Quality assurance in medical education

Joshi, Medha

doi:10.4103/0253-7613.96295

Cited by 26 publications

(21 citation statements)

References 2 publications

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“…The application of the ARIS BPA tool helped the School start its own QM system as an initial step towards a comprehensive QM system. There is no single (or simple) definition of quality, inasmuch as this term has different meanings to different professionals (12,13). The issue of QM in higher and medical education has been the objective of many international organizations, including the European Association for QA in Higher Education (ENQA) and the World Federation for Medical Education (WFME) which developed a set of standards, procedures and guidelines on QM (7,8,14).…”

Section: Discussionmentioning

confidence: 99%

The business process management software for successful quality management and organization: case study from the University of Split School of medicine

Sapunar

Grković

Lukšić

et al. 2016

AMA

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A precise analysis of medical school business processes allows identification of unfinished, unclear and inadequate points in these processes, and subsequently the respective improvements and increase of the QM level and ultimately a rationalization of the institution's work. Our approach offers a potential reference model for development of common QM framework allowing a continuous quality control, i.e. the adjustments and adaptation to contemporary educational needs of medical students.

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Section: Discussionmentioning

confidence: 99%

The business process management software for successful quality management and organization: case study from the University of Split School of medicine

Sapunar

Grković

Lukšić

et al. 2016

AMA

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“…It is important that the graduates and post graduates from medical institutions are well equipped with adequate knowledge and clinical skills to face challenges anywhere in the world. For this, medical institutes need to bring about innovations in medical teaching and regularly monitor them through regulatory bodies (13) .…”

Section: Conclusion:-mentioning

confidence: 99%

Study and Comparison of Knowledge of Medical Students and Interns About Pharmacotherapeutics.

Pandey¹

2018

IJAR

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Aim: Pharmacotherapy might be improved if MBBS students receive an integrated educational programme in pharmacology and pharmacotherapeutics. This study investigated whether there are differences in the pharmacology and pharmacotherapy knowledge between medical students and interns after their undergraduate training. Differences could serve as a starting point from which integrated educational programmes can be developed for better MBBS education. Methods: In a cross-sectional design, the knowledge of medical students and interns were assessed, using a standardized test with four domains (Emergency conditions, cardiovascular pharmacology, analgesics and Chemotherapy). Results: One hundred medical students and one hundred interns were included in the cross-sectional questionnaire based study. The response rate was 91.36% for MBBS and 98.16% for Interns. Interns had better knowledge of Cardivascular pharmacology than medical students (mean score of Interns 4.53± 1.3; MBBS 2.35± 1.2).In addition, data related to drugs used in emergency and chemotherapy showed much better knowledge of the interns (mean score of Interns 2.24± 0.7; & MBBS 1.97± 0.7) and (mean score of Interns 4.12± 1.05 & MBBS 3.5± 1.23) respectively. However, the two groups had almost similar knowledge of analgesic use and dosage (mean score of Interns 2.53± 0.78 & MBBS 2.41± 0.93). Conclusions: Interns have better knowledge of basic pharmacology and of the application of knowledge of pharmacology than medical students. Differences in knowledge and skills therefore might well stem from their undergraduate education. Knowledge of these differences could be harnessed to develop an integrated teaching programme for medical students.

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“…[2] Quality can be assured by transparent selection procedures, well-established entrance examinations, centrally regulated curricula, self-evaluation and academic audits conducted by the institutions themselves, appointing external examiners, and requirement of national examinations before licensure. [3] In the Indian scenario, the initiatives taken by the Medical Council of India (MCI) recently in their Vision 2015 document[4] meet most of these criteria for quality assurance.…”

Section: Introductionmentioning

confidence: 99%

Teachers' perceptions on student evaluation of teaching as a tool for faculty development and quality assurance in medical education

Debroy

Ingole²,

Mudey³

2019

J Edu Health Promot

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Quality assurance in medical education

Cited by 26 publications

References 2 publications

The business process management software for successful quality management and organization: case study from the University of Split School of medicine

The business process management software for successful quality management and organization: case study from the University of Split School of medicine

Study and Comparison of Knowledge of Medical Students and Interns About Pharmacotherapeutics.

Teachers' perceptions on student evaluation of teaching as a tool for faculty development and quality assurance in medical education

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