Institute of Leadership, Royal College of Surgeons in Ireland, Dublin, Ireland.
Ir J Med Sci. 2010 Dec;179(4):489-91. doi: 10.1007/s11845-010-0574-3. Epub 2010 Sep 17.
Preparing a medical school for institutional review of all aspects of the school's programs requires an understanding of the international standards being used and adequate preparation and planning (MacCarrick et al. in Med Teach 32(5):e227, 2010; MacCarrick in Ir J Med Sci, 2010). This series examines each of the nine standards developed by the World Federation for Medical Education (WFME) (World Federation for Medical Education in Basic medical education WFME global standards for quality improvement, WFME Office, University of Copenhagen, Denmark, 2003) with practical advice on their use in both self-review and independent accreditation processes.
The WFME standard 2 (Educational Program) examines in detail the program offered by the medical school, the instructional methods used to deliver the program, how the program is managed and how the program is linked with subsequent stages of the medical education continuum. Evidence of a strong nexus between the research activities of the medical school and the school's teaching mission is vital. Accrediting teams will examine carefully the school's resource allocation model and seek evidence of effective consultation by the school's central curriculum committee.
为使医学院的各个方面的项目审查机构化，需要理解正在使用的国际标准，并进行充分的准备和规划（MacCarrick 等人在《医学教育》32（5）：e227，2010；MacCarrick 在《爱尔兰医学科学杂志》，2010）。本系列文章用实用的建议来审查世界医学教育联合会（WFME）制定的九条标准中的每一条（世界医学教育联合会基础医学教育 WFME 全球质量改进标准，WFME 办公室，丹麦哥本哈根大学，2003 年），这些建议既适用于自我审查，也适用于独立认证过程。
WFME 标准 2（教育计划）详细审查医学院提供的课程、用于实施该课程的教学方法、课程管理方式以及课程与医学教育连续体的后续阶段的衔接情况。医学院的研究活动与教学任务之间存在强大联系的证据至关重要。认证团队将仔细审查学校的资源分配模式，并寻求学校中央课程委员会有效咨询的证据。
