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Rashid MA, Griffin A. Is West Really Best? The Discourse of Modernisation in Global Medical School Regulation Policy. Teach Learn Med 2023:1-12. [PMID: 37401838 DOI: 10.1080/10401334.2023.2230586] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2023] [Revised: 04/21/2023] [Accepted: 06/07/2023] [Indexed: 07/05/2023]
Abstract
Phenomenon: In 2012, the World Federation for Medical Education (WFME) established a recognition programme to evaluate medical school regulatory agencies across the world, in response to a new U.S. accreditation policy. Given the predominantly Western origins and Eastern impacts of the WFME programme, this article deconstructs tensions in the programme using postcolonial theory. Approach: Critical discourse analysis examines the intersections of language, knowledge, and power relations to highlight what can or cannot be said about a topic. We employed it to delineate the dominant discourse underpinning the WFME recognition programme. We drew on the theoretical devices of Edward Said, whose work is foundational in postcolonial thinking but has not been widely used in medical education scholarship to date. An archive of literature about the WFME recognition programme dating back to 2003, when WFME first released global standards for medical education, was analyzed. Findings: In the globalization of medical school regulation, the discourse of modernization can be conceptualized as a means of holding knowledge and power in the West, and enacting this power on those in the East, playing on fears of marginalization in the event of non-engagement. The discourse allows these practices to be presented in an honorable and heroic way. Insights: By uncovering the representation of the WFME recognition programme as being modern and modernizing, this article explores how such conceptualisations can close off debate and scrutiny, and proposes further examination of this programme through a lens that recognizes the inherent inequities and geopolitical power differentials that it operates within.
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Affiliation(s)
- Mohammed Ahmed Rashid
- UCL Medical School, Faculty of Medical Sciences, University College London, London, UK
| | - Ann Griffin
- UCL Medical School, Faculty of Medical Sciences, University College London, London, UK
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Mori H, Izumiya M, Hayashi M, Eto M. Current perception of social accountability of medical schools in Japan: A qualitative content analysis. Med Teach 2023; 45:524-531. [PMID: 36322956 DOI: 10.1080/0142159x.2022.2140033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
INTRODUCTION The concept of social accountability in medical schools is globally accepted, but data regarding Japanese medical schools are lacking and unclear. This study aimed to elucidate the perception of social accountability of medical schools in Japan and compare this to global frameworks. METHODS A document on Japanese medical accreditation standards (Basic Medical Education: Japanese Specifications WFME Global Standards for Quality Improvement) was used for this study. We included 45 medical schools in a qualitative content analysis done via inductive category formation. The documents were also assessed using the social obligation scale. RESULTS Three main categories and 15 categories were identified. The three main categories were as follows: Issues in society, Quality assurance of medical school, and Improvement of individual quality. Most categories were common to those in global frameworks, but some were characteristic of the Japanese context. The distribution of schools on the social obligation scale in six elements varied mainly 'from responsibility to responsiveness' or equal unless the elements were promoted by national policy. CONCLUSIONS The social accountability of Japanese medical schools is mostly common with the global frameworks. Our findings will help the social accountability of medical schools to become better understood and developed beyond contextual borders.
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Affiliation(s)
- Hiroko Mori
- Department of Medical Education Studies, International Research Centre for Medical Education, Graduate School of Medicine, The University of Tokyo, Tokyo, Japan
| | - Masashi Izumiya
- Department of Medical Education Studies, International Research Centre for Medical Education, Graduate School of Medicine, The University of Tokyo, Tokyo, Japan
| | - Mikio Hayashi
- Department of Medical Education Studies, International Research Centre for Medical Education, Graduate School of Medicine, The University of Tokyo, Tokyo, Japan
- Centre for Medical Education, Kansai Medical University, Osaka, Japan
| | - Masato Eto
- Department of Medical Education Studies, International Research Centre for Medical Education, Graduate School of Medicine, The University of Tokyo, Tokyo, Japan
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Alenezi S, Al-Eadhy A, Barasain R, AlWakeel TS, AlEidan A, Abohumid HN. Impact of external accreditation on students' performance: Insights from a full accreditation cycle. Heliyon 2023; 9:e15815. [PMID: 37187912 PMCID: PMC10176056 DOI: 10.1016/j.heliyon.2023.e15815] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 04/14/2023] [Accepted: 04/21/2023] [Indexed: 05/17/2023] Open
Abstract
Background The process of external academic accreditation involves quality control and auditing measures that focus on the design, delivery, and outcomes of education. It is a demanding and disruptive process in terms of effort, time, money, and human resources. Nevertheless, the extent to which external quality assurance and accreditation procedures affect students' performance at the end of the learning cycle has not been well studied thus far. Methods A retrospective quantitative secondary data analysis was conducted in The King Saud University (KSU) undergraduate medical program, with a before-after comparison research design to assess the impact of external accreditation on students' mean grade scores during an accreditation cycle. Results Overall, the data pertaining to 1090 students who attended 32,677 examination encounters were included in the analysis. The pre- and post-accreditation analysis revealed a statistically significant improvement in the students' mean scores-80 ± 9 (pre) versus 87 ± 11 (post), with a p-value of (p = 0.003) and a Cohen's d value of 0.591. On the other hand, there was no statistically significant difference in the students' mean passing percentages-96 ± 5 (pre) versus 96 ± 9 (post), with a p-value of (p = 0.815) and a Cohen's d value of 0.043. Conclusion The actions involved in the planning phase and the journey through the self-study evaluation not only verify the program's competencies but also functioned as critical boosters for quality improvement processes and, hence, students' learning experiences.
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Affiliation(s)
- Shuliweeh Alenezi
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
- Department of Psychiatry, College of Medicine, King Saud University Medical City, King Saud University, Riyadh, 11362, Saudi Arabia
- King Saud University Chair for Medical Education Research and Development, Department of Family and Community Medicine, College of Medicine, King Saud University
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Corresponding author. College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia.
| | - Ayman Al-Eadhy
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
- Pediatric Department, King Saud University Medical City, King Saud University, Riyadh, 11362, Saudi Arabia
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Rana Barasain
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
| | - Trad S. AlWakeel
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
| | - Abdullah AlEidan
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
| | - Hadeel N. Abohumid
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Park KH, Lee GH, Chae SJ, Kim SY. Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation. Korean J Med Educ 2023; 35:1-7. [PMID: 36858372 PMCID: PMC10020056 DOI: 10.3946/kjme.2023.244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Revised: 11/21/2022] [Accepted: 12/12/2022] [Indexed: 06/18/2023]
Abstract
PURPOSE The purpose of this study is to analyze the accreditation standards items related to the decision of accreditation of medical schools by the Korea Institute of Medical Education and Evaluation (KIMEE). METHODS The subjects are medical schools in Korea that have received post-2nd cycle accreditation from the KIMEE between 2012 and 2016. Analyses were conducted for differences in accreditation decisions according to the characteristics of medical schools, sufficient ratios of basic standards items, and correlation between standards items related to accreditation decisions. RESULTS After examining differences in accreditation decisions by the medical school's characteristics, there were no significant correlations between accreditation standard items and accreditation decisions. Second, according to the number of schools that sufficiently or insufficiently met each standard item, from the total of 97 standard items, 20 (20.6%) were sufficiently fulfilled by all medical schools. Standard item 2-5-2 demonstrated the highest insufficiency ratio. Third, with respect to the standard item that had an effect on accreditation decisions, standard item 1-5-1 showed the highest correlation with the sufficiency rate. CONCLUSION The validity of accreditation standards items was assured as this study evaluated the post-2nd cycle accreditation standards items regardless of each medical school's characteristics. The accreditation standards items were found to have a meaningful impact on the development of medical schools and qualitative improvement in medical education. The findings are expected to contribute to guaranteeing the validity and reliability of accreditation decisions and raising the quality of accreditation.
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Affiliation(s)
- Kwi Hwa Park
- Department of Medical Education, Gachon University College of Medicine, Incheon,
Korea
| | - Geon Ho Lee
- Department of Family Medicine, Daegu Catholic University School of Medicine, Daegu,
Korea
| | - Su Jin Chae
- Department of Medical Education, University of Ulsan College of Medicine, Seoul,
Korea
| | - Seong Yong Kim
- Department of Medical Education, Yeungnam University College of Medicine, Daegu,
Korea
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Grant J, Grant L. Quality and constructed knowledge: Truth, paradigms, and the state of the science. Med Educ 2023; 57:23-30. [PMID: 35803477 DOI: 10.1111/medu.14871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Revised: 07/02/2022] [Accepted: 07/05/2022] [Indexed: 06/15/2023]
Abstract
CONTEXT AND TRUTH Education is a social science. Social science knowledge is related to its context of origin. The concept of global 'truth' in education is therefore of limited use when truth is tempered by context. The wider applicability of our knowledge can only be judged if we look at the context in which that knowledge was produced and the assumptions that underpin it. This calls into question the idea that educational research is a quest for global 'truth', although in relation to programme evaluation, truth tied to context is an aim. An analysis is presented of the effects of social construction on research and evaluation processes, on the selection of paradigms, reporting and interpreting findings, and on the ethics of all this. QUALITY AND IMPROVEMENT Quality improvement is based on information selected, constructed and interpreted by those who gather, analyse or use it. The strength, and not the weakness, of our knowledge is that it is socially constructed, contextual and of its time. Increasingly looking for our own truth about educational quality, and not importing the truth of others, is crucial to the state of the science. In terms of quality development, using others' findings must be based on informed local judgement. In social science, those judgements are linked to social context and their associated ideologies. IMPLICATIONS FOR FUTURE WORK The hallmark of social science is not a narrowing of focus and the search for one truth, but is a broadening of concepts, theories, paradigms, reported experience and method, and an intention for each to tell their own truth well. This will lead to a wealth of diverse views and analysed experience. The science of medical education must seek many truths.
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Affiliation(s)
- Janet Grant
- Centre for Medical Education in Context (CenMEDIC), London, UK
| | - Leonard Grant
- Centre for Medical Education in Context (CenMEDIC), London, UK
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Al-Eyadhy A, Alenezi S. The impact of external academic accreditation of undergraduate medical program on students' satisfaction. BMC Med Educ 2021; 21:565. [PMID: 34753457 PMCID: PMC8576880 DOI: 10.1186/s12909-021-03003-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2021] [Accepted: 11/01/2021] [Indexed: 05/28/2023]
Abstract
BACKGROUND The external academic accreditation is a quality assurance and auditing process that focuses on the structure, process, and outcome of the education. It is an interrupting and highly demanding process in terms of effort, time, financial, and human resources. However, it is unclear in the literature how much of these external quality assurance practices impeded in the accreditation processes would reflect on the other end of the learning pathway, including student satisfaction. METHODS A retrospective quantitative secondary data analysis, with a before-after comparison research design, was performed to evaluate external accreditation's impact on students' mean satisfaction score within two accreditation cycles at King Saud University (KSU)-Bachelor of Medicine, Bachelor of Surgery (MBBS) program. RESULTS The overall average students' satisfaction scores pre-and-post the first accreditation cycle were 3.46/5 (±0.35), 3.71 (±0.39), respectively, with a P-value of < 0.001. The effect of post first accreditation cycle was sustainable for a couple of years, then maintained above the baseline of the pre-first accreditation cycle until the pre-second accreditation cycle. Similarly, the overall average students' satisfaction scores pre-and-post the second accreditation cycles were 3.57/5 (±0.30) and 3.70 (±0.34), respectively, with a P-value of 0.04. Compared to the first accreditation cycle, the improvement of the mean score of students' satisfaction rates was not sustained beyond the year corresponding to the post-second accreditation cycle. CONCLUSION Both accreditation cycles were associated with an increased score in students' satisfaction. The preparatory phase activities and navigation through the self-study assessment while challenging the program's competencies are essential triggers for quality improvement practices associated with accreditation.
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Affiliation(s)
- Ayman Al-Eyadhy
- Department of Pediatrics, College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Shuliweeh Alenezi
- Department of Psychiatry, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
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Shawahna R. Development of consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods for a history of medicine and pharmacy course for medical and pharmacy students in the Arab world: a Delphi study. BMC Med Educ 2021; 21:386. [PMID: 34271892 PMCID: PMC8285807 DOI: 10.1186/s12909-021-02820-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2021] [Accepted: 07/03/2021] [Indexed: 05/08/2023]
Abstract
BACKGROUND History courses are "required" elements among the didactic elements of the medical and pharmacy curricula in many schools around the world. The aim of this study was to develop consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods of a history of medicine and pharmacy course for medical and pharmacy students in the Arab World. METHODS A systematic search of PubMed, ScienceDirect, SpringerLink, Scopus, and Google Scholar was conducted to identify course aims, contents, intended learning outcomes from the literature. The search was supplemented by semi-structured in-depth interviews with 5 educators/academicians, 3 pharmacists, and 3 physicians. The Delphi technique was used among panelists (10 educators/academicians, 4 physicians, and 4 pharmacists) to develop consensus-based course aims, contents, intended learning outcomes, teaching, and evaluation methods. RESULTS The vast majority of the panelists agreed on the 10 items (agreement ≥88.9%) on the importance of teaching history to medical and pharmacy students. Consensus-based aims (n = 4) and intended learning outcomes (n = 13) were developed in the 1st and 2nd iterative Delphi rounds. The panelists suggested that 16 dedicated meeting hours (1 credit hour) would be required to cover the course. Bloom's verbs were used to target the lower and higher orders of the cognitive domain. The course could be taught through face-to-face lectures, provision of reading materials, video documentaries, case studies, group discussions and debates. Multiple-choice questions, written reflections, portfolios, group projects, and engagement in discussions and debates might be used to evaluate performance of students. CONCLUSION Consensus-based course of history of medicine and pharmacy course was developed for medical and pharmacy students in the Arab World. Well-designed course aims, contents, intended learning outcomes, teaching, and evaluation methods are more likely to meet the accreditation requirements and might improve performance of medical and pharmacy students. Future studies are still needed to investigate if such consensus-based courses can improve performance of the students.
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Affiliation(s)
- Ramzi Shawahna
- Department of Physiology, Pharmacology and Toxicology, Faculty of Medicine and Health Sciences, An-Najah National University, New Campus, Building: 19, Office: 1340, P.O. Box 7, Nablus, Palestine.
- An-Najah BioSciences Unit, Centre for Poisons Control, Chemical and Biological Analyses, An-Najah National University, Nablus, Palestine.
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Ahmed MH, Abdalla ME, Taha MH. Why social accountability of medical schools in Sudan can lead to better primary healthcare and excellence in medical education? J Family Med Prim Care 2020; 9:3820-3825. [PMID: 33110774 PMCID: PMC7586598 DOI: 10.4103/jfmpc.jfmpc_498_20] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2020] [Revised: 04/25/2020] [Accepted: 05/21/2020] [Indexed: 11/19/2022] Open
Abstract
Introduction: Medical education in Sudan continues to evolve and progress with proliferation in the number of medical schools after 1990. Social factors and the geographical location of Sudan will increase the opportunity of success of medical schools to be socially accountable. In this analysis, we explained why social accountability is needed in Sudan and how this can enhance both excellence in medical education and primary health care, especially in rural areas. Methodology: PubMed, scopus Medline, and Google Scholar were searched for published-English literature concerning social accountability of medical schools in Sudan and worldwide were reviewed regardless of the time limit. We have also included examples of medical schools from Sudan and the Middle East to reflect on their experience in social accountability. Results: In this critical review, we have shown that social accountability will come with benefits for medical schools and the community. Implementation of social accountability in medical schools in Sudan will increase the effectiveness of medical schools' productivity, research output, and health service in urban and rural areas. There is an urgent need for social accountability alliance in Sudan to increase collaboration between medical schools. This will increase the benefits of social accountability for all stakeholders and also increases the competency in social medicine within the medical school curriculum. Conclusion: Social accountability is regarded as a sign of excellence in medical education. Primary care physicians in Sudan are expected to be the leaders in the implementation of social accountability. This analysis answered two important questions about why medical schools in Sudan should be socially accountable? And do we need a special structure of social accountability in Sudan?
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Affiliation(s)
- Mohamed H Ahmed
- Department of Medicine and HIV Metabolic Clinic, Milton Keynes University Hospital NHS Foundation Trust, Eaglestone, Milton Keynes, Buckinghamshire, UK
| | - Mohamed Elhassan Abdalla
- College of Medicine and Medical Education Center, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohamed H Taha
- College of Medicine and Medical Education Center, University of Sharjah, Sharjah, United Arab Emirates
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