Leist James C, Gilman Stuart C, Cullen Robert J, Sklar Jack
Center for Learning and Change, Department of Community and Family Medicine, Duke University School of Medicine, Durham, North Carolina, USA.
J Contin Educ Health Prof. 2004 Winter;24(1):57-63. doi: 10.1002/chp.1340240109.
Continuing medical education providers accredited by the Accreditation Council for Continuing Medical Education (ACCME) may apply organizational assessment strategies beyond the ACCME Essential Areas, Elements, and Criteria. The Malcolm Baldrige National Quality Program offers an organizational assessment strategy commonly used in business, health care, and education settings. An analysis of both standards pointed out useful associations between the ACCME Essential Areas and the Baldrige National Quality Program Education Criteria (2003). Including leadership, governance, and social responsibility, the Baldrige Education Criteria provide a more comprehensive organizational assessment and stronger emphasis on a wider variety of results. The present analysis suggests that a continuing medical education provider could meet, and possibly exceed, the ACCME standards by applying the Baldrige Education Criteria in a "self-study" process to define, measure, monitor, and document fundamental organizational responsibilities and performance.
经继续医学教育认证委员会（ACCME）认证的继续医学教育提供者可以应用超出ACCME基本领域、要素和标准的组织评估策略。马尔科姆·波多里奇国家质量奖计划提供了一种在商业、医疗保健和教育环境中常用的组织评估策略。对这两个标准的分析指出了ACCME基本领域与波多里奇国家质量奖计划教育标准（2003年）之间的有益关联。波多里奇教育标准包括领导力、治理和社会责任，提供了更全面的组织评估，并更加强调更广泛的各种成果。目前的分析表明，继续医学教育提供者可以通过在“自我研究”过程中应用波多里奇教育标准来定义、衡量、监测和记录基本的组织责任和绩效，从而达到并可能超过ACCME标准。
