Educational/Faculty development material
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The 6 degrees of curriculum integration in medical education in the United States
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Julie Youm
, Jennifer Christner
, Kevin Hittle
, Paul Ko
, Cinda Stone
, Angela D. Blood
, Samara Ginzburg
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J Educ Eval Health Prof. 2024;21:15. Published online June 13, 2024
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DOI: https://doi.org/10.3352/jeehp.2024.21.15
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Abstract
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Supplementary Material
- Despite explicit expectations and accreditation requirements for integrated curriculum, there needs to be more clarity around an accepted common definition, best practices for implementation, and criteria for successful curriculum integration. To address the lack of consensus surrounding integration, we reviewed the literature and herein propose a definition for curriculum integration for the medical education audience. We further believe that medical education is ready to move beyond “horizontal” (1-dimensional) and “vertical” (2-dimensional) integration and propose a model of “6 degrees of curriculum integration” to expand the 2-dimensional concept for future designs of medical education programs and best prepare learners to meet the needs of patients. These 6 degrees include: interdisciplinary, timing and sequencing, instruction and assessment, incorporation of basic and clinical sciences, knowledge and skills-based competency progression, and graduated responsibilities in patient care. We encourage medical educators to look beyond 2-dimensional integration to this holistic and interconnected representation of curriculum integration.
Research article
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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
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Yoonjung Lee
, Min-jung Lee
, Junmoo Ahn
, Chungwon Ha
, Ye Ji Kang
, Cheol Woong Jung
, Dong-Mi Yoo
, Jihye Yu
, Seung-Hee Lee
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J Educ Eval Health Prof. 2024;21:8. Published online April 2, 2024
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DOI: https://doi.org/10.3352/jeehp.2024.21.8
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1,710
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Abstract
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Supplementary Material
- 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.
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- The new placement of 2,000 entrants at Korean medical schools in
2025: is the government’s policy evidence-based?
Sun Huh
The Ewha Medical Journal.2024;[Epub] CrossRef
Reviews
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A proposal for the future of medical education accreditation in Korea
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Ki-Young Lim
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J Educ Eval Health Prof. 2020;17:32. Published online October 21, 2020
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DOI: https://doi.org/10.3352/jeehp.2020.17.32
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5,441
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133
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3
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Abstract
PDF
Supplementary Material
- For the past 20 years, the medical education accreditation program of the Korean Institute of Medical Education and Evaluation (KIMEE) has contributed significantly to the standardization and improvement of the quality of basic medical education in Korea. It should now contribute to establishing and promoting the future of medical education. The Accreditation Standards of KIMEE 2019 (ASK2019) have been adopted since 2019, with the goal of achieving world-class medical education by applying a learner-centered curriculum using a continuum framework for the 3 phases of formal medical education: basic medical education, postgraduate medical education, and continuing professional development. ASK2019 will also be able to promote medical education that meets community needs and employs systematic assessments throughout the education process. These are important changes that can be used to gauge the future of the medical education accreditation system. Furthermore, globalization, inter-professional education, health systems science, and regular self-assessment systems are emerging as essential topics for the future of medical education. It is time for the medical education accreditation system in Korea to observe and adopt new trends in global medical education.
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Citations
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- Analyzing the characteristics of mission statements in Korean medical schools based on the Korean Doctor’s Role framework
Ye Ji Kang, Soomin Lee, Hyo Jeong Lee, Do-Hwan Kim
Korean Journal of Medical Education.2024; 36(1): 99. CrossRef - 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
Journal of Educational Evaluation for Health Professions.2024; 21: 8. CrossRef - Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation
Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
Korean Journal of Medical Education.2023; 35(1): 1. CrossRef - Continuing Professional Development of Pharmacists and The Roles of Pharmacy Schools
Hyemin Park, Jeong-Hyun Yoon
Korean Journal of Clinical Pharmacy.2022; 32(4): 281. CrossRef - Definition of character for medical education based on expert opinions in Korea
Yera Hur
Journal of Educational Evaluation for Health Professions.2021; 18: 26. CrossRef - Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
Sun Huh
Journal of Educational Evaluation for Health Professions.2020; 17: 33. CrossRef
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Is accreditation in medical education in Korea an opportunity or a burden?
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Hanna Jung
, Woo Taek Jeon
, Shinki An
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J Educ Eval Health Prof. 2020;17:31. Published online October 21, 2020
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DOI: https://doi.org/10.3352/jeehp.2020.17.31
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6,083
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Abstract
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Supplementary Material
- The accreditation process is both an opportunity and a burden for medical schools in Korea. The line that separates the two is based on how medical schools recognize and utilize the accreditation process. In other words, accreditation is a burden for medical schools if they view the accreditation process as merely a formal procedure or a means to maintain accreditation status for medical education. However, if medical schools acknowledge the positive value of the accreditation process, accreditation can be both an opportunity and a tool for developing medical education. The accreditation process has educational value by catalyzing improvements in the quality, equity, and efficiency of medical education and by increasing the available options. For the accreditation process to contribute to medical education development, accrediting agencies and medical schools must first be recognized as partners of an educational alliance working together towards common goals. Secondly, clear guidelines on accreditation standards should be periodically reviewed and shared. Finally, a formative self-evaluation process must be introduced for institutions to utilize the accreditation process as an opportunity to develop medical education. This evaluation system could be developed through collaboration among medical schools, academic societies for medical education, and the accrediting authority.
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Citations
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- Equity in Basic Medical Education accreditation standards: a scoping review protocol
Neelofar Shaheen, Usman Mahboob, Ahsan Sethi, Muhammad Irfan
BMJ Open.2025; 15(1): e086661. CrossRef - To prove or improve? Examining how paradoxical tensions shape evaluation practices in accreditation contexts
Betty Onyura, Abigail J. Fisher, Qian Wu, Shrutikaa Rajkumar, Sarick Chapagain, Judith Nassuna, David Rojas, Latika Nirula
Medical Education.2024; 58(3): 354. CrossRef - ASPIRE for excellence in curriculum development
John Jenkins, Sharon Peters, Peter McCrorie
Medical Teacher.2024; 46(5): 633. CrossRef - 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
Journal of Educational Evaluation for Health Professions.2024; 21: 8. CrossRef - Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation
Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
Korean Journal of Medical Education.2023; 35(1): 1. CrossRef - The Need for the Standards for Anatomy Labs in Medical School Evaluation and Accreditation
Yu-Ran Heo, Jae-Ho Lee
Anatomy & Biological Anthropology.2023; 36(3): 81. CrossRef - Seal of Approval or Ticket to Triumph? The Impact of Accreditation on Medical Student Performance in Foreign Medical Council Examinations
Saurabh RamBihariLal Shrivastava, Titi Savitri Prihatiningsih, Kresna Lintang Pratidina
Indian Journal of Medical Specialities.2023; 14(4): 249. CrossRef - Internal evaluation in the faculties affiliated to zanjan university of medical sciences: Quality assurance of medical science education based on institutional accreditation
Alireza Abdanipour, Farhad Ramezani‐Badr, Ali Norouzi, Mehdi Ghaemi
Journal of Medical Education Development.2022; 15(46): 61. CrossRef - Development of Mission and Vision of College of Korean Medicine Using the Delphi Techniques and Big-Data Analysis
Sanghee Yeo, Seong Hun Choi, Su Jin Chae
Journal of Korean Medicine.2021; 42(4): 176. CrossRef - Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
Sun Huh
Journal of Educational Evaluation for Health Professions.2020; 17: 33. CrossRef
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Current trend of accreditation within medical education
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Ducksun Ahn
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J Educ Eval Health Prof. 2020;17:30. Published online October 21, 2020
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DOI: https://doi.org/10.3352/jeehp.2020.17.30
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6,704
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185
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12
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Abstract
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Supplementary Material
- Currently, accreditation in medical education is a priority for many countries worldwide. The World Federation for Medical Education’s (WFME) launch of its 1st trilogy of standards in 2003 was a seminal event promoting accreditation in basic medical education (BME) globally. In parallel, the WFME also actively spearheaded a project to recognize accrediting agencies within individual countries. The introduction of competency-based medical education (CBME), with the 2 key concepts of entrusted professional activity and milestones, has enabled researchers to identify the relationships between patient outcomes and medical education. The recent data-driven approach to CBME has been used for ongoing quality improvement of trainees and training programs. The accreditation goal has shifted from the single purpose of quality assurance to balancing quality assurance and quality improvement. Although there are many types of postgraduate medical education (PGME), it may be possible to accredit resident programs on a global scale by adopting the concept of CBME. It will also be possible to achieve accreditation alignment for BME and PGME, which center on competency. This approach may also make it possible to measure accreditation outcomes against patient outcomes. Therefore, evidence of the advantages of costly and labor-consuming accreditation processes will be available soon, and quality improvement will be the driving force of the accreditation process.
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Chun-Yuan Tu, Kuo-Ming Huang, Ching-Hsueh Cheng, Wei-Jou Lin, Cheng-Heng Liu, Chih-Wei Yang
BMC Medical Education.2024;[Epub] CrossRef - Navigating competency-based medical education in ophthalmology: Addressing challenges and charting future trajectories
Rahul Singh, Disha Chaudhary, Brijesh Kr Kushwaha, Rajendra P Maurya
Indian Journal of Clinical and Experimental Ophthalmology.2024; 10(1): 21. CrossRef - Challenges for Sustainable Interprofessional Education in South Korea: Insights from Key Global Countries
Ji Hye Yu, Kwi Hwa Park
Korean Medical Education Review.2024; 26(2): 93. CrossRef - Competency-based medical education guidelines are context-based: Lessons from national guidelines in five countries
Yasushi Matsuyama, Osamu Nomura, Sayaka Oikawa, Makoto Kikukawa, Ikuo Shimizu, Harumi Gomi
Medical Teacher.2024;[Epub] CrossRef - Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation
Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
Korean Journal of Medical Education.2023; 35(1): 1. CrossRef - Impact of external accreditation on students’ performance: Insights from a full accreditation cycle
Shuliweeh Alenezi, Ayman Al-Eadhy, Rana Barasain, Trad S. AlWakeel, Abdullah AlEidan, Hadeel N. Abohumid
Heliyon.2023; 9(5): e15815. CrossRef - Analysis of the degree of social accountability in accreditation standards for basic medical education
Sangmi T Lee, Eunbae B. Yang
Korean Medical Education Review.2023; 25(3): 273. CrossRef - Seal of Approval or Ticket to Triumph? The Impact of Accreditation on Medical Student Performance in Foreign Medical Council Examinations
Saurabh RamBihariLal Shrivastava, Titi Savitri Prihatiningsih, Kresna Lintang Pratidina
Indian Journal of Medical Specialities.2023; 14(4): 249. CrossRef - Implementing Accreditation Standards in Academic Medical Programs is Necessary to Trust Higher Education: The Experience of Two Academic Programs at Qassim University, Kingdom of Saudi Arabia
Abdelmarouf Hassan Mohieldein
Sudan Journal of Medical Sciences.2023;[Epub] CrossRef - Public availability of information from officially accredited medical schools in China
Shaowen Li, Kun Su, Peiwen Li, Yifei Sun, Ying Pan, Weimin Wang, Huixian Cui
BMC Medical Education.2022;[Epub] CrossRef - Analysis of Research Trends in the Korean Journal of Medical Education and Korean Medical Education Review Using Keyword Network Analysis
Aehwa Lee, Soon Gu Kim, Ilseon Hwang
Korean Medical Education Review.2021; 23(3): 176. CrossRef - Special reviews on the history and future of the Korean Institute of Medical Education and Evaluation to memorialize its collaboration with the Korea Health Personnel Licensing Examination Institute to designate JEEHP as a co-official journal
Sun Huh
Journal of Educational Evaluation for Health Professions.2020; 17: 33. CrossRef
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History of the medical education accreditation system in Korea: implementation and activities in the early stages
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Kwang-ho Meng
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J Educ Eval Health Prof. 2020;17:29. Published online October 21, 2020
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DOI: https://doi.org/10.3352/jeehp.2020.17.29
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6,029
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7
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Abstract
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Supplementary Material
- Following the opening of 12 new medical schools in Korea in the 1980s, standardization and accreditation of medical schools came to the forefront in the early 1990s. To address the medical community’s concerns about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether medical schools were meeting academic standards or not. This evaluation was, however, a norm-referenced assessment, rather than a criterion-referenced assessment. As a result, the Accreditation Board for Medical Education in Korea (ABMEK) was founded in 1998 as a voluntary organization by the medical community. With full support of the Korean medical community, ABMEK completed its 1st cycle of evaluations of all 41 medical schools from 2000 to 2004. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body. After that, the Korean government paid closer attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as the 1st professional institute for higher education evaluation accreditation. The most important lesson learned from ABMEK/KIMEE is the importance of collaboration among all medical education-related organizations, including the Korean Medical Association.
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Ali Jadidi, Banafshe Samari, Ali Faal Araghi Nejad, Leili Tapak, Masoud Khodaveisi
International Journal of Africa Nursing Sciences.2024; 20: 100643. CrossRef - The new placement of 2,000 entrants at Korean medical schools in
2025: is the government’s policy evidence-based?
Sun Huh
The Ewha Medical Journal.2024;[Epub] CrossRef - Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation
Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
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Kwi Hwa Park, Seung-Joo Na, Youngjon Kim, Sun Jung Myung, Ju Hee Lee, Sun Woo Lee, Bo Young Yoon
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Sun Huh
Journal of Educational Evaluation for Health Professions.2020; 17: 33. CrossRef
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Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019
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Hyo Hyun Yoo
, Mi Kyung Kim
, Yoo Sang Yoon
, Keun Mi Lee
, Jong Hun Lee
, Seung-Jae Hong
, Jung –Sik Huh
, Won Kyun Park
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J Educ Eval Health Prof. 2020;17:2. Published online April 7, 2020
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DOI: https://doi.org/10.3352/jeehp.2020.17.2
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8,262
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213
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14
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Abstract
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Supplementary Material
- This review presents information on changes in the accreditation standards of medical schools in Korea by the Korean Institute of Medical Education and Evaluation (KIMEE) from 2000 to 2019. Specifically, the following aspects are explained: the development process, setting principles and directions, evaluation items, characteristics of the standards, and validity testing over the course of 4 cycles. The first cycle of accreditation (2000–2005) focused on ensuring the minimum requirements for the educational environment. The evaluation criteria emphasized the core elements of medical education, including facilities and human resources. The second cycle of accreditation (2007–2010) emphasized universities’ commitment to social accountability and the pursuit of excellence in medical education. It raised the importance of qualitative standards for judging the content and quality of education. In the post-second accreditation cycle (2012–2018) which means third accreditation cycle, accreditation criteria were developed to standardize the educational environment and programs and to be used for curriculum development in order to continually improve the quality of basic medical education. Most recently, the ASK 2019 (Accreditation Standards of KIMEE 2019) accreditation cycle focused on qualitative evaluations in accordance with the World Federation of Medical Education’s accreditation criteria to reach the international level of basic medical education, which emphasizes the need for a student-centered curriculum, communication with society, and evaluation through a comprehensive basic medical education course. The KIMEE has developed a basic medical education evaluation and accreditation system in a step-by-step manner, as outlined above. Understanding previous processes will be helpful for the future development of accreditation criteria for medical schools in Korea.
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Mohammed Ahmed Rashid, Ann Griffin
Teaching and Learning in Medicine.2024; 36(4): 504. CrossRef - 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
Journal of Educational Evaluation for Health Professions.2024; 21: 8. CrossRef - Internal evaluation of medical programs is more than housework: A scoping review
Sujani Kodagoda Gamage, Tanisha Jowsey, Jo Bishop, Melanie Forbes, Lucy-Jane Grant, Patricia Green, Helen Houghton, Matthew Links, Mark Morgan, Joan Roehl, Jessica Stokes-Parish, Rano Mal Piryani
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Seung-Jae Hong, Jung-Sik Huh
Korean Medical Education Review.2024; 26(3): 191. CrossRef - Quality and constructed knowledge: Truth, paradigms, and the state of the science
Janet Grant, Leonard Grant
Medical Education.2023; 57(1): 23. CrossRef - Current perception of social accountability of medical schools in Japan: A qualitative content analysis
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Medical Teacher.2023; 45(5): 524. CrossRef - Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation
Kwi Hwa Park, Geon Ho Lee, Su Jin Chae, Seong Yong Kim
Korean Journal of Medical Education.2023; 35(1): 1. CrossRef - Impact of external accreditation on students’ performance: Insights from a full accreditation cycle
Shuliweeh Alenezi, Ayman Al-Eadhy, Rana Barasain, Trad S. AlWakeel, Abdullah AlEidan, Hadeel N. Abohumid
Heliyon.2023; 9(5): e15815. CrossRef - Analysis of the degree of social accountability in accreditation standards for basic medical education
Sangmi T Lee, Eunbae B. Yang
Korean Medical Education Review.2023; 25(3): 273. CrossRef - Quality improvement in allied healthcare: Key recommendations for educational institutions
Jithin Kalathikudiyil Sreedharan, Saad Mohammed AlRabeeah, Arun Vijay Subbarayalu, Edan M. AlZahrani, Jaber Saud AlQahtani, Mohammed Dafer AlAhmari, Abdullah Saeed AlQahtani, Musallam AlNasser, Amal AlSomali, Asma Falah AlHarbi, Yaser AlNaam, Ibrahim A. A
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Research articles
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Goodness of fit of the items used in the 2nd cycle of evaluation and accreditation of medical schools by the Korea Institute of Medical Education and Evaluation based on the Rasch model
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Man Sup Lim
, Sun Huh
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J Educ Eval Health Prof. 2019;16:28. Published online September 30, 2019
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DOI: https://doi.org/10.3352/jeehp.2019.16.28
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10,464
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Abstract
PDF
Supplementary Material
- Purpose
Since 2004, the Korea Institute of Medical Education and Evaluation has been responsible for the evaluation and accreditation of medical schools in Korea. The 2nd cycle of evaluations was conducted from 2007 to 2011. The present study aimed at testing the goodness of fit of the items used in the 2nd cycle of evaluation and accreditation based on the Rasch model.
Methods
Dichotomous data on 40 medical schools were analyzed using Winsteps, a tool based on the Rasch model that includes goodness-of-fit testing.
Results
Two of the 109 items had an outfit mean square exceeding 2.0. The other 107 items showed a goodness of fit in the acceptable range for the outfit mean square. All items were in the acceptable range in terms of the infit mean square. Furthermore, 1 school had an outfit mean square exceeding 2.0, while all schools were in the acceptable range for the infit mean square. An outfit mean square value over 2.0 means that an item is a outlier. Therefore, 2 items showed an extreme response relative to the overall response. Meanwhile, the finding of an outfit mean square over 2.0 for 1 school means that it showed extraordinary responses to specific items, despite its excellent overall competency.
Conclusion
The goodness of fit of the items used for evaluation and accreditation by the Korea Institute of Medical Education and Evaluation should be checked so that they can be revised appropriately. Furthermore, the outlier school should be investigated to determine why it showed such an inappropriate goodness of fit.
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- Development of Performance Assessment Instruments for Measuring Drawing Skills in Vocational Students Competence in Mechanical Engineering Expertise
Ali Hasbi Ramadani, Ekohariadi Ekohariadi, Lilik Anifah, Yuli Sutoto Nugroho, Revi Safitri
IJORER : International Journal of Recent Educational Research.2024; 5(2): 268. 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
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Ophthalmology training and competency levels in caring for patients with ophthalmic complaints among United States internal medicine, emergency medicine, and family medicine residents
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Christopher Daniel Gelston
, Jennifer Landrigan Patnaik
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J Educ Eval Health Prof. 2019;16:25. Published online August 29, 2019
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DOI: https://doi.org/10.3352/jeehp.2019.16.25
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11,869
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Abstract
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Supplementary Material
- Purpose
To evaluate ophthalmic educational training and confidence in caring for patients with ophthalmic complaints among internal, emergency, and family medicine residents in the United States.
Methods
A 41-item cross-sectional survey was sent to the directors of 529 internal medicine, 237 emergency medicine, and 629 family medicine residency programs, who distributed it to residents in those programs. The survey included the number of ophthalmic education hours residents received. Respondents were asked to rate their confidence in performing an ophthalmic exam and treating patients with ocular conditions using a 5-point Likert scale ranging from “not confident” to “very confident.”
Results
In total, 92.5% of internal medicine, 66.8% of emergency medicine, and 74.5% of family medicine residents received less than 10 hours of ophthalmic education during residency. Most respondents (internal medicine, 59.1%; emergency medicine, 76.0%; family medicine, 65.7%) reported that patients with ocular complaints constituted 1%–5% of visits. Mean±standard deviation confidence levels in performing an eye exam and treating patients with ophthalmic conditions were highest in emergency medicine residency programs (2.9±0.7), followed by family medicine (2.3±0.6) and internal medicine (2.2±0.6). A higher reported number of ophthalmic education hours in residency was associated with greater confidence among emergency (P<0.001), family (P<0.001), and internal (P=0.005) medicine residents.
Conclusion
Internal, emergency, and family medicine residents receive limited ophthalmic education, as reflected by their overall low confidence levels in performing an ophthalmic exam and treating patients with ocular complaints. An increase in ophthalmic educational hours during their residencies is recommended to improve upon this knowledge gap.
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Emmanuel Issa Nassrallah, Zoya Chaudhry, Georges Nassrallah, Zainab Khan
Canadian Journal of Ophthalmology.2024; 59(2): e111. CrossRef - Evaluation of a STAT MRI Protocol for Patients with Optic Disc Edema
Alison B. Gibbons, Peng Huang, Matthew Sklar, Philip Kim, Amanda D. Henderson
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Mohammad Delsoz, Yeganeh Madadi, Hina Raja, Wuqaas M. Munir, Brendan Tamm, Shiva Mehravaran, Mohammad Soleimani, Ali Djalilian, Siamak Yousefi
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Faisal Almishali, Adhwaa Allihyani, Norah Albdaya, Ghidaa Gosty, Lujain Marghlani, Mohannad Alqurashi
International Medical Education.2023; 2(2): 113. CrossRef - Creating ophthalmology experiences in undergraduate medical education: pilot of a cased-based learning ophthalmology tool
Jessica H. Tran, Emma Loebel, Mark Edouard, Thomas Quehl, Erin Walsh, Robin Ginsburg, Tameisha Frempong, Douglas Fredrick, Laura K. Stein, Michael G. Fara, Samira S. Farouk, Nisha Chadha
BMC Medical Education.2023;[Epub] CrossRef - Sebaceous Carcinoma Masquerading As Orbital Cellulitis
Vignesh Ramachandran, Gayane Tumyan, Asad Loya, Kristina Treat, Ivan Vrcek
Cureus.2022;[Epub] CrossRef - A Third-Year Medical School Ophthalmology Curriculum for a Longitudinal Integrated Clerkship Model
A. Itzam Marin, Helio Neves da Silva, Hongan Chen, Nihaal Mehta, Linh K. Nguyen, Jeffrey R. SooHoo, Jennifer E. Adams, Jasleen K. Singh
Journal of Academic Ophthalmology.2022; 14(02): e209. CrossRef - A Porcine-Based Task Trainer for the Instruction of Seidel’s Test and Ocular Foreign Body Removal
Nickolas E Srica, Ryan Walsh, Joseph Sikon, Lawrence Stack
Cureus.2022;[Epub] CrossRef - A Systematic Analysis of the Impact of an Ambulatory Ophthalmology Urgent Care Clinic
Sally S.E. Park, Rohin Vij, Jeff Wu, Bryan Zarrin, Jee-Young Moon, Jason Oliveira, Jeffrey S. Schultz, Anurag Shrivastava
Journal of Academic Ophthalmology.2022; 14(02): e229. CrossRef - Factors Influencing Choice of Medical Specialty among Ophthalmology and Non-Ophthalmology Residency Applicants
David Cui, Andreas M. Wingert, Ingrid U. Scott
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Research Articles
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Selectivity of physiotherapist programs in the United States does not differ by institutional funding source or research activity level
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Sean P. Riley
, Kyle Covington
, Michel D. Landry
, Christine McCallum
, Chalee Engelhard
, Chad E. Cook
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J Educ Eval Health Prof. 2016;13:17. Published online April 15, 2016
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DOI: https://doi.org/10.3352/jeehp.2016.13.17
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27,314
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153
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3
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4
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Abstract
PDF
- Purpose
This study aimed to compare selectivity characteristics among institution characteristics to determine differences by institutional funding source (public vs. private) or research activity level (research vs. non-research). Methods: This study included information provided by the Commission on Accreditation in Physical Therapy Education (CAPTE) and the Federation of State Boards of Physical Therapy. Data were extracted from all students who graduated in 2011 from accredited physical therapy programs in the United States. The public and private designations of the institutions were extracted directly from the classifications from the ‘CAPTE annual accreditation report,’ and high and low research activity was determined based on Carnegie classifications. The institutions were classified into four groups: public/research intensive, public/non-research intensive, private/research intensive, and private/non-research intensive. Descriptive and comparison analyses with post hoc testing were performed to determine whether there were statistically significant differences among the four groups. Results: Although there were statistically significant baseline grade point average differences among the four categorized groups, there were no significant differences in licensure pass rates or for any of the selectivity variables of interest. Conclusion: Selectivity characteristics did not differ by institutional funding source (public vs. private) or research activity level (research vs. non-research). This suggests that the concerns about reduced selectivity among physiotherapy programs, specifically the types that are experiencing the largest proliferation, appear less warranted.
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Citations
Citations to this article as recorded by

- Predictors of research productivity among physical therapy programs in the United States: an observational study
David M. Rowland, Amanda A. Murphy, Hannah R. Manik, Chris Y. Lane, Deborah L. Givens, Chad E. Cook, Alessandra Narciso Garcia
BMC Medical Education.2020;[Epub] CrossRef - Impact of funding allocation on physical therapist research productivity and DPT student graduates: an analysis using panel data
Tara Dickson, P. Daniel Chen, Barrett Taylor
Advances in Health Sciences Education.2019; 24(2): 269. CrossRef - Predicting performance in health professions education programs from admissions information – Comparisons of other health professions with pharmacy
Richard E. Wilcox, Kenneth A. Lawson
Currents in Pharmacy Teaching and Learning.2018; 10(4): 529. CrossRef - 20th Pauline Cerasoli Lecture: The Sunk Cost Fallacy
Chad Cook
Journal of Physical Therapy Education.2017; 31(3): 10. CrossRef
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Modifiable variables in physical therapy education programs associated with first-time and three-year National Physical Therapy Examination pass rates in the United States
-
Chad Cook
, Chalee Engelhard
, Michel D. Landry
, Christine McCallum
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J Educ Eval Health Prof. 2015;12:44. Published online September 23, 2015
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DOI: https://doi.org/10.3352/jeehp.2015.12.44
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29,156
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199
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10
Web of Science
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21
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Abstract
PDF
- Purpose
This study aimed to examine the modifiable programmatic characteristics reflected in the Commission on Accreditation in Physical Therapy Education (CAPTE) Annual Accreditation Report for all accredited programs that reported pass rates on the National Physical Therapist Examination, and to build a predictive model for first-time and three-year ultimate pass rates. Methods: This observational study analyzed programmatic information from the 185 CAPTE-accredited physical therapy programs in the United States and Puerto Rico out of a total of 193 programs that provided the first-time and three-year ultimate pass rates in 2011. Fourteen predictive variables representing student selection and composition, clinical education length and design, and general program length and design were analyzed against first-time pass rates and ultimate pass rates on the NPTE. Univariate and multivariate multinomial regression analysis for first-time pass rates and logistic regression analysis for three-year ultimate pass rates were performed. Results: The variables associated with the first-time pass rate in the multivariate analysis were the mean undergraduate grade point average (GPA) and the average age of the cohort. Multivariate analysis showed that mean undergraduate GPA was associated with the three-year ultimate pass rate. Conclusions: Mean undergraduate GPA was found to be the only modifiable predictor for both first-time and three-year pass rates among CAPTE-accredited physical therapy programs.
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- Implementing Team-Based Learning in a First-Year, Doctor of Physical Therapy Clinical Medicine Course
Jeff Hartman, Evan O. Nelson
Journal of Physical Therapy Education.2025;[Epub] CrossRef - Challenges and Opportunities for Physical Therapist Education Research: Results From an American Council of Academic Physical Therapy Needs Assessment Survey
Tara Dickson, Jody Eckert, Patrick Pabian, Jamie Greco
Journal of Physical Therapy Education.2024; 38(1): 80. CrossRef - Predictive Value of In-Program Academic Variables for Future Clinical Education Performance in Physical Therapist Education: An Exploratory Study
Marisa Birkmeier, Joyce Maring, Rebecca Pinkus, Ellen Costello
Journal of Physical Therapy Education.2024; 38(1): 44. CrossRef - A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 1: Cognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2024; 38(3): 181. CrossRef - A Systematic Review of Variables Used in Physical Therapist Education Program Admissions Part 2: Noncognitive Variables
Andrea N. Bowens
Journal of Physical Therapy Education.2024; 38(3): 192. CrossRef - Self-Efficacy of Physical Therapist Student Outcomes (SEPTSO): longitudinal responsiveness over a three-year curriculum
Lois A. Stickley, Suzanna D. Okere
Physiotherapy Theory and Practice.2024; : 1. CrossRef - Predictors of National Physical Therapy Examination Failure in Graduates of a Blended Doctor of Physical Therapy Program
Melissa J. Lazinski, Kathleen Rockefeller, M. Samuel Cheng
Journal of Physical Therapy Education.2023; 37(1): 52. CrossRef - Board of Certification Examination Achievement Gaps as a Barrier to Diversifying the Athletic Training Profession
Nicolette A. Harris, Lindsey E. Eberman
Journal of Athletic Training.2023; 58(1): 1. CrossRef - How Doctor of Physical Therapy Students Overcome Academic Challenges to Achieve First-Attempt Success on the National Physical Therapy Examination: A Mixed Methods Study
Jane Baldwin, Catherine Schmidt, Laura Plummer, Perman Gochyyev, Jillian E. Battista, Simran Kaur, Keshrie Naidoo
Education Sciences.2023; 13(5): 430. CrossRef - Predictors of Success in the National Physical Therapy Examination for Hispanic Doctor of Physical Therapy Students
Kristian J. Pamias-Velázquez, Brent Harper
Journal of Physical Therapy Education.2023; 37(3): 243. CrossRef - A National Study on the Relationship Between Programmatic Factors and Athletic Training Education Board of Certification Pass Rates
Leslie A. Rippon, Rong Chen, Robert J. Kelchen, Richard J. Boergers
Athletic Training Education Journal.2022; 17(1): 37. CrossRef - Predictors of Success on the National Physical Therapy Examination in 2 US Accelerated-Hybrid Doctor of Physical Therapy Programs
Breanna Reynolds, Casey Unverzagt, Alex Koszalinski, Roberta Gatlin, Jill Seale, Kendra Gagnon, Kareaion Eaton, Shane L. Koppenhaver
Journal of Physical Therapy Education.2022; 36(3): 225. CrossRef - Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial
Aaron J. Hartstein, Kory Zimney, Margaret Verkuyl, Jean Yockey, Patti Berg-Poppe
Journal of Physical Therapy Education.2022; 36(2): 176. CrossRef - Evaluation of Educational Interventions Based on Average Treatment Effect: A Case Study
Jingyu Liang, Jie Liu
Mathematics.2022; 10(22): 4333. CrossRef - Faculty and programmatic influences on the percentage of graduates of color from professional physical therapy programs in the United States
Tara Dickson, Jason Zafereo
Advances in Health Sciences Education.2021; 26(1): 215. CrossRef - Predictors of research productivity among physical therapy programs in the United States: an observational study
David M. Rowland, Amanda A. Murphy, Hannah R. Manik, Chris Y. Lane, Deborah L. Givens, Chad E. Cook, Alessandra Narciso Garcia
BMC Medical Education.2020;[Epub] CrossRef - Characteristics of Professional Physical Therapist Faculty and Doctor of Physical Therapy Programs, 2008-2017: Influences on Graduation Rates and First-Time National Physical Therapy Examination Pass Rates
Tara Dickson, Barrett Taylor, Jason Zafereo
Physical Therapy.2020; 100(11): 1930. CrossRef - Predicting Success for Student Physical Therapists on the National Physical Therapy Examination: Systematic Review and Meta-Analysis
Mitch Wolden, Brent Hill, Sara Voorhees
Physical Therapy.2020; 100(1): 73. CrossRef - Current Practices and Perceptions of Admission Criteria at Physical Therapist Education Programs in the United States
Katy Mitchell, Jennifer Ellison, Peggy Gleeson
Journal of Physical Therapy Education.2019; 33(1): 55. CrossRef - Data-driven Decision Making in Doctor of Physical Therapy Curricula Part I: Program-level Analysis
Dawn Roller, Michael Wininger, John Leard, Barbara Crane
Journal of Physical Therapy Education.2018; 32(4): 368. CrossRef - 20th Pauline Cerasoli Lecture: The Sunk Cost Fallacy
Chad Cook
Journal of Physical Therapy Education.2017; 31(3): 10. CrossRef
Review Articles
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Medical school accreditation in Australia: Issues involved in assessing major changes and new programs
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Michael J. Field
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J Educ Eval Health Prof. 2011;8:6. Published online June 8, 2011
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DOI: https://doi.org/10.3352/jeehp.2011.8.6
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28,684
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182
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9
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Abstract
PDF
- The Australian Medical Council (AMC) is an independent company for quality assurance and quality improvement in medical education in Australia and New Zealand. Accreditation procedures for the 20 medical schools in these two countries are somewhat different for three different circumstances or stages of school development: existing medical schools, established courses undergoing major changes, and new schools. This paper will outline some issues involved in major changes to existing courses, and new medical school programs. Major changes have included change from a 6 year undergraduate course to a 5 year undergraduate course or 4 year graduate-entry course, introduction of a lateral graduate-entry stream, new domestic site of course delivery, offshore course delivery, joint program between two universities, and major change to curriculum. In the case of a major change assessment, accreditation of the new or revised course may be granted for a period up to two years after the full course has been implemented. In the assessment of proposals for introduction of new medical courses, six issues needing careful consideration have arisen: forward planning, academic staffing, adequate clinical experience, acceptable research program, adequacy of resources, postgraduate training program and employment.
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- How to establish a new medical school? A scoping review of the key considerations
Sneha Kirubakaran, Koshila Kumar, Paul Worley, Joanne Pimlott, Jennene Greenhill
Advances in Health Sciences Education.2024;[Epub] CrossRef - Reference to nutrition in medical accreditation and curriculum guidance: a comparative analysis
Breanna Lepre, Kylie J Mansfield, Sumantra Ray, Eleanor Beck
BMJ Nutrition, Prevention & Health.2021; 4(1): 307. CrossRef - Is accreditation in medical education in Korea an opportunity or a burden?
Hanna Jung, Woo Taek Jeon, Shinki An
Journal of Educational Evaluation for Health Professions.2020; 17: 31. CrossRef - Is the Accreditation in Medical Education an Opportunity or a Burden?
Hanna Jung, Woo Taek Jeon, Shinki An
Korean Medical Education Review.2020; 22(1): 16. CrossRef - Describing the Evidence Base for Accreditation in Undergraduate Medical Education Internationally: A Scoping Review
Sean Tackett, Christiana Zhang, Najlla Nassery, Christine Caufield-Noll, Marta van Zanten
Academic Medicine.2019; 94(12): 1995. CrossRef - Curricular Content Level of Complexity Is a Factor of Depression and Learning in Medical Students
Rosalinda Guevara Guzmán, María Esther Urrutia-Aguilar
Journal of Behavioral and Brain Science.2015; 05(07): 274. CrossRef - Can a medical regulatory system be implemented in Korea?
Sun Huh, Myung-Hyun Chung
Journal of the Korean Medical Association.2013; 56(3): 158. CrossRef - Introducing integrated laboratory classes in a PBL curriculum: impact on student’s learning and satisfaction
Samy A Azer, Rana Hasanato, Sami Al-Nassar, Ali Somily, Muslim M AlSaadi
BMC Medical Education.2013;[Epub] CrossRef - The place of surface anatomy in the medical literature and undergraduate anatomy textbooks
Samy A. Azer
Anatomical Sciences Education.2013; 6(6): 415. CrossRef
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Experiences of Accreditation of Medical Education in Taiwan
-
Chi-Wan Lai
-
J Educ Eval Health Prof. 2009;6:2. Published online December 20, 2009
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DOI: https://doi.org/10.3352/jeehp.2009.6.2
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33,270
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165
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11
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Abstract
PDF
- This review aims to introduce the Taiwanese Medical Accreditation System: its history, role and future goals. In 1999, the Ministry of Education, Taiwanese Government commissioned the non-profit National Health Research Institutes (NHRI) to develop a new medical accreditation system. According to that policy, the Taiwan Medical Accreditation Council (TMAC) was established in the same year. The council serves a similar function to that of the Liaison Committee on Medical Education (LCME) of the United States and the Australian Medical Council (AMC). The accreditation process consists of a self-assessment plus a four-day site visit by a team of eight medical educators that are headed by one of the council members of the TMAC. The first cycle of initial visits was completed from 2001 to 2004. Subsequent follow-up visits were arranged according to the results of the survey with smaller-sized teams and shorter periods. There is evidence to suggest that the majority (seven of eleven) of the medical schools in Taiwan have made good progress. TMAC?占퐏 next step will be to monitor the progress and raise the standard of medical education in individual schools with a homogenous, superior standard of medical education.
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Shih-Yi Lin, Pak Ki Chan, Wu-Huei Hsu, Chia-Hung Kao
DIGITAL HEALTH.2024;[Epub] CrossRef - Improved Understanding of Learning Characteristics among International Students in Post-Baccalaureate Medical Education for Sustainable Development
Hsiang-Chin Hsu, Tzu-Ching Sung
Sustainability.2023; 15(9): 7631. CrossRef - Evaluating Teaching Effectiveness of Medical Humanities in an Integrated Clerkship Program by a Novel Prospective Propensity Score Matching Framework
Chen-Huan Chen, Shuu-Jiun Wang, Wan-Yu Yeh, Chung-Li Wu, Yong Wang, Cheng-Feng Chen, Ying-Ying Yang, William Huang, Kwan-Yee Chan, Chi-Wan Lai, Ging-Long Wang, Hao-Min Cheng
International Journal of Environmental Research and Public Health.2022; 19(3): 1882. CrossRef - What can be achieved with a single-payer NHI system: The case of Taiwan
William C. Hsiao, Shou-Hsia Cheng, Winnie Yip
Social Science & Medicine.2019; 233: 265. CrossRef - Describing the Evidence Base for Accreditation in Undergraduate Medical Education Internationally: A Scoping Review
Sean Tackett, Christiana Zhang, Najlla Nassery, Christine Caufield-Noll, Marta van Zanten
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Yong A. Wang, Cheng-Feng Chen, Chen-Huan Chen, Ging-Long Wang, Andrew T. Huang
Journal of the Formosan Medical Association.2016; 115(6): 418. CrossRef - History and development of ophthalmology in Taiwan
Yu-Chih Hou, Gale A. Oren, Muh-Shy Chen, Fung-Rong Hu
Journal of the Formosan Medical Association.2016; 115(12): 1025. CrossRef - Objective Structured Clinical Examination (OSCE) including critical simulation: Evaluation of medical student competence
Ming-Chen Hsieh, Wei-Chun Cheng, Tsung-Ying Chen
Tzu Chi Medical Journal.2014; 26(1): 40. CrossRef - Clinical teachers' perspectives on cultural competence in medical education
Peih-Ying Lu, Jer-Chia Tsai, Scott Y H Tseng
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Jiann‐wien Hsu, Roy Hsu
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Shih-Li Tsai, Ming-Jung Ho, David Hirsh, David E. Kern
Medical Teacher.2012; 34(8): 614. CrossRef
Original Article
-
Development of Standards and Criteria for Accreditation of Baccalaureate Nursing Education Program
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Yang Heui Ahn, Kyung Sook Park, Soon Ok Yang, Kyung Rim Shin, Mi Ja Kim
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J Educ Eval Health Prof. 2005;2(1):87-103. Published online June 30, 2005
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DOI: https://doi.org/10.3352/jeehp.2005.2.1.87
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27,384
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165
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8
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Abstract
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- The goal of accreditation is to ensure that the education provided by an institution of higher education meets an acceptable level of quality. This study developed standards and criteria for accreditation of baccalaureate nursing education programs, by comparing accreditation in South Korea and in the United States, and validating standards and criteria. A main comparative analysis was made between Nursing League for Nursing Accrediting Commission (NLNAC) standards, Commission on Collegiate Nursing Education (CCNE) standards for accreditation of baccalaureate nursing education programs, and Korean Accreditation Board of Nursing standards for accreditation of nursing education programs. The research team developed and validated standards and criteria for South Korean baccalaureate nursing education programs. Using the results of the analysis, revisions are proposed to standards for accreditation of baccalaureate nursing education programs, and categorized into 24 criteria and six domains: mission and governance, curriculum and teaching-learning practices, students, faculty, resources, effectiveness. Further studies are required to refine the standards and criteria and make them sophisticated enough to be applied globally.
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- Effect of Symptom Severity on the Quality of Life in Women with Urinary Incontinence: A Comparative Study
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The Anatolian Journal of General Medical Research.2024; : 40. CrossRef - Development and Psychometric Testing of a Self-Rated Scale Based on National Nursing Core Competency Standards
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