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 |
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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 |
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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
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Partially
Available |
Unavailable |
Notes
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1.1.1A |
The school has stated
its mission clearly. |
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1.1.2A |
The school has made its
mission known to its leadership, academic
and administrative staffs, students, beneficiaries, and health sector, it
serves. |
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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. |
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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. |
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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. |
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1.1.1Q |
The school encompasses
in its mission medical research attainment. |
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1.1.2Q |
The school encompasses
in its mission aspects of global health. |
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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
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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. |
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1.2.2A |
- using
the allocated resources necessary for implementation of the curriculum/academic programme. |
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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.- |
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1.1.2Q |
using the allocated resources necessary for implementation of the
curriculum/academic
programme |
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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
|
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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. |
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1.3.2A |
-
basic knowledge and
skills that qualify them for any future
career in any branch of medicine |
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1.3.3A |
-
future roles in the health sector. |
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1.3.4A |
-
subsequent
postgraduate training; |
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1.3.5A |
-
commitment to skills in life-long learning; |
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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. |
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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. |
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1.3.8A |
The
school has made intended learning outcomes publicly known. |
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1.3.1Q |
The
school has specified and co-ordinated linkage of acquired learning outcomes
by graduation with acquired outcomes in postgraduate training. |
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1.3.2Q |
The
school has specified intended outcomes of student engagement in medical
research and its relevance to community health problems in Yemen |
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1.3.3Q |
The
school has drawn attention to global health related intended outcomes. |
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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
|
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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. |
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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). |
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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
|
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2.1.1A |
The school has defined the curriculum clearly. |
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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 |
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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.). |
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2.1.1Q |
The school has ensured that the
curriculum prepares the students for life-long
learning. |
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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
|
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2.2.1A |
In all programme stages, the school has taught:
- principles and
scientific methods including analytical and critical thinking; |
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2.2.2A |
- medical
research methods. |
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2.2.3A |
- evidence-based
medicine. |
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2.2.1Q |
The school included
elements of medical research in curriculum. |
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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
|
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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. |
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2.3.2A |
- concepts and
methods fundamental to acquiring and applying clinical sciences. |
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2.3.1Q |
The school has
adjusted and modified the contributions of medical science in line with
scientific, technological and clinical development. |
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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. |
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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
|
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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; |
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2.4.3A 2.4.4A |
- medical ethics; - medical jurisprudence (i.e. laws, decisions and service delivery
responsibilities). |
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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. |
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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. |
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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. |
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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
|
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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; |
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2.5.2A |
- spend a reasonable part of the
curriculum in planned contact with patients in relevant clinical settings; |
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2.5.3A |
- experience health promotion and
preventive medicine; |
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` |
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2.5.4A |
-specify the amount of time spent in
training in major clinical disciplines |
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2.5.5A |
- organize clinical training with
appropriate attention to patient safety. |
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2.5.1Q |
The school has adjusted and modified the contributions of the
clinical sciences to thescientific,
technological and clinical developments. |
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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. |
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2.5.3Q |
The school has ensured that every student
has early patient contact gradually including participation in patient care. |
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2.5.4Q |
The medical school has structured the different components of clinical
skills training according to the stage of the study programme. |
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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
|
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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. |
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2.6.1Q |
Concerning curricula, a medical schoolhasensured horizontal integration of associated sciences,
disciplines and subjects in relation. |
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2.6.2Q |
The school has ensured vertical integration of the clinical
sciences with the basic biomedical and the behavioural and social sciences |
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` |
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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. |
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2.6.4Q- |
The school has described the interface with complementary
medicine. |
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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
|
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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. |
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2.7.2A |
A medical
school has ensured representation of the academic cadre and students in the
curriculum committee. |
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2.7.1Q |
Through its
curriculum committee, the school has planned and implemented innovations in
the curriculum. |
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` |
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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
|
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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. |
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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). |
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2.8.2Q |
The medical school has considered
programme modification in response to interactions and opinions of the
stakeholders and community. |
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` |
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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
|
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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. |
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3.1.2A |
The school has ensured that assessments cover knowledge, skills and
attitudes in accordance with the Yemeni NARS. |
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3.1.3A |
The school has a wide range of assessment techniques and forms as
needed. |
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` |
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3.1.4A |
The school has ensured that the assessments avoid the conflict of
interest. |
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3.1.5A |
The school has ensured that the assessments are open to scrutiny by external
experts. |
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3.1.6A |
The school has used a system of appeal of assessment results. |
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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. |
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3.1.2Q |
The school has incorporated new assessment methods where appropriate |
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3.1.3Q |
The school has encouraged the use of external examiners. |
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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. |
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3.2.2A |
The school has ensured that the intended learning outcomes are
met by the students. |
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3.2.3A |
The school has promoted student learning. |
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` |
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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). |
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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. |
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3.2.2Q |
The school has ensured timely, specific, constructive and fair
feedback to students on basis of assessment results.
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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
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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. |
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4.1.2A |
The school has a policy, and gets
implemented it, for disabled students admission. |
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4.1.3A |
The school has a policy, and gets
implemented it, for student transfer from other national and
international medical schools. |
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` |
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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. |
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4.1.2Q |
The school has periodically reviewed and assessed the admission
policy. |
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4.1.3Q |
The school has used a system for appeal of admission decisions. |
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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.
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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. |
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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. |
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4.3.2A |
The school has
offered a programme of student support, addressing social, financial and
personal needs. |
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4.3.3A |
The school has allocated
resources for student support; |
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4.3.4A |
The school has
ensured confidentiality in relation to counseling and support. |
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4.3.1Q |
The school has
provided academic counseling that is based on monitoring of student progress. |
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4.3.2Q |
The school has
provided academic counseling that includes career guidance and planning. |
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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. |
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4.4.2A |
- designing academic programme; |
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4.4.3A |
- managing the programme; |
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4.4.4A |
- evaluating the programme |
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4.4.5A |
- other matters relevant to students. |
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4.4.1Q |
- encourage and facilitate student activities. |
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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. |
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5.1.2A |
- address criteria for scientific,
educational and clinical merit, including the balance between teachings,
research and service functions.
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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. |
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5.1.4A |
- have effective selection procedure that is fair, rigorous and
transparent to ensure that the best candidates for the job are selected. |
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