English
العربية
National Accreditation Standards for Faculties of Medicine in Yemen
Introduction
The Council for
Accreditation and Quality Assurance in Yemen is pleased to present this
document to the higher education system in Yemen and specifically to the
faculties and medicine and their faculty members.
The document was
developed by pioneer faculty members working at various faculties of medicine
in Yemen to help improve the practices at the faculties of medicine.
The document describes
the different components of the accreditation standards for faculties of
medicine. Its contents not only help evaluate faculties of medicine but also
help the faculties of medicine to improve the standard of medical education in
the Country.
It has been developed in
line with the standards prescribed by World Federation of Medical Education
(WFME).
Our final goal is to see
our faculties of medicine improve their performance to rise to the regional and
international levels.
Introduction
Standard One: Mission and Learning Outcomes
1.1 MISSION
Basic standards:
The medical school must
· state
its mission clearly. (B 1.1.1)
· make
its mission known to its leadership, staff,
students, stakeholders as well as the health sector it serves. (B 1.1.2)
· in
its mission, outline the aims and the educational strategy resulting in a
medical doctor
- competent at a basic level with
emphasis on priority health problems of Yemen. (B 1.1.3)
- with an appropriate foundation for
future career in any branch of medicine. (B 1.1.4)
- capable of undertaking the roles
of doctors as defined by the health sector in Yemen. (B 1.1.5)
- prepared and ready for
postgraduate medical education. (B 1.1.6)
- committed to life-long learning.
(B 1.1.7)
- ensure that the mission
encompasses the health needs of the community, the needs of the health care
delivery system and other aspects of social accountability taking into consideration
the cultural and social contexts in Yemen. (B 1.1.8)
Quality development standards:
The medical school should ensure that the mission
encompasses
·
medical research attainment. (Q 1.1.1)
·
aspects of global health. (Q 1.1.2)
Annotations:
·
Mission provides the
overarching frame to
which all other
aspects of the
educational institution and
its programme have
to be related.
Mission statement would
include general and
specific issues relevant to
institutional, national, regional
and global policy
and needs. Mission
in this document includes the institutions’ vision.
·
Medical school
in
this document is
the educational organisation providing
a basic (undergraduate) programme
in medicine and
is synonymous with
medical faculty, medical college, medical academy or medical
university. The medical
school can be
part of or
affiliated to a
university or can
be an independent
institution of equal
level. Besides, it normally encompasses
research and clinical
service functions, and
would also provide
educational programmes for
other phases of
medical education and
for other health
professions. Medical schools
would include university
hospitals and other
affiliated clinical facilities.
·
Constituency would include
the leadership, staff
and students of
the medical school
as well as
other stakeholders, cf. 1.4 annotation.
·
Health sector
would include
the health care
delivery system, whether
public or private,
and medical research
institutions.
·
Basic level
of
medical education is
in most countries
identical to undergraduate medical
education starting on
the basis of
completed secondary school
education. In other
countries or schools,
it starts after
completion of a
non-medical undergraduate degree.
·
Any
branch of medicine
refers to
all types of
medical practice, administrative medicine
and medical research.
·
Postgraduate medical
education would include preregistration education
(leading to right
to independent practice),
vocational/professional
education, specialist/ subspecialist
education and other
formalised education programmes
for defined expert
functions.
·
Lifelong learning
is
the professional responsibility to
keep up to
date in knowledge
and skills through
appraisal, audit, reflection
or recognised continuing
professional development (CPD)/continuing medical
education (CME) activities.
CPD includes all
activities that doctors
undertake, formally and
informally, to maintain,
update, develop and
enhance their knowledge,
skills and attitudes
in response to
the needs of
their patients. CPD
is a broader
concept than CME,
which describes continuing
education in the
knowledge and skills
of medical practice.
·
Encompassing the
health needs of
the community would
imply interaction with
the local community,
especially the health
and health related
sectors, and adjustment
of the curriculum
to demonstrate attention
to and knowledge
about the community health problems.
·
Social accountability would include
willingness and ability
to respond to
the needs of
society, of patients
and the health
and health related
sectors and to
contribute to the
national and international development
of medicine by
fostering competencies in
health care, medical
education and medical
research. This would
be based on
the school’s own
principles and in respect of the autonomy of
universities. Social accountability is
sometimes used synonymously
with social responsibility and
social responsiveness. In
matters outside its
control, the medical
school would still
demonstrate social accountability through
advocacy and by
explaining relationships and
drawing attention to consequences of
the policy.
·
Medical research
encompasses scientific
research in basic
biomedical, clinical, behavioural
and social sciences
and is described
in 6.4.
·
Aspects of
global health would include
awareness of major
international health problems,
also of health
consequences of inequality
and injustice.
1.2 INSTITUTIONAL AUTONOMY AND ACADEMIC FREEDOM
Basic standards:
The medical school must have institutional autonomy to
·
formulate and implement policies for which its faculty/academic
staff and administration are responsible, especially regarding
-
design
of the curriculum. (B 1.2.1)
-
use
of the allocated resources necessary for implementation of the curriculum. (B 1.2.2)
Quality development standards:
The medical school should ensure academic freedom for its
staff and students
·
in addressing the actual curriculum. (Q 1.2.1)
·
in exploring the use of new research results to illustrate specific
subjects without expanding the curriculum. (Q 1.2.2)
Annotations:
·
Institutional autonomy
would include
appropriate independence from
government and other counterparts (for example local and
regional authorities, private
co-operations, the professions,
unions and other
interest groups) to
be able to
make decisions about
key areas such
as design of
curriculum (cf. 2.1 and 2.6),
assessments (cf. 3.1), students’ admission (cf. 4.1 and 4.2), staff recruitment/selection (cf. 5.1)
and employment conditions
(cf.5.2), research (cf. 6.4)
and resource allocation (cf.
8.3).
·
Academic freedom
would include
appropriate freedom of
expression, freedom of inquiry
and publication for staff
and students.
·
Addressing the
actual curriculum would allow staff
and students to
draw upon different
perspectives in description
and analysis of
medical issues, basic
as well as
clinical.
1.3 LEARNING OUTCOMES
Basic standards:
The medical school must
·
define the intended learning outcomes that students should 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. (B 1.3.1)
-
Appropriate
foundation for future career in any branch of medicine. (B 1.3.2)
-
Their
future roles in the health sector. (B 1.3.3)
-
Their
subsequent postgraduate training. (B 1.3.4)
-
Their
commitment to skills in life-long learning. (B 1.3.5)
-
The
health needs of the community, the needs of the health care delivery
system and other aspects of social accountability. (B 1.3.6)
·
Ensure appropriate student conduct with respect to fellow students,
faculty members, other health care personnel, patients and their relatives. (B
1.3.7)
·
make
the intended learning outcomes publicly known. (B 1.3.8)
Quality development standards:
The medical school should
·
specify and co-ordinate the linkage of the acquired learning outcomes
by graduation with the acquired outcomes in
postgraduate training. (Q 1.3.1)
·
specify intended outcomes of student engagement in medical research
and its relevance to community health problems in Yemen. (Q 1.3.2)
·
draw attention to global health related intended outcomes. (Q
1.3.3)
Annotations:
·
Learning outcomes
or
learning outcomes/competencies refer
to statements of
knowledge, skills and
attitude that students
demonstrate at the
end of a
period of learning. Outcomes might be either intended or
acquired. Educational/learning
objectives are often described in terms
of intended outcomes.
Outcomes within medicine
and medical practice
- to be
specified by the
medical school -
would include documented
knowledge and understanding
of (a) the
basic biomedical sciences,
(b) the behavioural
and social sciences,
including public health
and population medicine,
(c) medical ethics,
human rights and
medical jurisprudence relevant
to the practice
of medicine, (d)
the clinical sciences,
including clinical skills
with respect to
diagnostic procedures, practical
procedures, communication skills,
treatment and prevention
of disease, health
promotion, rehabilitation, clinical
reasoning and problem
solving; and (e)
the ability to
undertake lifelong learning
and demonstrate professionalism in
connection with the
different roles of
the doctor, also
in relation to
the medical profession.
The characteristics and
achievements the students
display upon graduation
can be categorised
in terms of the doctor
as (a) scholar
and scientist, (b)
practitioner, (c) communicator,
(d) teacher, (e)
manager and (f)
a professional.
·
Appropriate student conduct would presuppose a written code of conduct.
1.4 PARTICIPATION IN FORMULATION OF MISSION AND LEARNING OUTCOMES
Basic standard:
The medical school must
·
ensure that its principal stakeholders participate in formulating
the mission and intended learning outcomes. (B 1.4.1)
Quality development standard:
The medical school should
·
ensure that the formulation of its mission and intended learning
outcomes is based also on input from other stakeholders. (Q 1.4.1)
Annotations:
·
Principal stakeholders would include the
dean, the faculty
board/council, the curriculum committee, representatives of
staff and students,
the university leadership
and administration, relevant
governmental authorities and regulatory bodies.
·
Other stakeholders would include representatives of
other health professions, patients,
the community and public
(e.g. users of
the health care
delivery systems, including
patient organisations). Other
stakeholders would also
include other representatives of
academic and administrative staff,
education and health
care authorities, professional organisations, medical scientific societies and
postgraduate medical educators.
Standard Two: Educational
Programme
2.1 FRAMEWORK OF THE PROGRAMME
Basic standards:
The medical
school must
·
define the overall curriculum. (B 2.1.1)
·
use a curriculum and instructional/learning
methods that stimulate, prepare and support students to participate in their
learning process. (B 2.1.2)
·
ensure that the curriculum is delivered in
accordance with principles of equality. (B 2.1.3)
Quality development standard:
The medical
school should
· Ensure that
the curriculum prepares the students for life-long learning. (Q 2.1.1)
Annotations:
•
Framework of
the programme in this
document is used synonymously with
curriculum.
•
Overall curriculum
in
this document refers
to the specification of
the educational programme, including a
statement of the
intended learning outcomes
(cf. 1.3), the content/syllabus (cf.
2.2 2.6), learning experiences and processes of the programme. The
curriculum should set
out what knowledge,
skills, and attitudes
the student will
achieve. Also, the curriculum
would include a description of the
planned instructional and
learning methods and
assessment methods (cf.
3.1). Curriculum description
would sometimes include
models based on
disciplines, organ systems, clinical
problems/tasks or disease
patterns as well
as models based
on modular or
spiral design. The curriculum
would be based on contemporary learning principles.
·
Instructional/ learning
methods would encompass lectures,
small-group teaching, problem-based
or case-based learning,
peer assisted learning,
practicals, laboratory exercises,
bed-side teaching, clinical
demonstrations, clinical skills
laboratory training, field
exercises in the
community and web-based
instruction.
·
Principles of
equality mean equal treatment
of staff and
students irrespective of gender, ethnicity, religion,
socio-economic status, and
taking into account
physical capabilities.
2.2 SCIENTIFIC METHOD
Basic standards:
The medical school must
•
throughout the curriculum teach
-
the
principles of scientific method, including analytical and critical thinking. (B
2.2.1)
-
medical
research methods. (B 2.2.2)
-
evidence-based
medicine. (B 2.2.3)
Quality development standards:
The medical school should
• In the curriculum include elements
of medical research. (Q 2.2.1)
Annotations:
·
To teach the principles
of scientific method,
medical research methods
and evidence-based medicine requires
scientific competencies of teachers.
This training would
be a compulsory
part of the
curriculum and would
include that medical
students conduct or
participate in minor
research projects.
·
Evidence-based medicine
means medicine
founded on documentation, trials
and accepted scientific results.
·
Elements of
original or advanced
research would include obligatory
or elective, analytic and experimental
studies, thereby fostering
the ability to
participate in the
scientific development of
medicine as professionals
and colleagues.
2.3 BASIC BIOMEDICAL SCIENCES
Basic standards:
The medical school must
• in the curriculum identify and
incorporate the contributions of the basic biomedical sciences to create
understanding of
-
scientific
knowledge fundamental to acquiring and applying clinical sciences.(B 2.3.1)
-
concepts
and methods fundamental to acquiring and applying clinical sciences. (B 2.3.2)
Quality development standards:
The medical school should
•
in the curriculum adjust and modify the contributions of the biomedical
sciences to the
-
Scientific,
technological and clinical developments. (Q 2.3.1)
-
Current
and anticipated needs of the society and the health care system. (Q 2.3.2)
Annotations:
•
The
basic biomedical sciences
would – depending on
local needs and interests include
anatomy, biochemistry, biophysics,
cell biology, genetics,
immunology, microbiology (including
bacteriology, parasitology and
virology), molecular biology,
pathology, pharmacology and
physiology.
2.4 BEHAVIOURAL AND SOCIAL SCIENCES, MEDICAL ETHICS AND JURISPRUDENCE
Basic standards:
The medical school must
•
in the curriculum identify and incorporate the contributions of the
-
behavioural
sciences.(B 2.4.1)
-
social
sciences. (B 2.4.2)
-
medical
ethics. (B 2.4.3)
-
medical
jurisprudence. (B 2.4.4)
Quality development standards:
The medical school should
•
in the curriculum adjust and modify the contributions of the behavioural
and social sciences as well as medical ethics and medical jurisprudence to
-
Scientific,
technological and clinical developments. (Q 2.4.1)
-
Current
and anticipated needs of the society and the health care system. (Q 2.4.2)
-
Changing
demographic and cultural contexts. (Q 2.4.3)
Annotations:
·
Behavioural and
social sciences would - depending
on local needs and
interests -- include
biostatistics, community medicine,
epidemiology, global health,
hygiene, medical anthropology,
medical psychology, medical
sociology, public health
and social medicine.
·
Medical ethics
deals with
moral issues in
medical practice such
as values, rights
and responsibilities related to physician behaviour and decision making.
·
Medical jurisprudence deals with the
laws and other
regulations of the
health care delivery
system, those of the
profession and medical
practice, including the
regulations of production
and the use of
pharmaceuticals and medical
technologies (devices, instruments,
etc.).
·
The behavioural and social
sciences, medical ethics
and medical jurisprudence
would provide the
knowledge, concepts, methods,
skills and attitudes
necessary for understanding socio-economic, demographic
and cultural determinants
of causes, distribution
and consequences of health
problems as well
as knowledge about
the national health
care system and
patients’ rights. This
would enable analysis
of health needs
of the community
and society, effective communication, clinical
decision making and
ethical practices.
2.5 CLINICAL SCIENCES AND SKILLS
Basic standards:
The medical
school must
• in
the curriculum identify and incorporate the contributions of the clinical
sciences to ensure that students
-
acquire
sufficient knowledge and clinical and professional skills to assume appropriate
responsibility after graduation. (B 2.5.1)
-
spend
a reasonable part of the programme in planned contact with patients in relevant
clinical settings. (B 2.5.2)
-
experience health promotion and preventive medicine. (B 2.5.3)
• Specify the amount of time spent in
training in major clinical disciplines. (B 2.5.4)
• Organize clinical training with
appropriate attention to patient safety. (B 2.5.5)
Quality development standards:
The medical
school should
• in
the curriculum adjust and modify the contributions of the clinical sciences to
the
-
scientific,
technological and clinical developments. (Q 2.5.1)
-
current
and anticipated needs of the society and the health care system. (Q 2.5.2)
• Ensure that every student has early
patient contact gradually including participation in patient care. (Q 2.5.3)
• Structure the different components of
clinical skills training according to the stage of the study programme. (Q
2.5.4)
Annotations:
·
The
clinical sciences would - depending
on local needs and
interests - include
anaesthetics, dermatology, diagnostic
radiology, emergency medicine,
general practice/family medicine,
geriatrics, gynaecology &
obstetrics, internal medicine
(with sub-specialities), laboratory
medicine, medical technology,
neurology, neurosurgery, oncology
& radiotherapy, ophthalmology, orthopaedic
surgery, otorhinolaryngology, paediatrics, palliative
care, physiotherapy, rehabilitation medicine,
psychiatry, surgery (with
sub-specialities) and venereology
(sexually transmitted diseases).
Clinical sciences would
also include a
final module preparing
for pre-registration training/internship.
·
Clinical skills
include history
taking, physical examination,
communication skills, procedures
and investigations, emergency
practices, and prescription
and treatment practices.
·
Professional skills
would include
patient management skills,
team-work/team leadership skills and
inter-professional training.
·
Appropriate clinical
responsibility would include activities
related to health
promotion, disease prevention
and patient care.
·
A
reasonable part would mean
about one third
of the programme.
·
Planned contact
with patients would imply
consideration of purpose
and frequency sufficient
to put their
learning into context.
·
Time spent in
training includes clinical rotations
and clerkships.
·
Major clinical
disciplines would include internal
medicine (with subspecialties), surgery (with subspecialties), psychiatry,
general practice/family medicine, gynaecology & obstetrics
and paediatrics.
·
Patient safety
would require
supervision of clinical
activities conducted by
students.
·
Early patient
contact would partly take
place in primary
care settings and
would primarily include history
taking, physical examination
and communication.
·
Participation in
patient care would include responsibility under
supervision for parts of investigations
and/or treatment to
patients, which could
take place in relevant community
settings.
2.6 PROGRAMME STRUCTURE, COMPOSITION AND DURATION
Basic standard:
The medical school must
• describe the content, extent and
sequencing of courses and other curricular elements to ensure appropriate
coordination between basic biomedical, behavioural and social and clinical
subjects. (B 2.6.1)
Quality development standards:
The medical school should in
the curriculum
• Ensure horizontal integration of
associated sciences, disciplines and subjects. (Q 2.6.1)
• Ensure vertical integration of the
clinical sciences with the basic biomedical and the behavioural and social
sciences. (Q 2.6.2)
• Allow optional (elective) content
and define the balance between the core and optional content as part of the
educational programme. (Q 2.6.3)
• describe the interface with
complementary medicine. (Q 2.6.4)
Annotations:
·
Examples of horizontal (concurrent) integration would
be integrating basic
sciences such as
anatomy, biochemistry and
physiology or integrating
disciplines of medicine
and surgery such
as medical and
surgical gastroenterology or
nephrology and urology.
·
Examples of vertical (sequential) integration
would be integrating
metabolic disorders and
biochemistry or cardiology
and cardiovascular physiology.
·
Core and
optional (elective) content
refers to
a curriculum model
with a combination
of compulsory elements
and electives or
special options.
·
Complementary medicine
would include
unorthodox, traditional or
alternative practices.
2.7 PROGRAMME MANAGEMENT
Basic
standards:
The medical
school must
• have a curriculum committee, which under
the governance of the academic leadership (the dean) has the responsibility and
authority for planning and implementing the curriculum to secure its intended learning
outcomes. (B 2.7.1)
• in its curriculum committee ensure
representation of staff and students. (B 2.7.2)
Quality development standards:
The medical
school should
• through its curriculum committee plan and
implement innovations in the curriculum. (Q 2.7.1)
• in its curriculum committee include representatives
of other stakeholders. (Q 2.7.2)
Annotations:
·
The authority of the
curriculum committee would include
authority over specific
departmental and subject
interests, and the
control of the
curriculum within existing
rules and regulations
as defined by
the governance structure
of the institution
and governmental authorities. The
curriculum committee would
allocate the granted
resources for planning
and implementing methods
of teaching and
learning, assessment of
students and course
evaluation (cf. 8.3).
·
Other stakeholders, cf. 1.4,
annotation.
2.8 LINKAGE WITH MEDICAL PRACTICE AND THE
HEALTH SECTOR
Basic standard:
The medical
school must
• Ensure operational linkage between the
educational programme and the subsequent stages of education or practice after
graduation. (B 2.8.1)
Quality development standards:
The medical
school should
• Ensure that the curriculum committee
-
Seeks input from the environment in which graduates will be expected to
work, and modifies the programme accordingly. (Q 2.8.1)
-
Considers programme modification in response to opinions in the
community and society. (Q 2.8.2)
Annotations:
•
The operational linkage implies
identifying health problems
and defining required
learning outcomes. This requires
clear definition and
description of the
elements of the
educational programmes and
their interrelations in
the various stages
of training and
practice, paying attention
to the local,
national, regional and
global contexts. It
would include mutual
feedback to and
from the health
sector and participation
of teachers and
students in activities
of the health
team. Operational linkage
also implies constructive dialogue
with potential employers
of the graduates as basis
for career guidance.
•
Subsequent stages of
education would include postgraduate
medical education (vocational/professional education
and specialist/subspecialist or
expert education, cf.
1.1, annotation) and
continuing professional development
(CPD)/continuing medical
education (CME).
Standard Three: Assessment of
Students
3.1 ASSESSMENT METHODS
Basic standards:
The medical
school must
• define,
state and publish 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. (B 3.1.1)
•
ensure that assessments cover knowledge, skills and attitudes. (B 3.1.2)
• use a wide
range of assessment and to ensure that assessments cover knowledge, skills and
attitudes according to Yemeni NARS. (B
3.1.3)
• ensure that methods and results of assessments avoid
conflicts of interest. (B 3.1.4)
• ensure
that assessments are open to scrutiny by external expertise and avoid any
conflict of interest. (B 3.1.5)
• use a
system of appeal of assessment results. (B 3.1.6)
Quality development standards:
The medical
school should
• evaluate
and document the reliability and validity of assessment methods through, for example, the Educational
Development Unit or the curriculum committee (Q 3.1.1)
•
incorporate new assessment methods where appropriate. (Q 3.1.2)
• encourage
the use of external examiners. (Q 3.1.3)
Annotations:
· Assessment methods would
include consideration of the balance
between formative and
summative assessment, the
number of examinations and
other tests, the
balance between different
types of examinations
(written and oral),
the use of
normative and criterion-referenced judgements,
and the use of personal
portfolio and log-books
and special types
of examinations, e.g.
objective structured clinical
examinations (OSCE) and
mini clinical evaluation
exercise (MiniCEX). It would
also include systems
to detect and
prevent plagiarism.
· “Assessment utility” is a
term combining validity,
reliability, educational impact,
acceptability and efficiency
of the assessment
methods and formats.
· Evaluate and document
the reliability and
validity of assessment
methods would require an appropriate quality assurance process
of assessment practices.
· Use of external
examiners may increase fairness,
quality and transparency
of assessments.
3.2 RELATION BETWEEN ASSESSMENT AND LEARNING
Basic standards:
The medical school must
•
use assessment principles, methods and practices that are clearly
compatible with intended learning outcomes and instructional methods. (B 3.2.1)
§ ensure that the intended learning
outcomes are met by the students. (B 3.2.2)
§ promote student learning. (B 3.2.3)
§ provide an appropriate balance of
formative and summative assessment to guide both learning and decisions about
academic progress. (B 3.2.4)
Quality development standards:
The medical school should
• Adjust the number and nature of
examinations of curricular elements to encourage both acquisition of the knowledge
base and integrated learning. (Q 3.2.1)
• Ensure timely, specific,
constructive and fair feedback to students on basis of assessment results. (Q
3.2.2)
Annotations:
•
Assessment principles,
methods and practices
refer to
assessment of student
achievement and would
include assessment in
all domains: knowledge,
skills and attitudes.
•
Decisions about
academic progress would require
rules of progression
and their relationship to
the assessment process.
•
Adjustment of
number and nature
of examinations would include consideration of
avoiding negative effects on
learning. This would
also imply avoiding
the need for
students to learn
and recall excessive
amounts of information
and curriculum overload.
•
Encouragement of
integrated learning would include consideration of
using integrated assessment,
while ensuring reasonable
tests of knowledge
of individual disciplines
or subject areas.
Standard Four: Students
4.1 ADMISSION POLICY AND SELECTION
Basic standards:
The medical
school must
• formulate
and implement an admission policy based on principles of objectivity, including
a clear statement on the process of selection of students. (B 4.1.1)
• have a
policy and implement a practice for admission of disabled students. ( B 4.1.2)
• have a
policy and implement a practice for transfer of students from other national or
international programmes and institutions.
(B 4.1.3)
Quality development standard:
The medical school should
• state the
relationship between selection and the mission of the school, the educational
programme and desired qualities of graduates. (q 4.1.1)
• periodically
review the admission policy. (q 4.1.2)
·
use a system for appeal of admission
decisions. (q 4.1.3)
Annotations:
•
Admission policy would imply adherence
to medical school capacity (faculty, educational infrastructure for
example teaching facilities, labs, hospitals)
taking into account
possible national regulation
as well as
adjustments to local
circumstances
•
The statement on process
of selection of
students would include
both rationale and
methods of selection
such as secondary
school results, other
relevant academic or
educational experiences, entrance
examinations and interviews,
including evaluation of
motivation to become
doctors. Selection would
also take into
account the need
for variations related
to diversity of
medical practice.
•
Policy and
practice for admission
of disabled students
will
have to be
in accordance with
national law and
regulations.
•
Transfer of
students would include medical
students from other
medical schools and
students from other
study programmes.
•
Periodically review
the admission policy would be based
on relevant societal
and professional data,
to comply with
the health needs
of the community
and society, and
would include consideration of
intake according to
gender, ethnicity and
other social requirements, including
the potential need
of a special
recruitment, admission and
induction policy for
underprivileged students and
minorities.
4.2 STUDENT INTAKE
Basic standard:
The medical school must
• define the size of student intake
and relate it to its capacity at all stages of the programme. (B 4.2.1)
Quality development standard:
The medical school should
• Periodically review the size and
nature of student intake in consultation with other stakeholders and regulate
it to meet the health needs of the community and society. (Q 4.2.1)
Annotations:
•
Decisions on student intake
would imply necessary
adjustment to national
requirements for medical
workforce, taking into account adherence
to medical school capacity (faculty, educational infrastructure for
example teaching facilities, labs, hospitals)
•
Other stakeholders, cf.
1.4, annotations.
•
The
health needs of
the community and
society would include
consideration of intake
according to gender,
ethnicity and other
social requirements , including
the potential need
of a special
recruitment, admission and
induction policy for
underprivileged students and
minorities. Forecasting the
health needs of
the community and
society for trained
physicians includes estimation
of various market
and demographic forces
as well as
the scientific development
and migration patterns
of physicians.
4.3 STUDENT COUNSELLING AND SUPPORT
Basic standards:
The medical school and/or the university must
• have a system for academic counselling
of its student population. (B 4.3.1)
• offer a programme of student
support, addressing social, financial and personal needs. (B 4.3.2)
• allocate resources for student
support. (B 4.3.3)
• ensure confidentiality in relation
to counselling and support. (B 4.3.4)
Quality development standards:
The medical school should
•
provide academic counselling that
§ is based on monitoring of student
progress. (Q 4.3.1)
§ includes career guidance and
planning. (Q 4.3.2)
Annotations:
•
Academic counselling
would include
questions related to
choice of electives,
residence preparation and career
guidance. Organisation of
the counselling would
include appointing academic
mentors for individual
students or small
groups of students.
• Addressing social, financial
and personal needs would
mean professional support
in relation to
social and personal
problems and events,
health problems and
financial matters, and would include
access to health
clinics, immunisation programmes
and health/disability insurance
as well
as financial aid
services in forms
of bursaries, scholarships
and loans.
4.4 STUDENT REPRESENTATION
Basic standards:
The medical school should
• formulate and implement a policy
on student representation and appropriate participation in
-
mission
statement. (B 4.4.1)
-
design
of the programme. (B 4.4.2)
-
management
of the programme. (B 4.4.3)
-
evaluation
of the programme. (B 4.4.4)
-
other
matters relevant to students. (B 4.4.5)
Quality development standards:
The medical school should
• Encourage and facilitate student
activities (Q 4.4.1)
Annotations:
•
Student representation would include student
self-governance and representation on
the curriculum committee,
other educational and scientific committees, scientific
and other relevant
bodies as well
as social activities
and local health
care projects (cf.
B 2.7.2).
•
To facilitate student activities
would include consideration of
providing technical and
financial support to
student scientific
committees
Standard Five: Academic
Staff/Faculty
5.1 RECRUITMENT AND SELECTION POLICY
Basic standards:
The medical
school must
• formulate and implement a staff recruitment
and selection policy which
-
Outline the type, responsibilities and
balance of the academic staff/faculty of the basic biomedical sciences, the behavioural
and social sciences and the clinical sciences required to deliver the
curriculum adequately, including the balance between medical and non-medical
academic staff, the balance between full-time and part-time academic staff, and
the balance between academic and non-academic staff. (B 5.1.1)
-
Address criteria for scientific,
educational and clinical merit, including the balance between teachings,
research and service functions. (B 5.1.2)
-
Specify and monitor the responsibilities of
its academic staff/faculty of the basic biomedical sciences, the behavioural
and social sciences and the clinical sciences. (B 5.1.3)
- the selection policy must have an effective procedure
that is fair, rigorous and transparent to ensure that the best candidates for
the job are selected. (B 5.1.4)
Quality development standards:
The medical
school should
• in its
policy for staff recruitment and selection take into account criteria such as
-
Relationship to its mission, including significant
local issues. (Q 5.1.1)
-
Economic considerations. (Q 5.1.2)
Annotations:
•
The staff recruitment and
selection policy would
include ensuring a
sufficient number of
highly qualified basic
biomedical scientists, behavioural
and social scientists
and clinicians to
deliver the curriculum
and a sufficient
number of high
quality researchers in
relevant disciplines or
subjects.
•
Balance of
academic staff/faculty would include staff
with joint responsibilities in
the basic biomedical,
the behavioural and
social and clinical
sciences in the
university and health
care facilities, and
teachers with dual
appointments.
•
Balance between
medical and non-medical
staff would imply consideration
of sufficient medical
orientation of the
qualifications of non-medically educated
staff.
•
Merit would be measured
by formal qualifications, professional experience,
research output, teaching awards
and peer recognition.
•
Service functions
would include
clinical duties in
the health care
delivery system, as
well as participation in
governance and management.
•
Significant local
issues would include gender
and other items
of relevance to
the school and
the curriculum.
•
Economic considerations would include taking
into account institutional conditions
for staff funding and
efficient use of
resources.
5.2 STAFF ACTIVITY AND STAFF DEVELOPMENT
Basic standards:
The medical school must
•
formulate and implement a staff activity and development policy which
-
allow a balance of capacity between
teaching, research and service functions. (B 5.2.1)
-
ensure
recognition of meritorious academic activities, with appropriate emphasis on teaching,
research and service qualifications. (B 5.2.2)
-
ensure
that clinical service functions and research are used in teaching and learning.
(B 5.2.3)
-
ensure
sufficient knowledge by individual staff members of the total curriculum. (B
5.2.4)
-
include
teacher training, development, support and appraisal. (B 5.2.5)
Quality development standards:
The medical school should
• take into account teacher-student ratios
relevant to the various curricular components. (Q 5.2.1)
• design and implement a staff
promotion policy. (Q 5.2.2)
Annotations:
•
The balance of capacity
between teaching, research
and service functions
would include provision
of protected time
for each function,
taking into account
the needs of
the medical school
and professional qualifications of
the teachers.
•
Recognition of
meritorious academic activities
would be
through rewards, promotion
and/or remuneration.
•
Sufficient knowledge
of the total
curriculum would include knowledge
about instructional/learning methods
and overall curriculum
content in other
disciplines and subject
areas with the
purpose of fostering
cooperation and integration.
•
Teacher training,
development, support and
appraisal would involve all
teachers, not only
new teachers, and
also include teachers
employed by hospitals
and clinics.
Standard Six: Educational Resources
6.1. PHYSICAL FACILITIES
Basic standards:
The medical school must
·
have sufficient physical facilities for staff and students to
ensure that the curriculum can be
delivered adequately. (B 6.1.1)
·
ensure a learning environment, which is safe for staff, students,
patients and their relatives. (B
6.1.2)
Quality development
standards:
The medical school should
·
improve the learning environment by regularly updating and modifying or
extending the physical facilities to match developments in educational
practices. (Q 6.1.1)
Annotations:
•
Physical facilities would include
lecture halls, class,
group and tutorial
rooms, teaching and
research laboratories, clinical
skills laboratories, offices,
libraries, information technology
facilities and student
amenities such as
adequate study space,
lounges, transportation facilities,
catering, student housing,
personal storage lockers,
sports and recreational
facilities.
•
A safe learning
environment would include provision
of necessary information
and protection from harmful
substances, specimens and
organisms, laboratory safety
regulations and safety
equipment.
6.2. CLINICAL TRAINING RESOURCES
Basic
standards:
The medical school must
·
ensure necessary resources
for giving the
students adequate clinical
experience, including sufficient
- number and categories of
patients. (B 6.2.1)
- clinical training facilities. (B
6.2.2)
- supervision of their clinical
practice. (B 6.2.3)
Quality development standards
The medical school should
·
evaluate, adapt and improve the facilities for clinical training to meet
the needs of the population it serves.
(Q 6.2.1)
Annotations:
•
Patients may include validated
simulation using standardised patients
or other techniques, where appropriate,
to complement, but
not substitute clinical
training.
•
Clinical training
facilities would include hospitals
(adequate mix of
primary, secondary and
tertiary), sufficient patient
wards and diagnostic
departments, laboratories, ambulatory
services (including primary
care), clinics, primary
health care settings,
health care centres
and other
community health care
settings as well
as skills laboratories, allowing
clinical training to
be organised using
an appropriate mix
of clinical settings
and rotations throughout
all main disciplines.
•
Evaluate would include evaluation
of appropriateness and
quality for medical
training programmes in
terms of settings,
equipment and number
and categories of
patients, as well
as health practices,
supervision and administration.
Basic standards:
The medical school must
·
formulate
and implement a policy which addresses effective and ethical use and evaluation
of appropriate information and communication technology. (B
6.3.1)
·
ensure
access to web-based or other electronic media.
(B 6.3.2.)
Quality development standards
The medical school should
·
enable teachers
and students to
use existing and
exploit appropriate new
information and communication
technology for
- independent learning. (Q
6.3.1)
- accessing information. (Q
6.3.2)
- managing patients. (Q
6.3.3)
- working in health care delivery
systems. (Q 6.3.4)
·
optimize student access to relevant patient data and health
care information systems. (Q 6.3.5)
Annotations:
•
Effective and
ethical use of
information and communication technology
would include
use of computers,
cell/mobile telephones, internal
and external networks
and other means
as well as
coordination with library
services. The policy
would include common
access to all
educational items through
a learning management
system. Information and
communication technology would
be useful for
preparing students for
evidence-based medicine and
life-long learning through
continuing professional development
(CPD).
•
Ethical use refers to the
challenges for both
physician and patient
privacy and confidentiality following
the advancement of
technology in medical
education and health
care. Appropriate safeguards
would be included
in relevant policy
to promote the
safety of physicians
and patients while
empowering them to
use new tools.
6.4. MEDICAL
RESEARCH AND SCHOLARSHIP
Basic
standards:
The medical school must
·
use
medical research and scholarship as a basis for the educational curriculum.
(B 6.4.1)
·
formulate
and implement a policy that fosters the relationship between
medical research and education. (B
6.4.2)
·
describe
the research facilities and priorities at the institution. (B
6.4.3)
Quality development standards
The medical school should
·
ensure
that interaction between medical research and education
- influences current teaching. (Q
6.4.1)
- encourages and prepares students to
engage in medical research and development.
(Q 6.4.2)
Annotations:
•
Medical research
and scholarship encompasses scientific
research in basic
biomedical, clinical, behavioural
and social sciences.
Medical scholarship means
the academic attainment
of advanced medical
knowledge and inquiry. The medical research basis
of the curriculum
would be ensured
by research activities
within the medical
school itself or
its affiliated institutions
and/or by the
scholarship and scientific
competencies of the
teaching staff. Influences on current
teaching would facilitate
learning of scientific
methods and evidence-based medicine
6.5.
EDUCATIONAL EXPERTISE
Basic standards:
The medical school
must
·
have
access to educational expertise where required.
(B 6.5.1)
·
formulate
and implement a policy on the use of educational expertise in
- curriculum development. (B
6.5.2)
- development of teaching and assessment
methods. (B 6.5.3)
Quality development standards
The medical school should
·
demonstrate evidence
of the use
of in-house or
external educational expertise
in staff development. (Q
6.5.1)
·
pay
attention to current expertise in educational evaluation and in research in the
discipline of medical education. (Q 6.5.2)
·
allow
staff to pursue educational research interest.
(Q 6.5.3)
Annotations:
•
Educational expertise
would deal
with processes, practice
and problems of
medical education and
would include medical
doctors with research
experience in medical
education, educational psychologists
and sociologists. It
can be provided
by an education
development unit or
a team of interested and
experienced teachers at
the institution or
be acquired from
another national or
international institution.
•
Research in
the discipline of
medical education investigates theoretical, practical and
social issues in medical education.
6.6. EDUCATIONAL EXCHANGES
Basic standards:
The medical school must
• formulate and
implement a policy for
- national and international collaboration with
other educational institutions, including staff and student mobility. (B
6.6.1)
- transfer of educational credits. (B
6.6.2)
Quality development standards
The medical school
should
·
facilitate regional
and international exchange
of staff and
students by providing
appropriate resources. (Q 6.6.1)
·
ensure that
exchange is purposefully organized, taking into
account the needs
of staff and students, and respecting ethical
principles. (Q 6.6.2)
Annotations:
· Other educational institutions
would include
other medical schools
as well as
other faculties and
institutions for health
education, such as
schools for public
health, dentistry, pharmacy
and veterinary medicine.
·
A policy for transfer
of educational credits
would imply consideration
of limits to
the proportion of
the study programme
which can be
transferred from other
institutions. Transfer of
educational credits would
be facilitated by
establishing agreements on
mutual recognition of
educational elements and
through active programme
coordination between medical
schools. It would
also be facilitated
by use of
a transparent system
of credit units
and by flexible
interpretation of course
requirements.
· Staff would include
academic, administrative and
technical staff.
Standard Seven: Programme Evaluation
7.1. MECHANISMS FOR PROGRAMME MONITORING AND
EVALUATION
Basic
standards:
The medical school must
·
have
a programme of routine curriculum monitoring of processes and outcomes. (B
7.1.1)
·
establish
and apply a mechanism for programme evaluation that
- addresses the curriculum and its
main components. (B 7.1.2)
- addresses student progress. (B
7.1.3)
-
identifies and addresses concerns. (B 7.1.4)
·
ensure
that relevant results of evaluation develop the curriculum. (B 7.1.5)
Quality
development standards
The medical school should
·
periodically
evaluate the programme by comprehensively addressing
- the context of the educational
process. (Q 7.1.1)
- the specific components of the
curriculum. (Q 7.1.2)
- the long-term acquired outcomes. (Q
7.1.3)
- its social accountability (Q 7.1.4)
Annotations:
•
Programme monitoring
would imply
the routine collection
of data about
key aspects of
the curriculum for
the purpose of
ensuring that the
educational process is
on track and
for identifying any
areas in need
of intervention. The
collection of data
is often part
of the administrative procedures
in connection with
admission of students,
assessment and graduation.
•
Programme evaluation
is
the process of
systematic gathering of
information to judge
the effectiveness and
adequacy of the
institution and its
programme. It would
imply the use
of reliable and
valid methods of
data collection and
analysis for the
purpose of demonstrating
the qualities of
the educational programme
or core aspects
of the programme
in relation to
the mission and
the curriculum, including
the intended educational
outcomes. Involvement of
external reviewers from other
institutions and experts
in medical education
would further broaden
the base of
experience for quality
improvement of medical
education at the
institution.
•
Main components of
the curriculum would include
the curriculum model(cf.
B 2.1.1), curriculum
structure, composition and
duration (cf. 2.6)
and the use
of core and
optional parts (cf.
Q 2.6.3).
•
Identified concerns would include
insufficient fulfilment of
intended educational outcomes.
It would use
measures of and
information about educational
outcomes, including identified
weaknesses and problems,
as feedback for
interventions and plans
for corrective action,
programme development and
curricular improvements; this
requires safe and
supporting environment for
feedback by teachers
and students.
•
The context of
the educational process
would include the
organisation and resources
as well as
the learning environment
and culture of
the medical school.
•
Specific components of
the curriculum would include
course description, teaching
and learning methods,
clinical rotations and
assessment methods.
7.2. TEACHER AND STUDENT FEEDBACK
Basic
standards:
The medical school must
·
systematically seek, analyse and
respond to teacher and student feedback. (B 7.2.1)
Quality
development standards
The medical school should
·
use
feedback results for programme development. (Q 7.2.1)
Annotations:
•
Feedback would include students’
reports and other
information about the
processes and products
of the educational
programmes. It would
also include information
about malpractice or
inappropriate conduct by
teachers or students
with or without
legal consequences.
7.3. PERFORMANCE OF STUDENTS AND GRADUATES
Basic
standards:
The medical
school must
·
analyse performance of cohorts of
students and graduates in relation to
-
mission and intended learning
outcomes. (B 7.3.1)
-
curriculum. (B 7.3.2)
-
provision of resources. (B 7.3.3)
Quality development standards
The medical school should
·
analyse performance of cohorts of
students and graduates in relation to student
·
background and conditions. (Q 7.3.1)
·
entrance qualifications. (Q 7.3.2)
·
use the analysis of student
performance to provide feedback to the committees responsible for
- student
selection. (Q 7.3.3)
- curriculum
planning. (Q 7.3.4)
- student
counselling. (Q 7.3.5)
Annotations:
•
Measures and analysis
of performance of cohorts
of students would
include information about
actual study duration,
examination scores, pass
and failure rates,
success and dropout
rates and reasons,
student reports about
conditions in their
courses, as well
as time spent
by them on
areas of special
interest, including optional
components. It would
also include interviews
of students frequently
repeating courses, and
exit interviews with
students who leave
the programme.
•
Measures of performance of
cohorts of graduates
would include information
on results at
national license examinations,
career choice and
postgraduate performance, and
would, while avoiding
the risk of
programme uniformity, provide
a basis for
curriculum improvement.
•
Student background
and conditions would include
social, economic and
cultural circumstances.
7.4. INVOLVEMENT OF STAKEHOLDERS
Basic standards:
The medical school must
·
in its programme monitoring and
evaluation activities involve its principal stakeholders. (B 7.4.1)
Quality development standards
The medical school should
·
for other stakeholders
-
allow access to results of course
and programme evaluation. (Q 7.4.1)
-
seek their feedback on the
performance of graduates. (Q 7.4.2)
-
seek their feedback on the
curriculum. (Q 7.4.3)
Quality development standards
The medical school should
·
for
other stakeholders
- allow access to results of course
and programme evaluation. (Q 7.4.1)
-
seek their feedback on the performance of graduates. (Q 7.4.2)
-
seek their feedback on the curriculum. (Q 7.4.3)
Annotations:
• Principal stakeholders, cf. 1.4, annotation.
• Other
stakeholders, cf. 1.4, annotation.
Standard Eight: Governance and Administration
Basic
standards:
The medical school must
·
define its governance structures and functions including their
relationships within the university. (B 8.1.1)
Quality
development standards
The medical school should
·
in its governance structures set out the committee structure, and
reflect representation from
- principal stakeholders. (Q 8.1.1)
-
other stakeholders. (Q
8.1.2)
·
ensure transparency of the work of governance and its decisions. (Q
8.1.3)
Annotations:
•
Governance means the
act and/or the
structure of governing
the medical school.
Governance is primarily
concerned with policy
making, the processes
of establishing general
institutional and programme
policies and also
with control of
the implementation of the policies.
The institutional and
programme policies would
normally encompass decisions
on the mission
of the medical
school, the curriculum,
admission policy, staff
recruitment and selection
policy and decisions
on interaction and
linkage with medical
practice and the
health sector as
well as other
external relations.
•
Relationships within
the university of its
governance structures would
be specified, for
example if the
medical school is
part of or
affiliated to a
university.
•
The
committee structure, which includes
a curriculum committee,
would define lines
of responsibility, cf. B 2.7.1.
• Transparency would
be obtained by
newsletters, web-information or
disclosure of minutes.
Basic
standards:
The medical school must
·
describe the responsibilities of its academic leadership for
definition and management of the medical educational programme. (B 8.2.1)
Quality
development standards
The medical school should
·
periodically evaluate its academic leadership in relation to achievement
of its mission and intended learning outcomes.
(Q 8.2.1)
Annotations:
•
Academic leadership
refers to
the positions and
persons within the
governance and management
structures being responsible
for decisions on
academic matters in
teaching, research and
service and would
include dean, deputy
dean, vice deans,
provost, heads of
departments, course leaders,
directors of research
institutes and centres
as well as
chairs of standing
committees (e.g. for
student selection, curriculum
planning and student
counselling).
8.3. EDUCATIONAL BUDGET AND RESOURCE
ALLOCATION
Basic
standards:
The medical school must
· have a clear line of responsibility and authority
for resourcing the curriculum, including a dedicated educational budget. (B
8.3.1)
·
allocate the resources necessary for the implementation of the
curriculum and distribute the educational resources in relation to educational
needs. (B 8.3.2)
Quality
development standards
The medical school should
·
have autonomy to direct resources, including teaching staff
remuneration, in an appropriate manner in order to achieve its intended learning
outcomes. (Q 8.3.1)
·
in distribution of resources take into account the developments in
medical sciences and the health needs of the society.
(Q 8.3.2)
Annotations:
· The educational budget
would depend
on the budgetary
practice in each
institution and country
and would be
linked to a
transparent budgetary plan
for the medical
school.
· Resource allocation presupposes institutional
autonomy
· Regarding educational
budget
and resource allocation
for student support
and student organisations, cf. B
4.3.3 and 4.4,
annotation.
8.4. ADMINISTRATION AND MANAGEMENT
Basic
standards:
The
medical school must
·
have an administrative and professional staff that is appropriate
to
- support implementation of its
educational programme and related activities. (B 8.4.1)
- ensure good management and resource
deployment. (B 8.4.2)
Quality development standards
The medical school should
·
formulate and implement an internal programme for quality assurance
of the management including regular review. (Q 8.4.1)
Annotations:
•
Management means the
act and/or the structure concerned
primarily with the
implementation of the
institutional and programme
policies including the
economic and organisational implications
i.e. the actual
allocation and use
of resources within
the medical school. Implementation of the
institutional and programme
policies would involve
carrying into effect
the policies and
plans regarding mission,
the curriculum, admission,
staff recruitment and
external relations.
•
Administrative and
professional staff in this
document refers to the positions
and persons within
the governance and
management structures being
responsible for the
administrative support to
policy making and
implementation of policies
and plans and
would - depending
on the organisational structure
of the administration -
include head and
staff in the
dean’s office or
secretariat, heads of
financial administration, staff
of the budget
and accounting offices,
officers and staff
in the admissions
office and heads
and staff of
the departments for
planning, personnel and
IT.
•
Appropriateness of
the administrative staff
means size
and composition according
to qualifications.
•
Internal programme
of quality assurance
would include
consideration of the
need for improvements and
review of the
management.
8.5. INTERACTION WITH HEALTH SECTOR
Basic
standards:
The
medical school must
· have constructive interaction with the health and
health related sectors of society and government. (B 8.5.1)
Quality
development standards
The medical
school should
· formalize its collaboration, including engagement
of staff and students, with partners in the health sector. (Q 8.5.1)
Annotations:
•
Constructive interaction
would imply
exchange of information,
collaboration, and organisational initiatives.
This would facilitate
provision of medical
doctors with the
qualifications needed by society.
•
The
health sector would include
the health care
delivery system, whether
public or private,
and medical research
institutions.
•
The
health-related sector would - depending
on issues and
local organisation -
include institutions and
regulating bodies with
implications for health
promotion and disease
prevention (e.g. with environmental, nutritional
and social responsibilities).
•
To formalise collaboration would
mean entering into
formal agreements, stating
content and forms
of collaboration, and/or
establishing joint contact
and coordination committees
as well as
joint projects.
Standard Nine: Continuous Renewal
Basic
standards:
The medical school must as a dynamic and socially accountable institution
· initiate
procedures for regularly
reviewing and updating
the process, structure, content,
outcomes/ competencies, assessment and learning environment of the programme. (B
9.0.1)
· rectify documented deficiencies. (B
9.0.2)
· allocate resources for continuous renewal. (B 9.0.3)
Quality
development standards
The medical school should
· base
the process of
renewal on prospective
studies and analyses
and on results
of local evaluation and the
medical education literature. (Q
9.0.1)
· ensure
that the process
of renewal and
restructuring leads to
the revision of
its policies and practices in
accordance with past
experience, present
activities and future
perspectives. (Q 9.0.2)
· address the following issues in its process of
renewal:
- adaptation of mission statement to the
scientific, socio-economic and cultural
development of the society.
(Q 9.0.3) (cf.
1.1)
- modification of the intended learning outcomes
of the graduating students in accordance with
documented needs of the
environment they will
enter. The modification might
include clinical skills, public health
training and involvement
in patient care
appropriate to responsibilities
encountered upon graduation. (Q 9.0.4)
(cf. 1.3)
- adaptation
of the curriculum
model and instructional methods
to ensure that
these are appropriate and
relevant.
(Q 9.0.5) (cf.
2.1)
- adjustment of curricular elements and their
relationships in keeping with developments in the basic biomedical, clinical, behavioural and
social sciences, changes in
the demographic profile and
health/disease pattern of
the population, and socioeconomic and
cultural conditions. The adjustment
would ensure that
new relevant knowledge, concepts and methods are included and out-dated ones
discarded. (Q 9.0.6)
(cf. 2.2 -
2.6)
- development
of assessment principles, and the
methods and the
number of examinations according to changes in
intended learning outcomes and instructional methods.(Q 9.0.7)
(cf. 3.1 and 3.2)
- adaptation
of student recruitment
policy, selection methods and
student intake to
changing expectations and circumstances, human resource
needs, changes in the
premedical education system and the requirements of the educational
programme. (Q 9.0.8)
(cf. 4.1 and 4.2)
- adaptation
of academic staff
recruitment and development
policy according to
changing needs. (Q 9.0.9)
(cf. 5.1 and 5.2)
- updating of educational resources according to
changing needs, i.e. the student intake,
size and profile of academic staff, and the educational programme. (Q
9.0.10) (cf. 6.1
- 6.3)
- refinement of the process of programme
monitoring and evaluation. (Q 9.0.11)
(cf. 7.1 –
7.4)
- development of the organisational structure
and of governance and management to cope with changing circumstances and
needs and, over time, accommodating the
interests of the different groups of stakeholders. (Q 9.0.12)
(cf. 8.1 –
8.5)
Annotations:
• Prospective studies would
include research and
studies to collect
and generate data
and evidence on country-specific experiences
with best practice.
Acknowledgment:
The Council for
Accreditation and Quality Assurance would like to acknowledge the contribution
of all of those who contributed their time and effort for development of this
document as members of committees and the other many roles the resulted in the
production of this document.