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Current themes and challenges facing HPE accreditation in the 21st century
A supplement in BMC Medical Education on Health Professional Education accreditation from the community of practice The International Health Professions Accreditation Outcomes Consortium (IFPAOC) - which was founded in 2012.
This supplement focuses on graduate and residency programmes but it also addresses the trend to move postgraduate and continuing education (lifelong learning in healthcare) towards clinical outcomes.
"To date, this group has organized two world summits on HPE accreditation, one in 2013 in conjunction with the International Conference on Residency Education (ICRE) in Calgary, Canada, and the second in 2018 in conjunction with the Association for Medical Education in Europe (AMEE) conference in Basel, Switzerland. Both summits used an iterative group process to identify themes related to the current state of and future directions for HPE accreditation." ...
"The first paper in this series by Frank et al. presents a new definition of accreditation, examines its purpose and return on investment, and defines 10 fundamental and recurring elements of accreditation systems commonly found in HPE.
"Accreditation has taken on greater importance in contemporary HPE."
The second paper by Taber et al. provides a framework for operational design decisions for accreditation systems.
"The framework highlights that, rather than a single best practice, variation among accreditation systems is appropriate provided that is it tailored to the needs of local contexts."
The third paper, by Bandiera et al., explores the need for accreditation systems to shift their focus from processes to outcomes.
"Accrediting bodies are beginning to view the use of practice outcome measures as an important step toward better continuous educational quality improvement. The use of outcomes will present challenges in data collection, aggregation, and interpretation."
The fourth paper in the series by Akdemir et al. examines the role of continuous quality improvement and develops a core values framework for accreditation.
The last paper, written by Philibert et al., describes four priorities to enhance the societal responsiveness of HPE, and identifies approaches at the system, institution, program and individual levels using accreditation as a lever for change.
"Achieving social responsiveness in a competency-based postgraduate medical education system requires accrediting organizations to ensure that learning emphasizes relevant competencies in postgraduate curricula and educational experiences, and that graduates possess desired attributes. At the same time, institutions sponsoring graduate medical education need to provide safe and effective patient care, along with a supportive learning and working environment."
"Achieving social responsiveness in a competency-based postgraduate medical education system requires accrediting organizations to ensure that learning emphasizes relevant competencies in postgraduate curricula and educational experiences, and that graduates possess desired attributes. At the same time, institutions sponsoring graduate medical education need to provide safe and effective patient care, along with a supportive learning and working environment."
Source: bmcmededuc.biomedcentral.com
accreditation hpe et al education paper postgraduate systems
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