Decolonising medical education regulation: a global view

Cross-Border Accreditation in the Caribbean: A Potential Threat to the Integrity of the Accreditation Process?

“…Further showing support for the pursuit of intervention, Rashid et al shed light on the broader context of medical education in the Caribbean and emphasized the importance of aligning accreditation practices with local needs and priorities. 19 Recent evidence from literature suggests that the expanding impact of WFME on global medical education has unfolded mainly without considerable attention or examination. WFME must exhibit increased transparency, actively involve its stakeholders, and endorse research and evaluation to address this gap.…”

Fit for purpose: Ensuring robust, contextually appropriate global accreditation practices

“…Accreditation is a resource-intensive process, and for LMICs, this may mean that resources are being diverted from other important aspects of health care and education. 16 While research should aim to evaluate whether these goals are being met, it should also seek to provide an understanding of the unintended consequences of accreditation.…”

“…18 Will this encourage a migration of medical trainees from LMICs to the United States, thereby increasing brain-drain and worsening inequities in the Global South? 16 Research should explore these unintended consequences to safeguard against greater harm accruing in LMICs. Taber et al 13 argue that a 'fit for purpose' approach to accreditation design is necessary for ensuring that different accreditation systems are optimally adapted to their political, social and economic context.…”

“…Others have identified key barriers that low‐ and middle‐income countries (LMICs) face when attempting to design systems of accreditation 15 . Countries that adopt/adapt universal standards face the double burden of developing accreditation programmes that meet global expectations (or those of the Global North/United States) 16 and meeting the needs of their local populations. Accreditation is a resource‐intensive process, and for LMICs, this may mean that resources are being diverted from other important aspects of health care and education 16 …”

“…As countries adopt accreditation systems that are recognised by the WFME, this allows their students to meet the requirements of the Educational Commission for Foreign Medical Graduates (ECFMG) for entry to US residency programmes 18 . Will this encourage a migration of medical trainees from LMICs to the United States, thereby increasing brain‐drain and worsening inequities in the Global South? 16 Research should explore these unintended consequences to safeguard against greater harm accruing in LMICs. Taber et al 13 argue that a ‘fit for purpose’ approach to accreditation design is necessary for ensuring that different accreditation systems are optimally adapted to their political, social and economic context.…”