Accreditation systems for Postgraduate Medical Education: a comparison of five countries

Fishbain, Dana; Danon, Yehuda L.; Nissanholz-Gannot, Rachel

doi:10.1007/s10459-019-09880-x

Cited by 9 publications

(6 citation statements)

References 18 publications

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“…If the ultimate purpose of medical education and training is to ensure the consistent and sustained delivery of safe, high quality healthcare to patients and populations, 3–5 then there is much room for improvement. Since the publication of the US Institute of Medicine report (2000) “To Err is Human”, 5 the information available indicates that unsafe practice and preventable harm is widespread 6 .…”

Section: Contextmentioning

confidence: 99%

A consensus statement on the meaning, value and utility of training programme outcomes, with specific reference to anaesthesiology

Shorten

Bahrey

Bardia

et al. 2023

European Journal of Anaesthesiology

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It is timely and necessary to consider what Postgraduate Medical Training Programme outcomes are, how they are defined and revised over time, and how they can be used to align health professional performance with the healthcare needs of society. This article which addresses those issues, with specific reference to training in anaesthesiology, was prepared using a modified nominal group (or expert panel) approach.

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Section: Contextmentioning

confidence: 99%

A consensus statement on the meaning, value and utility of training programme outcomes, with specific reference to anaesthesiology

Shorten

Bahrey

Bardia

et al. 2023

European Journal of Anaesthesiology

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“…The context, inputs, processes and product (CIPP) model was initially developed by Stufflebeam [ 5 ]. Fishbain et al [ 6 ] operationalised it in describing the process of evaluating online programmes, considering the structure, complexity, and cultural differences. Furthermore, essential elements in evaluating the quality of e-learning programmes such as technological infrastructure, institutional support, course design, support of instruction and learning, assessment, educators, administration, and curricular structure have been reported [ 4 , 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, essential elements in evaluating the quality of e-learning programmes such as technological infrastructure, institutional support, course design, support of instruction and learning, assessment, educators, administration, and curricular structure have been reported [ 4 , 7 , 8 ]. Fishbain et al [ 6 ] make a futuristic recommendation related to evaluating e-learning programmes for the health professions by including patient outcomes. The above models and frameworks present a plethora of approaches used to evaluate e-learning programmes reflecting various areas of chiasm and divergence.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate e-learning programmes in health professions: An integrative review of evaluation standards in low- and middle-income countries

Mutua

Nyoni²

2023

PLoS ONE

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Background Before the Coronavirus COVID-19, universities offered blended learning as a mode of study. However, with the closure of all educational institutions, after the pandemic, most of these institutions were required to transition to e-learning to support continuous student learning. This transition was challenging to most institutions, as there were no standards to ensure the quality of e-learning. During this literature review, the researcher aimed to explore relevant literature and provide insight into the standards for undergraduate e-learning programmes in the health professions. Design An integrative review of literature. Data sources Online databases MEDLINE, CINAHL with full text, Academic search ultimate, APA PsycInfo, ERIC, Health Source: Nursing/academic edition, CAB abstracts, Africa-wide information, Sociology source ultimate, and Communication and Mass media complete were searched. Materials and methods Studies pertaining to low- and middle-income countries (LMICs) on standards in evaluating undergraduate e-learning programmes in health professions, published between January 2010 to June 2022, were considered. A two-step process was followed involving three reviewers and guided by an inclusion criteria focused on the evaluation of undergraduate e-learning programmes in the health professions. The initial hit produced 610 articles altogether, and eight articles that met the inclusion criteria were included in the study. Data was then extracted and analysed, and key themes were identified. Results Eight Key themes related to LMIC standards emerged from the eight selected articles: curriculum planning, proficiency of educators, learner proficiency and attitude, infrastructure for learning, support and evaluation. Conclusion In this review, we synthesised standards that have been used for evaluating undergraduate e-learning programmes in health professions in LMICs. A gap in standards related to clinical teaching and learning in undergraduate e-learning programmes in the health professions was evident from all the included articles. The identification of the eight unique LMIC standards in this review could contribute to guiding towards contextually appropriate quality e-learning programmes in the health professions.

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“…1 Accreditation of a highly robust residency program involves work environment, academics and its balance with service, evaluations , mentorship and the qualities of the supervisors. 2 Frequent scientific evaluation of training programs has long been advocated to ensure safe and productive environment for the residents that in turn affects performance and adequate patient care. 3 Every medical education program, be it undergraduate or post-graduate, requires a system of continuous analysis, policy making and reassessing the improvements brought about by the implemented strategies.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Residents’ perspective on the quality of postgraduate training programs in Pakistan – the good, the bad and the ugly

Alam

Khan²,

Alam

et al. 2021

Pak J Med Sci

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Objectives: To assess the satisfaction of trainees towards different attributes of their training programs. Methods: This cross-sectional survey was carried out by enrolling trainee doctors currently working in Medical, Surgical, Dental and Allied specialties of the country by sending a validated and piloted questionnaire through email. Data collection was done from 1st to 31st January 2021 after taking ethical approval from the concerned authorities. Data was analysed using SPSS v. 19.0. Results: A total of 516 completed responses were received from 15 major cities of the country. The overall perceived satisfaction towards clinical skills (42%), teaching skills (31.4%), personal growth and development (23.6%), research (21%) and supervisor’s role (44.2%) were considerably low with the most common causes for non-satisfaction being poor work-life balance (59%), financial instability (54.5%), poor research facilities (53%), poor career guidance (44%) and poor skill development (42.4%) in descending order. Senior years of residency, government and private set-ups, less than four and greater than 13 residents on average with less than three supervisors per department, excessive duty hours and financial instability in-lieu of not doing locums were statistically related to poor satisfaction across majority of the facets of residency as well the overall satisfaction towards training programs. Conclusion: There is a tremendous scope for improvement in the recognized and partially acknowledged attributes of our training programs. Yearly feedback surveys involving residents is essential for enlightening the authorities and mitigating the trainees’ grievances. doi: https://doi.org/10.12669/pjms.37.7.4297 How to cite this:Alam L, Khan J, Alam M, Faraid V, Ajmal F, Bahadur L. Residents’ perspective on the quality of postgraduate training programs in Pakistan – the good, the bad and the ugly. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4297 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

show abstract

Accreditation systems for Postgraduate Medical Education: a comparison of five countries

Cited by 9 publications

References 18 publications

A consensus statement on the meaning, value and utility of training programme outcomes, with specific reference to anaesthesiology

A consensus statement on the meaning, value and utility of training programme outcomes, with specific reference to anaesthesiology

Undergraduate e-learning programmes in health professions: An integrative review of evaluation standards in low- and middle-income countries

Residents’ perspective on the quality of postgraduate training programs in Pakistan – the good, the bad and the ugly

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