Ward Cassandra S, Andrade Amy, Walker-Winfree Lena
J Health Care Poor Underserved. 2018;29(1):63-70. doi: 10.1353/hpu.2018.0007.
In 1901, Abraham Flexner, a research scholar at the Carnegie Foundation for the Advancement of Teaching, visited 155 medical schools in the United States and Canada to assess medical education. Flexner's recommendations became the foundation for the Liaison Committee on Medical Education accreditation, a voluntary, peer-reviewed quality assurance process to determine whether a medical education program meets established standards. The Meharry Medical College School of Medicine, a historically Black college/university (HBCU) established the Office of Curriculum Evaluation and Effectiveness in 2013 to ensure the consistent monitoring of the medical education program's compliance with accreditation standards. The motto and logo, LCME 24/7, highlight the school's emphasis on meeting accreditation standards. The school uses the 1994 Plan-Do-Study-Act Cycle for Learning and Improvement for continuous review of course content, outcomes, and evaluations. This process identifies strengths, challenges, and opportunities for innovative steps for continuous quality improvements to the curriculum.
1901年，卡内基教学促进基金会的研究学者亚伯拉罕·弗莱克斯纳走访了美国和加拿大的155所医学院校，以评估医学教育情况。弗莱克斯纳的建议成为了医学教育联络委员会认证的基础，这是一个自愿参与、同行评审的质量保证过程，用于确定医学教育项目是否符合既定标准。梅哈里医学院，一所历史悠久的黑人学院/大学（HBCU），于2013年设立了课程评估与效能办公室，以确保持续监测医学教育项目对认证标准的遵守情况。其校训和标志“LCME 24/7”突出了该校对达到认证标准的重视。该校采用1994年学习与改进的计划-执行-研究-行动循环来持续审查课程内容、成果和评估。这一过程确定了课程持续质量改进的优势、挑战以及创新举措的机会。
