Hans Karle - MedicReS 2012 World Congress 2012
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Transcript of Hans Karle - MedicReS 2012 World Congress 2012
WFME
WORLD FEDERATION
FOR
MEDICAL EDUCATION
Standards for Medical Education
Accreditation Guidelines – Recognising the Accreditors
PhD Programmes in Biomedicine
by
Hans Karle, MD, DMSc & hc, FRCP
WFME Past President
MedicRES 2012 World Congress
“ Good Medical Research”
Vienna, Austria, June 2012
COPENHAGEN, MARCH 2010
OUTLINE OF PRESENTATION
Global trends in higher education
Innovations and problems in medical education
WFME global standards programme
Standards for PhD programmes in biomedicine
Guidelines for accreditation systems
Recognition of accreditors
Avicenna Directory of Medical Schools
WFME June 2012
GLOBAL TRENDS IN
MEDICAL EDUCATION
GLOBAL TRENDS IN
HIGHER EDUCATION
Frameworks
Internationalisation
Globalisation
Cross-border education
Driving forces
ICT: Virtualisation
Mobility/Migration
Economic/managerial aspects
Commercialisation (WTO-area)
Privatisation (for-/not-for-profit)
Quality assurance
Harmonisation
Standardisation
Regulation and Accreditation
Recognition of Qualifications WFME June 2012
GLOBAL INNOVATIVE TRENDS
IN MEDICAL EDUCATION
Student-activating instructional methods
Integration of basic biomedical and clinical education
Emphasis on clinical training and communication skills
“Core and option“ curricular model
Outcome/competence-based curricular design
Broadening of clinical training settings
Increasing validity and reliability of assessments
Scientific approach to medical education (BEME)
WFME June 2012
IMPROVEMENTS IN MANAGEMENT
OF MEDICAL EDUCATION
Higher social responsibility of educational institutions
Awareness of health care needs of societies
Introduction of departments/centres and academic
positions in medical education
Higher influence of curriculum committees
(de-departmentalisation)
Increasing student influence on programme
development
Clearer educational budgetary responsibility
Strengthening of educational leadership
WFME June 2012
QUALITATIVE PROBLEMS IN
MEDICAL EDUCATION
Political, socio-economic and cultural realities
Institutional conservatism
Faculty staff inertia
Lack of educational budgets
Insufficient supervision of programmes
Lack of incentives
Insufficient leadership
WFME June 2012
QUANTITATIVE PROBLEMS
IN MEDICAL EDUCATION
Explosion in number of medical schools
Inadequate manpower planning and recruitment
Inadequate capacity building
External and internal brain drain/gain
Deliberate export of doctors
WFME June 2012
POTENTIAL PROBLEMS WITH NEW
MEDICAL SCHOOLS
Insufficient resources
Lack of clinical settings
Inadequate teacher recruitment
Lack of research attainment
Insufficient equipment and facilities
“For profit” proprietary schools
Lack of accreditation procedures
WFME June 2012
OTHER RISK FACTORS
Explosion in knowledge and complexity of medicine
Teaching/research balance of staff
Reduction in resource allocation
Programme shortening
The Bologna bachelor-master two-cycle model
Productivity philosophy in the health care sector
WFME June 2012
Quality Devaluation Factors
•Problems with new schools
•Increasing complexity
•Limited resources
•Changes in health care sector
•Education as trade commodity
•Etc.
Quality Improvement Factors
•Innovations in:
•Curriculum models
•Instructional methods
•Assessment principles
•Managerial improvements
•Scientific approach
•Etc.
Medical Education
Quality Risk Balance
WFME GLOBAL
STANDARDS PROGRAMME
HISTORY OF WFME GLOBAL
STANDARDS PROGRAMME
Launched by Executive Council 1997
Position Paper on International Standards
Medical Education 1998, 32, 549-58
Three International Task Forces:
BME: 1999
PME: 2001
CPD: 2002
Trilogy of WFME Global Standards in Medical Education for Quality
Improvement. WFME Office, University of Copenhagen, 2003;
www.wfme.org.
WFME June 2012
WFME TRILOGY OF GLOBAL STANDARDS
A foundation for
accreditation
DOMAINS
9 AREAS, defined as broad components of
structure and process of medical education.
36-38 SUB-AREAS, defined as specific aspects
of an area, corresponding to performance
indicators.
ANNOTATIONS
WFME June 2012
TWO LEVELS OF ATTAINMENT
Basic Standards or Minimum Requirements
(“musts”)
- relevant for accreditation purposes
Standards for Quality Development
(“shoulds”)
- relevant for programme reforms
WFME June 2012
COVERAGE
Organised at Institutional/Educational Programme
Level
Comprising Broad Categories of Medical Education
Issues:
Structure
Process
Content (Syllabus)
Conditions: Facilities, Resources and
Environment
Outcome (Generic Terms) WFME June 2012
VALUE OF WFME STANDARDS
Template for regional, national and institutional standards with adequate specifications:
Recognising national and institutional differences
Allowing different profiles of programmes
Respecting reasonable autonomy of institutions
Functioning as a lever for change and reforms
Encouraging quality development
Recognising the dynamic nature of medical education
WFME June 2012
USE OF STANDARDS
Measuring an institution’s activities against standards to
fulfil its responsibilities and needs
Educational needs: ensuring that education provided is the best available
Social needs: ensuring that the school fulfils its mission in relation to the
public (social accountability)
Professional needs: ensuring that professionals maintain their own
independent development and consistent performance
Regulatory needs: ensuring quality by using accreditation or other
systems of recognition based on agreed standards
WFME June 2012
USE OF STANDARDS
Framework for voluntary self-evaluation
External evaluation and counselling from peer
review committees, including site visits
Combination of these procedures
Recognition and accreditation of
institutions/programmes
WFME June 2012
IMPLEMENTATION OF WFME
GLOBAL STANDARDS PROGRAMME
Endorsement at WFME World Congress 2003
Information and dissemination
Translations
Validation of standards in pilot studies
Assistance to institutional self-evaluation and peer-review
Development of distance learning resources in collaboration with
OUCEM and FAIMER
WFME June 2012
REGIONAL SPECIFICATIONS
Western Pacific Region 2001
European Region 2007
Eastern Mediterranean Region 2011
WFME June 2012
THE EUROPEAN HIGHER
EDUCATION AREA
2012 REVISION OF BME STANDARDS
Basic Medical Education
WFME Global Standards
for
Quality Improvement
The 2012 Revision
WFME Office ∙ University of Copenhagen ∙ Denmark 2012
WFME June 2012
ELEMENTS OF THE REVISION
Structure, areas and standards unchanged
Division in sub-standards and use of number
system
Medical schools responsibility explicitly stated
Division between basic and quality
development standards changed
Annotations expanded and clarified
WFME June 2012
2.2 SCIENTIFIC METHOD
Basic standard:
The medical school must
• throughout the curriculum teach
• the principles of scientific method, including analytical
and critical thinking. (B 2.2.1)
• medical research methods. (B 2.2.2)
• evidence-based medicine. (B 2.2.3)
Quality development standard:
The medical school should
• in the curriculum include elements of original or advanced
research. (Q 2.2.1)
WFME June 2012
6.4 MEDICAL RESEARCH AND SCHOLARSHIP
Basic standard:
The medical school must
• use medical research and scholarship as a basis for the
educational curriculum. (B 6.4.1)
• formulate and implement a policy that fosters the
relationship between medical research and education. (B
6.4.2)
• describe the research facilities and priorities at the
institution. (B 6.4.3)
WFME June 2012
6.4 MEDICAL RESEARCH AND SCHOLARSHIP
Quality development standard:
The medical school should
• ensure that interaction between medical research and
education
• influences current teaching. (Q 6.4.1)
• encourages and prepares students to engage in medical
research and development. (Q 6.4.2)
WFME June 2012
WFME STANDARDS FOR POSTGRADUATE
MEDICAL EDUCATION - 6.5 RESEARCH
Basic standard:
There must be a policy that fosters the integration of practice and research
in training settings. Description of the training setting must include
research facilities and research activities and priorities.
Quality development:
Opportunities for combining clinical training and research should be made
available. Trainees should be encouraged to engage in health quality
development and research.
WFME June 2012
PHD EDUCATION STANDARDS
AREAS
Research environment
Outcomes
Admission policy and criteria
PhD training programme
Supervision
PhD thesis
Assessment
Structure
WFME June 2012
ACCREDITATION OF MEDICAL
EDUCATION PROGRAMMES
GLOBAL STATUS OF ACCREDITATION
IN HIGHER EDUCATION
“Accreditation” – A terminological chaos
Considerable national/intra-country variation
Governmental versus non-governmental agencies
Purposes, functions and methodologies
Voluntary versus compulsory
Higher education versus profession specific criteria
Publicity versus closed system
National versus cross-border provision
WFME June 2012
ACCREDITATION – A QUALITY
ASSURANCE TOOL
Elements:
Counselling and guidance
Review and control (elimination of “bad
apples”)
WFME June 2012
ACCREDITATION GUIDELINES
WHO/WFME Guidelines
for
Accreditation of Basic Medical Education
Geneva/Copenhagen 2005
WORLD HEALTH ORGANIZATION
TOWARDS WHO/WFME POLICY
ON ACCREDITATION
WHO/WFME will generally not be accrediting bodies, but should:
Promote and review Regional/National standards
Promote institutional self-evaluation
Define accreditation guidelines
Promote and support accreditation systems
Improve the WHO Directory of Medical Schools
(WHO/WFME Task Force 2004)
WFME June 2012
TOWARDS WHO/WFME POLICY
ON ACCREDITATION
Countries with one or few medical schools:
Affiliation with an accreditation system in a
neighbouring country
Establishment of an accreditation system for
the Region/Sub-Region
(WHO/WFME Task Force 2004)
WFME June 2012
ELEMENTS OF PROPER ACCREDITATION
Authoritative mandate
Independence from governments and providers
Trustworthiness and recognition by stakeholders
Transparency
Predefined general/discipline specific criteria
Use of external experts
Procedure using combination of self-evaluation and site visits
Authoritative decision
Publication of report and decision
WFME June 2012
WFME PACKAGE FOR PROMOTION OF
ACCREDITATION
National specification of the WFME Global
Standards
Assistance in the institutional self-evaluation
External review by WFME Advisors of the
institutional self-evaluation report
Site visit to the medical school by a WFME external
review team
Formulation of the final evaluation report
Development of an accreditation organisation and
accreditation council and procedure for accreditation
WFME June 2012
ORGANISATIONAL STRUCTURE
THE ORGANISATION IN CHARGE OF
ACCREDITATION, THE ACCREDITATION BODY
OR AGENCY
MUST HAVE A BOARD, AN ACCREDITATION
COMMITTEE OR COUNCIL
MUST HAVE AN ADMINISTRATIVE STAFF OR UNIT
MUST APPOINT REVIEW OR SITE-VISIT TEAMS FOR
SPECIFIED TASKS, E.G. ONE OR MORE EXTERNAL
EVALUATIONS
WFME June 2012
STANDARDS OR CRITERIA
THE STANDARDS OR CRITERIA TO BE
USED AS THE BASIS FOR THE
ACCREDITATION PROCESS
MUST BE PREDETERMINED, AGREED UPON AND
MADE PUBLIC
MUST BE THE WFME GLOBAL STANDARDS WITH
THE NECESSARY NATIONAL AND/OR REGIONAL
SPECIFICATIONS OR A COMPARABLE SET OF
STANDARDS
WFME June 2012
THE PROCESS OF
ACCREDITATION PROCESS
INSTITUTIONAL SELF-EVALUATION OF
PROGRAMME
EXTERNAL EVALUATION BASED ON THE
REPORT OF THE SELF-EVALUATION AND A SITE
VISIT
FINAL REPORT BY THE REVIEW OR SITE-VISIT
TEAM AFTER THE EXTERNAL EVALUATION
CONTAINING RECOMMENDATIONS
THE DECISION ON ACCREDITATION
WFME June 2012
DECISIONS ON ACCREDITATION
DECISIONS ON ACCREDITATION
MUST BE BASED SOLELY ON COMPLIANCE
WITH THE STANDARDS OR CRITERIA
MUST BE VALID FOR A FIXED PERIOD OF TIME
THE DURATION OF FULL ACCREDITATION
(5 – 12 YEARS) MUST BE DECIDED IN
GENERALNERAL
WFME June 2012
DECISIONS ON ACCREDITATION
Full accreditation for the maximum period.
Conditional accreditation when some criteria are not
fulfilled.
Denial or withdrawal of accreditation when many
criteria are not fulfilled.
WFME June 2012
ACCREDITATION -
ADVANTAGES
Provides medical school with periodic stimulus to
undertake systematic self-examination
Encourages diversity
Respects university autonomy
Supports and fosters educational initiatives
Allows for mutual exchange of ideas and solutions
WFME June 2012
ACCREDITATION –
LIMITATIONS/WEAKNESSES
Resources/expenses
Internal academic
Time consumption of assessors
Costs of site visits
Independence of accreditation councils
Objectivity and proficiency of assessors
Outside political pressure
Conflicts of interest
Reliability of information
Selectivity at site visits
WFME June 2012
INTERNATIONAL RECOGNITION
AND THE ROLE OF
THE WORLD DIRECTORY
PROMOTION OF INTERNATIONAL
QUALITY ASSURANCE AND RECOGNITION
Establishment of National/Regional accreditation systems in medical education
WFME project on promotion
International agreements/directives
Database of accredited/recognised programmes
Meta-recognition: “Recognising the accreditors“
WFME June 2012
INTERNATIONAL RECOGNITION OF
MEDICAL EDUCATION PROGRAMMES
Advantages:
Beneficial to medical students
Beneficial to medical teachers
Beneficial to medical schools
Beneficial to health care authorities
Safe-guarding the interest of the public WFME June 2012
THE AVICENNA DIRECTORIES
WFME June 2012
General information: name of school; former names; address
and contacts; instruction start; language; formal status (public
or private); degree awarded; affiliations
Admission requirements
Educational programme: structure; duration and timing;
number of schedules hours; relation to other academic
programmes
Staff and students: number of teachers; student intake;
number of graduates
Facilities: physical facilities; affiliated hospitals; IT
Recognition: agency and time; internal quality assurance
THE AVICENNA DIRECTORY INFORMATION
WFME June 2012
VALUE OF AVICENNA DIRECTORY
Beneficial to medical students
Beneficial to medical teachers
Beneficial to medical schools
Beneficial to regulatory bodies
Safe-guarding the interest of the public
Basis for research projects WFME June 2012
The World Directory of Medical Schools
Incorporating the Avicenna Directory of Medical
Schools and the International Medical Education
Directory (IMED)
A Partnership of the World Federation for Medical
Education (WFME) and the Foundation for the
Advancement of International Medical Education and
Research (FAIMER), in collaboration with the World
Health Organization (WHO) and the University of
Copenhagen, Denmark
NEW WORLD DIRECTORY 2012
WFME June 2012
NEW WFME
WORLD CONFERENCE
WFME WORLD CONFERENCE
MALMÖ, SWEDEN, 14-16 NOVEMBER 2012
Topics include:
• The global role of the doctor in health care
• Standards for all levels of medical education
• Quality development and promotion
of accreditation of medical education
• Social accountability of medical
education
CONCLUSIONS
Medical education facing challenges due to
globalisation, privatisation and cross-border
education
WFME Global Standards Programme in progress
Impact of WHO/WFME Guidelines for Accreditation
Need for international recognition of medical
education programmes
Development of the new World Directory of Medical
Schools WFME June 2012
WFME
WORLD FEDERATION
FOR
MEDICAL EDUCATION
Web-site: http://www.wfme.org