Korean Medical Education Review (의학교육논단)

Yonsei university college of medicine (연세대학교 의과대학)
권호 표지
DOI QR코드

DOI QR Code

Current Trend of Accreditation within Medical Education

의학교육 평가인증의 국제적 동향

  • Received : 2020.01.10
  • Accepted : 2020.02.17
  • Published : 2020.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

Currently, accreditation within medical education is a priority on the agenda for many countries worldwide. The World Federation for Medical Education's (WFME) launch of its first trilogy of standards in 2003 was a seminal event in promoting accreditation within basic medical education (BME) globally. Parallel to that, WFME also actively spearheaded a project to recognize the accrediting agencies within individual countries. The introduction of competency-based medical education (CBME) with the two key concepts of "entrusted professional activity" and milestones has enabled researchers to identify the relationship between patient outcomes and medical education. Recent data driven by CBME has been used for the continuous quality improvement of trainees and training programmes as well. The goal of accreditation has shifted from the single purpose of quality assurance to balancing quality assurance and quality improvement. Even though there are a plethora of types of postgraduate medical education (PGME), it may be possible to accredit resident programmes on a global scale by adopting the concept of CBME. In addition, the alignment of the accreditation for BME and PGME, which center on competency, will be achievable. This argument may extend the possibility of measuring the outcomes of the accreditation itself against patient outcomes as well. Therefore, evidence of the advantages of costly and labor-consuming accreditation processes will be available in the near future and quality improvement will be the driving force of the accreditation process.

Keywords

References

  1. World Health Organization. Global Strategy on Human Resources for Health: Workforce 2030. Geneva: World Health Organization; 2016.
  2. World Federation for Medical Education. World Directory of Medical Schools. Ferney-Voltaire: World Federation for Medical Education; 2016 [cited 2020 Jan 8]. Available from: http://www.wdoms.org.
  3. World Federation for Medical Education [Internet]. Ferney-Voltaire: World Federation for Medical Education [cited 2020 Jan 8]. Available from: http://wfme.org.
  4. Karle H. Global standards and accreditation in medical education: a view from the WFME. Acad Med. 2006;81(12 Suppl):S43-8. https://doi.org/10.1097/01.ACM.0000243383.71047.c4
  5. Barzansky B. Overview of the self-study process: Medical University of South Carolina College of Medicine [Internet]. Washington (DC): Liaison Committee on Medical Education; 2019 [cited 2020 Jan 8]. Available from: https://medicine.musc.edu/about/lcme-reaccreditation.
  6. United Nation. Ageing [Internet]. New York (NY): United Nation [cited 2020 Jan 8]. Available from: http://www.un.org/en/sections/issuesdepth/ageing/index.html.
  7. Chun Y. The use and coordination of the medical, public health and social care services for the elderly in terms of continuum of care. Health Soc Welf Rev. 2018;38(4):10-39. https://doi.org/10.15709/hswr.2018.38.4.10
  8. Ahn D, Oh Y. Integrated care I: community care, where it is from?: working paper 2019-1 [Internet]. Seoul: Research Institute for Health Policy, Korean Medical Association; 2019 [cited 2020 Jan 8]. Available from: http://www.rihp.re.kr/research/working-paper/?uid=2498&mod=document&pageid=1.
  9. Zorek J, Raehl C. Interprofessional education accreditation standards in the USA: a comparative analysis. J Interprof Care. 2013;27(2):123-30. https://doi.org/10.3109/13561820.2012.718295
  10. Hwang U, Shah MN, Han JH, Carpenter CR, Siu AL, Adams JG. Transforming emergency care for older adults. Health Aff (Millwood). 2013;32(12):2116-21. https://doi.org/10.1377/hlthaff.2013.0670
  11. Tidwell N. Geriatric Emergency Department Accreditation [Internet]. Irving (TX): American College of Emergency Physicians [cited 2020 Jan 8]. Available from: https://www.acep.org/how-we-serve/sections/medical-directors/news/march-2019/geriatric-emergency-department-accreditation/.
  12. Skochelak SE, Hawkins RE, Lawson LE, Starr SR, Borkan JM, Gonzalo JD. AMA Education Consortium: health systems science. Philadelphia (PA): Elsevier; 2017.
  13. ten Cate O. Entrustability of professional activities and competencybased training. Med Educ. 2005;39(12):1176-7. https://doi.org/10.1111/j.1365-2929.2005.02341.x
  14. Dreyfus HL, Dreyfus SE, Athanasiou T. Mind over machine: the power of human intuition and expertise in the era of the computer. New York (NY): Free Press; 1986.
  15. Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32(8):638-45. https://doi.org/10.3109/0142159X.2010.501190
  16. World Federation for Medical Education. 2019 World Federation for Medical Education World Conference: programme [Internet]. Ferney-Voltaire: World Federation for Medical Education [cited 2020 Jan 8]. Available from: http://www.wfme2019.org.
  17. Davis DJ, Ringsted C. Accreditation of undergraduate and graduate medical education: how do the standards contribute to quality? Adv Health Sci Educ Theory Pract. 2006;11(3):305-13. https://doi.org/10.1007/s10459-005-8555-4
  18. van Zanten M, McKinley D, Durante Montiel I, Pijano CV. Medical education accreditation in Mexico and the Philippines: impact on student outcomes. Med Educ. 2012;46(6):586-92. https://doi.org/10.1111/j.1365-2923.2011.04212.x
  19. McGaghie WC, Miller GE, Sajid AW, Telder TV. Competency-based curriculum development on medical education: an introduction. Public Health Pap. 1978;(68):11-91.
  20. Shojania KG, McDonald KM, Wachter RM, Owens DK. Closing the quality gap: a critical analysis of quality improvement strategies: volume 1. series overview and methodology. Rockville (MD): Agency for Healthcare Research and Quality; 2004.
  21. Barzansky B, Hunt D, Moineau G, Ahn D, Lai CW, Humphrey H, et al. Continuous quality improvement in an accreditation system for undergraduate medical education: benefits and challenges. Med Teach. 2015;37(11):1032-8. https://doi.org/10.3109/0142159X.2015.1031735
  22. Naska T. Oversight of postgradute medical education in the United States: philosophy and structure. Proceedings of the 2019 World Federation for Medical Education World Conference: 2019 Apr 7-10;Seoul, Korea. Ferney-Voltaire: World Federation for Medical Education;2019.
  23. World Medical Association. WMA Declaration on guidelines for continuous quality improvement in healthcare: 60th WMA General Assembly, New Delhi, India, October 2009, and reaffirmed with minor revision by the 213th WMA Council Session, Tbilisi, Georgia, October 2019. Ferney-Voltaire: World Medical Association; 2019.
  24. International Association of Medical Regulatory Authorities. IAMRA Symposium 2019: continued competency: balancing assurance and improvement [Internet]. Euless (TX): International Association of Medical Regulatory Authorities [cited 2020 Jan 8]. Available from: http://www.iamra2019.com.
  25. Accreditation Council for Graduate Medical. Milestones [Internet]. Chicago (IL): Accreditation Council for Graduate Medical [cited 2020 Jan 8]. Available from: https://www.acgme.org/What-We-Do/Accreditation/ Milestones/Overview.
  26. Asch DA, Nicholson S, Srinivas S, Herrin J, Epstein AJ. Evaluating obstetrical residency programs using patient outcomes. JAMA. 2009; 302(12):1277-83 https://doi.org/10.1001/jama.2009.1356
  27. Sirovich BE, Lipner RS, Johnston M, Holmboe ES. The association between residency training and internists' ability to practice conservatively. JAMA Intern Med. 2014;174(10):1640-8. https://doi.org/10.1001/jamainternmed.2014.3337
  28. Chen C, Petterson S, Phillips R, Bazemore A, Mullan F. Spending patterns in region of residency training and subsequent expenditures for care provided by practicing physicians for Medicare beneficiaries. JAMA. 2014;312(22):2385-93. https://doi.org/10.1001/jama.2014.15973
  29. Smirnova A, Ravelli AC, Stalmeijer RE, Arah OA, Heineman MJ, van der Vleuten CP, et al. The association between learning climate and adverse obstetrical outcomes in 16 nontertiary obstetrics-gynecology departments in the Netherlands. Acad Med. 2017;92(12):1740-8. https://doi.org/10.1097/acm.0000000000001964
  30. International Academy for Continuing Professional Development Accreditation [Internet]. Ottawa (ON): International Academy for CPD Accreditation [cited 2020 Jan 8]. Available from: https://academy4cpdaccreditation.org/.