Accreditation of undergraduate medical training programs: Practices in nine developing countries as compared with the United States

Cueto, Jose; Burch, Vanessa; Adnan, Nor Azila; Afolabi, Bosede Bukola; Ismail, Zalina; Jafri, Wasim; Eo, Olapade-Olaopa; Otieno-Nyunya, Boaz; Supe, Avinash; Togoo, Altantsetseg; Vargas, Ana Lía; Wasserman, E; Morahan, Page S.; Burdick, William; Gary, Nancy E.

doi:10.1080/13576280600783570

Cited by 51 publications

(33 citation statements)

References 3 publications

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“…Some may see accreditation of medical schools and UME as a solution to the above-mentioned challenges and questions. Indeed, accreditation has become a hot topic recently in developing countries and proposed as a quality management system that addresses issues of concerns and challenges facing UME (Cueto et al 2006). However, the strong association between accreditation and quality UME has not been proven (Davis & Ringsted 2006).…”

Section: Practice Pointsmentioning

confidence: 99%

Accreditation and culture of quality in medical schools in Saudi Arabia

Alshehri

Al-Alwan

2013

Medical Teacher

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Saudi Arabia (SA), the largest country in the Gulf Region, has witnessed unprecedented expansion in undergraduate medical education (UME) with more than 200% increase in medical schools over the last five years. Such rapid expansion creates major challenges in relation to quality of outcomes to the extent that some authors argue that SA needs reform similar to Abraham Flexner. This may explain the strong movement towards accreditation of UME in SA but it is important to reflect on purpose of accreditation and learn from the experience of developed countries. In USA, more than 100 years ago Flexner used a predetermined gold standard to judge all medical schools and resulted in closing more than 50% of the medical schools at that time. For accreditation to fulfill its promises in ensuring quality of UME, it has to reassure stakeholders of its contribution to their culture of quality rather than an external judge of their quality. Recently, the World Federation for Medical Education recognizes that the presence of accreditation systems "does not provide a guarantee that the system is working and resulting in trustworthy decisions on the quality of programs in medical education". However, there must be a way of introducing quality management that maintain recent needed quantity development of UME in SA while ensuring the quality of products of medical schools. This paper describes accreditation development in SA and suggests a strategy for creating a culture of quality in medical schools in preparation for meaningful accreditation systems that ensure proper participation of all stakeholders in quality management on basis of evidence.

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Section: Practice Pointsmentioning

confidence: 99%

Accreditation and culture of quality in medical schools in Saudi Arabia

Alshehri

Al-Alwan

2013

Medical Teacher

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“…Regarding the usability of systems or programme accreditation approaches it seems that the focus of the quality assurance system in Switzerland on programme accreditation in medical education is congruent with the particular orientation in medical training programmes to professional-specific training in contrast to other university programmes. Data published in the literature so far indicate that mainly programme accreditation systems are administered in medicine internationally [9], [10]. This allows for a direct comparison of study programmes and therefore facilitates the recognition of foreign qualifications.…”

Section: Discussion and Future Perspectivesmentioning

confidence: 99%

Quality assurance of medical education: a case study from Switzerland

Schirlo

Heusser²

2010

TS MEDISCH ONDERWIJS

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“…In their analysis of n ine de veloping countries, Cueto et al concluded that "the trend towards instituting quality assurance mechanisms in medical education is spreading to some developing countries" (Cueto et al, 2006). Four main steps must be followed for accreditation:…”

Section: Accreditation Of Medical Educationmentioning

confidence: 99%

“…Judging from the success of quality management in the manufacturing industry, one may argue that similar quality management in medical education is very much needed for a number of reasons. These include ensuring that products meet customer needs; assisting in raising people's level of health; affirming quality of teaching and learning on the basis of sound evidence; enhancing public confidence in the educational system; prestigious and ranked recognition of academic organizations; financial and academic attractions and global market competitiveness (Cueto et al, 2006;Woodhouse, 2003;Gale & Grant, 2010). Despite these legitimate reasons, one wonders if quality management as defined and used by the industry is acceptable to all stakeholders of medical education.…”

Section: Introductionmentioning

confidence: 99%