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Research article Challenges and potential improvements in the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019) derived through meta-evaluation: a cross-sectional study
Yoonjung Lee1orcid, Min-jung Lee1orcid, Junmoo Ahn1orcid, Chungwon Ha1orcid, Ye Ji Kang2orcid, Cheol Woong Jung3orcid, Dong-Mi Yoo4orcid, Jihye Yu5orcid, Seung-Hee Lee1*orcid

DOI: https://doi.org/10.3352/jeehp.2024.21.8
Published online: April 2, 2024

1Department of Medical Education, Seoul National University College of Medicine, Seoul, Korea

2Department of Medical Education, Hanyang University College of Medicine, Seoul, Korea

3Department of Surgery, Korea University College of Medicine, Seoul, Korea

4Departments of Medical Education, College of Medicine, The Catholic University of Korea, Seoul, Korea

5Department of Medical Education, Ajou University School of Medicine, Seoul, Korea

*Corresponding email:  lshcho@snu.ac.kr

Editor: Sun Huh, Hallym University, Korea

• Received: 15 February 2024   • Accepted: 24 March 2024
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Purpose
This study aimed to identify challenges and potential improvements in Korea's medical education accreditation process according to the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019). Meta-evaluation was conducted to survey the experiences and perceptions of stakeholders, including self-assessment committee members, site visit committee members, administrative staff, and medical professors.
Methods
A cross-sectional study was conducted using surveys sent to 40 medical schools. The 332 participants included self-assessment committee members, site visit team members, administrative staff, and medical school professors. The t-test, one-way analysis of variance and the chi-square test were used to analyze and compare opinions on medical education accreditation between the categories of participants.
Results
Site visit committee members placed greater importance on the necessity of accreditation than faculty members. A shared positive view on accreditation’s role in improving educational quality was seen among self-evaluation committee members and professors. Administrative staff highly regarded the Korean Institute of Medical Education and Evaluation’s reliability and objectivity, unlike the self-evaluation committee members. Site visit evaluators positively perceived the clarity of accreditation standards, differing from self-assessment committee members. Administrative staff were most optimistic about implementing standards. However, the accreditation process encountered challenges, especially in duplicating content and preparing self-evaluation reports. Finally, perceptions regarding the accuracy of final site visit reports varied significantly between the self-evaluation committee members and the site visit committee members.
Conclusion
This study revealed diverse views on medical education accreditation, highlighting the need for improved communication, expectation alignment, and stakeholder collaboration to refine the accreditation process and quality.

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JEEHP : Journal of Educational Evaluation for Health Professions