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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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Arja SB, Kumar A, White BA, Thompson A. Did the students' satisfaction rates at Avalon University School of Medicine correlate with the occurrence of accreditation site visits? MEDICAL TEACHER 2024:1-7. [PMID: 38833017 DOI: 10.1080/0142159x.2024.2359967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2024] [Accepted: 05/22/2024] [Indexed: 06/06/2024]
Abstract
INTRODUCTION Accreditation of medical education programs can be observed from different perspectives. Regulatory/accreditation agencies consider it vital to assure a certain level of quality. Other stakeholders may perceive the accreditation process as a negative experience, draining resources, and efforts. Although accreditation may improve the program's governance and administration, its direct or indirect impact on students must be further investigated. This study explores the relationship between the occurrence of accreditation site visits and student satisfaction rates at Avalon University School of Medicine. METHODS A comparison study was conducted with retrospective satisfaction data from two accreditation cycles at AUSOM. We used the Caribbean Accreditation Authority for Education in Medicine and Other Health Professions (CAAM-HP) student surveys for data collection, and data from 2017, 2019, and 2022 were used. The response rate was 70% (n = 71), 72% (n = 47), and 60% (n = 56) for basic science students and 80% (n = 111), 82% (n = 115), and 70% (n = 76) for clinical students in 2017, 2019, and 2022, respectively. The survey for basic sciences students included 37 questions/items, and the survey for clinical students included 39 questions/items. The responses for the questionnaire were on the five-point Likert scale. The retrospective data were evaluated using the unpaired Wilcoxon-rank sum test. RESULTS The ratings for the basic science students' survey increased from 2017 to 2019 (first accreditation cycle) only for 11 items/questions and they were increased from 2019 to 2022 for all items/questions. The ratings for clinical science students' surveys increased from 2017 to 2019 (the first accreditation cycle) for all items/questions with a statistically significant p-value. They increased for 28 questions/items from 2019 to 2022, and two items (availability and adequacy of career counseling) showed statistically significant p-values. CONCLUSIONS The pre-accreditation preparation and the self-evaluation process while correcting the program's deficiencies are essential triggers for the quality improvement process associated with accreditation.
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Affiliation(s)
- Sateesh B Arja
- Avalon University School of Medicine, Willemstad, Curaçao
- MGH institute of Health Professions Education, Boston, MA, USA
| | - Anshul Kumar
- MGH institute of Health Professions Education, Boston, MA, USA
| | - B A White
- MGH institute of Health Professions Education, Boston, MA, USA
| | - Anne Thompson
- MGH institute of Health Professions Education, Boston, MA, USA
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Arja SB, White BA, Fayyaz J, Thompson A. The impact of accreditation on continuous quality improvement process in undergraduate medical education programs: A scoping review. MEDEDPUBLISH 2024; 14:13. [PMID: 38800136 PMCID: PMC11126904 DOI: 10.12688/mep.20142.2] [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] [Accepted: 05/25/2024] [Indexed: 05/29/2024] Open
Abstract
Background Accreditation in medical education has existed for more than 100 years, yet the impact of accreditation remains inconclusive. Some studies have shown the effects of accreditation on student outcomes and educational processes at medical schools. However, evidence showing the impact of accreditation on continuous quality improvement of undergraduate medical education programs is still in its infancy. This scoping review explores the impact of accreditation on continuous quality improvement (CQI). Methods This scoping review followed the methodology of the Preferred Reporting Items of Systematic Reviews and the Meta-Analysis extension for scoping reviews (PRISMA-ScR) checklist outlined by Arksey and O'Malley (2005). Databases, including PubMed, Medline, ERIC, CINHAL, and Google Scholar, were searched to find articles from 2000 to 2022 related to the accreditation of undergraduate medical education programs and continuous quality improvement. Results A total of 35 full-text articles were reviewed, and ten articles met our inclusion criteria. The review of the full-text articles yielded four themes: Accreditation and its standards in general, Accreditation and its impact on student outcomes, Accreditation and its impact on medical school's educational processes, Accreditation and CQI. However, the literature evidence suggesting the impact of accreditation on CQI is minimal. The quality assurance approach is based on meeting the standards of accreditation. The quality improvement approach is based on striving for excellence. Literature suggests a requirement to move from student outcomes to CQI measures. CQI requires everyone in the organization to take responsibility and accountability, considering quality as the result of every single step or process and leaders supporting improvements in data collection and data analysis for quality improvement. Conclusions The literature on accreditation and CQI are limited in number. More research studies are required to enhance undergraduate medical education accreditation practices' value to medical students, educators, academic leaders, programs, and the public. It was recommended that medical schools embrace the culture and vision perpetuated by the CQI process.
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Affiliation(s)
- Sateesh B Arja
- Medical Education Unit, Avalon University School of Medicine, Willemstad, Curacao, Netherlands Antilles
- Health Professions Education Program, MGH Institute of Health Professions Education, Boston, Massachusetts, USA
| | - Bobbie Ann White
- Health Professions Education Program, MGH Institute of Health Professions Education, Boston, Massachusetts, USA
| | - Jabeen Fayyaz
- Health Professions Education Program, MGH Institute of Health Professions Education, Boston, Massachusetts, USA
- SimKids, University of Toronto, Toronto, Canada
| | - Anne Thompson
- Health Professions Education Program, MGH Institute of Health Professions Education, Boston, Massachusetts, USA
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Gandomkar R, Changiz T, Omid A, Alizadeh M, Khazaei M, Heidarzadah A, Rouzrokh P, Amini M, Honarpisheh H, Laripour R, Abedi F, Sabet B, Mirzazadeh A. Developing and validating a national set of standards for undergraduate medical education using the WFME framework: the experience of an accreditation system in Iran. BMC MEDICAL EDUCATION 2023; 23:379. [PMID: 37226139 PMCID: PMC10210375 DOI: 10.1186/s12909-023-04343-9] [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: 05/20/2022] [Accepted: 05/09/2023] [Indexed: 05/26/2023]
Abstract
BACKGROUND Defining standards is the first step toward quality assurance and improvement of educational programs. This study aimed at developing and validating a set of national standards for the Undergraduate Medical Education (UME) program through an accreditation system in Iran using the World Federation for Medical Education (WFME) framework. METHODS The first draft of standards was prepared through consultative workshops with the participation of different UME program stakeholders. Subsequently, standards were sent to medical schools and UME directors were asked to complete a web-based survey. The content validity index at the item level (I-CVI) was computed using criteria including clarity, relevance, optimization and evaluability for each standard. Afterward, a full-day consultative workshop was held and a wide range of UME stakeholders across the country (n = 150) discussed the survey results and made corrections to standards. RESULTS Analysis of survey results showed that relevance criteria had the best CVI as only 15 (13%) standards demonstrated CVI < 0.78. More than two-thirds (71%) and a half (55%) of standards showed CVI < 0.78 for optimization and evaluability criteria. The final set of UME national standards was structured in 9 areas, 24 sub-areas, 82 basic and 40 quality development standards, and 84 annotations. CONCLUSIONS We developed and validated national standards as a framework to ensure the quality of UME training with input from UME stakeholders. We used WFME standards as a benchmark while addressing local requirements. The standards and participatory approach to developing standards may guide relevant institutions.
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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
| | - Tahereh Changiz
- Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
- Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Athar Omid
- Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
- Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Mahasti Alizadeh
- Social Determinants of Health Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
- Medical Education Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Majid Khazaei
- Department of Physiology, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Abtin Heidarzadah
- Medical Education Research center, Guilan University of Medical Sciences, Guilan, Iran
| | - Pouria Rouzrokh
- Artificial Intelligence Laboratory, Department of Radiology, Mayo Clinic, Rochester, MN, USA
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Hamid Honarpisheh
- Deputy of Education Faculty Member, Ministry of Health and Medical Education, Secretariat of the Council of Undergraduate Medical Education, Tehran, Iran
| | - Reza Laripour
- Department of Social and Preventive Medicine, School of Medicine, Aja University of Medical Sciences, Tehran, Iran
| | - Farshid Abedi
- Department of Infectious Diseases, School of Medicine, Infectious Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran
| | - Babak Sabet
- Department of Surgery, Faculty of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Azim Mirzazadeh
- Health Profession Education Research Center, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd, Tehran, 141663591, Iran.
- Department of Internal Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
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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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Al-Eyadhy A, Alenezi S. Correction to: The impact of external academic accreditation of undergraduate medical program on students' satisfaction. BMC MEDICAL EDUCATION 2022; 22:68. [PMID: 35090445 PMCID: PMC8800192 DOI: 10.1186/s12909-021-03028-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Affiliation(s)
- Ayman Al-Eyadhy
- Department of Pediatrics, College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Shuliweeh Alenezi
- Department of Psychiatry, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
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