Flexnerʼs Global Influence: Medical Education Accreditation in Countries That Train Physicians Who Pursue Residency in the United States

Zanten, Marta van; Boulet, John R.; Simon, Frank A.

doi:10.1097/acm.0b013e3181c87638

Cited by 10 publications

(5 citation statements)

References 10 publications

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“…Schools can effectively “browse the market” or establish new agencies rather than addressing the root causes of accreditation failures. 15 …”

Section: Discussionmentioning

confidence: 99%

“…van Zanten et al found that because of variations in educational programs and accreditation standards, emphasizing the importance of stringent oversight. 15 Unfortunately, another concerning development involves cross-border accreditation attempts, exemplified by the case of one of the medical schools in Curaçao seeking accreditation from the WFME-recognized AAEPO in Kyrgyzstan. At the time of this manuscript submission, AAEPO was not recognized to work in the Caribbean.…”

Section: Discussionmentioning

confidence: 99%

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

Reddy,

Unar,

Unar

et al. 2024

AMEP

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According to the World Directory of Medical Schools, the Caribbean region hosts around 100 medical schools, leading to variations in education programs and student performance. Accreditation is crucial for maintaining educational standards. The proliferation of accrediting agencies recognized by the World Federation of Medical Education (WFME) has led to cross-border accreditation practices and market-driven competition. Concerns about the integrity of accreditation processes in the Caribbean region have raised questions about educational quality and global implications. Establishing a framework and scrutiny of the WFME regarding cross-border accreditation is essential to preserve educational standards and prevent global implications. ECFMG’s intervention is urgently needed to investigate and restore the integrity of medical school accreditation in the Caribbean, setting a precedent for global accreditation standards.

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“…Schools can effectively “browse the market” or establish new agencies rather than addressing the root causes of accreditation failures. 15 …”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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

Reddy,

Unar,

Unar

et al. 2024

AMEP

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“…Moreover, there is a dearth of evidence on how accreditation processes and specific elements of accreditation impact educational outcomes, and ultimately the health care provided by graduates to their communities. As accreditation, especially first-time accreditation, is known to be challenging but thought to be worthwhile [ 5 , 6 , 21 ], how accreditation variability translates into practice variability is an enormous and important area for future research.…”

Section: Discussionmentioning

confidence: 99%

“…Since 2010 the Accreditation Council for Graduate Medical Education-International (ACGME-I) has extended accreditation to individual institutions or through government ministries and university systems. Institutions, learners and individual physicians generally view accreditation as a useful and positive exercise [ 5 , 6 ].…”

Section: Introductionmentioning

confidence: 99%

Consistency and quality in written accreditation protocols for pediatrician training programs: a mixed-methods analysis of a global sample, and directions for improvement

Coria,

Hassan,

Huang

et al. 2023

Hum Resour Health

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Background The World Federation for Medical Education (WFME) defines accreditation as 'certification of the suitability of medical education programs, and of…competence…in the delivery of medical education.' Accreditation bodies function at national, regional and global levels. In 2015, WFME published quality standards for accreditation of postgraduate medical education (PGME). We compared accreditation of pediatric PGME programs to these standards to understand variability in accreditation and areas for improvement. Methods We examined 19 accreditation protocols representing all country income levels and world regions. For each, two raters assessed 36 WFME-defined accreditation sub-areas as present, partially present, or absent. When rating “partially present” or “absent”, raters noted the rationale for the rating. Using an inductive approach, authors qualitatively analyzed notes, generating themes in reasons for divergence from the benchmark. Results A median of 56% (IQR 43–77%) of WFME sub-areas were present in individual protocols; 22% (IQR 15–39%) were partially present; and 8.3% (IQR 5.5–21%) were absent. Inter-rater agreement was 74% (SD 11%). Sub-areas least addressed included number of trainees, educational expertise, and performance of qualified doctors. Qualitative themes of divergence included (1) variation in protocols related to heterogeneity in program structure; (2) limited engagement with stakeholders, especially regarding educational outcomes and community/health system needs; (3) a trainee-centered approach, including equity considerations, was not universal; and (4) less emphasis on quality of education, particularly faculty development in teaching. Conclusions Heterogeneity in accreditation can be appropriate, considering cultural or regulatory context. However, we identified broadly applicable areas for improvement: ensuring equitable access to training, taking a trainee-centered approach, emphasizing quality of teaching, and ensuring diverse stakeholder feedback.

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“…There is considerable diversity in approaches to standards development and accreditation of medical education worldwide [15], resulting in calls for the development of global standards for undergraduate training and qualification [16,17].…”

Section: Comparisons With Other Approaches and Systemsmentioning

confidence: 99%

International standards for programmes of training in intensive care medicine in Europe

2010

Intensive Care Med

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Purpose: To develop internationally harmonised standards for programmes of training in intensive care medicine (ICM). Methods: Standards were developed by using consensus techniques. A nine-member nominal group of European intensive care experts developed a preliminary set of standards. These were revised and refined through a modified Delphi process involving 28 European national coordinators representing national training organisations using a combination of moderated discussion meetings, email, and a Web-based tool for determining the level of agreement with each proposed standard, and whether the standard could be achieved in the respondent's country. Results: The nominal group developed an initial set of 52 possible standards which underwent four iterations to achieve maximal consensus. All national coordinators approved a final set of 29 standards in four domains: training centres, training programmes, selection of trainees, and trainers' profiles. Only three standards were considered immediately achievable by all countries, demonstrating a willingness to aspire to quality rather than merely setting a minimum level. Nine proposed standards which did not achieve full consensus were identified as potential candidates for future review. Conclusions: This preliminary set of clearly defined and agreed standards provides a transparent framework for assuring the quality of training programmes, and a foundation for international harmonisation and quality improvement of training in ICM.

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Flexnerʼs Global Influence: Medical Education Accreditation in Countries That Train Physicians Who Pursue Residency in the United States

Cited by 10 publications

References 10 publications

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

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

Consistency and quality in written accreditation protocols for pediatrician training programs: a mixed-methods analysis of a global sample, and directions for improvement

International standards for programmes of training in intensive care medicine in Europe

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