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A proposal for the future of medical education accreditation in Korea  
Ki-Young Lim
J Educ Eval Health Prof. 2020;17:32.   Published online October 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.32
  • 4,440 View
  • 120 Download
  • 2 Web of Science
  • 5 Crossref
AbstractAbstract PDFSupplementary Material
For the past 20 years, the medical education accreditation program of the Korean Institute of Medical Education and Evaluation (KIMEE) has contributed significantly to the standardization and improvement of the quality of basic medical education in Korea. It should now contribute to establishing and promoting the future of medical education. The Accreditation Standards of KIMEE 2019 (ASK2019) have been adopted since 2019, with the goal of achieving world-class medical education by applying a learner-centered curriculum using a continuum framework for the 3 phases of formal medical education: basic medical education, postgraduate medical education, and continuing professional development. ASK2019 will also be able to promote medical education that meets community needs and employs systematic assessments throughout the education process. These are important changes that can be used to gauge the future of the medical education accreditation system. Furthermore, globalization, inter-professional education, health systems science, and regular self-assessment systems are emerging as essential topics for the future of medical education. It is time for the medical education accreditation system in Korea to observe and adopt new trends in global medical education.

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Citations to this article as recorded by  
  • Analyzing the characteristics of mission statements in Korean medical schools based on the Korean Doctor’s Role framework
    Ye Ji Kang, Soomin Lee, Hyo Jeong Lee, Do-Hwan Kim
    Korean Journal of Medical Education.2024; 36(1): 99.     CrossRef
  • 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
    Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
    Korean Journal of Medical Education.2023; 35(1): 1.     CrossRef
  • Continuing Professional Development of Pharmacists and The Roles of Pharmacy Schools
    Hyemin Park, Jeong-Hyun Yoon
    Korean Journal of Clinical Pharmacy.2022; 32(4): 281.     CrossRef
  • Definition of character for medical education based on expert opinions in Korea
    Yera Hur
    Journal of Educational Evaluation for Health Professions.2021; 18: 26.     CrossRef
  • Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2020; 17: 33.     CrossRef
Is accreditation in medical education in Korea an opportunity or a burden?  
Hanna Jung, Woo Taek Jeon, Shinki An
J Educ Eval Health Prof. 2020;17:31.   Published online October 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.31
  • 4,807 View
  • 123 Download
  • 2 Web of Science
  • 8 Crossref
AbstractAbstract PDFSupplementary Material
The accreditation process is both an opportunity and a burden for medical schools in Korea. The line that separates the two is based on how medical schools recognize and utilize the accreditation process. In other words, accreditation is a burden for medical schools if they view the accreditation process as merely a formal procedure or a means to maintain accreditation status for medical education. However, if medical schools acknowledge the positive value of the accreditation process, accreditation can be both an opportunity and a tool for developing medical education. The accreditation process has educational value by catalyzing improvements in the quality, equity, and efficiency of medical education and by increasing the available options. For the accreditation process to contribute to medical education development, accrediting agencies and medical schools must first be recognized as partners of an educational alliance working together towards common goals. Secondly, clear guidelines on accreditation standards should be periodically reviewed and shared. Finally, a formative self-evaluation process must be introduced for institutions to utilize the accreditation process as an opportunity to develop medical education. This evaluation system could be developed through collaboration among medical schools, academic societies for medical education, and the accrediting authority.

Citations

Citations to this article as recorded by  
  • To prove or improve? Examining how paradoxical tensions shape evaluation practices in accreditation contexts
    Betty Onyura, Abigail J. Fisher, Qian Wu, Shrutikaa Rajkumar, Sarick Chapagain, Judith Nassuna, David Rojas, Latika Nirula
    Medical Education.2024; 58(3): 354.     CrossRef
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    John Jenkins, Sharon Peters, Peter McCrorie
    Medical Teacher.2024; : 1.     CrossRef
  • 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
    Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
    Korean Journal of Medical Education.2023; 35(1): 1.     CrossRef
  • The Need for the Standards for Anatomy Labs in Medical School Evaluation and Accreditation
    Yu-Ran Heo, Jae-Ho Lee
    Anatomy & Biological Anthropology.2023; 36(3): 81.     CrossRef
  • Seal of Approval or Ticket to Triumph? The Impact of Accreditation on Medical Student Performance in Foreign Medical Council Examinations
    Saurabh RamBihariLal Shrivastava, Titi Savitri Prihatiningsih, Kresna Lintang Pratidina
    Indian Journal of Medical Specialities.2023; 14(4): 249.     CrossRef
  • Internal evaluation in the faculties affiliated to zanjan university of medical sciences: Quality assurance of medical science education based on institutional accreditation
    Alireza Abdanipour, Farhad Ramezani‐Badr, Ali Norouzi, Mehdi Ghaemi
    Journal of Medical Education Development.2022; 15(46): 61.     CrossRef
  • Development of Mission and Vision of College of Korean Medicine Using the Delphi Techniques and Big-Data Analysis
    Sanghee Yeo, Seong Hun Choi, Su Jin Chae
    Journal of Korean Medicine.2021; 42(4): 176.     CrossRef
  • Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2020; 17: 33.     CrossRef
Current trend of accreditation within medical education  
Ducksun Ahn
J Educ Eval Health Prof. 2020;17:30.   Published online October 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.30
  • 5,192 View
  • 155 Download
  • 7 Web of Science
  • 8 Crossref
AbstractAbstract PDFSupplementary Material
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.

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  • Development, implementation, and evaluation of entrustable professional activities (EPAs) for medical radiation technologists in Taiwan: a nationwide experience
    Chun-Yuan Tu, Kuo-Ming Huang, Ching-Hsueh Cheng, Wei-Jou Lin, Cheng-Heng Liu, Chih-Wei Yang
    BMC Medical Education.2024;[Epub]     CrossRef
  • 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
    Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
    Korean Journal of Medical Education.2023; 35(1): 1.     CrossRef
  • Impact of external accreditation on students’ performance: Insights from a full accreditation cycle
    Shuliweeh Alenezi, Ayman Al-Eadhy, Rana Barasain, Trad S. AlWakeel, Abdullah AlEidan, Hadeel N. Abohumid
    Heliyon.2023; 9(5): e15815.     CrossRef
  • Analysis of the degree of social accountability in accreditation standards for basic medical education
    Sangmi T Lee, Eunbae B. Yang
    Korean Medical Education Review.2023; 25(3): 273.     CrossRef
  • Seal of Approval or Ticket to Triumph? The Impact of Accreditation on Medical Student Performance in Foreign Medical Council Examinations
    Saurabh RamBihariLal Shrivastava, Titi Savitri Prihatiningsih, Kresna Lintang Pratidina
    Indian Journal of Medical Specialities.2023; 14(4): 249.     CrossRef
  • Public availability of information from officially accredited medical schools in China
    Shaowen Li, Kun Su, Peiwen Li, Yifei Sun, Ying Pan, Weimin Wang, Huixian Cui
    BMC Medical Education.2022;[Epub]     CrossRef
  • Analysis of Research Trends in the Korean Journal of Medical Education and Korean Medical Education Review Using Keyword Network Analysis
    Aehwa Lee, Soon Gu Kim, Ilseon Hwang
    Korean Medical Education Review.2021; 23(3): 176.     CrossRef
  • Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2020; 17: 33.     CrossRef
History of the medical education accreditation system in Korea: implementation and activities in the early stages  
Kwang-ho Meng
J Educ Eval Health Prof. 2020;17:29.   Published online October 21, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.29
  • 4,753 View
  • 95 Download
  • 3 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Following the opening of 12 new medical schools in Korea in the 1980s, standardization and accreditation of medical schools came to the forefront in the early 1990s. To address the medical community’s concerns about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether medical schools were meeting academic standards or not. This evaluation was, however, a norm-referenced assessment, rather than a criterion-referenced assessment. As a result, the Accreditation Board for Medical Education in Korea (ABMEK) was founded in 1998 as a voluntary organization by the medical community. With full support of the Korean medical community, ABMEK completed its 1st cycle of evaluations of all 41 medical schools from 2000 to 2004. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body. After that, the Korean government paid closer attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as the 1st professional institute for higher education evaluation accreditation. The most important lesson learned from ABMEK/KIMEE is the importance of collaboration among all medical education-related organizations, including the Korean Medical Association.

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  • Development and psychometric evaluation of the nursing home accreditation scale: A methodological study
    Ali Jadidi, Banafshe Samari, Ali Faal Araghi Nejad, Leili Tapak, Masoud Khodaveisi
    International Journal of Africa Nursing Sciences.2024; 20: 100643.     CrossRef
  • 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
    Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
    Korean Journal of Medical Education.2023; 35(1): 1.     CrossRef
  • Needs Assessment for the Development of Training Curricula for Internal Medicine Residents
    Kwi Hwa Park, Seung-Joo Na, Youngjon Kim, Sun Jung Myung, Ju Hee Lee, Sun Woo Lee, Bo Young Yoon
    Journal of Korean Medical Science.2023;[Epub]     CrossRef
  • Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
    Sun Huh
    Journal of Educational Evaluation for Health Professions.2020; 17: 33.     CrossRef
Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019  
Hyo Hyun Yoo, Mi Kyung Kim, Yoo Sang Yoon, Keun Mi Lee, Jong Hun Lee, Seung-Jae Hong, Jung –Sik Huh, Won Kyun Park
J Educ Eval Health Prof. 2020;17:2.   Published online April 7, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.2
  • 6,998 View
  • 192 Download
  • 7 Web of Science
  • 10 Crossref
AbstractAbstract PDFSupplementary Material
This review presents information on changes in the accreditation standards of medical schools in Korea by the Korean Institute of Medical Education and Evaluation (KIMEE) from 2000 to 2019. Specifically, the following aspects are explained: the development process, setting principles and directions, evaluation items, characteristics of the standards, and validity testing over the course of 4 cycles. The first cycle of accreditation (2000–2005) focused on ensuring the minimum requirements for the educational environment. The evaluation criteria emphasized the core elements of medical education, including facilities and human resources. The second cycle of accreditation (2007–2010) emphasized universities’ commitment to social accountability and the pursuit of excellence in medical education. It raised the importance of qualitative standards for judging the content and quality of education. In the post-second accreditation cycle (2012–2018) which means third accreditation cycle, accreditation criteria were developed to standardize the educational environment and programs and to be used for curriculum development in order to continually improve the quality of basic medical education. Most recently, the ASK 2019 (Accreditation Standards of KIMEE 2019) accreditation cycle focused on qualitative evaluations in accordance with the World Federation of Medical Education’s accreditation criteria to reach the international level of basic medical education, which emphasizes the need for a student-centered curriculum, communication with society, and evaluation through a comprehensive basic medical education course. The KIMEE has developed a basic medical education evaluation and accreditation system in a step-by-step manner, as outlined above. Understanding previous processes will be helpful for the future development of accreditation criteria for medical schools in Korea.

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    Janet Grant, Leonard Grant
    Medical Education.2023; 57(1): 23.     CrossRef
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    Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
    Korean Journal of Medical Education.2023; 35(1): 1.     CrossRef
  • Impact of external accreditation on students’ performance: Insights from a full accreditation cycle
    Shuliweeh Alenezi, Ayman Al-Eadhy, Rana Barasain, Trad S. AlWakeel, Abdullah AlEidan, Hadeel N. Abohumid
    Heliyon.2023; 9(5): e15815.     CrossRef
  • Is West Really Best? The Discourse of Modernisation in Global Medical School Regulation Policy
    Mohammed Ahmed Rashid, Ann Griffin
    Teaching and Learning in Medicine.2023; : 1.     CrossRef
  • Analysis of the degree of social accountability in accreditation standards for basic medical education
    Sangmi T Lee, Eunbae B. Yang
    Korean Medical Education Review.2023; 25(3): 273.     CrossRef
  • Quality improvement in allied healthcare: Key recommendations for educational institutions
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Research articles
Goodness of fit of the items used in the 2nd cycle of evaluation and accreditation of medical schools by the Korea Institute of Medical Education and Evaluation based on the Rasch model  
Man Sup Lim, Sun Huh
J Educ Eval Health Prof. 2019;16:28.   Published online September 30, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.28
  • 9,610 View
  • 168 Download
  • 3 Web of Science
  • 4 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Since 2004, the Korea Institute of Medical Education and Evaluation has been responsible for the evaluation and accreditation of medical schools in Korea. The 2nd cycle of evaluations was conducted from 2007 to 2011. The present study aimed at testing the goodness of fit of the items used in the 2nd cycle of evaluation and accreditation based on the Rasch model.
Methods
Dichotomous data on 40 medical schools were analyzed using Winsteps, a tool based on the Rasch model that includes goodness-of-fit testing.
Results
Two of the 109 items had an outfit mean square exceeding 2.0. The other 107 items showed a goodness of fit in the acceptable range for the outfit mean square. All items were in the acceptable range in terms of the infit mean square. Furthermore, 1 school had an outfit mean square exceeding 2.0, while all schools were in the acceptable range for the infit mean square. An outfit mean square value over 2.0 means that an item is a outlier. Therefore, 2 items showed an extreme response relative to the overall response. Meanwhile, the finding of an outfit mean square over 2.0 for 1 school means that it showed extraordinary responses to specific items, despite its excellent overall competency.
Conclusion
The goodness of fit of the items used for evaluation and accreditation by the Korea Institute of Medical Education and Evaluation should be checked so that they can be revised appropriately. Furthermore, the outlier school should be investigated to determine why it showed such an inappropriate goodness of fit.

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    Ali Hasbi Ramadani, Ekohariadi Ekohariadi, Lilik Anifah, Yuli Sutoto Nugroho, Revi Safitri
    IJORER : International Journal of Recent Educational Research.2024; 5(2): 268.     CrossRef
  • Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019
    Hyo Hyun Yoo, Mi Kyung Kim, Yoo Sang Yoon, Keun Mi Lee, Jong Hun Lee, Seung-Jae Hong, Jung –Sik Huh, Won Kyun Park
    Journal of Educational Evaluation for Health Professions.2020; 17: 2.     CrossRef
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    Archives of Plastic Surgery.2019; 46(06): 493.     CrossRef
Ophthalmology training and competency levels in caring for patients with ophthalmic complaints among United States internal medicine, emergency medicine, and family medicine residents  
Christopher Daniel Gelston, Jennifer Landrigan Patnaik
J Educ Eval Health Prof. 2019;16:25.   Published online August 29, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.25
  • 10,853 View
  • 149 Download
  • 6 Web of Science
  • 12 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
To evaluate ophthalmic educational training and confidence in caring for patients with ophthalmic complaints among internal, emergency, and family medicine residents in the United States.
Methods
A 41-item cross-sectional survey was sent to the directors of 529 internal medicine, 237 emergency medicine, and 629 family medicine residency programs, who distributed it to residents in those programs. The survey included the number of ophthalmic education hours residents received. Respondents were asked to rate their confidence in performing an ophthalmic exam and treating patients with ocular conditions using a 5-point Likert scale ranging from “not confident” to “very confident.”
Results
In total, 92.5% of internal medicine, 66.8% of emergency medicine, and 74.5% of family medicine residents received less than 10 hours of ophthalmic education during residency. Most respondents (internal medicine, 59.1%; emergency medicine, 76.0%; family medicine, 65.7%) reported that patients with ocular complaints constituted 1%–5% of visits. Mean±standard deviation confidence levels in performing an eye exam and treating patients with ophthalmic conditions were highest in emergency medicine residency programs (2.9±0.7), followed by family medicine (2.3±0.6) and internal medicine (2.2±0.6). A higher reported number of ophthalmic education hours in residency was associated with greater confidence among emergency (P<0.001), family (P<0.001), and internal (P=0.005) medicine residents.
Conclusion
Internal, emergency, and family medicine residents receive limited ophthalmic education, as reflected by their overall low confidence levels in performing an ophthalmic exam and treating patients with ocular complaints. An increase in ophthalmic educational hours during their residencies is recommended to improve upon this knowledge gap.

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Research Articles
Selectivity of physiotherapist programs in the United States does not differ by institutional funding source or research activity level  
Sean P. Riley, Kyle Covington, Michel D. Landry, Christine McCallum, Chalee Engelhard, Chad E. Cook
J Educ Eval Health Prof. 2016;13:17.   Published online April 15, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.17
  • 26,473 View
  • 150 Download
  • 3 Web of Science
  • 4 Crossref
AbstractAbstract PDF
Purpose
This study aimed to compare selectivity characteristics among institution characteristics to determine differences by institutional funding source (public vs. private) or research activity level (research vs. non-research). Methods: This study included information provided by the Commission on Accreditation in Physical Therapy Education (CAPTE) and the Federation of State Boards of Physical Therapy. Data were extracted from all students who graduated in 2011 from accredited physical therapy programs in the United States. The public and private designations of the institutions were extracted directly from the classifications from the ‘CAPTE annual accreditation report,’ and high and low research activity was determined based on Carnegie classifications. The institutions were classified into four groups: public/research intensive, public/non-research intensive, private/research intensive, and private/non-research intensive. Descriptive and comparison analyses with post hoc testing were performed to determine whether there were statistically significant differences among the four groups. Results: Although there were statistically significant baseline grade point average differences among the four categorized groups, there were no significant differences in licensure pass rates or for any of the selectivity variables of interest. Conclusion: Selectivity characteristics did not differ by institutional funding source (public vs. private) or research activity level (research vs. non-research). This suggests that the concerns about reduced selectivity among physiotherapy programs, specifically the types that are experiencing the largest proliferation, appear less warranted.

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  • Predictors of research productivity among physical therapy programs in the United States: an observational study
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Modifiable variables in physical therapy education programs associated with first-time and three-year National Physical Therapy Examination pass rates in the United States  
Chad Cook, Chalee Engelhard, Michel D. Landry, Christine McCallum
J Educ Eval Health Prof. 2015;12:44.   Published online September 23, 2015
DOI: https://doi.org/10.3352/jeehp.2015.12.44
  • 28,064 View
  • 181 Download
  • 9 Web of Science
  • 19 Crossref
AbstractAbstract PDF
Purpose
This study aimed to examine the modifiable programmatic characteristics reflected in the Commission on Accreditation in Physical Therapy Education (CAPTE) Annual Accreditation Report for all accredited programs that reported pass rates on the National Physical Therapist Examination, and to build a predictive model for first-time and three-year ultimate pass rates. Methods: This observational study analyzed programmatic information from the 185 CAPTE-accredited physical therapy programs in the United States and Puerto Rico out of a total of 193 programs that provided the first-time and three-year ultimate pass rates in 2011. Fourteen predictive variables representing student selection and composition, clinical education length and design, and general program length and design were analyzed against first-time pass rates and ultimate pass rates on the NPTE. Univariate and multivariate multinomial regression analysis for first-time pass rates and logistic regression analysis for three-year ultimate pass rates were performed. Results: The variables associated with the first-time pass rate in the multivariate analysis were the mean undergraduate grade point average (GPA) and the average age of the cohort. Multivariate analysis showed that mean undergraduate GPA was associated with the three-year ultimate pass rate. Conclusions: Mean undergraduate GPA was found to be the only modifiable predictor for both first-time and three-year pass rates among CAPTE-accredited physical therapy programs.

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    Tara Dickson, Jody Eckert, Patrick Pabian, Jamie Greco
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Review Articles
Medical school accreditation in Australia: Issues involved in assessing major changes and new programs
Michael J. Field
J Educ Eval Health Prof. 2011;8:6.   Published online June 8, 2011
DOI: https://doi.org/10.3352/jeehp.2011.8.6
  • 28,007 View
  • 177 Download
  • 8 Crossref
AbstractAbstract PDF
The Australian Medical Council (AMC) is an independent company for quality assurance and quality improvement in medical education in Australia and New Zealand. Accreditation procedures for the 20 medical schools in these two countries are somewhat different for three different circumstances or stages of school development: existing medical schools, established courses undergoing major changes, and new schools. This paper will outline some issues involved in major changes to existing courses, and new medical school programs. Major changes have included change from a 6 year undergraduate course to a 5 year undergraduate course or 4 year graduate-entry course, introduction of a lateral graduate-entry stream, new domestic site of course delivery, offshore course delivery, joint program between two universities, and major change to curriculum. In the case of a major change assessment, accreditation of the new or revised course may be granted for a period up to two years after the full course has been implemented. In the assessment of proposals for introduction of new medical courses, six issues needing careful consideration have arisen: forward planning, academic staffing, adequate clinical experience, acceptable research program, adequacy of resources, postgraduate training program and employment.

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    Breanna Lepre, Kylie J Mansfield, Sumantra Ray, Eleanor Beck
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    Hanna Jung, Woo Taek Jeon, Shinki An
    Journal of Educational Evaluation for Health Professions.2020; 17: 31.     CrossRef
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    Hanna Jung, Woo Taek Jeon, Shinki An
    Korean Medical Education Review.2020; 22(1): 16.     CrossRef
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    Sun Huh, Myung-Hyun Chung
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Experiences of Accreditation of Medical Education in Taiwan
Chi-Wan Lai
J Educ Eval Health Prof. 2009;6:2.   Published online December 20, 2009
DOI: https://doi.org/10.3352/jeehp.2009.6.2
  • 32,279 View
  • 163 Download
  • 11 Crossref
AbstractAbstract PDF
This review aims to introduce the Taiwanese Medical Accreditation System: its history, role and future goals. In 1999, the Ministry of Education, Taiwanese Government commissioned the non-profit National Health Research Institutes (NHRI) to develop a new medical accreditation system. According to that policy, the Taiwan Medical Accreditation Council (TMAC) was established in the same year. The council serves a similar function to that of the Liaison Committee on Medical Education (LCME) of the United States and the Australian Medical Council (AMC). The accreditation process consists of a self-assessment plus a four-day site visit by a team of eight medical educators that are headed by one of the council members of the TMAC. The first cycle of initial visits was completed from 2001 to 2004. Subsequent follow-up visits were arranged according to the results of the survey with smaller-sized teams and shorter periods. There is evidence to suggest that the majority (seven of eleven) of the medical schools in Taiwan have made good progress. TMAC?占퐏 next step will be to monitor the progress and raise the standard of medical education in individual schools with a homogenous, superior standard of medical education.

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Original Article
Development of Standards and Criteria for Accreditation of Baccalaureate Nursing Education Program
Yang Heui Ahn, Kyung Sook Park, Soon Ok Yang, Kyung Rim Shin, Mi Ja Kim
J Educ Eval Health Prof. 2005;2(1):87-103.   Published online June 30, 2005
DOI: https://doi.org/10.3352/jeehp.2005.2.1.87
  • 26,550 View
  • 159 Download
  • 7 Crossref
AbstractAbstract PDF
The goal of accreditation is to ensure that the education provided by an institution of higher education meets an acceptable level of quality. This study developed standards and criteria for accreditation of baccalaureate nursing education programs, by comparing accreditation in South Korea and in the United States, and validating standards and criteria. A main comparative analysis was made between Nursing League for Nursing Accrediting Commission (NLNAC) standards, Commission on Collegiate Nursing Education (CCNE) standards for accreditation of baccalaureate nursing education programs, and Korean Accreditation Board of Nursing standards for accreditation of nursing education programs. The research team developed and validated standards and criteria for South Korean baccalaureate nursing education programs. Using the results of the analysis, revisions are proposed to standards for accreditation of baccalaureate nursing education programs, and categorized into 24 criteria and six domains: mission and governance, curriculum and teaching-learning practices, students, faculty, resources, effectiveness. Further studies are required to refine the standards and criteria and make them sophisticated enough to be applied globally.

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JEEHP : Journal of Educational Evaluation for Health Professions