Sánchez D Ignacio, Riquelme P Arnoldo, Moreno B Rodrigo, Salas I Sofía, Pertuzé R Julio, García C Patricia
Departamento de Pediatría, Pontificia Universidad Católica de Chile, Santiago, Chile.
Rev Med Chil. 2010 Aug;138(8):1055-61. Epub 2010 Nov 26.
Globalization of health care seems to be irreversible and beyond cultural differences and local realities; consequently, medical education needs to have a common set of core principles or standards that may be applied worldwide. The aim of participating in assessment processes is to guarantee that medical education takes place in a sufficiently rich environment to promote extensive academic purposes. The Medical School of the Pontificia Universidad Católica de Chile (PUC) participated in three assessment processes that included three stages: internal assessment, external assessment, and accreditation judgment. Two of these assessments were voluntarily carried out following the standards set by the Liaison Committee on Medical Education-LCME, and they took place in 1997 and 2007. The other assessment was based on standards set by the Chilean accrediting organism, the National Committee for Undergraduate Program Accreditation (Comité Nacional de Acreditación de Pregrado-CNAP) and took place in the year 2001. In all three experiences, internal assessment was the most enriching stage, stimulating refections among students and teachers in order to recognize areas of strengths and weaknesses. External assessment processes, especially those based on international standards, are very important for the institutional and program development of Medical Schools. The PUC Medical School on its whole learnt how to carry out an assessment process and was able to improve several weaknesses without pressure, moving from quality assurance to quality enhancement. The present paper analyzes the major challenges involved in an external assessment process.
医疗保健全球化似乎不可逆转，且超越了文化差异和当地实际情况；因此，医学教育需要有一套可在全球应用的共同核心原则或标准。参与评估过程的目的是确保医学教育在一个足够丰富的环境中进行，以促进广泛的学术目标。智利天主教大学医学院（PUC）参与了三个评估过程，包括三个阶段：内部评估、外部评估和认证判断。其中两项评估是按照医学教育联络委员会（LCME）制定的标准自愿进行的，分别在1997年和2007年进行。另一项评估基于智利认证机构——本科项目国家认证委员会（Comité Nacional de Acreditación de Pregrado-CNAP）制定的标准，于2001年进行。在这三次经历中，内部评估是最具启发性的阶段，激发了学生和教师的反思，以识别优势和劣势领域。外部评估过程，尤其是那些基于国际标准的评估过程，对医学院的机构和项目发展非常重要。PUC医学院整体学会了如何开展评估过程，并能够在没有压力的情况下改进一些弱点，从质量保证转向质量提升。本文分析了外部评估过程中涉及的主要挑战。
