Global standards and accreditation in medical education: A view from the WFME
Global standards and accreditation in medical education: A view from the WFME
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DOI：
10.1097/01.acm.0000243383.71047.c4
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发表时间：
2006-12-01
影响因子：
7.4
通讯作者：
Karle, Hans
中科院分区：
文献类型：
--
作者：
Karle, Hans
医学全球化正在加剧，移民医生和跨境教育提供者数量的增加就证明了这一点。此外，质量可疑的新医学院不断涌现。这种情况凸显了制定标准并引入有效和透明的认证体系的必要性。在此背景下，为了反映医学教育与卫生保健服务之间的重要联系，世界卫生组织 (WHO)/世界医学教育联合会 (WFME) 于 2004 年成立了旨在改善医学教育的战略伙伴关系。除了在区域和国家层面开展改革进程、能力建设和医学教育评估之外，该伙伴关系还于 2005 年发布了基础医学教育认证指南。只有少数国家拥有基于外部评估的质量保证体系，其中大多数仅使用高等教育的一般标准。 WHO/WFME 指南建议建立有效、独立、透明且基于医学教育特定标准的认证。这一发展的一个重要先决条件是 WFME 全球标准计划，该计划于 1997 年启动并得到广泛认可。这些标准现已在所有地区使用，作为改善整个医学教育的基础，并作为国家和地区认证标准的模板。国家认证体系的推广将对未来医学教育的国际评价产生关键影响。有关认证状态的信息——所涉及的机构以及所使用的标准和程序——对于医学院未来的数据库至关重要，并将成为机构和项目国际"元认可"（"对认证机构进行认证"）的基础。
Globalization of medicine is increasing, as manifested by the growing number of migrating doctors and cross-border education providers. In addition, new medical schools of dubious quality are proliferating. This situation accentuates the need to define standards and introduce effective and transparent accreditation systems. With this background, and reflecting the important interface between medical education and health care delivery, a World Health Organization (WHO)/World Federation for Medical Education (WFME) Strategic Partnership to improve medical education was formed in 2004. In addition to working on reform processes, capacity building, and evaluation of medical education at the regional and national levels, the partnership in 2005 published guidelines for accreditation of basic medical education. Only a minority of countries have quality assurance systems based on external evaluation, and most of these use only general criteria for higher education. The WHO/WFME Guidelines recommend establishing accreditation that is effective, independent, transparent, and based on criteria specific to medical education. An important prerequisite for this development was the WFME Global Standards program, initiated in 1997 and widely endorsed. The standards are now being used in all regions as a basis for improving medical education throughout its continuum and as a template for national and regional accreditation standards. Promotion of national accreditation systems will pivotally influence future international appraisal of medical education. information about accreditation status-agencies involved and criteria and procedures used-will be essential to future databases of medical schools and will be a foundation for international "meta-recognition" of institutions and programs ("accrediting the accreditors").