Post on 23-Dec-2015
WFME
WORLD FEDERATIONFOR
MEDICAL EDUCATION
MEDINE Task Force IIIon
Quality Assurance Standards
Developing European Standards in Medical Education based on the WFME Global Standards
by
Hans Karle
MEDINE ANNUAL CONFERENCEPRAGUE, CZECH REPUBLIC, MAY 2006
RESPONSIBLE ORGANISATIONS
World Federation for Medical Education (WFME).
Association of Medical Schools in Europe (AMSE).
WFME May 2006
MEMBERS OFMEDINE TASK FORCE III
Dr. Hans Karle (WFME chair), Denmark
Professor, Dr. Herman J.M. van Rossum (AMSE chair), Netherlands
Professor Leif Christensen, Denmark
Professor Maria Rosa Fenoll-Brunet, Spain
Professor Roger Green, UK
Dr. Hannu Halila (UEMS chair), Finland
Professor Jadwiga Mirecka, Poland
Professor Iskender Sayek, Turkey
Professor Dieter Scheffner, Germany
Dr. Christophe Segouin, France
Stud. med. Christina Jensen-Dahm
WFME May 2006
TASK FORCE III SECRETARIAT
World Federation for Medical Education (WFME)University of CopenhagenFaculty of Health SciencesThe Panum InstituteBlegdamsvej 3BDK-2200 Copenhagen NDenmarkwfme@wfme.org
WFME May 2006
OBJECTIVE I
Work to enhance overall standards of medical education in Europe through sharing of ideas, dissemination of best practice, and quality assurance, in conjunction with other European agencies such as ENQA and the regional ERA and making use of the work already carried out by the WFME.
WFME May 2006
OBJECTIVE II
Analyse how to adapt the WFME standards to the European context of medical education and to the Bologna process in order to establish minimum requirements for accreditation at medical schools in Europe.
WFME May 2006
OBJECTIVE III
Produce a set of quality assurance standards for medical education in Europe, building on and adapting existing work such as the WFME Global Standards, as framework for institutional self-evaluation and for accreditation of undergraduate medical education programmes.
WFME May 2006
PHASES OF MEDICAL EDUCATION
Basic Medical Education (undergraduate)
Postgraduate Medical Education
Continuing Medical Education (CME) (Continuing Professional Development (CPD) of Medical Doctors)
WFME May 2006
TIMELINES
Year 1: Collection of information about existing accreditation methodologies, assessment
systems and standards in European medical education.
Year 2: Analysis of previous data and comparison with international standards in medical education
defined by WFME and IIME.
Year 3: Proposals for quality assurance standards for basic medical education, postgraduate medical
training and continuing medical education (CME) for institutional self-evaluation and accreditation of undergraduate medical education programmes.
WFME May 2006
WFME TRILOGY OF GLOBAL STANDARDS
A foundation for accreditation
WFME GLOBAL STANDARDS:TWO LEVELS OF ATTAINMENT
Basic Standards or Minimum Requirements (“musts”)Accreditation foundation to be met from the outset
Standards for Quality Development(“shoulds”)Reform purposes in accordance with international consensus about best practice
WFME May 2006
WFME GLOBAL STANDARDS:ORIENTATION AND COVERAGE
Institutional/Educational Programme Level
Institutional structure and organisation Curriculum/content/processLearning environmentOutcomeManagement
WFME May 2006
Basic Medical Education
Postgraduate Medical Education
Continuing Professional Development (CPD)
1. Mission and Objectives 1. Mission and Outcomes 1. Mission and Outcomes
2. Educational Programme 2. Training Process 2. Learning Methods
3. Assessment of Students 3. Assessment of Trainees 3. Planning and Documentation
4. Students 4. Trainees 4. The Individual Doctor
5. Academic Staff/Faculty 5. Staffing 5. CPD-Providers
6. Educational Resources 6. Training Settings and Educational Resources
6. Educational Context and Resources
7. Programme Evaluation 7. Evaluation of Training Process
7. Evaluation of Methods and Competencies
8. Governance and Administration
8. Governance and Administration
8. Organisation
9. Continuous Renewal 9. Continuous Renewal 9. Continuous Renewal
WFME Trilogy of Standards: Areas
Basic Medical Education Postgraduate Medical Education and CPD
Medical knowledge – biomedical, clinical,
behavioural and social sciences and
ethics
Patient care –
health problems and health promotion
Attitudes and clinical skills – history taking,
physical examinations, procedures,
emergency practices
Medical knowledge – biomedical, clinical,
behavioural sciences and ethics
Communication skills, ICT Interpersonal and communication skills, ICT
Treatment, prevention and
health promotion
Appraisal of new scientific knowledge
Clinical reasoning and problem solving Supervisor, trainer and teacher
Ability to undertake life-long learning Scholar
Professional development Knowledge of public health and health policy
Understanding of health care
Professionalism
WFME Trilogy of Standards: Competencies
Basic Medical Education(Student + graduates)
Postgraduate Medical Education (Trainees)
CPD(Medical doctors)
Definition and statement of
methods
Definition and statement of
methods
Documentation of needs
Criteria for passing exams Criteria for passing exams Monitoring of relevant
CPD-activities
Documentation of reliability
and validity
Documentation of reliability
and validity
Use of self-assessment
Balance between formative
and summative assessments
Emphasis on formative,
in-training methods
Use of portfolio and site visits
by peers
Number of and balance between
written and oral exams
Use of portfolio and
log-book-system
Criteria for maintenance of
licensure (documentation
for practice exper. and CPD)
Use of integrated assessments Special exams: OSCE etc.
Special exams: OSCE etc Use of external examiners
Use of external examiners
Development of new methods
WFME Trilogy of Standards: Assessments
USE OF STANDARDS
Framework for institutional (voluntary) self-evaluation
External evaluation and counselling from peer review committees, including site visits
Combination of these proceduresRecognition and accreditation of
institutions/programmes
WFME May 2006
CONCLUSIONS FROM FIRST TASK FORCE MEETING, AMSTERDAM, JANUARY 2006
Europe to be defined as the geographical area covered by the European Council
Working conditions for the Task Force acceptedSurvey about quality assurance instruments for
medical education institutions and programmes and each of the European countries
Proposal for European standards
WFME May 2006
SURVEY OF QUALITY ASSURANCE AND ACCREDITATION OF MEDICAL EDUCATION IN THE EUROPEAN REGION
Questionnaire divided in:
A. Information on Quality Assurance and Accreditation of Basic (Undergraduate) Medical Education.
B. Information on Quality Assurance and Accreditation of Postgraduate Medical Education.
C1. Information on Quality Assurance and Accreditation of Continuing Medical Education (CME).
C2. Information on Quality Assurance and Accreditation of Continuing Professional Development of Medical Doctors (CPD).
WFME May 2006
DEVELOPING EUROPEAN STANDARDS - WFME STANDARDS AS A TEMPLATE
Conclusions from first Task Force meeting
WFME global standards considered relevant and adequate
European standards could be more detailedEuropean standards should not be very
prescriptiveProbably no need for sub-regional variationRelationship to results from Task Force I on
competencies
WFME May 2006
DEVELOPING EUROPEAN STANDARDS - WFME STANDARDS AS A TEMPLATE
Conclusions from first Task Force meeting
Methods to be used in development: Change of division line between basic standards and
standards for quality development Modification of annotations In some cases additions/deletions Special remarks regarding the European region
WFME May 2006
WFME Global Standards inBasic Medical Education
1 MISSION AND OBJECTIVES 1.1 STATEMENTS OF MISSION AND OBJECTIVES
Basic standard: The medical school must define its mission and objectives and make them known to its constituency. The mission statements and objectives must describe the educational process resulting in a medical doctor competent at a basic level, with an appropriate foundation for further training in any branch of medicine and in keeping with the roles of doctors in the health care system. Quality development:The mission and objectives should encompass social responsibility, research attainment, community involvement, and address readiness for postgraduate medical training.
WFME May 2006
WFME Global Standards inBasic Medical Education
1 MISSION AND OBJECTIVES 1.1 STATEMENTS OF MISSION AND OBJECTIVES
Annotations:• Statements of mission and objectives would include general and
specific issues relevant to institutional, national and regional policy.
• Any branch of medicine refers to all types of medical practice and medical research.
• Postgraduate medical training would include preregistration training, vocational training, specialist training and continuing medical education/professional development.
WFME May 2006
THE EUROPEAN VERSION OFWFME GLOBAL STANDARDS FOR BME
No present change of the global standards Issuing an addendum: the European version to be followed by the global standards plus the addendumContent of the addendum:
An introduction with a list of the quality development standards to be regarded as basic standards in the European Region Supplement to the annotations: “Specifications for the European Region”
WFME May 2006
WFME
WORLD FEDERATIONFOR
MEDICAL EDUCATION
Web-site: http://www.wfme.org