Wajid Gohar, Sethi Ahsan, Khan Rehan Ahmed, Aamir Hira Shireen
Dr. Gohar Wajid, MBBS, MSc, MPH, PhD Medical Education. Consultant, Health Professions Education, Institute of Health Professions Education and Research, Khyber Medical University, Peshawar, Pakistan.
Dr. Ahsan Sethi, BDS, MPH, MMEd, FHEA, MAcadMEd, PhD Medical Education. Assistant Professor, Health Professions Education, Institute of Health Professions Education and Research, Khyber Medical University, Peshawar, Pakistan.
Pak J Med Sci. 2019 Sep-Oct;35(5):1185-1191. doi: 10.12669/pjms.35.5.882.
To explore the appropriateness of WFME Basic Medical Education (BME) standards to Pakistani context.
A descriptive cross-sectional survey of faculty, graduates and students of five Masters' in Health Professions Education programmes was carried out from Jul-Dec 2017. Participants were asked to rate the appropriateness of WFME-BME basic standards to Pakistani context on a fourpoint Likert scale (Strongly Disagree through to Strongly Agree). They were also asked for additional comments, if any. Descriptive statistics were carried out for quantitative data, while content analysis for qualitative data.
A total of 127/200 participants responded (63.5%). For all major areas (106 standards), 97.7% responses (n=13,149) were positive while only 2.3% (n=313) were negative. Ninety-six standards got more than 95% positive response while only 10 standards in three major areas got more than five percent negative response. These include five standards from major area Mission and Outcomes, one from Educational Programme and four from Students.
This is the first study exploring the appropriateness of WFME-BME standards for accreditation in Pakistan. We found that all the areas, sub-areas and standards are largely appropriate. We recommend further deliberation on 10 standards with more than five percent negative responses, regarding their contextualization to Pakistan and the development of guidelines and possible reconsiderations in WFME future revisions.
探讨世界医学教育联合会（WFME）基础医学教育（BME）标准在巴基斯坦背景下的适用性。
于2017年7月至12月对五个卫生专业教育硕士项目的教师、毕业生和学生进行了描述性横断面调查。要求参与者根据四点李克特量表（从强烈不同意到强烈同意）对WFME-BME基础标准在巴基斯坦背景下的适用性进行评分。还询问了他们是否有其他意见。对定量数据进行描述性统计，对定性数据进行内容分析。
共有127/200名参与者做出回应（63.5%）。对于所有主要领域（106项标准），97.7%的回应（n = 13,149）为积极，而只有2.3%（n = 313）为消极。96项标准获得了超过95%的积极回应，而只有三个主要领域的10项标准获得了超过5%的消极回应。这些标准包括来自主要领域“使命与成果”的5项标准、来自“教育计划”的1项标准和来自“学生”的4项标准。
这是第一项探讨WFME-BME标准在巴基斯坦认证适用性的研究。我们发现所有领域、子领域和标准在很大程度上都是适用的。我们建议对10项消极回应超过5%的标准进行进一步审议，考虑其在巴基斯坦背景下的情况，并制定指南，以及在WFME未来修订中可能进行的重新考虑。
