Changes, trends and challenges of medical education in Latin America

Abstract

This paper briefly reviews the current situation of Latin American medical schools and the search to improve the quality and professionalism of medical education through the region. Institutional evaluation and accreditation programs based on nationally ongoing developing standards have been accepted, now optimized and complemented by the framework of the Global & International Standards of Medical Education working jointly with the WFME. More recently, the process has evolved to look into the quality of the outcomes of the medicals as seen by examinations implemented at the end of medical studies and the initiation of medical practice. In addition, there is vision for the application of new programs such as the global minimum essential requirements advanced by the Institute for International Medical Education (IIME). The PanAmerican Federation of Associations of Medical Schools (PAFAMS), an academic, non-governmental organization, is fostering the exchange of ideas and experiences among members, associations and affiliated medical schools geared to focus on the quality and professionalism of the graduates of medical schools in Latin America. These actions also aim to consolidate databases of information on medical education and innovative endeavors in continuing professional education and development through e-learning projects in the region.

Die aktive Beteiligung deutschsprachiger Länder an den Konferenzen der Association for Medical Education in Europe (AMEE) zwischen 2005 und 2013: Spiegelbild der Entwicklung der medizinischen Ausbildungsforschung?

“…Furthermore, the share of studies on medical education presented at medical specialist conferences and at educational or psychologist conferences remains unclear. Another aspect to consider is the growing significance of educational research not only in Germany but also internationally [1], [2], [10], [16]. One indication of this is the total number of contributions (poster presentations, short communications, research papers and plenary presentations) at AMEE conferences, showing a continual rise from 762 since the year 2005 to last year’s 1,363, as shown in the present study.…”

“…One indication of this is the total number of contributions (poster presentations, short communications, research papers and plenary presentations) at AMEE conferences, showing a continual rise from 762 since the year 2005 to last year’s 1,363, as shown in the present study. Increasing international interest in medical education research (for example, in Asia, South America or Africa [1], [10], [16]) could also result in growing competition for German-speaking countries. …”

Increasing the quality and capacity of education: the challenge for the 21st century

“…This is important to consider because the ultimate purpose of achieving international standards, by way of regional or international accreditation, or indeed self‐evaluation, is to assure stakeholders, including students, medical councils, employers and the general community, of the quality of training and the competence of graduates 24 . Medical schools in resource‐poor settings want to achieve the same end of international accreditation and not to be considered third‐rate 25 …”

“…24 Medical schools in resource-poor settings want to achieve the same end of international accreditation and not to be considered third-rate. 25 Some of the standards used by accrediting bodies are very prescriptive. For example, some accrediting bodies set standards that specify which departments exist, the minimum numbers of clinical and nonclinical faculty members in each department, which courses are taught, the supplies that are needed, the size of the physical space, the nature of the classrooms, the number of students, and so on.…”

Descripción de los Procesos de Evaluación en la Escuela de Medicina de la Pontificia Universidad Católica de Chile: Experiencia de 10 años

“…Sin embargo, a la fecha, el control de la calidad en Latinoamérica aún se considera insatisfactorio 7 . Sólo una minoría de los países Latinoamericanos posee sistemas de aseguramiento de la calidad basados en evaluación externa, y muchos de ellos utilizan únicamente criterios nacionales generales en la educación superior 5 . Por otro lado, existen instituciones como la Pan American Federation of Associations of Medical Schools (PAFAMS), una organización académica no-gubernamental, que fomenta el intercambio de ideas y experiencias entre sus miembros, asociaciones y escuelas de medicina afiliadas, enfocados en la calidad y profesionalismo de los egresados de las escuelas de medicina latinoamericanas 5 .…”