Current trend of accreditation within medical education
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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. Theintroduction 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-drivenapproach 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 typesof postgraduate medical education (PGME), it may be possible to accredit resident programs on a global scale by adopting the conceptof CBME. It will also be possible to achieve accreditation alignment for BME and PGME, which center on competency. This approachmay also make it possible to measure accreditation outcomes against patient outcomes. Therefore, evidence of the advantages of costlyand labor-consuming accreditation processes will be available soon, and quality improvement will be the driving force of the accreditation process.
Abstract
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. Theintroduction 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-drivenapproach 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 typesof postgraduate medical education (PGME), it may be possible to accredit resident programs on a global scale by adopting the conceptof CBME. It will also be possible to achieve accreditation alignment for BME and PGME, which center on competency. This approachmay also make it possible to measure accreditation outcomes against patient outcomes. Therefore, evidence of the advantages of costlyand labor-consuming accreditation processes will be available soon, and quality improvement will be the driving force of the accreditation process.
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