scholarly journals Current trend of accreditation within medical education

2020 ◽  
Vol 17 ◽  
pp. 30
Author(s):  
Ducksun Ahn
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Quality Improvement ◽  
Patient Outcomes ◽  
Postgraduate Medical Education ◽  
Current Trend ◽  
Global Scale ◽  
Professional Activity ◽  
World Federation ◽  
Data Driven Approach

Currently, accreditation in medical education is a priority for many countries worldwide. The World Federation for Medical Education’s (WFME) launch of its 1st trilogy of standards in 2003 was a seminal event promoting accreditation in basic medical education (BME) globally. In parallel, the WFME also actively spearheaded a project to recognize accrediting agencies within individual countries. The introduction of competency-based medical education (CBME), with the 2 key concepts of entrusted professional activity and milestones, has enabled researchers to identify the relationships between patient outcomes and medical education. The recent data-driven approach to CBME has been used for ongoing quality improvement of trainees and training programs. The accreditation goal has shifted from the single purpose of quality assurance to balancing quality assurance and quality improvement. Although there are many types of postgraduate medical education (PGME), it may be possible to accredit resident programs on a global scale by adopting the concept of CBME. It will also be possible to achieve accreditation alignment for BME and PGME, which center on competency. This approach may also make it possible to measure accreditation outcomes against patient outcomes. Therefore, evidence of the advantages of costly and labor-consuming accreditation processes will be available soon, and quality improvement will be the driving force of the accreditation process.

scholarly journals LO093: A national needs assessment survey for the development of a quality improvement and patient safety curriculum for Canadian emergency medicine residents

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S62-S62 ◽  
Author(s):  
L.B. Chartier ◽  
S. Vaillancourt ◽  
M. McGowan ◽  
K. Dainty ◽  
A.H. Cheng
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Patient Safety ◽  
Quality Improvement ◽  
Needs Assessment ◽  
Residency Training ◽  
Royal College ◽  
Assessment Tool ◽  
Postgraduate Medical Education ◽  
Clinical Scenarios

Introduction: The Canadian Medical Education Directives for Specialists (CanMEDS) framework defines the competencies that postgraduate medical education programs must cover for resident physicians. The 2015 iteration of the CanMEDS framework emphasizes Quality Improvement and Patient Safety (QIPS), given their role in the provision of high value and cost-effective care. However, the opinion of Emergency Medicine (EM) program directors (PDs) regarding the need for QIPS curricula is unknown, as is the current level of knowledge of EM residents in QIPS principles. We therefore sought to determine the need for a QIPS curriculum for EM residents in a Canadian Royal College EM program. Methods: We developed a national multi-modal needs assessment. This included a survey of all Royal College EM residency PDs across Canada, as well as an evaluative assessment of baseline QIPS knowledge of 30 EM residents at the University of Toronto (UT). The resident evaluation was done using the validated Revised QI Knowledge Application Tool (QIKAT-R), which evaluates an individual’s ability to decipher a systematic quality problem from short clinical scenarios and to propose change initiatives for improvement. Results: Eight of the 13 (62%) PDs responded to the survey, unanimously agreeing that QIPS should be a formal part of residency training. However, challenges identified included the lack of qualified and available faculty to develop and teach QIPS material. 30 of 30 (100%) residents spanning three cohorts completed the QIKAT-R. Median overall score was 11 out of 27 points (IQR 9-14), demonstrating the lack of poor baseline QIPS knowledge amongst residents. Conclusion: QIPS is felt to be a necessary part of residency training, but the lack of available and qualified faculty makes developing and implementing such curriculum challenging. Residents at UT consistently performed poorly on a validated QIPS assessment tool, confirming the need for a formal QIPS curriculum. We are now developing a longitudinal, evidence-based QIPS curriculum that trains both residents and faculty to contribute to QI projects at the institution level.

scholarly journals Continuing Professional Development for Doctors in Pakistan is need of the hour

2020 ◽  
Vol 3 (1) ◽  
pp. 7-8
Author(s):  
Ahsan Sethi ◽  
Gohar Wajid
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Health Professionals ◽  
Postgraduate Medical Education ◽  
National Level ◽  
Continuing Professional Development ◽  
Extended Period ◽  
Regulatory Compliance ◽  
New Drugs ◽  
World Federation

In Pakistan, health professionals get their professional undergraduate and postgraduate qualifications after thorough training and assessment criteria as defined by their respective national regulatory bodies. These qualifications help them get registered and get a license for clinical practice in their respective domains. Any registrations and licenses are renewed by paying the prescribed fee without any requirements for reassessment or recertifications. Over the last few decades, health sciences have shown rapid advancements with the invention of new drugs and technologies. Due to this exponential increase in knowledge, no practitioner can hope to remain competent for more than a few years after graduation without a program of active learning. As such, a well-structured and regulated program of lifelong learning must be followed by all health professionals. To keep health professionals abreast with these changes and to ensure the maintenance of certain minimum competencies, there is a need for Continuing Professional Development (CPD) to be implemented at the national level with strict regulatory compliance. According to World Federation for Medical Education (World Federation for Medical Education, 2015), Continuing Professional Development (CPD) is a process of education and training commencing after completion of basic and postgraduate medical education, thereafter, continuing as long as the health professional is engaged in professional activities. CPD mainly implies self-directed and practice-based learning activities in addition to supervised education, and rarely involves supervised training for an extended period of time. The terms ‘Continuing Medical Education (CME)’ and ‘Continuing Professional Development (CPD)’ are often used synonymously. 

The RCS accreditation network portal

2014 ◽  
Vol 96 (8) ◽  
pp. 267-267
Author(s):  
Peter Lamont ◽  
Anna Yerokhina
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
World Health Organization ◽  
Strategic Partnership ◽  
Educational Activity ◽  
World Health ◽  
World Federation ◽  
External Evaluation ◽  
The World ◽  
Health Organization

The World Health Organization (WHO) and the World Federation for Medical Education (WFME) have a strategic partnership for the promotion of accreditation in medical education around the world. They have developed accreditation guidelines, which recommend establishing accreditation that is effective, independent, transparent and based on criteria specific to medical education. So far, only a minority of countries have quality assurance systems based on external evaluation and the majority use only general criteria when approving or evaluating an educational activity.

Libyan Medical Schools Challenges Toward National and Global Accreditation (Preprint)

2020 ◽  
Author(s):  
Ahmed Atia
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Education System ◽  
Medical Schools ◽  
World Federation ◽  
The World ◽  
Medical Faculties

UNSTRUCTURED Dear Editor, we would like to share the Libyan’s experiences in the accreditation of medical education. We shall first describe in brief the education system in Libya before talking about the process and challenges in accreditation of medical education. Next, we shall clarify the role of the National Center for Quality Assurance and Accreditation (NCQAA) in supporting medical faculties to adopt the criteria of the world federation of medical education (WFME).

scholarly journals Evaluation of a Quality Improvement Experience for Family Medicine Clerkship Students

2021 ◽  
Vol 53 (10) ◽  
pp. 882-885
Author(s):  
Geoffrey Mills ◽  
Samantha Kelly ◽  
Denine R. Crittendon ◽  
Amy Cunningham ◽  
Christine Arenson
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Family Medicine ◽  
Postgraduate Medical Education ◽  
Group Discussion ◽  
School Curriculum ◽  
Self Directed Learning ◽  
Medicine Clerkship ◽  
Novel Approach ◽  
Directed Learning

Background and Objectives: There is emphasis on systems-based practice competencies and quality improvement (QI) training in postgraduate medical education. However, we lack effective approaches to provide experiences in these areas during undergraduate medical education. To address this, we developed a novel approach to providing didactic and experiential learning experiences in QI during a third-year family medicine clerkship. Methods: We implemented and evaluated a QI curriculum combining self-directed learning with real-world experience to increase knowledge and confidence in the plan-do-study-act (PDSA) process for family medicine clerkship students. Students collaborated and presented their change ideas in a “Shark Tank” format for practice leaders at the end of their rotation. We used pre- and postcurriculum surveys to assess knowledge of and comfort with completing QI projects. Results: Three hundred eighty-nine students completed precurriculum surveys and 242 completed postcurriculum surveys. Pre- and postlearning evaluations revealed an increase in agreement or strong agreement with self-reported understanding of specific QI topic areas of 50%. Almost all (91.3%) reported feeling confident or reasonably confident in their ability to create change in health care after exposure to the curriculum, compared with 66.3% in the precurriculum survey. One-third of students (34%) reported intent to complete the Institute for Healthcare Improvement Open School curriculum in QI. Conclusions: Self-directed learning about QI, combined with practice observation, small-group discussion and presentation in a Shark Tank format was effective and engaging for learners. Students had limited preexisting knowledge of QI principles, suggesting a need for preclinical exposure to this topic. The family medicine clerkship provides an ideal environment for teaching QI.

Quality Assurance in Postgraduate Medical Education: Implications for Dermatology Residency Training Programs

2012 ◽  
Vol 16 (1) ◽  
pp. 5-10 ◽  
Author(s):  
Isaiah Day ◽  
Andrew Lin
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Residency Training ◽  
English Language ◽  
Training Programs ◽  
Postgraduate Medical Education ◽  
Improve Patient Care ◽  
Residency Programs ◽  
Training Project ◽  
Improve Patient

Background: In the past few years, quality assurance has become an increasingly important part of medical education for both Canadian and American training programs. Since this emphasis on quality assurance in residency programs is recent, most faculty members involved in teaching residents in dermatology training programs would not themselves have had experience with quality assurance. As a result, satisfying this requirement may be a challenge. Objectives: In this article, we review published reports in which various residency training programs have satisfied this requirement and propose projects in which dermatology residency training programs may satisfy quality assurance requirements. Methods: Using the key words residency, training, project, quality, assurance, improvement, medical errors, and safety, a literature search was conducted of English-language articles published after January 1990. Results/Conclusions: There are many innovative and effective ways program directors in dermatology training programs should be able to develop projects that improve patient care, enhance resident education, and fulfill accreditation requirements.

Resident evaluations in the age of competency-based medical education: faculty perspectives on minimizing burdens

2020 ◽  
pp. 1-6
Author(s):  
Jessica E. Rabski ◽  
Ashirbani Saha ◽  
Michael D. Cusimano
Keyword(s):  
Medical Education ◽  
Mobile Application ◽  
Postgraduate Medical Education ◽  
Professional Activity ◽  
Successful Implementation ◽  
Neurosurgical Training ◽  
Complete Evaluation ◽  
Competency Based Medical Education ◽  
Main Challenge ◽  
Competency Based

OBJECTIVECompetency-based medical education (CBME), an outcomes-based approach to medical education, continues to be implemented across many postgraduate medical education programs worldwide, including a recent introduction into Canadian neurosurgical training programs (July 2019). The success of this educational paradigm shift requires frequent faculty observation and evaluation of residents performing defined tasks of the specialty. A main challenge involves providing residents with frequent performance evaluations and feedback that are feasible for faculty to complete. This study aims to define what is currently happening and what changes are needed to make CBME successful for the certification of neurosurgeons’ competence.METHODSA 55-item questionnaire was emailed nationwide to survey Canadian neurosurgical faculty.RESULTSFifty-two complete responses were received and achieved a distribution highly correlated with the number of faculty neurosurgeons practicing in each Canadian province (Pearson’s r = 0.94). Two-thirds (35/52) of faculty reported currently taking a median of 10 minutes to complete evaluation forms at the end of a resident’s rotation block. Regardless of the faculty’s province of practice (p = 0.50) or years of experience (p = 0.06), they reported 3 minutes (minimum 1 minute, maximum 10 minutes, interquartile range [IQR] 3 minutes) as a feasible amount of time to spend completing an evaluation form following an observation of a resident’s performance of an entrustable professional activity (EPA). If evaluation forms took 3 minutes to complete, 85% of respondents (44/52) would complete EPA evaluations weekly or daily. The faculty recommended 5 minutes as a feasible amount of time to provide oral feedback (minimum 1 minute, maximum 20 minutes, IQR 3.25 minutes), which was significantly higher (p = 0.00099) than their recommended amount of time for completing evaluation forms. The majority of faculty (71%) stated they would prefer to access resident evaluation forms through a mobile application compared to a paper form (12%), an evaluation website (8%), or through a URL link sent via email (10%; p = 0.0032).CONCLUSIONSTo facilitate the successful implementation of CBME into a neurosurgical training curriculum, resident EPA assessment forms should take 3 minutes or less to complete and be accessible through a mobile application.

Postgraduate medical education quality metrics panels can be enhanced by including learner outcomes

2020 ◽  
pp. postgradmedj-2020-138669
Author(s):  
Jonathan Pinnell ◽  
Andrew Tranter ◽  
Sarah Cooper ◽  
Andrew Whallett
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Survey Data ◽  
Postgraduate Medical Education ◽  
Reliability And Validity ◽  
Quality Metrics ◽  
Annual Review ◽  
Pass Rates ◽  
Validity And Reliability ◽  
Learner Outcomes

Postgraduate medical education (PME) quality assurance at Health Education England (HEE) currently relies upon survey data. As no one metric can reflect all aspects of training, and each has its limitations, additional metrics should be explored. At HEE (West Midlands), we explored the use of learner outcomes, speciality examination pass rates and Annual Review of Competence Progression (ARCP) outcomes, as quality metrics. Feedback received from our local Quality Forum of 40 senior educators frames the discussion through this paper. Overall, learner outcomes are useful quality metrics that add to survey data to provide a more comprehensive picture of PME quality. However, the utility of ARCP outcomes as quality metrics is currently limited by concerns regarding variations in ARCP practice between regions. To address these concerns, ARCPs need the same processes, rigour, scrutiny and investment as other high-stakes assessments. This will improve the reliability and validity of the ARCP as an assessment and improve the usefulness of ARCP outcomes as quality metrics. Research is required to determine the optimal combination of metrics to use in PME quality assurance and to appraise the validity and reliability of the ARCP as an assessment.

Postgraduate Medical Education and Training Board

2009 ◽  
Vol 91 (2) ◽  
pp. 62-63
Author(s):  
Paul Streets
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Postgraduate Medical Education ◽  
Education And Training ◽  
Legal Responsibility ◽  
Medical Education And Training ◽  
The Uk ◽  
And Training

The Postgraduate Medical Education and Training Board (PMETB) is a statutory organisation with legal responsibility for establishing and securing standards of postgraduate medical education and training in the UK and the development and promotion of this training. Its programme of work includes the quality assurance of medical education and training and certifying doctors for entry to the specialist and GP registers. It began work in September 2005.

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