Sat, May 24, 2025
[Archive]
Volume 15, Issue 46 (2022)
JMED 2022, 15(46): 61-70 |
Back to browse issues page
Ethics code: A-11-973-10
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Abdanipour A, Norouzi A, Ghaemi M, Ramezani‐Badr F. Internal evaluation in the faculties affiliated to Zanjan university of medical sciences: Quality assurance of medical science
education based on institutional accreditation. JMED 2022; 15 (46) :61-70
URL: http://edujournal.zums.ac.ir/article-1-1486-en.html
URL: http://edujournal.zums.ac.ir/article-1-1486-en.html
1- Zanjan University of Medical Sciences , abdani.anatomy@yahoo.com
2- Medical Education Development Center, Zanjan University of Medical Science, Zanjan, Iran.
3- Department of anesthesiology, Zanjan University of Medical Sciences, Zanjan, Iran.
4- Department of Critical Care Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran.
2- Medical Education Development Center, Zanjan University of Medical Science, Zanjan, Iran.
3- Department of anesthesiology, Zanjan University of Medical Sciences, Zanjan, Iran.
4- Department of Critical Care Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran.
Abstract: (2960 Views)
Background & Objective: Institutional accreditation is a type of quality assurance in medical education to achieve quality standards in higher education institutions. The present study aimed at internal evaluation of the faculties affiliated to Zanjan University of Medical Sciences based on the institutional accreditation standards.
Materials & Methods: This study was conducted based on a descriptive cross-sectional design. The research samples included all the faculties affiliated to Zanjan University of Medical Sciences. This study was performed based on the national institutional accreditation standards (IA), including 66 standards and 351 measures in eight evaluation domains, approved by the Ministry of Health and Medical Education. In order to conduct an internal evaluation based on institutional accreditation standards, the experts in the fields of institutional accreditation were initially provided with the necessary training. Upon the collection of documents, the data was evaluated by the research group based on the accreditation standards. In the next step, to confirm the documents and complete the internal evaluation, a field visit was conducted to the educational and research facilities of the faculties based on the accreditation standards. Finally, the faculty officials and senior managers of Zanjan University of Medical Sciences were provided with feedback on the results of the internal evaluation in the two sections of mandatory and developmental standards.
Results: As evidenced by the obtained results, Zanjan University of Medical Sciences showed significant improvement in the achievement of accreditation standards in field evaluations. The highest and lowest percentages of compliance with the standards were observed in the faculties of nursing-midwifery and health-paramedicine, respectively.
Conclusion: In order to reach an ideal level in all necessary standards and improve the quality of medical education, in addition to the provision of necessary infrastructure, managers, professors, and experts in the field of education need to be thoroughly familiar with institutional accreditation standards.
Materials & Methods: This study was conducted based on a descriptive cross-sectional design. The research samples included all the faculties affiliated to Zanjan University of Medical Sciences. This study was performed based on the national institutional accreditation standards (IA), including 66 standards and 351 measures in eight evaluation domains, approved by the Ministry of Health and Medical Education. In order to conduct an internal evaluation based on institutional accreditation standards, the experts in the fields of institutional accreditation were initially provided with the necessary training. Upon the collection of documents, the data was evaluated by the research group based on the accreditation standards. In the next step, to confirm the documents and complete the internal evaluation, a field visit was conducted to the educational and research facilities of the faculties based on the accreditation standards. Finally, the faculty officials and senior managers of Zanjan University of Medical Sciences were provided with feedback on the results of the internal evaluation in the two sections of mandatory and developmental standards.
Results: As evidenced by the obtained results, Zanjan University of Medical Sciences showed significant improvement in the achievement of accreditation standards in field evaluations. The highest and lowest percentages of compliance with the standards were observed in the faculties of nursing-midwifery and health-paramedicine, respectively.
Conclusion: In order to reach an ideal level in all necessary standards and improve the quality of medical education, in addition to the provision of necessary infrastructure, managers, professors, and experts in the field of education need to be thoroughly familiar with institutional accreditation standards.
Article Type : Orginal Research |
Received: 2021/08/20 | Accepted: 2022/08/23 | Published: 2022/09/16
Received: 2021/08/20 | Accepted: 2022/08/23 | Published: 2022/09/16
References
1. Bigdeli S, Arabshahi SKS, Sohrabi Z, Zazoly AZ. Exploring the challenges of educational accreditation of teaching hospitals and providing the solutions. Journal of education and health promotion. 2021;10:144.
2. Cueto J, Jr., Burch VC, Adnan NA, Afolabi BB, Ismail Z, Jafri W, et al. Accreditation of undergraduate medical training programs: practices in nine developing countries as compared with the United States. Education for health (Abingdon, England). 2006;19(2):207-22. [DOI:10.1080/13576280600783570]
3. De Gani SM, Nowak-Flück D, Nicca D, Vogt D. Self-Assessment Tool to Promote Organizational Health Literacy in Primary Care Settings in Switzerland. International journal of environmental research and public health. 2020;17(24). [DOI:10.3390/ijerph17249497]
4. Blouin D, Tekian A, Kamin C, Harris IB. The impact of accreditation on medical schools' processes. Medical education. 2018;52(2):182-91. [DOI:10.1111/medu.13461]
5. Jung H, Jeon WT, An S. Is accreditation in medical education in Korea an opportunity or a burden? Journal of educational evaluation for health professions. 2020;17:31. [DOI:10.3352/jeehp.2020.17.31]
6. Simpson I, Lockyer T, Walters T. Accreditation of medical training in Australia and New Zealand. The Medical journal of Malaysia. 2005;60 Suppl D:20-3.
7. The Healthcare Imperative: Lowering Costs and Improving Outcomes: Workshop Series Summary. Yong PL, Saunders RS, Olsen L, editors. Washington DC: © National Academy of Sciences.; 2010.
8. Tackett S, Grant J, Mmari K. Designing an evaluation framework for WFME basic standards for medical education. Medical teacher. 2016;38(3):291-6.
9. Blouin D, Tekian A. Accreditation of Medical Education Programs: Moving From Student Outcomes to Continuous Quality Improvement Measures. Academic medicine : journal of the Association of American Medical Colleges. 2018; 93(3): 377-83. [DOI:10.1097/ACM.0000000000001835]
10. International standards in medical education: assessment and accreditation of medical schools'--educational programmes. A WFME position paper. The Executive Council, The World Federation for Medical Education. Medical education. 1998;32(5):549-58. [DOI:10.1046/j.1365-2923.1998.00302.x]
11. van Zanten M, Norcini JJ, Boulet JR, Simon F. Overview of accreditation of undergraduate medical education programmes worldwide. Medical education. 2008;42(9):930-7. 2008;42(9):930-7. [DOI:10.1111/j.1365-2923.2008.03092.x]
12. Yarmohammadian MH, Khorsani E, Norouzinia R, Mirzaei S, Ehsanpour S, Yamani N, et al. Institutional Accreditation in Medical Education: The Experience of The Survey Visit Teams. J Educ Health Promot. 2020;9:39.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
