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Evaluating a masters of medical education program: Attaining minimum quality standards?

机译：评估医学教育计划的硕士：达到最低质量标准？

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Background: As more Masters of Medical Education programs (MMEPs) become available, the quality of these programs will be under increased scrutiny. Aims: We applied World Federation for Medical Education (WFME) quality standards in an internal evaluation process involving participants and faculty to determine: (i) if our MMEP met minimum quality standards (ii) if WFME standards provided a useful framework to evaluate minimum standards in our context and (iii) whether the program was perceived as developing future educational leaders. Methods: A cross-sectional researcher developed survey, interviews and secondary data analysis were utilized for data collection. Quantitative data were analyzed using SPSS version 16. Descriptive statistics were generated. Fisher′s exact test determined statistically significant differences between groups. Qualitative data were analyzed using a framework analysis. Results: All students attending the MMEP 20072010 (n=67) and faculty (n=11) were invited to participate; 48% students and 91% faculty responded. Quantitative and qualitative results demonstrated positive perspectives regarding all three aspects of our enquiry. Nevertheless, needed improvements were identified in the areas of availability of human and physical resources, feedback and aspects of the research experience. Conclusions: Impact on quality of health professions education in the Kingdom and participant educational leadership development are particularly important social responsiveness features of the program. Refinement of the evaluation instrument and WFME standards to ensure clarity and relevance to local contexts as well as a future expected imperative to move beyond social responsiveness to social accountability in health professions education, are future challenges discussed.
机译：背景：随着越来越多的医学教育硕士课程（MMEP）的出现，这些课程的质量将受到越来越严格的审查。目的：我们在参与人员和教职员工的内部评估过程中应用了世界医学教育联合会（WFME）的质量标准，以确定：（i）我们的MMEP是否达到最低质量标准（ii）WFME标准是否提供了评估最低标准的有用框架（iii）该计划是否被视为培养未来的教育领袖。方法：采用横断面研究人员开发的调查，访谈和辅助数据分析方法进行数据收集。使用SPSS 16版分析定量数据。 Fisher的精确检验确定了两组之间的统计学差异。使用框架分析法分析定性数据。结果：所有参加MMEP 20072010（n = 67）和教师（n = 11）的学生都被邀请参加; 48％的学生和91％的教师做出了回应。定量和定性结果显示出对我们查询的所有三个方面的积极看法。但是，在人力和物力的可获得性，反馈和研究经验的各个方面都确定了需要改进的地方。结论：对王国卫生专业教育质量的影响和参与者教育领导能力的发展是该计划特别重要的社会响应特征。讨论如何完善评估工具和WFME标准，以确保其与当地情况的明确性和相关性，以及在卫生职业教育中超越社会响应能力向社会问责制迈进的未来预期当务之急。

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