ASPIRE-to-Excellence Academy

Drees, Simon; Peters, Harm

doi:10.1016/j.edumed.2016.06.005

Cited by 6 publications

(4 citation statements)

References 4 publications

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“…The continuous improvement of the quality of medical education is the focus and goal of many international medical education societies, so that Association for Medical Education in Europe (AMEE) launched the Aspire-to-excellence award program in 2012 as an innovative plan to identify the bests of medical science education in the world. Establishing the ASPIRE-to-Excellence award program, the board of the association and the selected schools of the program sought to promote the best innovative methods of medical science education and strengthen the collaboration and exchange of experiences of top universities with other universities to improve the quality of medical, dentistry, and veterinary education in the world (15). In a study of clinical learning environments, the Accreditation Council for Graduate Medical Education (ACGME) focused on improving quality to address inequalities in health care and aimed to make medical educators and residents consider the interpersonal differences in the diverse populations of patients who they serve, and focus on them in the form of designing quality improvement activities and respond to the needs of http://mjiri.iums.ac.ir Med J Islam Repub Iran.…”

Section: Discussionmentioning

confidence: 99%

“…Explain the characteristics, components, and indicators of accountable education at all levels and dimensions of social accountability and pay special attention to the principles of cost-effectiveness, flexibility, and local requirements in developing indicators of accountability in medical education. 15. Innovative university research activities must meet community needs, including providing the necessary evidence to make decisions and technologies needed by the health system.…”

Section: Preparation and Primary Approval Of The Draft Of Tabriz 2018 Statementmentioning

confidence: 99%

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Accountability in medical education from theory to practice Tabriz 2018 statement: A step towards the implementation of this social necessity

Ghaffari

Taghizadieh

Behshid

et al. 2020

mjiri

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Background: To implement the education reform package on accountability in medical education, the Education Development Center (EDC) of Tabriz University of Medical Sciences has held the first national conference on accountability in medical education, and the present statement is the result of scientific interactions and exchanges in the conference.Methods: For implementation of the accountability in medical education, there was a need to inform faculty members and other stakeholders about their responsibility in education and health care needs. The provision of such platform was provided by holding a specialized conference on accountability in medical education by Tabriz University of Medical Sciences. Steps of preparing the draft version of the Tabriz 2018 Statement were as follow: Formation the scientific committee; Division of the responsibility for drafting the statement between various workgroups; and Preparation and primary approval of the draft of Tabriz 2018 Statement.Results: Steps of preparing the draft version of the Tabriz 2018 Statement were: Formation of the scientific committee, Division of the responsibility for drafting the statement between the various workgroups and Preparation and primary approval of the draft of Tabriz 2018 Statement Conclusion: Establishing an educational accreditation model and reviewing accreditation standards based on social accountability can be an effective step to strengthen accountability towards community needs.

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Section: Discussionmentioning

confidence: 99%

Section: Preparation and Primary Approval Of The Draft Of Tabriz 2018 Statementmentioning

confidence: 99%

Accountability in medical education from theory to practice Tabriz 2018 statement: A step towards the implementation of this social necessity

Ghaffari

Taghizadieh

Behshid

et al. 2020

mjiri

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“…The Aspire-to-Excellence initiative has provided a comprehensive framework on student engagement activities and involvement in curriculum development is specifically mentioned as a key domain [ 1 , 3 ]. The reported activities range from medical students gathering feedback to a role as module co-director [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Promoting medical student engagement through co-development and peer-assisted learning: a new patient safety course as a case study

et al. 2022

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Introduction Peer-assisted learning programs have been focused on providing students with competencies to deliver lectures and facilitate workshops, whereas involvement of students as co-developers of educational programmes has been relatively under-described in the literature. Likewise, the use of students as facilitators in simulation-based training and debriefing is also scarce. In this paper, we describe how medical students were co-developers of a novel course on patient safety and how they were trained as student facilitators to conduct simulation-based training and debriefing, as well as workshops. Methods Medical students co-developed a course in patient safety consisting of three simulation-based scenarios and three workshops. The students were educated in relevant patient safety topics. They were trained to become student facilitators to conduct workshops, simulations and debriefings at a patient safety course for medical students. A questionnaire was developed to evaluate the course participants´ perception of the learning objectives and the student facilitators following the latest course in 2020. In addition, semi-structured interviews with the student facilitators were conducted to explore their perceptions of being part of the course. Results A total of 92% of the course participants completed the evaluation of the course. The majority of the course participants found that the student facilitators created a safe learning environment and had the necessary skills to teach. The learning objectives for the course were found to be useful. A total of 10 interviews with the student facilitators were conducted. We found that the student facilitators were motivated to teach in the course, as a way of improving their teamwork, leadership qualities and communication skills, as well as their resume. Some of the student facilitators mentioned that they were able to create a safe learning environment, whereas others mentioned a feeling of inadequacy for their teacher role. In addition to developing their teaching skills, they mentioned that they developed their medical expertise, alongside their communication-, collaboration-, leadership- and professional skills. Conclusion This study illustrates how medical students were involved in the co-development, delivery and implementation of a course in patient safety. The evaluation of the course shows that student facilitators succeeded in creating a safe learning environment. The interviews of the student facilitators reveal their various motivations for teaching, in addition to different perceptions of their experience as a student facilitator. Some expressed a positive feeling of being able to establish a safe learning environment, whilst others expressed a feeling of inadequacy when facilitating peers. In addition, the student facilitators indicated that they developed themselves both professionally and personally.

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“…However, in our present scenario this may not stand valid as many universities now have constituent and affiliated medical colleges and also medical colleges are now under the umbrella of Medical universities as opposed to non-medical university in the past. It is important to mention here that World Federation for Medical Education 9 (WFME) and ASPIRE 10 initiatives for achieving excellence in assessment recommend evaluation of Assessment systems by the accreditation bodies / university. Hence the accreditation body or university can ensure the transparency of the ‘share of internal assessment' given to a medical college enabling medical students to study all year long.…”

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confidence: 99%

Measuring Learning of Medical Students through ‘Programmatic Assessment’

Khan¹

2018

Pak J Med Sci

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ASPIRE-to-Excellence Academy

Cited by 6 publications

References 4 publications

Accountability in medical education from theory to practice Tabriz 2018 statement: A step towards the implementation of this social necessity

Accountability in medical education from theory to practice Tabriz 2018 statement: A step towards the implementation of this social necessity

Promoting medical student engagement through co-development and peer-assisted learning: a new patient safety course as a case study

Measuring Learning of Medical Students through ‘Programmatic Assessment’

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