] [Indexed: 12/10/2022]
Abstract
The Health Workforce Accreditation and Regulation (HWAR) is a key function of the health system and is the subject of increasing global attention. This study provides an assessment of the factors affecting the Palestinian HWAR system, identifies existing gaps and offers actionable improvement solutions. Data were collected during October and November 2019 in twenty-two semi-structured in-depth interviews conducted with experts, academics, leaders, and policymakers purposely selected from government, academia, and non-governmental organizations. The overall perceptions towards HWAR were inconsistent. The absence of a consolidated HWAR system has led to a lack of communication between actors. Environmental factors also affect HWAR in Palestine. The study highlighted the consensus on addressing further development of HWAR and the subsequent advantages of this enhancement. The current HWAR practices were found to be based on personal initiatives rather than on a systematic evidence-based approach. The need to strengthen law enforcement was raised by numerous participants. Additional challenges were identified, including the lack of knowledge exchange and salary adjustments. HWAR in Palestine needs to be strengthened on the national, institutional, and individual levels through clear and standardized operating processes. All relevant stakeholders should work together through an integrated national accreditation and regulation system.
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Batra S, Orban J, Zhang H, Guterbock TM, Butler LA, Bogucki C, Chen C. Analysis of Social Mission Commitment at Dental, Medical, and Nursing Schools in the US. JAMA Netw Open 2022; 5:e2210900. [PMID: 35532935 PMCID: PMC9086841 DOI: 10.1001/jamanetworkopen.2022.10900] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/04/2022] Open
Abstract
IMPORTANCE The COVID-19 pandemic and calls for racial justice have highlighted the need for schools to promote social mission. Measuring social mission engagement and performance in health professions education may encourage institutional efforts to advance health equity and social justice commitments. OBJECTIVE To describe the current state of social mission commitment within dental, medical, and nursing schools in the US and to examine how social mission performance compares across school types. DESIGN, SETTING, AND PARTICIPANTS This cross-sectional survey study invited all US dental and medical schools and a subset of baccalaureate- and master's degree-conferring nursing schools to participate in a self-assessment to measure their school's social mission commitment from January 29 through October 9, 2019. The survey measured 79 indicators (with indicators defined as responses to specific scored questions that indicated the state or level of social mission commitment) across 18 areas in 6 domains of school functioning (educational program, community engagement, governance, diversity and inclusion, institutional culture and climate, and research) that have potential to enhance social mission engagement and performance. Individual health professions schools were the unit of analysis, and 689 dental, medical, and nursing schools were invited to participate. School deans and program directors were the primary target respondents because of their broad insight into their school's programs and policies and their ability to request data from various internal sources. Demographic information from respondents was not collected because multiple respondents from an institution could complete different sections of the survey. MAIN OUTCOMES AND MEASURES Survey responses were analyzed to create indicator scores, standardized area scores, and an overall social mission score for each school. Using descriptive analyses, frequency and contingency tables of specific indicators within each area were created, and schools were compared based on ownership status (private or public), Carnegie Classification of Institutions of Higher Education research classification group (doctoral university with very high research activity [R1], doctoral university with high [R2] or moderate [R3] research activity, baccalaureate or master's nursing college or university, or special focus institution), and discipline group (dental school, medical school granting doctor of osteopathic medicine [DO] degrees, medical school granting doctor of medicine [MD] degrees, nursing school granting baccalaureate-level degrees, or nursing school granting master's-level degrees). RESULTS Among 689 invited schools, 242 schools (35.1%) completed the self-assessment survey. Of those, 133 (55.0%) were nursing schools, 83 (34.3%) were medical schools, and 26 (10.7%) were dental schools. Response rates ranged from 133 of 420 invited nursing schools (31.7%) to 83 of 203 invited medical schools (40.9%). Most schools included social determinants of health in their curriculum in either required courses (233 of 242 schools [96.3%]) or elective courses (4 of 242 schools [1.7%]), but only 116 of 235 schools (49.4%) integrated social determinants of health across all years of study. Most schools also included health disparities in either their required courses (232 of 242 [95.9%]) or elective courses (6 of 242 [2.5%]); however, only 118 of 235 schools (50.2%) integrated health disparities across all years of study. In several areas of social mission, public schools performed better than private schools (eg, curriculum: mean [SE] standardized area score, 0.13 [0.07] points vs -0.14 [0.09] points, respectively), and R1 doctoral universities and special focus institutions performed better than R2 and R3 doctoral universities and baccalaureate and master's nursing colleges and universities (eg, extracurricular activities: mean [SE] standardized area score, 0.25 [0.09] points for R1 doctoral universities and 0.20 [0.12] points for special focus institutions vs -0.05 [0.12] points for R2 and R3 doctoral universities and - 0.30 [0.12] points for baccalaureate and master's nursing colleges and universities. Different areas of strength emerged for dental, medical, and nursing schools. For example, in the curriculum area, MD-granting medical schools had a mean (SE) standardized area score of 0.38 (0.08) points, which was significantly higher than the standardized area scores of dental schools (mean [SE], -0.21 [0.14] points), DO-granting medical schools (mean [SE], -0.22 [0.13] points), graduate nursing schools (mean [SE], -0.21 [0.19] points), and undergraduate nursing schools (mean [SE], -0.05 [0.10] points). CONCLUSIONS AND RELEVANCE In this study, there was widespread interest from health professions educational leaders in understanding and enhancing social mission commitment. Future work may focus on identifying and promoting best practices using the framework described, providing schools with continued opportunities for self-assessment, and further validating the self-assessment survey.
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Affiliation(s)
- Sonal Batra
- School of Medicine and Health Sciences, The George Washington University, Washington, District of Columbia
- Milken Institute School of Public Health, The George Washington University, Washington, District of Columbia
| | - Julie Orban
- Milken Institute School of Public Health, The George Washington University, Washington, District of Columbia
| | | | | | - Leigh Anne Butler
- Milken Institute School of Public Health, The George Washington University, Washington, District of Columbia
| | - Colleen Bogucki
- Milken Institute School of Public Health, The George Washington University, Washington, District of Columbia
| | - Candice Chen
- Milken Institute School of Public Health, The George Washington University, Washington, District of Columbia
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Choa G, Arfeen Z, Chan SCC, Rashid MA. Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography. MEDICAL TEACHER 2022; 44:63-70. [PMID: 34455898 DOI: 10.1080/0142159x.2021.1965976] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PURPOSE Accreditation is widely used by medical schools around the word to evaluate their curricula and educational processes, although its impacts on those involved in the 'frontline' of medical education receive little attention. This study systematically identified and synthesised qualitative studies that have explored medical teachers' and students' experiences of accreditation. METHODS Four databases (Pubmed, EMBASE, ERIC, and PsychINFO) were searched for relevant published articles. Synthesis was performed using meta-ethnography. RESULTS Eighteen articles were included in the final synthesis with 1017 individual participants from 10 countries. Findings were categorised into four domains, including navigating power differentials, evaluating credibility, influencing medical programmes, and culture and behaviour. The synthesis demonstrates divergent views on the value of accreditation in medical schools from students and staff including both positive and negative impacts on medical education programmes and stakeholders. CONCLUSIONS Although accreditation is perceived to have many benefits, it also has a number of unintended consequences, including on staff morale, student-teacher relationships, and teacher workloads. Medical teachers also have a number of concerns about the credibility of accreditation standards, assessors, and processes. Regulators and policymakers should consider the views of teachers and students as they seek to improve current accreditation practices.
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Affiliation(s)
- George Choa
- Bedfordshire Hospitals NHS Foundation Trust, London, UK
- University College London Medical School, University College London, London, UK
| | - Zakia Arfeen
- University College London Medical School, University College London, London, UK
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Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study. PHARMACY 2021; 9:pharmacy9030148. [PMID: 34564555 PMCID: PMC8482079 DOI: 10.3390/pharmacy9030148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Revised: 08/21/2021] [Accepted: 08/24/2021] [Indexed: 11/25/2022] Open
Abstract
Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (n = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.
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Taber S, Akdemir N, Gorman L, van Zanten M, Frank JR. A "fit for purpose" framework for medical education accreditation system design. BMC MEDICAL EDUCATION 2020; 20:306. [PMID: 32981517 PMCID: PMC7520946 DOI: 10.1186/s12909-020-02122-4] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
BACKGROUND Accreditation is a key feature of many medical education systems, helping to ensure that programs teach and assess learners according to applicable standards, provide optimal learning environments, and produce professionals who are competent to practise in challenging and evolving health care systems. Although most medical education accreditation systems apply similar standards domains and process elements, there can be substantial variation among accreditation systems at the level of design and implementation. A discussion group at the 2013 World Summit on Outcomes-Based Accreditation examined best practices in health professional education accreditation systems and identified that the literature examining the effectiveness of different approaches to accreditation is scant. Although some frameworks for accreditation design do exist, they are often specific to one phase of the medical education continuum. MAIN TEXT This paper attempts to define a framework for the operational design of medical education accreditation that articulates design options as well as their contextual and practical implications. It assumes there is no single set of best practices in accreditation system development but, rather, an underlying set of design decisions. A "fit for purpose" approach aims to ensure that a system, policy, or program is designed and operationalized in a manner best suited to local needs and contexts. This approach is aligned with emerging models for education and international development that espouse decentralization. CONCLUSION The framework highlights that, rather than a single best practice, variation among accreditation systems is appropriate provided that is it tailored to the needs of local contexts. Our framework is intended to provide guidance to administrators, policy-makers, and educators regarding different approaches to medical education accreditation and their applicability and appropriateness in local contexts.
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Affiliation(s)
- Sarah Taber
- Royal College of Physicians and Surgeons of Canada, Ottawa, Canada
| | - Nesibe Akdemir
- OLVG Teaching Hospital, Amsterdam, Netherlands
- VU Medical Center, School of Medical Sciences, Amsterdam, Netherlands
| | - Lisa Gorman
- Royal College of Physicians and Surgeons of Canada, Ottawa, Canada
| | - Marta van Zanten
- Foundation for Advancement of International Medical Education and Research, Philadelphia, PA USA
| | - Jason R. Frank
- Royal College of Physicians and Surgeons of Canada, Ottawa, Canada
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