The impact of accreditation on medical schools’ processes

Blouin, Danielle; Tekian, Ara; Kamin, Carol; Harris, Ilene B.

doi:10.1111/medu.13461

Cited by 59 publications

(84 citation statements)

References 20 publications

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“…The recruitment of participants has been described in detail previously . In summary, the dean of each medical school was required to approve the school's participation in the study.…”

Section: Methodsmentioning

confidence: 99%

“…Accreditation of undergraduate medical education (UME) programmes significantly impacts the educational processes implemented by medical schools . The accreditation standards for both US and Canadian medical schools are meant to reflect best education practices and best practices of QI .…”

Section: Introductionmentioning

confidence: 99%

“…Accreditation thus stands as a significant external driver of the QI activities of medical schools . The degree of QI implementation has been proposed as a marker of the impact of accreditation …”

Section: Introductionmentioning

confidence: 99%

“…10 Accreditation of undergraduate medical education (UME) programmes significantly impacts the educational processes implemented by medical schools. 11 The accreditation standards for both US and Canadian medical schools are meant to reflect best education practices and best practices of QI. 12,13 For example, the accreditation standards of the Committee on Accreditation of Canadian Medical Schools (CACMS) and the Liaison Committee on Medical Education (LCME) require that medical schools iteratively collect and analyse programmes' performance data and adjust programmes' activities responsively.…”

Section: Introductionmentioning

confidence: 99%

“…[14][15][16][17] The degree of QI implementation has been proposed as a marker of the impact of accreditation. 11,17 However, the dominant organisational culture at most medical schools may not optimally support continuous QI initiatives. 18 Organisational culture can be assessed with the Competing Value Questionnaire, which classifies culture into four types based on an organisation's climate, leadership style, reward systems and strategic emphasis.…”

Section: Introductionmentioning

confidence: 99%

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Quality improvement in medical schools: vision meets culture

Blouin

2019

Medical Education

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Context Medical schools face growing pressures to develop quality improvement (QI) strategies to ensure the continuous quality of their education. To best achieve quality, both organisational processes and culture need to be oriented towards quality. Quality processes already exist at medical schools, at least externally driven by accreditation. However, the dominant culture in most medical schools is not typically oriented towards quality. Objectives This study explores whether QI practices are recognised as such in organisations not culturally QI‐oriented. Specifically, it examines faculty members’ perceptions about the degree of QI implementation in their medical education programmes. Understanding this perception will inform medical school leadership on how best to use resources for a successful execution of the school's QI vision. Methods Leaders, clinical teachers and formal teachers at 16 of the 17 Canadian medical schools were invited to complete the ‘Are We Making Progress?’ questionnaire of the Malcolm Baldrige National Quality Award framework, the results of which have been broadly validated. The questionnaire measures the perceived level of QI implementation within organisations using 40 statements grouped under the framework's seven domains of performance excellence. Results A total of 491 respondents from 11 (69%) schools completed the questionnaire; 173 (35%) identified as clinical teachers, 150 (31%) as formal teachers, and 168 (34%) as leaders. Perceived QI implementation levels were low across programmes (0.70–1.90 in Rasch person measures) and for each category of respondents. This was especially true for the domains of ‘Strategy’, ‘Measurement/analysis/knowledge management’ and ‘Operations’. Leaders’ perceptions of QI implementation were higher than those of teachers. Conclusions Medical schools’ existing QI processes are not recognised as QI activities. For QI strategies to succeed, a programme's culture must embrace QI. In the execution of their QI visions, medical schools should spend resources on embedding quality in the organisation culture in addition to strengthening existing QI practices, especially in the domains listed above.

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“…The recruitment of participants has been described in detail previously . In summary, the dean of each medical school was required to approve the school's participation in the study.…”

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Quality improvement in medical schools: vision meets culture

Blouin

2019

Medical Education

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A Review of Continuous Quality Improvement Processes at Ten Medical Schools

et al. 2019

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The Liaison Committee on Medical Education now expects all allopathic medical schools to develop and adhere to a documentable continuous quality improvement (CQI) process. Medical schools must consider how to establish a defensible process that monitors compliance with accreditation standards between site visits. The purpose of this descriptive study is to detail how ten schools in the Association of American Medical Colleges' (AAMC) Southern Group on Educational Affairs (SGEA) CQI Special Interest Group (SIG) are tackling practical issues of CQI development including establishing a CQI office, designating faculty and staff, charging a CQI committee, choosing software for data management, if schools are choosing formalized CQI models, and other considerations. The information presented is not meant to certify that any way is the correct way to manage CQI, but simply present some schools' models. Future research should include defining commonalities of CQI models as well as seeking differences. Furthermore, what are components of CQI models that may affect accreditation compliance negatively? Are there Bworst practices^to avoid? What LCME elements are most commonly identified for CQI, and what are the successes and struggles for addressing those elements? What are identifiable challenges relating to use of standard spreadsheet software and engaging information technology for support? How can students be more engaged and involved in the CQI process? Finally, how do these major shifts to a formalized CQI process impact the educational experience?

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