Quality assurance of medical education: Lessons learned from use and analysis of the WFME global standards

Sjöström, Hans; Christensen, Leif; Nystrup, J; Karle, Hans

doi:10.1080/0142159x.2018.1536259

Cited by 23 publications

(24 citation statements)

References 22 publications

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“…While charges of colonialism tend to conflate its very real historical sequelae with virtually all forms of unequal power, influence, and benefits, they have clearly touched a nerve. Spokesmen for WFME like Hans Karle et al have responded that the consultative process used to develop the standards was “truly international – not Western … the core values that emerged … are likely to genuinely represent global values.” [ 91 ] A more recent response to concerns about “western bias” is that “communication with experts from all over the world stresses the view that such a trend is moderate, acceptable and unavoidable.” [ 92 ] It has also been noted that standards are process- rather than outcome-oriented and leave significant room for community, national and regional adaption. This attempt to balance global standards and local variation does not seem very convincing in regions where medical schools share an academic culture that prioritizes excellence as defined by medical schools in the Global North, to which aspiring physicians look for specialized training if not possible migration.…”

Section: Discussionmentioning

confidence: 99%

The World Health Organization and the global standardization of medical training, a history

Weisz

Nannestad

2021

Global Health

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Background This article presents a history of efforts by the World Health Organization and its most important ally, the World Federation for Medical Education, to strengthen and standardize international medical education. This aspect of WHO activity has been largely ignored in recent historical and sociological work on that organization and on global health generally. Methods Historical textual analysis is applied to the digitalized archives and publications of the World Health Organization and the World Federation for Medical Education, as well as to publications in the periodic literature commenting on the standardization of international medical training and the problems associated with it. Results Efforts to reform medical training occurred during three distinct chronological periods: the 1950s and 1960s characterized by efforts to disseminate western scientific norms; the 1970s and 1980s dominated by efforts to align medical training with the WHO’s Primary Healthcare Policy; and from the late 1980s to the present, the campaign to impose global standards and institutional accreditation on medical schools worldwide. A growing number of publications in the periodic literature comment on the standardization of international medical training and the problems associated with it, notably the difficulty of reconciling global standards with local needs and of demonstrating the effects of curricular change.

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Section: Discussionmentioning

confidence: 99%

The World Health Organization and the global standardization of medical training, a history

Weisz

Nannestad

2021

Global Health

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“…Con el fin de mejorar la calidad de la atención en salud y prevenir la aparición de errores evitables 21 , desde hace varios años se ha propuesto adoptar medidas para mejorar la educación que reciben los profesionales en medicina 22 . Los médicos encargados de atención primaria en salud tienen el desafío de integrar tanto el cuidado primario como el especializado, lo que requiere una capacitación integral completa 23 .…”

Section: Discussionunclassified

Perfil del entrenamiento en dermatología que reciben los residentes de medicina familiar en Colombia

Chaparro-Reyes¹,

Fernndez-vila²

2021

MCUT

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Describir los aspectos curriculares del entrenamiento en dermatología en la especialización de medicina familiar en Colombia. Métodos: Estudio observacional descriptivo. Se incluyeron todos los programas de especialización en medicina familiar en Colombia. Mediante una encuesta virtual dirigida a directores de programa o docentes, se recolectaron datos relacionados con disponibilidad y duración del entrenamiento en dermatología, actores participantes y metodologías de enseñanza y evaluación. Resultados: Hay 10 programas de especialización en medicina familiar en Colombia, todos con duración de seis semestres. Hasta 70% se halla en universidades privadas y 90% cuenta con entrenamiento en dermatología, con duración de cuatro a seis semanas; en 80% es una asignatura obligatoria. Una proporción de 80% cuenta con práctica clínica, 70% con seminarios y 40% utiliza recursos virtuales. En cuanto a la metodología de evaluación, predomina la evaluación apreciativa (60%) y se realiza un examen teórico o práctico en menos de la mitad de los casos (40%). Conclusión: Se presenta la primera aproximación descrita a la estructura de enseñanza de dermatología en la especialización en medicina familiar en Colombia. Aunque la mayor parte de los programas cuenta con entrenamiento en dermatología, los aspectos curriculares son muy diversos. Una estructura uniforme podría proporcionar herramientas para los retos diagnósticos y terapéuticos a los que se enfrentan los especialistas en medicina familiar al abordar a pacientes con problemas cutáneos, lo cual podría tener un efecto significativo, sobre todo en el caso de la prevención primaria y secundaria del cáncer de piel.

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“…These measures would also be beneficial for solving the problem posed by the fact that for students, it is "easy to forget at the end of the semester" because there would be enough information on the system to refer to. The World Federation for Medical Education (WFME) regards education information as an important resource for improving teaching quality [46]. However, to perfect teaching equipment in the future, a long period of time is still necessary.…”

Section: Discussionmentioning

confidence: 99%

Barriers to obtaining reliable results from evaluations of teaching quality in undergraduate medical education

Zhang

et al. 2020

BMC Med Educ

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Background Medical education is characterized by numerous features that are different from other higher education programmes, and evaluations of teaching quality are an integral part of medical education. Although scholars have made extensive efforts to enhance the quality of teaching, various issues unrelated to teaching that interfere with the accuracy of evaluation results remain. The purpose of this study is to identify the barriers that prevent objective and reliable results from being obtained during the evaluation process. Methods This study used mixed methods (3 data sources) to collect opinions from different stakeholders. Based on purposive sampling, 16 experts familiar with teaching management and 12 s- and third-year students were invited to participate in interviews and discussions, respectively. Additionally, based on systematic random sampling, 74 teachers were invited to complete a questionnaire survey. All qualitative data were imported into NVivo software and analysed using thematic analysis in chronological order and based on grounded theory. Statistical analyses of the questionnaire results were conducted using SPSS software. Results Sixty-nine valid questionnaires (93.24%) were recovered. A total of 29 open codes were extracted, and 14 axial codes were summarized and divided into four selective codes: evaluation preparation, the index system, the operation process, and the consequences of evaluation. The main barriers to obtaining reliable evaluation results included inadequate attention, unreasonable weighting, poor teaching facilities, an index without pertinence and appropriate descriptions, bad time-points, incomplete information on the system, lagged feedback, and disappointing result application. Almost all participants suggested lowering the weight of students as subjects, with a weight of 50–60% being appropriate. Students showed dissatisfaction with evaluation software, and the participants disagreed over the definition of good teaching and the management of student attendance. Conclusions This study reveals the difficulties and problems in current evaluations of teaching in medical education. Collecting data from multiple stakeholders helps in better understanding the evaluation process. Educators need to be aware of various issues that may affect the final results when designing the evaluation system and interpreting the results. More research on solutions to these problems and the development of a reasonable evaluation system is warranted.

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Quality assurance of medical education: Lessons learned from use and analysis of the WFME global standards

Cited by 23 publications

References 22 publications

The World Health Organization and the global standardization of medical training, a history

The World Health Organization and the global standardization of medical training, a history

Perfil del entrenamiento en dermatología que reciben los residentes de medicina familiar en Colombia

Barriers to obtaining reliable results from evaluations of teaching quality in undergraduate medical education

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