Evaluating a masters of medical education program: Attaining minimum quality standards?

Al-Subait, Reem; Elzubeir, Margaret

doi:10.3109/0142159x.2012.656746

Cited by 8 publications

(12 citation statements)

References 15 publications

(11 reference statements)

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“…Evaluating a master of medical education programme: Attaining minimum quality standards? [40]11. The importance of medical education accreditation standards [41]• Mission and objectives• Educational programme• Assessment of students• Students• Academic staff/faculty• Educational resources• Programme evaluation• Governance and administration• Continuous renewal…”

Section: Resultsmentioning

confidence: 99%

Determining ‘curriculum viability’ through standards and inhibitors of curriculum quality: a scoping review

et al. 2019

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Background A curriculum is dynamic entity and hence, metaphorically, can be considered ‘alive’. Curricular diseases may impair its quality and hence its viability. The quality of a curriculum is typically assessed against certain quality standards only. This approach does not identify the inhibitors impeding the achievement of quality standards. The purpose of this study is to identify not only standards but also inhibitors of curriculum quality, allowing for a more comprehensive assessment of what we coin ‘curriculum viability’. Methods We performed a scoping review of ‘curriculum viability’, after which 13 articles were found eligible through a meticulous search and selection process. We first identified 1233 studies based on matching keywords, title and abstract; 36 of which met our inclusion criteria. After application of the Qualsyst criteria, two independent reviewers performed a thematic analysis of the 13 articles that remained. Results While all studies reported on standards of quality, only two studies described both standards and inhibitors of quality. These standards and inhibitors were related to educational content and strategy, students, faculty, assessment, educational/work environment, communication, technology and leadership. Conclusions The framework of curriculum viability thus developed will help identify inhibitors adversely affecting the curriculum viability and remaining hidden or un-noticed when curriculum evaluation is done. Electronic supplementary material The online version of this article (10.1186/s12909-019-1759-8) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Determining ‘curriculum viability’ through standards and inhibitors of curriculum quality: a scoping review

et al. 2019

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“…specialties at individual medical schools, 18 and there are specific fellowships for EM education [19][20][21] and efforts to ensure the quality of these various training programs. 22,23 CEs have historically faced challenges in academic promotion for a variety of reasons. 24 Whereas some institutions have had success in accepting novel forms of scholarship, others still base promotion primarily on grants and peer-reviewed publications; 25 whereas some CEs obtain/receive grants and publish, many produce other forms of scholarship.…”

Section: Results Of the Scoping Reviewmentioning

confidence: 99%

CAEP 2016 Academic Symposium on Education Scholarship: Training our Future Clinician Educators in Emergency Medicine

Woods

Artz

Carrière

et al. 2017

CJEM

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“…19,21,24,30 Three studies were of programmes that only had their students from the same country as the programme, 15,18,26 with two of these studies 15,18 investigating the same population. Eight studies did not disclose the country of residence of their students 16,19,20,21,24,25,29,31 with the remainder offering their programme to both local and international students.…”

Section: Descriptive Summary Of Studies Included In the Reviewmentioning

confidence: 99%

The Value of Master's Degree Programmes in Health Professions Education: A Scoping Review

O'Callaghan,

Sandars,

Brown

et al. 2024

The Clinical Teacher

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IntroductionThere are increasing numbers of Master's Degree Programmes in Health Professions Education (MHPE), and the value to their students and graduates is not well understood. We conducted a scoping review to explore what is known about the value of MHPE programmes to their students and graduates.MethodsA scoping review was conducted using Arksey and O'Malley's five‐stage framework. PubMed, CINAHL, Cochrane, BEI, ERIC and EThOs databases were searched in addition to cited reference searching. Original research with an evaluation and published in the English language were included.ResultsNineteen studies were included. Studies were based in a variety of locations on five continents, and included in‐person, distance and blended learning. Students and graduates of MHPE programmes self‐reported development of their pedagogical knowledge, confidence and credibility in their role as an educator, and educational scholarship. Enhanced career opportunities and opportunities for collegial interactions and networks were also reported. Important barriers included struggling with the time and financial commitments required for studying on a MHPE programme.ConclusionsThere are a variety of dimensions of value of MHPE programmes to their students and graduates. Important practical recommendations for MHPE programme providers and employers include providing opportunities for the development of networks and supporting the time and financial commitments required for studying.

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Evaluating a masters of medical education program: Attaining minimum quality standards?

Cited by 8 publications

References 15 publications

Determining ‘curriculum viability’ through standards and inhibitors of curriculum quality: a scoping review

Determining ‘curriculum viability’ through standards and inhibitors of curriculum quality: a scoping review

CAEP 2016 Academic Symposium on Education Scholarship: Training our Future Clinician Educators in Emergency Medicine

The Value of Master's Degree Programmes in Health Professions Education: A Scoping Review

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