*. Dr.N.K.Gupta. *Department of Medical Education Technology. *Department of Emergency Medicine. *Era’s Lucknow Medical College & Hospital, Lucknow 226 003. Quality Assurance. *Target Audience – Medical Faculty. ID: 167964
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Concept of Quality Assurance in ME
*Department of Medical Education Technology
*Department of Emergency Medicine
*Era’s Lucknow Medical College & Hospital, Lucknow 226 003Slide2
*Target Audience – Medical Faculty
*Program – 5
Workshop ( as per MCI Requirement)
*MCI Observer (Regional Center KGMU)– Prof.
Medical schools need to define their overall mission & objectives & make these known major stakeholders, community & government.
Medical schools then develop & implementing curricula appropriate to their mission.Slide4
Mission and Objectives
Assessment of students
Student selection and support
Governance and administration
Totality of systems, resources & information devoted to maintaining & improving the quality & standards of teaching, scholarship & research, & of students learning experience.
Quality Assurance Agency in UK Higher EducationSlide6
- Credible QA process
Include all major stakeholders.
Open to external public scrutiny.
Conducted in a consultative & consensus-building fashion.
Balance academic priorities with those of regulating authorities.
Identify both strengths & weaknesses.
Encourage innovation & re-orientation toward changing health needs.Slide7
Means & authority to implement its conclusions.
Monitor progress on an ongoing cycle of review.
Focus on achievement of self-specified objectives.
Encourage variety of methods of teaching & learning.
Ensure choice of credible student assessment methods appropriate for teaching & learning methods chosen.
Ensure adequate resources to deliver curriculum.
Concerned with good outcomes.Slide8
FRAMEWORK FOR ESTABLISHING A QA SYSTEM
2 Parts -
Internal & external QA process.
Most important - own internal
Quality of medical education depends on interaction between teacher & student.
Collective integrity & professionalism of academic community.
Develops its own goals & objectives - relevant to local & national health care needs & methods to achieve goals.
Conducts periodic reviews to assess extent to which goals are met within framework of guidelines, & whether methods of teaching &
, & financial & human resources for delivery of curriculum support the goals.
Invite external reviewers to assist in the review.Slide9
FRAMEWORK FOR ESTABLISHING A QA SYSTEM
Through mechanisms such as accreditation, validation & audit.
Confirm that medical school’s responsibilities are being properly discharged.
Methodological approaches -adopted to provide guarantees of quality.
Independent agency - functions in continuous, transparent & open way.
Includes in its quality process representatives - medical schools & profession, health care & registration authorities .
In most countries processes of external agency incorporate medical school’s own internal quality assurance processes.Slide10
Teaching & learning methods
Should be enjoyable & consistent with educational objectives.
Clinical clerkships - principles of active student participation, problem solving & development of communication skills, + other educational strategies that promote Learner-
learning, stimulate analytical skills & organization of knowledge, & foster life-long learning skills considerable educational merit.
Learning in small groups - more expensive to deliver than large groups- strategies can be employed to achieve economies in other areas.
Use of a computer
- integral part of medical practice. supplement - acquire an understanding of medical informatics.
Computer-assisted learning modules - some lectures replaced, & digital technology improved opportunities for practical teaching .Slide11
MONITORING, EVALUATING & CHANGING CURRICULUM
Mechanisms for monitoring & evaluating its curriculum.
To be useful, relatively high rate of completion, & questionnaires must be carefully designed and evaluated.
Mechanisms for feeding information back to those responsible for designing and teaching individual courses or course components.
. If appropriate, the component should be altered.
There should be other pathways for student feedback as well.Slide12
MONITORING, EVALUATING AND CHANGING CURRICULUM
Evaluate its curriculum by examining pass rates in individual components, best method appropriateness & effectiveness - to examine quality of graduates.
Follow-up mechanisms for feedback from hospitals(work as interns & residents & graduates themselves).
Monitor & respond to community perceptions about deficiencies in their graduates.
Identify forms of medical practice that their graduates appear reluctant to pursue, as this may reflect insufficient exposure to these areas during basic medical education & early stages of postgraduate training.Slide13
Benefits of quality assurance by accreditation
Benefits flow from feedback provided by external reviewers and report.
Final responsibility for granting or withholding
for award of a medical degree lies with national governments.
Quality assurance mechanism also serves many useful purposes for its stakeholders - prospective students, employers of graduates of medical schools & ultimately, community that relies on medical school to produce safe, effective & caring doctors.Slide14
Best practice in QA systems
Universities - long tradition of academic autonomy to ensure that fundamental educational principles are not compromised by other interest groups, in professional programs such as medicine, community, profession & government all have legitimate interests in quality & orientation of graduates of program.Slide15
Quality assurance in approving new medical courses
The development of a new medical school is a complex undertaking.
About the workforce implications of the new school, how it will be resourced, and the educational needs it will serve.
Another decision that has to be made likely to meet standards ; commitment and capacity to manage .Slide16
Medical school must identify & incorporate in curriculum -
sciences, social sciences, medical ethics & medical jurisprudence that enable effective communication, clinical decision making & ethical practices.
Should be adapted to scientific developments in medicine, to changing demographic & cultural contexts & to health needs of society.
& social sciences & medical ethics should
provide knowledge, concepts, methods, skills & attitudes necessary to understand socio-economic, demographic & cultural determinants of causes, distribution & consequences of health problems.Slide17
TEACHER AND STUDENT FEEDBACK
Both teacher and student feedback must be systematically sought,
& responded to.
Teachers & students should be actively involved in planning program evaluation & in using its results for program development.
in relation to curriculum & mission and objectives.
in relation to student background
conditions & entrance qualifications, used to provide feedback to committees responsible selection, curriculum planning & student
Include information about
average study duration, scores, pass & failure rates at examinations, success & dropout rates, student reports about conditions in their courses, & time spent by students on areas of special interest.Slide18
Responsibilities of the academic leadership must be clearly stated
Should be evaluated at defined intervals with respect to achievement of mission & objectives.
Must as a dynamic institution initiate procedures for
regular reviewing & updating of its structure & functions &
rectify documented deficiencies.
Exchange with Other Educational Institutions
any activities directed towards regional and international c
o-operation with other medical schools.Slide19
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