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A “fit for purpose” framework for medical education accreditation system design

机译：医学教育认证系统设计的“适合目的”框架

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AbstractBackgroundAccreditation is a key feature of many medical education systems, helping to ensure that programs teach and assess learners according to applicable standards, provide optimal learning environments, and produce professionals who are competent to practise in challenging and evolving health care systems. Although most medical education accreditation systems apply similar standards domains and process elements, there can be substantial variation among accreditation systems at the level of design and implementation. A discussion group at the 2013 World Summit on Outcomes-Based Accreditation examined best practices in health professional education accreditation systems and identified that the literature examining the effectiveness of different approaches to accreditation is scant. Although some frameworks for accreditation design do exist, they are often specific to one phase of the medical education continuum.Main text This paper attempts to define a framework for the operational design of medical education accreditation that articulates design options as well as their contextual and practical implications. It assumes there is no single set of best practices in accreditation system development but, rather, an underlying set of design decisions. A “fit for purpose” approach aims to ensure that a system, policy, or program is designed and operationalized in a manner best suited to local needs and contexts. This approach is aligned with emerging models for education and international development that espouse decentralization. ConclusionThe framework highlights that, rather than a single best practice, variation among accreditation systems is appropriate provided that is it tailored to the needs of local contexts. Our framework is intended to provide guidance to administrators, policy-makers, and educators regarding different approaches to medical education accreditation and their applicability and appropriateness in local contexts.
机译：AbstractBackgroundAccreTitation是许多医学教育系统的关键特征，有助于确保根据适用的标准教学和评估学习者，提供最佳学习环境，并制作能够在挑战和不断发展的医疗保健系统方面实践的专业人士。虽然大多数医学教育认证系统应用类似的标准域和过程元素，但在设计和实施水平的认证系统中可能存在大量变化。 2013年世界首脑会议讨论小组讨论了基于成果的认可的最初审查了卫生专业教育认证系统的最佳实践，并确定了对认证不同方法的有效性的文献是狭隘的。虽然存在一些认证设计的框架，但它们通常特定于医学教育的一期继续。本文试图为医学教育认证的操作设计定义阐明设计选项以及其上下文和实践的框架。含义。它假设认证系统开发中没有单一的最佳实践，而是，相反，是一个潜在的设计决策。 “适合目的”方法旨在确保系统，政策或计划的设计和运营，以最适合当地需求和背景。这种方法与支持权力下放的教育和国际发展的新出现模式保持一致。结论框架突出显示，而不是单一的最佳实践，认证系统之间的变化是适当的，这是对当地环境的需求量来定制。我们的框架旨在为管理员，政策制定者和教育工作者提供关于医学教育认证的不同方法的指导及其在当地背景下的适用性和适当性。

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