-
Challenges and potential improvements in the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019) derived through meta-evaluation: a cross-sectional study
-
Yoonjung Lee
 , Min-jung Lee, Junmoo Ahn, Chungwon Ha, Ye Ji Kang, Cheol Woong Jung, Dong-Mi Yoo, Jihye Yu, Seung-Hee Lee
-
J Educ Eval Health Prof. 2024;21:8. Published online April 2, 2024
-
DOI: https://doi.org/10.3352/jeehp.2024.21.8
-
-
 Abstract
 PDF
- Purpose
This study aimed to identify challenges and potential improvements in Korea's medical education accreditation process according to the Accreditation Standards of the Korean Institute of Medical Education and Evaluation 2019 (ASK2019). Meta-evaluation was conducted to survey the experiences and perceptions of stakeholders, including self-assessment committee members, site visit committee members, administrative staff, and medical school professors.
Methods
A cross-sectional study was conducted using surveys sent to 40 medical schools. The 332 participants included self-assessment committee members, site visit team members, administrative staff, and medical school professors. The t-test, one-way analysis of variance and the chi-square test were used to analyze and compare opinions on medical education accreditation between the categories of participants.
Results
Site visit committee members placed greater importance on the necessity of accreditation than faculty members. A shared positive view on accreditation’s role in improving educational quality was seen among self-evaluation committee members and professors. Administrative staff highly regarded the Korean Institute of Medical Education and Evaluation’s reliability and objectivity, unlike the self-evaluation committee members. Site visit committee members positively perceived the clarity of accreditation standards, differing from self-assessment committee members. Administrative staff were most optimistic about implementing standards. However, the accreditation process encountered challenges, especially in duplicating content and preparing self-evaluation reports. Finally, perceptions regarding the accuracy of final site visit reports varied significantly between the self-evaluation committee members and the site visit committee members.
Conclusion
This study revealed diverse views on medical education accreditation, highlighting the need for improved communication, expectation alignment, and stakeholder collaboration to refine the accreditation process and quality.
-
How to execute Context, Input, Process, and Product evaluation model in medical health education
-
So young Lee, Jwa-Seop Shin, Seung-Hee Lee
-
J Educ Eval Health Prof. 2019;16:40. Published online December 28, 2019
-
DOI: https://doi.org/10.3352/jeehp.2019.16.40
-
-
12,957
View
-
565
Download
-
7
Web of Science
-
11
Crossref
-
Abstract
PDF
 Supplementary Material
- Improvements to education are necessary in order to keep up with the education requirements of today. The Context, Input, Process, and Product (CIPP) evaluation model was created for the decision-making towards education improvement, so this model is appropriate in this regard. However, application of this model in the actual context of medical health education is considered difficult in the education environment. Thus, in this study, literature survey of previous studies was investigated to examine the execution procedure of how the CIPP model can be actually applied. For the execution procedure utilizing the CIPP model, the criteria and indicators were determined from analysis results and material was collected after setting the material collection method. Afterwards, the collected material was analyzed for each CIPP element, and finally, the relationship of each CIPP element was analyzed for the final improvement decision-making. In this study, these steps were followed and the methods employed in previous studies were organized. Particularly, the process of determining the criteria and indicators was important and required a significant effort. Literature survey was carried out to analyze the most widely used criteria through content analysis and obtained a total of 12 criteria. Additional emphasis is necessary in the importance of the criteria selection for the actual application of the CIPP model. Also, a diverse range of information can be obtained through qualitative as well as quantitative methods. Above all, since the CIPP evaluation model execution result becomes the basis for the execution of further improved evaluations, the first attempt of performing without hesitation is essential.
-
Citations
Citations to this article as recorded by  - Evaluation of the Maryland Next Gen Test Bank Project: Implications and Recommendations
Desirée Hensel, Diane M. Billings, Rebecca Wiseman
Nursing Education Perspectives.2024;[Epub] CrossRef - Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey
Yue Zhao, Weijuan Li, Hong Jiang, Mohedesi Siyiti, Meng Zhao, Shuping You, Yinglan Li, Ping Yan
Nurse Education in Practice.2024; 77: 103976. CrossRef - Self-care educational guide for mothers with gestational diabetes mellitus: A systematic review on identifying self-care domains, approaches, and their effectiveness
Zarina Haron, Rosnah Sutan, Roshaya Zakaria, Zaleha Abdullah Mahdy
Belitung Nursing Journal.2023; 9(1): 6. CrossRef - Evaluation of the Smart Indonesia Program as a Policy to Improve Equality in Education
Patni Ninghardjanti, Wiedy Murtini, Aniek Hindrayani, Khresna B. Sangka
Sustainability.2023; 15(6): 5114. CrossRef - Exploring Perceptions of Competency-Based Medical Education in Undergraduate Medical Students and Faculty: A Program Evaluation
Erica Ai Li, Claire A Wilson, Jacob Davidson, Aaron Kwong, Amrit Kirpalani, Peter Zhan Tao Wang
Advances in Medical Education and Practice.2023; Volume 14: 381. CrossRef - The Evaluation of China's Double Reduction Policy: A Case Study in Dongming County Mingde Primary School
Danyang Li , Chaimongkhon Supromin, Supit Boonlab
International Journal of Sociologies and Anthropologies Science Reviews.2023; 3(6): 437. CrossRef - Exploring the Components of the Research Empowerment Program of the Faculty Members of Kermanshah University of Medical Sciences, Iran Based on the CIPP Model: A Qualitative Study
Mostafa Jafari, Susan Laei, Elham Kavyani, Rostam Jalali
Educational Research in Medical Sciences.2021;[Epub] CrossRef - Adapting an Integrated Program Evaluation for Promoting Competency‐Based Medical Education
Hyunjung Ju, Minkyung Oh, Jong-Tae Lee, Bo Young Yoon
Korean Medical Education Review.2021; 23(1): 56. CrossRef - Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019
Hyo Hyun Yoo, Mi Kyung Kim, Yoo Sang Yoon, Keun Mi Lee, Jong Hun Lee, Seung-Jae Hong, Jung –Sik Huh, Won Kyun Park
Journal of Educational Evaluation for Health Professions.2020; 17: 2. CrossRef - Human Resources Development via Higher Education Scholarships: A Case Study of a Ministry of Public Works and Housing Scholarship Program
Abdullatif SETİABUDİ, Muchlis. R. LUDDIN, Yuli RAHMAWATI
International e-Journal of Educational Studies.2020; 4(8): 209. CrossRef - Exploring Components, Barriers, and Solutions for Faculty Members’ Research Empowerment Programs Based on the CIPP Model: A Qualitative Study
Mostafa Jafari, Soosan Laei, Elham Kavyani, Rostam Jalali
Journal of Occupational Health and Epidemiology.2020; 9(4): 213. CrossRef
|
KHPLEI
