Purpose This study assessed the alignment between Korean medical schools’ mission statements (MSs) and Korean Doctor’s Role (KDR) domains, considering school characteristics.
Methods We analyzed the South Korean medical school’s MS characteristics using a mixed-methods approach. Quantitative analysis preprocessed MS text data to identify concept words, while qualitative content analysis categorized information into predefined KDR domains and extracted themes from other parts.
Results At the KDR domain level, “social accountability” was the most frequent, followed by “education and research” and “patient care,” while “professionalism” had the least frequency. At the competency level, the most frequent domains were “involvement in public and global health initiatives,” while “self-regulation based on professional leadership” and “professionalism and self-management” were not present.
Conclusion The study found that the majority of MSs had a homogeneous pattern and included traditional themes. Medical schools should evaluate and incorporate missing elements in their MSs to reflect the institution’s own purpose and current societal needs.
Purpose The purpose of this study is to analyze the accreditation standards items related to the decision of accreditation of medical schools by the Korea Institute of Medical Education and Evaluation (KIMEE).
Methods The subjects are medical schools in Korea that have received post-2nd cycle accreditation from the KIMEE between 2012 and 2016. Analyses were conducted for differences in accreditation decisions according to the characteristics of medical schools, sufficient ratios of basic standards items, and correlation between standards items related to accreditation decisions.
Results After examining differences in accreditation decisions by the medical school’s characteristics, there were no significant correlations between accreditation standard items and accreditation decisions. Second, according to the number of schools that sufficiently or insufficiently met each standard item, from the total of 97 standard items, 20 (20.6%) were sufficiently fulfilled by all medical schools. Standard item 2-5-2 demonstrated the highest insufficiency ratio. Third, with respect to the standard item that had an effect on accreditation decisions, standard item 1-5-1 showed the highest correlation with the sufficiency rate.
Conclusion The validity of accreditation standards items was assured as this study evaluated the post-2nd cycle accreditation standards items regardless of each medical school’s characteristics. The accreditation standards items were found to have a meaningful impact on the development of medical schools and qualitative improvement in medical education. The findings are expected to contribute to guaranteeing the validity and reliability of accreditation decisions and raising the quality of accreditation.
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PURPOSE The purpose of this study was to examine the classification of validity and predictive validity of accreditation standards for medical schools.
METHODS In order to analyze the validity of the standards of accreditation, an instrument, survey on the input and the output indicators in medical education, was developed to gather information. Cluster analysis, and regression analysis were performed in analyzing the data in order to examine the classification validity, and predictive validity of the standards of medical school accreditation.
RESULTS The result of this research was as follows; First, Korean medical schools can be classified into seven types according to the amount of invested resources and the educational outcome. The result showed that the standards of medical school accreditation have validity in the schools of lead type, average type, and unconcerned type. Therefore, applying uniform standards to all different types of schools is not validity in enhancing the quality of medical education and in insuring that the medical schools to carry out their social accountability. Second, variables predicting the passing rate of the Korean medical licensing examination (KMLE) were found out to be the college's quota of student, the number of journals per student, and the Korean Scholastic Achievement Test(KSAT). Variables predicting the level of students' satisfaction were the total lecture time, the educational facility per student, and the KSAT. The standards of accreditation accounts for 54.2% in predicting the passing rate of the KMLE and 84.4% in predicting the level of students' satisfaction.
CONCLUSION Such findings lead to conclude that new standards of medical school accreditation comprehensively including more predicting variables and outcome variables needs to be developed.
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Accreditation science—the need for evidence to guide the global expansion of medical education accreditation Sean Tackett, Mohammed Ahmed Rashid, Cynthia Whitehead, David Rojas, Roghayeh Gandomkar Medical Teacher.2026; 48(9): 1455. 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 Journal of Educational Evaluation for Health Professions.2020; 17: 2. 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
Ensuring high‐quality patient care: the role of accreditation, licensure, specialty certification and revalidation in medicine John Boulet, Marta van Zanten Medical Education.2014; 48(1): 75. CrossRef
Analysis on the Performance and Tasks of Accreditation System for Medical Colleges Eun Bae Yang Journal of the Korean Medical Association.2008; 51(6): 586. CrossRef
The purpose of this study was to examine the content validity and factor validity of accreditation standards for medical schools. In order to analyze the validity of the standards of accreditation, a questionnaire, assessment survey on the current situation of medical education and standards of accreditation, were developed to gather information. And 1,492 students and faculty were sampled out of 41 medical schools, and the data collected from 662 students and faculty were used for the final analysis.
The result of this research was as follows; First, the standard of medical school accreditation has content validity. All of the standards are significant in the range of 3.59~4.49, and the level of recognition of the importance of each standard differed depending on the position of the faculty, student, and their previous experience in the evaluation of education. Therefore, a new standards of accreditation that reflects these differences among groups should be developed. Second, the standard of medical school accreditation is composed of six hidden factors. Each factor has different level of importance and there is a correlation among each factors. Therefore, each factor's level of importance and the relationship between the factors should be considered when developing a new standards of accreditation.
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Clinicians’ perspectives on quality: do they match accreditation standards? Nesibe Akdemir, Romana Malik, Theanne Walters, Stanley Hamstra, Fedde Scheele Human Resources for Health.2021;[Epub] 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
Accreditation of Medical Education Programs: Moving From Student Outcomes to Continuous Quality Improvement Measures Danielle Blouin, Ara Tekian Academic Medicine.2018; 93(3): 377. CrossRef
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The importance of medical education accreditation standards Marta van Zanten, John R. Boulet, Ian Greaves Medical Teacher.2012; 34(2): 136. CrossRef
The Accreditation Board for Medical Education in Korea, ABMEK, is nongovernmental appraisal organization that was established at July 2, 1998. The organization is contributing to the improvement of medical education by progressing the first cycle accreditation successfully. But, the organization has various problems and subjects related to the accreditation system. The authors examined the related literature focusing on the current status and problems of accreditation system. The result of this research was as follows. First, the ABMEK needs to propel legal personality of organization and should install independent executive office. Second, the ABMEK should establish the alteration procedure of accreditation standards and develop the accreditation standards of the second cycle that take into account international flowing of medical education. Third, the ABMEK must decide forms and scope to investigate medical college present situation.
Finally, to propel development tasks effectively, it needs to get the recognition of Ministry of Education and Human Development.
Citations
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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 Hyo Hyun Yoo, Mi Kyung Kim, Yoo Sang Yoon, Keun Mi Lee, Jong Hun Lee, Seung-Jae Hong, Jung –Sik Huh, Won Kyun Park Journal of Educational Evaluation for Health Professions.2020; 17: 2. CrossRef
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