Frank Jason R, Taber Sarah, van Zanten Marta, Scheele Fedde, Blouin Danielle
Office of Specialty Education, Royal College of Physicians and Surgeons of Canada, Ottawa, Canada.
Department of Emergency Medicine, University of Ottawa, Ottawa, Canada.
BMC Med Educ. 2020 Sep 28;20(Suppl 1):305. doi: 10.1186/s12909-020-02121-5.
Accreditation is considered an essential ingredient for an effective system of health professions education (HPE) globally. While accreditation systems exist in various forms worldwide, there has been little written about the contemporary enterprise of accreditation and even less about its role in improving health care outcomes. We set out to 1) identify a global, contemporary definition of accreditation in the health professions, 2) describe the relationship of educational accreditation to health care outcomes, 3) identify important questions and recurring issues in twenty-first century HPE accreditation, and 4) propose a framework of essential ingredients in present-day HPE accreditation.
We identified health professions accreditation leaders via a literature search and a Google search of HPE institutions, as well as by accessing the networks of other leaders. These leaders were invited to join an international consensus consortium to advance the scholarship and thinking about HPE accreditation. We describe the consensus findings from the International Health Professions Accreditation Outcomes Consortium (IHPAOC).
We define accreditation as the process of formal evaluation of an educational program, institution, or system against defined standards by an external body for the purposes of quality assurance and enhancement. In the context of HPE, accreditation is distinct from other forms of program evaluation or research. Accreditation can enhance health care outcomes because of its ability to influence and standardize the quality of training programs, continuously enhance curriculum to align with population needs, and improve learning environments. We describe ten fundamental and recurring elements of accreditation systems commonly found in HPE and provide an overview of five emerging developments in accreditation in the health professions based on the consensus findings.
Accreditation has taken on greater importance in contemporary HPE. These consensus findings provide frameworks of core elements of accreditation systems and both recurring and emerging design issues. HPE scholars, educators, and leaders can build on these frameworks to advance research, development, and operation of high-quality accreditation systems worldwide.
认证被认为是全球有效卫生专业教育（HPE）体系的重要组成部分。虽然全球存在各种形式的认证体系，但关于当代认证工作的书面资料很少，而关于其在改善医疗保健结果方面的作用的资料更少。我们着手：1）确定全球当代卫生专业认证的定义；2）描述教育认证与医疗保健结果的关系；3）确定21世纪卫生专业教育认证中的重要问题和反复出现的问题；4）提出当今卫生专业教育认证的基本要素框架。
我们通过文献检索、对卫生专业教育机构进行谷歌搜索以及联系其他领导者的网络，确定了卫生专业认证的领导者。邀请这些领导者加入一个国际共识联盟，以推进关于卫生专业教育认证的学术研究和思考。我们描述了国际卫生专业认证结果联盟（IHPAOC）的共识结果。
我们将认证定义为外部机构根据既定标准对教育项目、机构或体系进行正式评估的过程，目的是确保质量和促进改进。在卫生专业教育背景下，认证有别于其他形式的项目评估或研究。认证能够提高医疗保健结果，因为它有能力影响并规范培训项目的质量，持续改进课程以符合人群需求，并改善学习环境。我们描述了卫生专业教育中认证体系常见的十个基本且反复出现的要素，并根据共识结果概述了卫生专业认证的五个新发展。
认证在当代卫生专业教育中变得更加重要。这些共识结果提供了认证体系核心要素的框架以及反复出现和新出现的设计问题。卫生专业教育学者、教育工作者和领导者可以基于这些框架推进全球高质量认证体系的研究、发展和运作。
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