إعداد تقرير دراسة التقويـم الذاتي وتقرير المقيمن الخارجيين - انجليزي

GENERAL GUIDELINES

 

1.     Writing assessment reports in English.

2.     Submitting (5) copies of each report: (5) e-copies in DVD and other (5) print ones.

3.      Organizing/showing reports in the order shown in this appendix.

4.     Submitting all documents and evidences of self-assessment at the time of submitting the assessment to the council. When the required documents are unavailable, the self-assessment preparation committee is required to write ''unavailable'' in front of the related item.

5.     It is possible to add documents/evidences in support of the institution of higher education or other than those mentioned in the self-assessment requirements.

 

Note: After submitting self-assessment reports to the Council for Accreditation and Quality Assurance of Higher Education, related medical schools or assessors shall never take them back again.

 

 

 

 

 

 

 

 

 

 

SELF-ASSESSMENT STUDY GUIDELINES

Introduction

Accreditation and quality assurance procedures aim to: ensure that medical schools meet conditions of quality and accreditation standards and develop procedures of self-assessment study at medical schools. Because a self-assessment report at medical schools is a base for external assessment, representatives of administration, students, faculty members, etc. should participate in self-assessment study and focus on:

1.     collecting and analyzing data about the medical school.

2.     defining strengths, weaknesses, and current problems.

3.     defining strategies for reinforcing strengths and solving weaknesses and problems.

 

Components of Self-Study Assessment Report

A medical school must submit its self-assessment study report of (100) pages in maximum supported with an approval document signed by the rector of the related university confirming that he/she knows about writing this report. The report should involve the following:

1.     Cover.

2.     List of contents.

3.     One-page overview on higher education institution and the related medical school supported with statistics.

4.     Brief description of self-study preparation (2-3 pages) showing the way different parties (i.e. academic leadership, administrative staff, faculty members, students, graduates) cooperate in the preparation process.

5.     General information on the medical school (5 pages): date of establishment to present, main areas of self-study assessment results focusing on school institutional structure, academic programme, and financial resources.

6.     The body of report forms the core report. It is composed of (9) parts; each part covers an accreditation standard of medical schools and shows how a medical school achieves it supported with documents and evidences as will be shown in detail later. Each part seeks to clearly and directly respond to questions of each item in each standard (indicators) as shown in instructions attached. This in turn helps the self-assessment study committee and other sub-committees to be aware of standards, and data gathering, and evidences required to prove the school achievement of each standard. In this relation, all answers must be listed after each standard. Moreover, such answers must be based on evidences, related interpretations, references to other parts in the report, and clear links to supporting documents introduced to identify strengths, weaknesses, and strategies for future treatment of each filed.

 

7. Conclusion

It involves an important summary of what is said in all report parts to show:

·        school strengths, weaknesses, needs and strategies for development and  sustainment.

·        any changes and developments from the previous assessment course, if any.

·        any local, national, and international changes that could create problems for the higher education institution.

·        any other future suggestions.

 

8. Appendices

Appendices involve evident documents classified based on standards.

A medical school must prepare a room for other evidences, classified based on standards, that cannot be shown in the report due to their big sizes but they are important for indicating academic accreditation standards achievement. Moreover, the show-room must be prepared with sufficient equipment for the assessment team and equipped with a computer, printer with Net facility. 

 

 

 

 

 

 

 

 

 

 

MEDICAL SCHOOL GENERAL INFORMATION

 

University:

School:

Date of establishment:

Total number of students:

Number of students in every year:

 

1st Year

2nd Year

3rd Year

4th Year

5th Year

6th Year

7th Year

 

 

 

 

 

 

 

 

Number of batches graduated:

Number of faculty members listed according to programme and major:

 

Basic Medical Sciences

Behavioral and Social Sciences

Clinical Sciences

Clinical Training

 

 

 

 

 

 

 

 

 

 

 

 

 

Address:

Website:

Coordinator name, mobile, email:

 

Standard One: Mission and Learning Outcomes

 

1.1 School Mission

·         Guiding questions to respond to achievement indicators of this sub-standard:

1.      How is the programme/school mission stated? Please, attach a copy.

2.      How does the school make the programme mission known to teaching and administrative staffs, students, health sector, it serves, and community as a whole?

3.      Which part of the programme mission covers local community and health sector needs?

4.      How does the programme mission reflect social accountability, research, society service, and postgraduate students qualification? List mission components that address this point.

5.      Which part of the programme mission covers research and global health cases? List mission components that address this point.

6.      Does the school dean and other concerned persons participate in stating the programme mission, expected learning outcomes, and programme aims? How? 

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Extent

Available

Partially Available

Unavailable

Notes

1.1.1A

The school has stated its mission clearly.

 

 

 

 

1.1.2A

The school has made its mission known to its leadership, academic and administrative staffs, students, beneficiaries, and health sector, it serves.

 

 

 

 

 

 

 

 

1.1.3A

 

 

1.1.4A

 

 

 

In its mission, the school has outlined the aims of its academic programme and educational strategy which leads to qualifying a doctor to be:

-          competent at a basic level with emphasis on priority health problems of Yemen.

-          of basic knowledge and skills that qualify him/her to any future medical job in any branch of medicine.

 

 

 

 

1.1.5A

 

 

1.1.6A

 

1.1.7A

 

-          capable of undertaking the roles of doctors as defined by the health sector in Yemen.

-          able to pursue postgraduate medical education.

-          committed to life-long learning.

 

 

 

 

1.1.8A

 

The school has encompassed in its mission the community, health needs, health care delivery system needs, and other aspects of social accountability taking into consid­eration the cultural and social contexts in Yemen.

 

 

 

 

1.1.1Q

The school encompasses in its mission medical research attainment.

 

 

 

 

1.1.2Q

The school encompasses in its mission aspects of global health.

 

 

 

 

 

1.2  Institution Autonomy and Academic Freedom

·         A guiding question to respond to achievement  indicators of this sub-standard:

1.      Does the school have written policies to describe employees' roles and ensure freedom of  word, research, and publication? Please, attach a copy.

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Extent

Available

Partially Available

Unavailable

Notes

 

 

 

 

 

 

1.2.1A

The school is autonomous so as to formulate and implement policies for which its faculty members and administration are responsible, especially in:

- designing the curriculum/programme.

 

 

 

 

1.2.2A

- using the allocated resources necessary for implementation of the curriculum/academic programme.

 

 

 

 

 

 

 

 

 

 

1.1.1Q

The school is autonomous so as to formulate and implement policies for which its faculty members and administration are responsible, especially in:

designing the curriculum/programme.-

 

 

 

 

1.1.2Q

using the allocated resources necessary for implementation of the curriculum/academic programme

 

 

 

 

 

1.3 Learning Outcomes

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      How are intended learning outcomes developed?

2.      How do intended learning outcomes differ from or come in line with NARS?

3.      Describe the intended learning outcomes and student general competencies (knowledge, skills, and attitudes) when they graduate. Please, attach a copy of document.

2.      How does the school make intended learning outcomes known and accessible to students, health sector, it serves, and community as a whole?

4.      How areintended learning outcomes linked to current needs of the community where students will work in?

5.      What are the intended learning outcomes that cover research and global health cases?

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Extent

Available

Partially Available

Unavailable

Notes

 

 

 

 

1.3.1A

The school has defined the intended learning outcomes that students must exhibit upon graduation in relation to their:

-  achievements at a basic level regarding knowledge, skills, and attitudes covering at least those listed in Yemeni National Academic Reference Standards (NARS) for medicine.

 

 

 

 

1.3.2A

-          basic knowledge and skills that qualify them for any future career in any branch of medicine

 

 

 

 

1.3.3A

-          future roles in the health sector.

 

 

 

 

1.3.4A

-          subsequent postgraduate training;

 

 

 

 

1.3.5A

-          commitment to skills in life-long learning;

 

 

 

 

1.3.6A

-          ability to meet health needs of the community, the needs of the health care delivery system and other aspects of social accountability taking into account the socio-cultural norms of Yemen.

 

 

 

 

1.3.7A

The school has ensured appropriate student conduct with respect to fellow students, faculty members, other health care personnel, patients and their relatives.

 

 

 

 

1.3.8A

The school has made intended learning outcomes publicly known.

 

 

 

 

1.3.1Q

The school has specified and co-ordinated linkage of acquired learning outcomes by graduation with acquired outcomes in postgraduate training.

 

 

 

 

1.3.2Q

The school has specified intended outcomes of student engagement in medical research and its relevance to community health problems in Yemen

 

 

 

 

1.3.3Q

The school has drawn attention to global health related intended outcomes.

 

 

 

 

 

 

 

 

1.4Participation in Stating Mission and Learning Outcomes

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      How does mission ensure participation of principal stakeholders (i.e. dean, school council, curriculum committee, representatives of academic and administrative cadres, representatives of students, university leadership, Ministry of Health, and medical council) in formulating the mission and intended learning outcomes?

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

1.4.1A

The school has ensured that its principal stakeholders (i.e. dean, school council, curriculum committee, representatives of academic and administrative cadres, representatives of students, university leadership, Ministry of Health, and medical council) participate in formulating the mission and intended learning outcomes.

 

 

 

 

1.4.1Q

The school has ensured that the formulation of its mission and intended learning outcomes is based also on input from other stakeholders(i.e. representatives of other medical professions, patients, society, users   of health   care   delivery   systems).

 

 

 

 

 

 

 

 

 

 

Standard Two: Academic Programme

2.1 Programme Framework

 

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      What theoretical principles that address formulation of curriculum and instruction methods?

2.      How do curriculum and instruction methods stimulate students to be active in learning process?

3.      How does school curriculum ensure student:

a. motive learning techniques and interactive learning methods?

b. participation in special learning process?

c. equality principle (i.e. gender, geography, economic level, etc.)?

d. preparation for life-long learning?

 

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

2.1.1A

The  school has defined the curriculum clearly.

 

 

 

 

2.1.2A

The  school has used a curriculum and instructional/learning methods that stimulate, prepared and supported students to participate in their learning process

 

 

 

 

2.1.3A

The  school has ensured that the curriculum is delivered in accordance with principles of equality(i.e. gender, geography, economic level, etc.).

 

 

 

 

2.1.1Q 

The  school has ensured that the curriculum prepares the students for life-long learning.

 

 

 

 

 

 

2.2 Scientific Methods

·         A guiding question to respond to achievement  indicators of this sub-standard:

1.      Which curriculum components cultivate principles of scientific methods and evidence-based medicine in students' minds and qualify them for analytical and critical thinking?

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Extent

Available

Partially Available

Unavailable

Notes

 

 

2.2.1A

In all programme stages, the school has taught:

- principles and scientific methods including analytical and critical                    thinking;

 

 

 

 

2.2.2A

- medical research methods.

 

 

 

 

2.2.3A

- evidence-based medicine.

 

 

 

 

2.2.1Q

The school included elements of medical research in curriculum.

 

 

 

 

 

2.3 Basic Scientific Sciences

·         A guiding question to respond to achievement  indicators of this sub-standard:

1. How are medical sciences contributions incorporated in curriculum to create the required basic scientific knowledge with students to attain and apply clinical and medical sciences in line with scientific, technological and clinical development?

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

 

 

 

 

2.3.1A

A medical school has identified and incorporated the contributions of the medical sciences in the curriculum to create understanding of

- scientific knowledge, principles, and skills fundamental to acquiring and applying the clinical science.

 

 

 

 

2.3.2A

- concepts and methods fundamental to acquiring and applying clinical sciences.

 

 

 

 

2.3.1Q

The school has adjusted and modified the contributions of medical science in line with scientific, technological and clinical development.

 

 

 

 

2.3.2Q

The school has adjusted and modified the contributions of medical science in line with current and anticipated needs of the society and the health care system in Yemen.

 

 

 

 

 

2.4 Behavioral and Social Sciences and Medical Ethics

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      What are the elements of basic biomedical sciences, behavioral and social sciences, medicine ethics, and clinical sciences incorporated in the curriculum?

2.      How are behavioral and social sciences such as society medicine, psychology, sociology and medical statistics incorporated in the curriculum?

3.      How are the contributions of medical ethics, medical jurisprudence (i.e. laws, decisions and service delivery responsibilities) identified and incorporated in the curriculum?

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

 

 

 

2.4.1A

2.4.2A

In the curriculum, the school has identified and incorporated the contributions of the:

- behavioral;

- social sciences such as society medicine, psychology, sociology and medical statistics;

 

 

 

 

2.4.3A 2.4.4A

-  medical ethics;    

- medical jurisprudence (i.e. laws, decisions and service delivery responsibilities).

 

 

 

 

2.4.1Q

The school has adjusted and modified the contributions of behavioral and social science, medical ethics, and the legal aspects in line withscientific, technological and clinical developments.

 

 

 

 

2.4.2Q

The school has adjusted and modified the contributions of behavioral and social science, medical ethics, and the legal aspects in line with current and anticipated needs of the society and the health care system in Yemen.

 

 

 

 

2.4.3Q

The school has adjusted and modified the contributions of behavioral and social science, medical ethics, and the legal aspects in line with changing demographic and cultural contexts.

 

 

 

 

 

2.5 Clinical Sciences and Skills

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      Are clinical sciences contributions identified and incorporated in curriculum to ensure student:

a.      sufficient knowledge and clinical professional skills to assume appropriate responsibility after graduation?

b.     spending of a reasonable part of curriculum in a planned contact with patients concerning health facilities? Explain.

c.      spending of a reasonable part of curriculum in a planned contact with patients concerning clinical settings? Explain.

2.      Are clinical sciences contributions identified and incorporated in curriculum to ensure student: 

a.      reinforcement for experience health promotion and preventive medicine? Explain.

b.     specification of time spent in training in major clinical disciplines? Explain.

c.      organization of clinical training paying attention to patient safety? Explain.

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

 

 

 

 

2.5.1A

The school has identified and incorporated the contributions of the clinical sciences to ensure that students:

- acquire sufficient knowledge and clinical and professional skills to assume appropriate responsibility after graduation;

 

 

 

 

2.5.2A

- spend a reasonable part of the curriculum in planned contact with patients in relevant clinical settings;

 

 

 

 

2.5.3A

- experience health promotion and preventive medicine;

 

 

`

 

2.5.4A

-specify the amount of time spent in training in major clinical disciplines

 

 

 

 

2.5.5A

- organize clinical training with appropriate attention to patient safety.

 

 

 

 

2.5.1Q

The  school has adjusted and modified the contributions of the clinical sciences to thescientific, technological and clinical developments.

 

 

 

 

2.5.2Q

The school has adjusted and modified the contributions of the clinical sciences to the current and anticipated needs of the society and the health care system in Yemen.

 

 

 

 

2.5.3Q

The school has ensured that every student has early patient contact gradually including participation in patient care.

 

 

 

 

2.5.4Q

The  medical school has structured the different components of clinical skills training according to the stage of the study programme.

 

 

 

 

 

2.6 Programme Structure, Components and Duration

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      How are specification, period and sequence of courses designed to ensure appropriate coordination between basic medical, behavioural, social and clinical sciences?

2.      What are the policies used to address horizontal and vertical integration of the clinical sciences in programme?

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

2.6.1A

 

 

 

 

The school has described the content, extent and sequencing of courses and other curricular elements to ensure appropriate coordination between basic medical, behavioural and social and clinical sciences.

 

 

 

 

2.6.1Q

Concerning curricula, a medical schoolhasensured horizontal integration of associated sciences, disciplines and subjects in relation.

 

 

 

 

2.6.2Q

The school has ensured vertical integration of the clinical sciences with the basic biomedical and the behavioural and social sciences

 

 

`

 

2.6.3Q

The school has allowed optional (elective) content and define the balance between the core and optional content as part of the educational programme.

 

 

 

 

2.6.4Q-

The school has described the interface with complementary medicine.

 

 

 

 

 

 

 

2.7  Programme Management

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      Does the school have a curriculum committee, under the governance of its deanery, responsible for planning and implementing curriculum to achieve intended learning outcomes? Mention committee structure.

2.      How does the school ensure representation of its academic cadre and students in the curriculum committee?

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree  

Available

Partially Available

Unavailable

Notes

2.7.1A

The school has a curriculum committee, under the governance of the academic leadership (the dean),responsible for  planning and implementing the curriculum to achieve the intended learning outcomes.

 

 

 

 

2.7.2A

A medical school has ensured representation of the academic cadre and students in the curriculum committee.

 

 

 

 

2.7.1Q

Through its curriculum committee, the school has planned and implemented innovations in the curriculum.

 

 

`

 

 

2.8  Linkage with Medical Practice with Health Sector

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      Is there an operational linkage between educational programme and subsequent stages of education or practice after graduation and labor market? Explain.

2.      Have you ensured that the curriculum committee intends to seek inputs from environment in which graduates will be expected to work, and adjust the programme accordingly considering both interactions and opinions of stakeholders and community? Mention them.

3.      What mechanisms followed to get and use comments from local community and community as a whole? What is the result of these comments?

 

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

2.8.1A

The school has ensured operational linkage between the educational programme and the subsequent stages of education or practice after graduation and labor market.

 

 

 

 

2.8.1Q

The school has ensured that the curriculum committee intends to seek inputs from the environment in which graduates will be expected to work, and modifies the programme accordingly (i.e. labor market needs).

 

 

 

 

2.8.2Q

The medical school has considered programme modification in response to interactions and opinions of the stakeholders and community.

 

 

`

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard Three: Assessment of Students

 

3.1 Assessment Techniques

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      Which unit, office, or administration is responsible for assessment at the school?

2.      How does the school ensure validity and reliability of assessment techniques?

3.      How do assessment practices come in line with intended learning outcomes and instruction methods? 

4.      To what extent do all curriculum elements receive an integrative assessment? How? 

5.      Can assessment techniques help in identifying whether or not intended learning outcomes are achieved? How?

6.      How can principles, methods and practices, used for assessing students, be published?

7.      How are a wide range of assessments, that cover knowledge, skills and setting pass marks,used?

8.      Does the school use a system for student appeal to:

a.     assess and document reliability and validity of assessment techniques through a special committee? Mention the mechanism used?

b.     Incorporate new assessment methods where appropriate? Provide examples.

c.      encourage the use of external examiners? Provide examples.

 

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

3.1.1A

The school has defined, stated and published the principles, methods and practices used for assessment of its students, including the criteria for setting pass marks, grade boundaries and number of allowed retakes.

 

 

 

 

3.1.2A

The school has ensured that assessments cover knowledge, skills and attitudes in accordance with the Yemeni NARS.

 

 

 

 

3.1.3A

The school has a wide range of assessment techniques and forms as needed.

 

 

`

 

3.1.4A

The school has ensured that the assessments avoid the conflict of interest.

 

 

 

 

3.1.5A

The school has ensured that the assessments are open to scrutiny by external experts.

 

 

 

 

3.1.6A

The school has used a system of appeal of assessment results.

 

 

 

 

3.1.1Q

The school has ensured that the curriculum committee intends to evaluate and document the reliability and validity of assessment methods through committees in relation.

 

 

 

 

3.1.2Q

The school has incorporated new assessment methods where appropriate

 

 

 

 

3.1.3Q

The school has encouraged the use of external examiners.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3.2 Relation between Learning and Assessment

 

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      Does the school ensure timely assessment results and feedback to students? Explain.

2.      What are the documents that show timely results announcement mechanism?

3.      What mechanism does the school use to provide feedback to students?

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

3.2.1A-

The school has used the principles, techniques, and practice of assessment that:

are clearly compatible with intended learning outcomes and instructional methods.

 

 

 

 

3.2.2A

The school has ensured that the intended learning outcomes are met by the students.

 

 

 

 

3.2.3A

The school has promoted student learning.

 

 

`

 

3.2.4A

The school has provided an appropriate balance of formative and summative assessment to guide both learning and decisions about academic progress (i.e. students' learning advancement). 

 

 

 

 

3.2.1Q

The school has adjusted the number and nature of examinations of curricular elements to encourage both acquisition of the knowledge base and integrated learning.

 

 

 

 

3.2.2Q

The school has ensured timely, specific, constructive and fair feedback to students on basis of assessment results.   

 

 

 

 

 

 

 

 

Standard Four: Students

 

4.1 Admission Policy and Selection

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      Does the school state and implement an admission policy based on principles of objectivity, including a clear statement on the way students get selected? Summarize this policy.

2.      What are the criteria of student selection? List them.

3.      Which office or unit at the school responsible for student admission?

4.       What are the admission methods used? List them.

5.       How is the school size of student intake defined?

6.      Does the school havea policy for disabled student admissionand implement a student transfer policy from other programmes and national and international medical schools? What are these policies?

7.      How does the school show the relationship between student admission and selection and its mission, programme, desired qualities of graduates periodical review and assessment of admission policy, and appeal policy for admission decisions? Explain.

8.      What are the required documents for registration and admission?

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

4.1.1A

The school has stated and implemented an admission policy based on principles of objectivity, including a clear statement on the process of selection of students.

 

 

 

 

4.1.2A

The school has a policy, and gets  implemented it, for disabled students admission.

 

 

 

 

4.1.3A

The school has a policy, and gets  implemented it, for student transfer from other national and international medical schools.

 

 

`

 

4.1.1Q-

The school has stated the relationship between selection and the mission of the school, the educational programme and desired qualities of graduates.

 

 

 

 

4.1.2Q

The school has periodically reviewed and assessed the admission policy.

 

 

 

 

4.1.3Q

The school has used a system for appeal of admission decisions.

 

 

 

 

 

4.2 Student Intake

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      Does the schooldefine the size of student intake and relate it to its capacity at all stages of programme and departments? Provide examples.

2.      Does the school hold workshops in consultation with other stakeholders to periodically review the size of student intake and regulate it, if needed, to meet society health needs? Provide examples.

3.      Is there any mechanism used for defining the size of student intake? Summarize it.

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

4.2.1A

The school has defined the size of student intake and relate it to its capacity at all stages of the programme and departments.

 

 

 

 

 

4.2.1Q

The school has periodically reviewed the size and nature of student intake in consultation with other stakeholders and regulate it to meet the health needs of the society.

 

 

 

 

 

 

 

 

 

 

 

 

 

4.3 Student  Counseling  and Support

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      Does the school have an academic counselling system for its students? Comment briefly.

2.      Does the l school offer a programme for student support to address their social, financial and personal needs? Comment briefly.

3.      Does the school allocate resources for student support such as providing  academic counseling, which is based on monitoring of student progress, and academic counseling that includes career guidance and planning? Comment briefly.

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

4.3.1A

The school has a system for academic counselling of its students.

 

 

 

 

4.3.2A

The school has offered a programme of student support, addressing social, financial and personal needs.

 

 

 

 

4.3.3A

The school has allocated resources for student support;

 

 

 

 

4.3.4A

The school has ensured confidentiality in relation to counseling and support.

 

 

 

 

4.3.1Q

The school has provided academic counseling that is based on monitoring of student progress.

 

 

 

 

4.3.2Q

The school has provided academic counseling that includes career guidance and planning.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.4 Student Representation

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      Does the school have a clear policy on student representation and appropriate participation instating mission, designing, managing, and assessing programme and other matters relevant to students?

2.      Does the school use special techniques for promoting and facilitating student activities?Comment briefly.

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

4.4.1A

The l school has formulated and implemented a policy on student representation and appropriate participation in:

- stating mission.

 

 

 

 

4.4.2A 

- designing academic programme;

 

 

 

 

4.4.3A

- managing the programme;

 

 

 

 

4.4.4A

- evaluating the programme

 

 

 

 

4.4.5A

- other matters relevant to students.

 

 

 

 

4.4.1Q

- encourage and facilitate student activities.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard Five: Academic Staff

5.1 Recruitment and Selection Policy

·         Guiding questions to respond to achievement  indicators of this sub-standard:

1.      What policies does the school use to ensure recruitment to be in balance with the required teaching skills to introduce the programme with all its components of basic medical sciences, behavioural and social sciences and clinical sciences?

2.      What policy does the school useto ensure that the contributions of faculty members in teaching, research, and service are recognized to be adequately rewarded?

3.      What is the proportion of faculty members to students in each curriculum component (i.e. basic medical sciences, behavioural and social sciences, and clinical training)?

 

Extent of Sub-Standard Indicators Achievement

No.

Indicators

Indicator Availability Degree

Available

Partially Available

Unavailable

Notes

5.1.1A

The school has formulated and implemented a staff recruitment and selection policy which has:

- outline the type, responsibilities and balance of faculty members of the basic medical sciences, the behavioural and social sciences and the clinical sciences required to deliver the curriculum adequately, including the balance between medical and non-medical faculty members, the balance between full-time and part-time faculty members, and the balance between academic and non-academic staff.

 

 

 

 

5.1.2A

- address criteria for scientific, educational and clinical merit, including the balance between teachings, research and service functions.

 

 

 

 

 

5.1.3A

- specify and monitor the responsibilities of its faculty members of the basic medical sciences, the behavioural and social sciences and the clinical sciences.

 

 

 

 

5.1.4A

- have effective selection  procedure that is fair, rigorous and transparent to ensure that the best candidates for the job are selected.