Office of Medical Education, University of Kentucky College of Medicine, Lexington, KY, USA.
J Gen Intern Med. 2019 May;34(5):758-761. doi: 10.1007/s11606-019-04875-1.
In July of 2015, the Liaison Committee on Medical Education (LCME)-the primary accrediting body for North American allopathic medical schools-formally advanced a model of "formative accreditation" by requiring that medical schools engage in "ongoing planning and continuous quality improvement processes that establish short and long-term programmatic goals, result in the achievement of measurable outcomes that are used to improve programmatic quality, and ensure effective monitoring of the medical education program's compliance with accreditation standards."As these and parallel forces redefine undergraduate medical education (UME) in increasingly rationalistic (i.e., operational, measureable, controllable) terms, efforts to implement meaningful continuous quality improvement (CQI) processes may be challenged to overcome perceptions of questionable purpose, worth, and impact often associated with administration mandates. This commentary discusses potential factors underlying the growing rationalism in UME and offers practical strategies to shield CQI from being passively dismissed, excessively routinized, or redirected toward other institutional ends-remaining, instead, purposefully focused on the task at hand: Enhancing teaching and learning in undergraduate medical curricula.
2015 年 7 月，医学教育联络委员会（LCME）——北美全科学医学学校的主要认证机构——正式推进了一种“形成性认证”模式，要求医学院校进行“持续规划和持续质量改进流程，制定短期和长期的项目目标，实现可衡量的成果，用于提高项目质量，并确保有效监测医学教育项目对认证标准的遵守情况”。随着这些因素和类似的力量以越来越理性主义的（即操作性、可衡量性、可控性）术语重新定义本科医学教育（UME），实施有意义的持续质量改进（CQI）流程的努力可能会受到质疑，这些质疑往往与管理任务相关，认为其目的、价值和影响值得怀疑。本评论讨论了 UME 中日益增长的理性主义的潜在因素，并提供了实用的策略，以防止 CQI 被被动地忽视、过度常规化或重新引导到其他机构的目标上——相反，仍然专注于手头的任务：增强本科医学课程的教学和学习。
