Student and Graduate Perceptions Regarding Canadian-based Accreditation of a Pharmacy Program in Qatar

Wilby, Kyle John; Alamri, Maha; Monfared, Saba

doi:10.5688/ajpe6805

Cited by 8 publications

(11 citation statements)

References 6 publications

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“…For all responding students, 70.7% of them responded that their programmes had gone through the academic accreditation is important or very important. This inding is in line with Wilby et al (2019) study. The participants of their study perceive that the accreditation provides opportunities related to careers and postgraduate studies, though in their study the accreditation refers to international accreditation.…”

Section: Resultssupporting

confidence: 93%

“…They also ind that students perceive accreditation to in luence the quality of education. The accreditation can positively in luence education and practice (Wilby et al, 2019). In additional to the above, when I am writing this paper, there is an outbreak of Covid-19 pandemic over the world, and the employment market had been shaken and unemployment igures have risen steeply in many countries (Gössling, Scott, & Hall, 2020).…”

Section: Quality Accreditationmentioning

confidence: 88%

“…Students, in general, welcome their study programmes being accredited, they had positive perception of international accreditation, as they believed accreditation increases the reputability of the programmes, ensure standards are maintained, and provides opportunities related to careers and postgraduate studies. Almost all of the participants (students) in Wilby et al (2019) study give credit for having better job opportunity upon graduation because of the accreditation. They also ind that students perceive accreditation to in luence the quality of education.…”

Section: Quality Accreditationmentioning

confidence: 99%

“…Through professional quali ication accreditation, the knowledge learnt by the learners and the educational requirements required by the profession are more in-line and consistent (Hanh et al, 2019). Graduates of an accredited programmes meant that they are able to achieve the required competence as a profession (Wilby, Alamri, & Monfared, 2019). Graduates from accredited programmes impact job, meanwhile, students of developing countries can have higher mobility transformed to developed countries (Gjorgov & Cripps, 2018;Hanh et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Quality assurance in vocational higher education: A case of Macau

Cheung¹

2020

J. adv. humanit. soc. sci.

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Higher education institutions in Macau have to adopt the new Macau Higher Education Law in relation to the QA requirements. This paper reports an investigation of perception on higher education students in Macau, in particular, in vocational higher education. Adopting a quantitative research method, questionnaire was distributed in hard copy and students' data were drawn from one higher education institution in Macau which offer the majority of their programmes career-related vocational basis. Participants are required to self-report his/her perception on QA and rate the importance of a set of questions about professional accreditation, programme curriculum. Major indings are: nearly half of the respondents never heard of any QA or they heard of but they do not know what it is about. More than 70% of the respondents view it is important or very important to have the study programmes being accredited by professional associations or by academic accrediting agencies. Over 70% of respondents studying at career-related vocational programmes perceive it is important or very important to have their programmes professional or academically accredited; while their counterpart studying at a less career-related programme, only 60% of them perceive important or very important. 95% of accounting and 89% of facility management students opined the curriculum should match the respective profession/ job needs. Based on the indings, some key recommendations are made. These include having more programmes accredited by respective professional associations and designed according to profession/job needs. In addition, the indings here do give insights for re-training directions for the outbreak of COVID-19 in adult education. This further help students adapting this ever changing world which is one of the aims of vocational higher education.

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Section: Resultssupporting

confidence: 93%

Section: Quality Accreditationmentioning

confidence: 88%

Section: Quality Accreditationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Quality assurance in vocational higher education: A case of Macau

Cheung¹

2020

J. adv. humanit. soc. sci.

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“…We recruited pharmacy students enrolled in the country’s only College of Pharmacy (CPH) at Qatar University (QU). While not affiliated with a singular, Western ‘home’ campus, the cross-border curriculum is devised to meet the standards of its Canadian-accreditation 18 . Established in 2007, QU CPH graduates small classes of 20-30 female students annually.…”

Section: Methodsmentioning

confidence: 99%

Student feedback experiences in a cross-border medical education curriculum

2019

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ObjectivesTo determine non-Western situated health professional student experiences and preferences for feedback in workplace-based settings. MethodsWe conducted five focus groups with 27 students of Arab-origin enrolled in a Canadian-accredited cross-border pharmacy program in Qatar. Transcripts of recorded discussions were analyzed using the framework method. Hofstede’s and Hall’s cultural dimension models were employed to understand described feedback encounters and behaviours. ResultsWe identified three themes associated with cultural influences on student feedback experiences, namely: 1) collectivism; 2) power distance; and 3) context. Trainees described clinical supervisors who inadequately recognized individual performance, rejected critique, and insufficiently documented feedback onto the written in-training evaluation report. Conversely, students expected specific and timely feedback, invited criticism for learning, and desired clear written commentary. ConclusionsFeedback behaviours of clinical supervisors, but not those of trainees, were consistent with local cultural norms as described by Hofstede and Hall. Instead, feedback expectations of pharmacy students in Qatar largely echo those of other trainees enrolled in professional curricula situated outside the Middle East. Principles for optimal feedback in clinical training largely arise from Western perspectives but are not necessarily universal. Our work demonstrates that practices, in part, may be subject to local socio-cultural influences. This is of particular importance in the experiential training component of cross-border medical education programs adopted by overseas institutions. Our findings also further add to the growing body of literature reporting suboptimal feedback in workplace-based learning, reinforcing the need to cultivate more student-centered practices in health professional training globally.

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