US Medical School Accreditation

2020 ◽  
pp. 1-29
Author(s):  
Bonnie M. Granat
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Learning Environment ◽  
Medical School ◽  
Driving Force ◽  
Institutional Commitment ◽  
The Public ◽  
Quality Learning ◽  
School Accreditation

Accreditation is a driving force in higher education that faces continually increasing scrutiny resulting from demands of the public. People want to be assured their doctors are well-trained and can care for them, their engineers are well-schooled and can design safe structures, and their lawyers have been well-educated to protect their interests. This chapter explores the history and importance of accreditation in medical education, provides guidelines and a timeline for accreditation, and looks at the effort required for success. The chapter also includes a glimpse at the process and the institutional commitment necessary to demonstrate and document a quality learning environment to the accrediting bodies.

scholarly journals Las políticas hacia los académicos en las últimas décadas

2012 ◽  
pp. 49-120
Author(s):  
Rocio Grediaga Kuri
Keyword(s):  
Higher Education ◽  
Public Institutions ◽  
Institutional Commitment ◽  
Educación Superior ◽  
Institutions Of Higher Education ◽  
The Public ◽  
Educacion Superior ◽  
Disciplinary Diversity ◽  
Conditions Of Work

El trabajo de investigación que se reporta busca hacer observables los posibles cambios en las trayectorias y perfiles del personal académico que podían atribuirse a la aparición e implementación, en la mayor parte de las Instituciones de Educación Superior públicas del país, de programas que tenían como objetivo el mejoramiento de los perfiles formativos, de producción e inserción internacional de los académicos, y que emplearon diferentes mecanismos de evaluación, diferenciación de ingresos y apoyos a la continuación de su formación. A través de definir una periodización que reflejara la aparición y modificaciones de dichas medidas, la propuesta de una tipología de las instituciones de educación superior y la adopción de una forma de organizar la diversidad disciplinaria, se intentaron controlar analíticamente los efectos paralelos que estos aspectos pudieran tener en la variación de condiciones de trabajo y socialización de los académicos. Con esta forma de organizar la diversidad se analizaron la evolución formativa, la combinación de actividades, el uso del tiempo, las opiniones y los resultados reportados por los académicos del país en la encuesta aplicada en 2001. Finalmente, en el trabajo que se presenta se subrayan algunos de los logros, tensiones y riesgos que parecen derivarse de las lógicas coexistentes en los mecanismos impulsados, especialmente en los ámbitos del compromiso institucional y la renovación de la planta académica actual.AbstractThe work of investigation that is reported looks for making observable the possible changes in the trajectories and profiles of the academic personal that could be attributed to the appearance and implementation, in most of the public Institutions of Higher Education of the country, of programs which  had like objective the improvement of the formative profiles, of production and international insertion of the academics, and that used different mechanisms from evaluation, differentiation of income and supports to the continuation of their formation. Through defining a periodization that reflected the appearance and modifications of these measures, the proposal of a typology of the institutions of higher education and the adoption of a form to organize the disciplinary diversity, were tried analytically to control the parallel effects that these aspects could have in the variation of conditions of work and socialization of the academics. With this form to organize the diversity were analyzed the formative evolution, the combination of activities, the use of the time, the opinions and the results reported by the academics of the country in the survey applied in 2001. Finally, this work emphasizes some of the profits, tensions and risks that seem to derive themselves from the coexisting logics in the impelled mechanisms, especially in the scopes of the institutional commitment and the renovation of the present academic plant.

scholarly journals Students’ perceptions of the learning environment in two Nigerian medical schools offering different curricula

2018 ◽  
Vol 52 (3) ◽  
pp. 116-121
Author(s):  
Olufunmilola A. Ogun ◽  
Timothy E. Nottidge ◽  
Sue Roff
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Medical School ◽  
Survey Design ◽  
Medical Schools ◽  
Learning Climate ◽  
Older Students ◽  
The Mean ◽  
Improved Learning

Objective: Compare the results of administering the DREEM questionnaire in two Nigerian medical schools offering traditional and student-centred curricular respectively, to identify any differences in the learning environment and appreciate advantages of the more modern curriculum.Methods: A survey design was used. Data was analysed using the DREEM scoring rubric. The independent t-test was used to compare results. Setting: The DREEM questionnaire was administered to final year medical students at two participating centres. Participants: Final year students of a teacher-centred and a student-centred medical school. Results: There were 138 respondents – 50 (96.2% of the final year students) from the teacher centred school and 88 (59.1% of the final year students) from the student-centred school. The mean total DREEM score was 117+22.3 in the former and 119 +23.6 in the latter (p = 0.798). Mean age of students in the teacher centred school was 28 ± 5.28 years, while that of the student-centred school was 23 ± 1.83 years (p < 0.05). Conclusion: The mean total DREEM score proximity between the schools suggests that the younger students using a more student-centred curriculum have less of an appreciation of their improved learning environment than is expected. Thus, the hidden curriculum could be lagging behind the written one. The older students in the teacher centred environment have a more mature appreciation of their learning climate.  Funding: Personal sourcesKeywords: medical education, Nigeria, curriculum, DREEM

scholarly journals To the issue of the soviet takeover of higher education during the russian civil war: militarization of higher medical education in 1920-1922 (on the example of the Petrograd Medical Institute)

2020 ◽  
Vol 27 (2) ◽  
pp. 9-17
Author(s):  
I. V. Zimin ◽  
A. A. Zhuravlyov
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Civil War ◽  
Medical School ◽  
Medical Institute ◽  
Soviet Power ◽  
Russian Civil War ◽  
The Relationship ◽  
Higher Medical Education

The article is devoted to the first years of Soviet power, when there was a formation of the relationship between higher medical school and the Bolsheviks. Attention is given to carrying out the militarization of higher medical school in the early 1920s by Soviet authorities. It was the first attempt to reform the higher education for the purpose of building a new society. The experience gained by the People's Commissariat of Education in carrying out reforms, will be used in the mid-1920s, when the Bolsheviks begin to radically change higher education in the country.

scholarly journals Public availability of information from WFME-recognized accreditation agencies

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Kahlo Baniadam ◽  
Zakia Arfeen ◽  
Mohammed Ahmed Rashid ◽  
Ming-Jung Ho ◽  
Sean Tackett
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Educational Quality ◽  
World Federation ◽  
Additional Information ◽  
Accreditation Standards ◽  
Expected Information ◽  
The World ◽  
Public Availability ◽  
School Accreditation

AbstractThe World Federation for Medical Education (WFME) Recognition Programme was created to ensure the comparability of medical school accrediting agencies, so that the schools accredited by those agencies would have similar educational quality. WFME explicitly values transparency and has recognition criteria that relate to agencies making information publicly available. Our study examined 20 WFME-recognized agencies’ transparency by reviewing agency websites for 27 information elements related to accreditation standards, procedures, and processes. We contacted agencies as needed for information that we could not find on their websites. We were only able to retrieve additional information from 3 of the 12 agencies that we attempted to contact. We found that while 12 agencies had over 90% of expected information elements available, 6 agencies had less than 50%. Our findings illustrate barriers for those who wish to better understand medical school accreditation in some regions and raise questions about how comparable WFME-recognized agencies are.

scholarly journals Reforming Indigenous health in medical education: Medical school accreditation as a targeted policy initiative

MedEdPublish ◽  
2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Shaun Ewen ◽  
Odette Mazel ◽  
Jenny Barrett ◽  
Karin Oldfield ◽  
Theanne Walters
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Indigenous Health ◽  
Policy Initiative ◽  
Education Medical ◽  
School Accreditation

scholarly journals “Keepers of the Meaning”

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Donald Farquhar MD SM
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Medical School ◽  
Health Professions ◽  
Role Modelling ◽  
Queen's University ◽  
Main Thing

Albert Schweitzer once remarked, “Example is not the main thing in influencing others. It is the only thing.” How true that is in so many spheres, but particularly so in the health professions. Former Queen’s University vice-dean of medicine Dr. Robert Maudsley observed that, of the four fundamental components of medical education – planned and organized curriculum, structured experience, role modelling and the learning environment – role modelling is considered the most important, by far, by medical school deans.1

scholarly journals Advancing the Quality of Medical Education Worldwide: ECFMG's 2023 Medical School Accreditation Requirement

2019 ◽  
Vol 105 (4) ◽  
pp. 8-16 ◽  
Author(s):  
Christine D. Shiffer ◽  
John R. Boulet ◽  
Lisa L. Cover ◽  
William W. Pinsky
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Medical Schools ◽  
World Federation ◽  
Medical Graduates ◽  
Foreign Medical Graduates ◽  
The World ◽  
Future Requirement ◽  
School Accreditation

ABSTRACT Certification by the Educational Commission for Foreign Medical Graduates (ECFMG®) is required for international medical graduates (IMGs) to enter U.S. graduate medical education (GME). As a gatekeeper to the U.S. health care system, ECFMG has a duty to verify that these individuals have met minimum standards for undergraduate medical education. Historically, ECFMG has focused on evaluating individual graduates, not medical schools. However, in response to the rapid growth of medical schools around the world and increasing physician migration, ECFMG decided in 2010 to institute medical school accreditation as a future requirement for ECFMG certification. More specifically, beginning in 2023, individuals applying for ECFMG certification will be required to be a student or graduate of a medical school that is accredited by an agency recognized by the World Federation for Medical Education (WFME). By requiring accreditation by an agency that has met WFME's standards, ECFMG seeks to improve the quality, consistency and transparency of undergraduate medical education worldwide. The 2023 Medical School Accreditation Requirement is intended to stimulate global accreditation efforts, increase the information publicly available about medical schools, and provide greater assurance to medical students, regulatory authorities, and the public that these future physicians will be appropriately educated.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

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