Quality assurance of medical education: a case study from Switzerland

Schirlo, Christian; Heusser, Rolf

doi:10.1007/s12507-010-0014-4

Cited by 3 publications

(6 citation statements)

References 8 publications

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“…Accreditation has numerous meanings in various contexts and settings, but for the purposes of this paper is defined as a review of an educational programme, conducted by a governmental organisation or a private entity accountable at a government level, based on publicised standards and predetermined protocols. Accreditation systems can have many goals, 1 including ensuring that minimal quality standards are met, encouraging ongoing improvement, fostering international recognition of medical programmes, guaranteeing that students and graduates of accredited programmes have comparable opportunities in the global labour market, and providing relevant stakeholders with transparent and credible information on the quality of various education programmes.…”

Section: Introductionmentioning

confidence: 99%

Medical education accreditation in Mexico and the Philippines: impact on student outcomes

et al. 2012

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Section: Introductionmentioning

confidence: 99%

Medical education accreditation in Mexico and the Philippines: impact on student outcomes

et al. 2012

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“…The accreditation procedure differs depending on the accreditation body, but the process can be generally classified into 3 steps [ 3 , 13 ]. The first step is a self-evaluation, the next step is a site visit, and the final step is an accreditation decision by the accreditation body ( Fig.…”

Section: Components Of Accreditationmentioning

confidence: 99%

“…At the self-evaluation step, each medical school analyzes its own situation according to a predetermined accreditation standard. The result of this step is of vital importance because it is the basis of the accreditation process [ 3 , 13 ]. A group of external reviewers then visits the school and checks the content described in the self-evaluation report on site, which is the second step of the site visit.…”

Section: Components Of Accreditationmentioning

confidence: 99%

“…Mutual trust must exist between the accreditation body and medical schools to increase the efficiency of the medical school accreditation process [ 3 ]. The necessary components to form an educational alliance between the 2 sides are as follows [ 15 ]:…”

Section: Suggestions For Actualizing the Educational Value Of Accredimentioning

confidence: 99%

“…Furthermore, medical educators may experience accreditation fatigue or accreditation burnout and may perceive accreditation negatively [ 2 ]. Moreover, the accreditation of medical education has become mandatory worldwide, including in Korea; as such, it has become a “must-have” option, not just a desirable option, even if it is not burdensome [ 3 - 5 , 7 , 9 , 13 , 16 ]. Medical schools can make more real changes if they think of accreditation as an opportunity to implement innovations or as a tool for reorganizing the curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Is accreditation in medical education in Korea an opportunity or a burden?

Jeon

2020

J Educ Eval Health Prof

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The accreditation process is both an opportunity and a burden for medical schools in Korea. The line that separates the two is based on how medical schools recognize and utilize the accreditation process. In other words, it would be a burden on the medical school if the medical school recognized the accreditation process as merely a formal procedure or a means to maintain accreditation status for medical education. However, if a medical school acknowledges the positive value of the accreditation process, it can be both an opportunity and a tool for developing medical education. The accreditation process's educational value is to improve the quality, equity, and efficiency of medical education and increase the options of choice. For the accreditation process to contribute to medical education development, accrediting agencies and medical schools must first be recognized as partners of an "educational alliance" working together towards common goals. Secondly, clear guidelines on the accreditation standards should be periodically reviewed and shared. Finally, a formative evaluation using self-evaluation must be introduced to utilize the accreditation process as an opportunity to develop medical education. This evaluation system could be developed through collaboration among medical schools, academic societies for medical education, and the accrediting authority.

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Is the Accreditation in Medical Education an Opportunity or a Burden?

Na¹,

Jeon²,

An³

2020

Korean Med Educ Rev

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The accreditation process (AccP) is both an opportunity and a burden for medical schools—which one it becomes depends on how medical schools recognize and utilize the AccP. In other words, if a medical school recognizes the AccP only as a formal procedure or as a means for continuing medical education, it will be a burden for the medical school. However, if a medical school recognizes the real and positive value of the AccP, it can be both an opportunity and a tool for developing medical education. The educational value of the AccP is to improve the quality, equity, and efficiency of medical education, along with increasing the options of choice. In order for the AccP to contribute to the development of medical education, accrediting agencies and medical schools must first be recognized as part of an “educational alliance” working together towards common goals. Secondly, clear guidelines on the accreditation standards should be periodically reviewed and shared. Finally, a formative evaluation using self-evaluation as a system that can utilize the AccP as an opportunity to develop medical education must be introduced. This type of evaluation system could be developed through collaboration among medical schools, academic societies for medical education, and the accrediting authority.

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Quality assurance of medical education: a case study from Switzerland

Cited by 3 publications

References 8 publications

Medical education accreditation in Mexico and the Philippines: impact on student outcomes

Medical education accreditation in Mexico and the Philippines: impact on student outcomes

Is accreditation in medical education in Korea an opportunity or a burden?

Is the Accreditation in Medical Education an Opportunity or a Burden?

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