MEDICAL EDUCATION in the UNITED STATES and CANADA

Manlove, Francis R.; Anderson, Donald G.; Tipner, Anne

doi:10.1001/jama.1953.02940190031008

Cited by 8 publications

(2 citation statements)

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“…[NCES], 2019) and the institutional survey developed by the American Association of Medical Colleges (AAMC) in the United States (Barzansky, 2010;Flexner, 1910;Manlove et al, 1953). On the other hand, the design incorporated the indicators stipulated by the Accreditation Standards for Basic Medical Education in China (2016 Edition) (hereinafter, the 2016 accreditation standards), as well as the quality monitoring indicators discussed and agreed upon by experts in medical education.…”

Section: Design Frameworkmentioning

confidence: 99%

“…Regarding the various factors measured by the CMECS, the questions were designed to highlight the characteristics of China's medical education while drawing on international experiences. On the one hand, the survey design referenced those developed by more mature organizations such as the Integrated Postsecondary Education Data System (IPEDS) survey (National Center for Education Statistics, US [NCES], 2019) and the institutional survey developed by the American Association of Medical Colleges (AAMC) in the United States (Barzansky, 2010; Flexner, 1910; Manlove et al, 1953). On the other hand, the design incorporated the indicators stipulated by the Accreditation Standards for Basic Medical Education in China (2016 Edition) (hereinafter, the 2016 accreditation standards), as well as the quality monitoring indicators discussed and agreed upon by experts in medical education.…”

Section: The Cmecsmentioning

confidence: 99%

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China Medical Education College Survey, 2013–2018

You

Jia

Xie

et al. 2022

ECNU Review of Education

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Purpose China recently proposed a series of important policies intended to reform and improve the quality of medical education on the national level. This paper presents the findings of a national survey of China's medical schools conducted to review the development of undergraduate medical education over a five-year period (2013–2018). Design/Approach/Methods The National Center for Health Professions Education Development implemented the China Medical Education College Survey. Approximately 64% of the targeted medical schools participated in the survey, constituting a representative sample of higher education institutions offering educational programs in clinical medicine in China. Findings Following new policy orientations, medical schools showed positive developments in terms of the types of medical education programs offered, teaching and assessment methods, medical education resources, participation in accreditation, and quality of incoming students. However, the survey also revealed several worrying trends, including the coexistence of various types of education programs, significant regional differences in educational resources, dominance of traditional teaching and assessment methods, inconsistencies in quality, and an increase in graduates seeking employment in professions outside healthcare. Originality/Value Findings of the first national survey of China's medical schools show that there is still a long way to go to ensure high quality and efficient medical education on a national level.

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Section: Design Frameworkmentioning

confidence: 99%