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This book is an easy-to-read, practical guide for any medical school preparing for accreditation or institutional review. It contains practical guidance on the use of internationally accepted standards with a particular focus on what it is that external accrediting teams will be looking for both before and during their site visit. This book will appeal to medical school faculty as well as faculty from other health professions schools who are preparing for either high stakes accreditation or internal review. It may also appeal to agencies responsible for accrediting medical schools who wish to become more familiar with the international standards.
Optimize your assessment processes through Quality Assurance. This is a ground-breaking guide to ensuring quality assurance in the movement toward competency-based medical education With the increasing globalization of medical education comes the need for mutual recognition of quality and standards. Understanding Assessment in Medical Education through Quality Assurance compiles and shares best practices from leading programs from around the globe. Authoritative approaches and processes that have been tested and refined show how to implement quality assurance of written, performance-and workplace-based assessments in medical education while maintaining regulatory standards. As leading experts in the medical education world on this issue, the authors provide specific suggestions and showcase how their methods can be implemented with representative case studies. Medical educators and their students will benefit from this suite of evidence-based QA processes that they can immediately put into action for monitoring and ensuring continuous quality improvement. Content highlights: The value of quality assurance (QA) and the role of QA assessors in assuring the quality of assessment International best practices in relation to quality assurance of programs of assessment, both within academic institutions and at national/international accreditation levels Quality assurance of Performance-based, workplace-based, written and programmatic assessment The role of technology in the quality assurance of assessment processes Approaches for assuring equivalence of assessment across diverse settings The ways in which medical education has changed in response to the disruption caused by the COVID-19 pandemic
Avedis Donabedian's name is synonymous with quality of medical care. He unraveled the mystery behind the concept by defining it in clear operational terms and provided detailed blueprints for both its measurement(known as quality assessment) and its improvement(known as quality assurance). Many before him claimed that quality couldn't be defined in concrete objective terms. He demonstrated that quality is an attribte of a system which he called structure, a set of organized activities whihc he called process, and an outcome which results from both. In this book Donabedian tells the full story of quality assessment and assurance in simple, clear terms. He defines the meaning of quality, explicates its components, and provides clear and systematic guides to its assessment and enhancement. His style is lucid, succinct, systematic and yet personal, almost conversational.
This practical and authoritative handbook provides a comprehensive overview of the issues and approaches to assuring quality in university teaching. Including contributions from major international figures, the book contains a wealth of ideas and practical advice to help universities commit to quality in teaching and offers insights into how the topics raised can be directly applied. The book initially identifies some of the key issues surrounding the topic, such as the evidence-based identification of teaching quality; the training of university lecturers and faculty; external and internal quality assurance; the tension between professional autonomy and governmental regulation; and the involvement of students in developing quality. It then moves on to present ideas and initiatives to address these problems, tackling the subject through four sections: Assuring Quality – questioning what quality assurance means and how it might be practised; Identifying Quality – examining what knowledge exists at present and how it might be further researched; Developing Quality – investigating the development of staff through teacher training and appraisal; Case Studies of Quality Assurance – reviewing six case studies of quality assurance in a range of contrasting subjects including the professional subjects of Medicine, Nursing and Teacher Training which are also addressed systemically in the first section. Full of practical advice, Handbook of Quality Assurance for University Teaching is an invaluable and unique resource for Faculty, Subject Leaders, University Administrators and Quality Assessors.
Assessment is a key method of improving standards as well as establishing competency. However, despite major developments in the assessment of clinical competence, there is still bad practice and ignorance of significant issues in this area than any other aspect of medical higher education. This book covers all aspects of assessment.
Created in partnership with the Association for the Study of Medical Education (ASME), this completely revised and updated new edition of Understanding Medical Education synthesizes the latest knowledge, evidence and best practice across the continuum of medical education. Written and edited by an international team, this latest edition continues to cover a wide range of subject matter within five broad areas – Foundations, Teaching and Learning, Assessment and Selection, Research and Evaluation, and Faculty and Learners – as well as featuring a wealth of new material, including new chapters on the science of learning, knowledge synthesis, and learner support and well-being. The third edition of Understanding Medical Education: Provides a comprehensive and authoritative resource summarizing the theoretical and academic bases to modern medical education practice Meets the needs of all newcomers to medical education whether undergraduate or postgraduate, including those studying at certificate, diploma or masters level Offers a global perspective on medical education from leading experts from across the world Providing practical guidance and exploring medical education in all its diversity, Understanding Medical Education continues to be an essential resource for both established educators and all those new to the field.
This User’s Guide is intended to support the design, implementation, analysis, interpretation, and quality evaluation of registries created to increase understanding of patient outcomes. For the purposes of this guide, a patient registry is an organized system that uses observational study methods to collect uniform data (clinical and other) to evaluate specified outcomes for a population defined by a particular disease, condition, or exposure, and that serves one or more predetermined scientific, clinical, or policy purposes. A registry database is a file (or files) derived from the registry. Although registries can serve many purposes, this guide focuses on registries created for one or more of the following purposes: to describe the natural history of disease, to determine clinical effectiveness or cost-effectiveness of health care products and services, to measure or monitor safety and harm, and/or to measure quality of care. Registries are classified according to how their populations are defined. For example, product registries include patients who have been exposed to biopharmaceutical products or medical devices. Health services registries consist of patients who have had a common procedure, clinical encounter, or hospitalization. Disease or condition registries are defined by patients having the same diagnosis, such as cystic fibrosis or heart failure. The User’s Guide was created by researchers affiliated with AHRQ’s Effective Health Care Program, particularly those who participated in AHRQ’s DEcIDE (Developing Evidence to Inform Decisions About Effectiveness) program. Chapters were subject to multiple internal and external independent reviews.
With economic winter facing many healthcare and health education budgets, the high costs of medical education are bringing it under close scrutiny. However, the costs of not providing high quality medical education - not least human costs in morbidity and mortality from medical error - are also high, presenting medical educators, funding managers, policy makers and economists with an unenviable dilemma. To add to their difficulties, remarkably little has been written on cost effectiveness in medical education, including how to calculate costs, how to get maximal value for money and even what constitutes value for money. In this book, the first of its kind, world leading experts comprehensively outline what is known about cost effectiveness in each of their fields. Undergraduate, postgraduate and continuing professional education are all explored, as are e-learning, simulation, cost benefit analysis and numerous other areas. Lecturers and researchers in medical education, clinical tutors and educational supervisors and appraisers, managers responsible for funding medical education and health economists and health policy makers and shapers will find this an invaluable resource. 'An excellent analysis and explanation of an under-explored subject' - from the Foreword by Sir Liam Donaldson.
This book is a comprehensive and timely compilation of strategy, methods, and implementation of a proof of concept modified quality module of Good Laboratory Practices (GLP). This text provides a historical overview of GLP and related standards of quality assurance practices in clinical testing laboratories as well as basic research settings. It specifically discusses the need and challenges in audit, documentation, and strategies for its implications in system-dependent productivity striving research laboratories. It also describes the importance of periodic training of study directors as well as the scholars for standardization in research processes. This book describes different documents required at various time points of a successful Ph.D and post-doc tenure along with faculty training besides entire lab establishments. Various other areas including academic social responsibility and quality assurance in the developing world, lab orientations, and communication, digitization in data accuracy, auditability and back traceability have also been discussed. This book will be a preferred source for principal investigators, research scholars, and industrial research centers globally. From the foreword by Ratan Tata, India “This book will be a guide for students and professionals alike in quality assurance practices related to clinical research labs. The historical research and fundamental principles make it a good tool in clinical research environments. The country has a great need for such a compilation in order to increase the application of domestic capabilities and technology”
"This book is written by two eminent educators and clinicians in medicine, and provides a wealth of information and food for thought for those who have responsibility for curriculum development." Journal of Orthodontics What are the contemporary problems facing curriculum designers and developers? What are the key questions that ought to be addressed with regard to curriculum design for medical practice? How might a curriculum for practice in medical education be developed? Medical Education offers a detailed response to these questions and shows what form a curriculum for practice should take and how one can be developed. These ideas are presented in a highly practical and readable account that is essential reading for those involved in educating the doctors of the future and for policy makers in the field of medical education. It also offers useful advice for those in related fields of health care. The authors show that recent developments of curricula for postgraduate doctors have been founded on the misguided view (promoted by politicians and policy makers) that medical practice is routine, straightforward and able to be reduced to simple protocols that professionals must learn and follow. In this view, doctors are technicians who need merely to be trained through a simple curriculum. In contrast, this book shows that the practice of medicine as experienced by working doctors is complex, uncertain and unpredictable. This requires a curriculum that provides the opportunity to learn to exercise professional judgement and make decisions based on practical wisdom.