Health Professions Education - Quality Management - Medical Science Assignment Help

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Medical Science Assignment Help

Case: 1 Quality History/Strategies The birth of total quality in the world was in direct response to a quality revolution in Japan following World War II, as major Japanese manufacturers converted from producing military goods for internal use to producing civilian goods for trade. Quality strategies have developed, one by one, since then to further enhance quality and reduce waste. Lately it was introduced to education, and health professions education in particular. Task:  During this week, you are requested to display the different quality strategies/approaches as a historical background, then choose the quality strategy or set that you think suits higher education and provide a rationale for your answer. In this assignment, demonstrate your ability to comprehend, analyze, synthesize, and evaluate knowledge to reach the right decision. Case: 2 Quality Assurance/Total Quality Management/Preparation for Accreditation Quality Assurance (QA), as a quality strategy, is more linked, than Total Quality Management (TQM), to accreditation and is a good preparation for it.  An adequate sample of QA/TQM must respond to three questions. How much of the full QA/TQM package has actually been implemented? Have the work process criteria of effectiveness been improved? Have the outcome criteria of effectiveness (e.g. academic achievement) been enhanced? Many health professions education institutions in the world are now preparing themselves for adopting a quality strategy for their education/whole program, as a preparatory step to apply for accreditation. They establish bodies, form teams, create plans, endorse legislations, and allocate funds. Task: You are requested to describe attempts to apply one of the quality strategies at your institutions with commenting on whether those attempts would really lead to better quality of education and better quality of graduates or not. Then continue describing the process of preparation of your school for accreditation, step wise. If there are no attempts to apply a quality strategy or preparations for accreditation in your institution, you are requested to put a comprehensive/ strategic plan for adopting/applying quality assurance and preparation for accreditation in your institution. Case : 3 Accreditation in Health Professions Education Self-study is a procedure whereby an education program describes, evaluates and subsequently improves the quality of its activities. Self-evaluation involves the identification of a program’s strengths, weaknesses, external opportunities and threats it is subject to, in addition the delineation of the steps necessary to combat the limitations. In terms of Quality Assurance and Accreditation, some HPEIs in the world have benchmarked against the Global Standards of the World Federation for Medical Education (WFME), some others have taken LCME standards as their benchmark. A number of state and private universities in the world have already conducted and disseminated their self-studies. Some Schools prefer to validate their self-study before the external peer-review visit to assess whether the self-study measures what was intended to be measured. This validation is not a requirement for accreditation, but is an important step to ensure the quality of the self-study as an edited document. Task: You are requested, to write a report on the self-study document of your institution. The report is to include commentary on:

• Following the outlines and editing rules for writing the self-study
• Openness and transparency
• Self-description and self-assessment
• Scientific methodology for data collection and SWOT analysis in the research part
• Compliance with the WFME or LCME global standardsAppropriateness of future action plans and developmental engagement programs

In case you do not have a school self-study of your own, you can work on October 6 Faculty of Medicine self-study (provided with the literature). Case: 4 Accreditation in Health Professions Education- Accreditation Standards The world Federation for Medical Education developed the "WFME Global Standards for Quality Improvement and Accreditation" in 2003, and then published a revised version in 2012. WFME invited each country in the world to adapt these Global Standards to its own national context. The WHO, as a partner in this global activity, took the initiative to adapt these standards to the regional context and develop Regional Accreditation Standards/Guidelines. The Eastern Mediterranean Regional Office of the World Health organization, EMRO, WHO was one of those WHO Regional Offices which accomplished this task. Region wise also, the European Higher Education Area developed its own Standards/Guidelines for Quality Assurance. as well, and in North America, Liaison Committee on Medical Education (LCME) developed its own Standards/Guidelines. Task: Discuss the points of similarity and points of difference between the Global (WFME), Regional Eastern Mediterranean (WHO), Regional European Network for Quality Assurance in Higher Education (ENQA), and Liaison Committee on Medical Education (LCME) Accreditation Standards/Guidelines. Case: 5 Accreditation in Health Professions Education- Peer Review Peer review report as an outcome to the peer review visit is one of the basic procedures essential to judge eligibility for accreditation. Before the conduction of a peer review site visit, the peer reviewers receive copies of the self-study of the institution that will be visited. Usually, every peer reviewer takes charge and evaluates one standard as defined by the chair reviewer. During the site visit, review activities and appraisal of the documents provided by the institution or upon request of the reviewers help the peer review team to present a final report that helps the accrediting body to judge the compliance of the institution to the accreditation requirements. Task: On individual basis, you are requested this week to construct a template that is supposed to provide guideline criteria for data collection during the peer review visit. Please mention the review activities required and the type of documents that you might need as sources of information and evidence. Each fellow is to design two templates for two of the following WFME Global Standards (according to your choice): 

• Mission and Objectives
• Faculty
• Educational Program
• Students
• Students Assessment
• Learning Resources
• Program Evaluation
• Governance and Administration
• Continuous Renewal

Your answer should be in the form of a short introduction, then a template (e.g. in the form of a table) that includes certain criteria relevant to the chosen standard. The criterion can take the form of a question (preferable) or short points in the form of bullets. Case: 6 Quality Assurance and Accreditation in Health Professions Education- Awareness Awareness is an important stage at any quality assurance and accreditation activity. At the local level, and at any health professions education institution, an awareness campaign starts by delivering a set of interactive lectures and conducting seminars that involves the administration, faculty and students. Quality could only be assured by the collaboration of all stakeholders and accreditation will be granted to the whole institution that includes all these categories not to individuals or certain departments. Task: You are requested this week, on individual basis, to construct a power point presentation about "Quality Assurance and Accreditation" for the awareness of FACULTY and STUDENTS at your institution. The presentation should clearly include the role of each category (Faculty& Students) in quality assurance and accreditation.

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