Effective accreditation in postgraduate medical education: from process to outcomes and back

Abstract Background The accreditation of medical educational programs is thought to be important in supporting program improvement, ensuring the quality of the education, and promoting diversity, equity, and population health. It has long been recognized that accreditation systems will need to shift...

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Main Authors: Glen Bandiera, Jason Frank, Fedde Scheele, Jolanta Karpinski, Ingrid Philibert
Format: Article
Language:English
Published: BMC 2020-09-01
Series:BMC Medical Education
Subjects:
Online Access:http://link.springer.com/article/10.1186/s12909-020-02123-3
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spelling doaj-0d8e6b5189024d10af5d63e6356548302020-11-25T03:55:47ZengBMCBMC Medical Education1472-69202020-09-0120S11710.1186/s12909-020-02123-3Effective accreditation in postgraduate medical education: from process to outcomes and backGlen Bandiera0Jason Frank1Fedde Scheele2Jolanta Karpinski3Ingrid Philibert4University of TorontoRoyal College of Physicians and Surgeons of CanadaOLVG Teaching HospitalRoyal College of Physicians and Surgeons of CanadaDepartment of Medical Education, Frank H. Netter MD School of Medicine at Quinnipiac UniversityAbstract Background The accreditation of medical educational programs is thought to be important in supporting program improvement, ensuring the quality of the education, and promoting diversity, equity, and population health. It has long been recognized that accreditation systems will need to shift their focus from processes to outcomes, particularly those related to the end goals of medical education: the creation of broadly competent, confident professionals and the improvement of health for individuals and populations. An international group of experts in accreditation convened in 2013 to discuss this shift. Main text Participants unequivocally supported the inclusion of more outcomes-based criteria in medical education accreditation, specifically those related to the societal accountability of the institutions in which the education occurs. Meaningful and feasible outcome metrics, however, are hard to identify. They are regionally variable, often temporally remote from the educational program, difficult to measure, and susceptible to confounding factors. The group identified the importance of health outcomes of the clinical milieu in which education takes place in influencing outcomes of its graduates. The ability to link clinical data with individual practice over time is becoming feasible with large repositories of assessment data linked to patient outcomes. This was seen as a key opportunity to provide more continuous oversight and monitoring of program impact. The discussants identified several risks that might arise should outcomes measures completely replace process issues. Some outcomes can be measured only by proxy process elements, and some learner experience issues may best be measured by such process elements: in brief, the “how” still matters. Conclusions 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. Large datasets that capture clinical outcomes, experience of care, and health system performance may enable the assessment of multiple dimensions of program quality, assure the public that the social contract is being upheld, and allow identification of exemplary programs such that all may improve. There remains a need to retain some focus on process, particularly those related to the learner experience.http://link.springer.com/article/10.1186/s12909-020-02123-3AccreditationCompetency frameworksClinical outcomesOutcome measuresProcess measuresSocietal accountability
collection DOAJ
language English
format Article
sources DOAJ
author Glen Bandiera
Jason Frank
Fedde Scheele
Jolanta Karpinski
Ingrid Philibert
spellingShingle Glen Bandiera
Jason Frank
Fedde Scheele
Jolanta Karpinski
Ingrid Philibert
Effective accreditation in postgraduate medical education: from process to outcomes and back
BMC Medical Education
Accreditation
Competency frameworks
Clinical outcomes
Outcome measures
Process measures
Societal accountability
author_facet Glen Bandiera
Jason Frank
Fedde Scheele
Jolanta Karpinski
Ingrid Philibert
author_sort Glen Bandiera
title Effective accreditation in postgraduate medical education: from process to outcomes and back
title_short Effective accreditation in postgraduate medical education: from process to outcomes and back
title_full Effective accreditation in postgraduate medical education: from process to outcomes and back
title_fullStr Effective accreditation in postgraduate medical education: from process to outcomes and back
title_full_unstemmed Effective accreditation in postgraduate medical education: from process to outcomes and back
title_sort effective accreditation in postgraduate medical education: from process to outcomes and back
publisher BMC
series BMC Medical Education
issn 1472-6920
publishDate 2020-09-01
description Abstract Background The accreditation of medical educational programs is thought to be important in supporting program improvement, ensuring the quality of the education, and promoting diversity, equity, and population health. It has long been recognized that accreditation systems will need to shift their focus from processes to outcomes, particularly those related to the end goals of medical education: the creation of broadly competent, confident professionals and the improvement of health for individuals and populations. An international group of experts in accreditation convened in 2013 to discuss this shift. Main text Participants unequivocally supported the inclusion of more outcomes-based criteria in medical education accreditation, specifically those related to the societal accountability of the institutions in which the education occurs. Meaningful and feasible outcome metrics, however, are hard to identify. They are regionally variable, often temporally remote from the educational program, difficult to measure, and susceptible to confounding factors. The group identified the importance of health outcomes of the clinical milieu in which education takes place in influencing outcomes of its graduates. The ability to link clinical data with individual practice over time is becoming feasible with large repositories of assessment data linked to patient outcomes. This was seen as a key opportunity to provide more continuous oversight and monitoring of program impact. The discussants identified several risks that might arise should outcomes measures completely replace process issues. Some outcomes can be measured only by proxy process elements, and some learner experience issues may best be measured by such process elements: in brief, the “how” still matters. Conclusions 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. Large datasets that capture clinical outcomes, experience of care, and health system performance may enable the assessment of multiple dimensions of program quality, assure the public that the social contract is being upheld, and allow identification of exemplary programs such that all may improve. There remains a need to retain some focus on process, particularly those related to the learner experience.
topic Accreditation
Competency frameworks
Clinical outcomes
Outcome measures
Process measures
Societal accountability
url http://link.springer.com/article/10.1186/s12909-020-02123-3
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