Bedfordshire Hospitals NHS Foundation Trust, London, UK.
University College London Medical School, University College London, London, UK.
Med Teach. 2022 Jan;44(1):63-70. doi: 10.1080/0142159X.2021.1965976. Epub 2021 Aug 29.
Accreditation is widely used by medical schools around the word to evaluate their curricula and educational processes, although its impacts on those involved in the 'frontline' of medical education receive little attention. This study systematically identified and synthesised qualitative studies that have explored medical teachers' and students' experiences of accreditation.
Four databases (Pubmed, EMBASE, ERIC, and PsychINFO) were searched for relevant published articles. Synthesis was performed using meta-ethnography.
Eighteen articles were included in the final synthesis with 1017 individual participants from 10 countries. Findings were categorised into four domains, including navigating power differentials, evaluating credibility, influencing medical programmes, and culture and behaviour. The synthesis demonstrates divergent views on the value of accreditation in medical schools from students and staff including both positive and negative impacts on medical education programmes and stakeholders.
Although accreditation is perceived to have many benefits, it also has a number of unintended consequences, including on staff morale, student-teacher relationships, and teacher workloads. Medical teachers also have a number of concerns about the credibility of accreditation standards, assessors, and processes. Regulators and policymakers should consider the views of teachers and students as they seek to improve current accreditation practices.
尽管认证在世界范围内被广泛应用于医学院校，以评估其课程和教育过程，但参与医学教育“第一线”的人员对此的关注甚少。本研究系统地确定并综合了探索医学教师和学生对认证的体验的定性研究。
在 Pubmed、EMBASE、ERIC 和 PsychINFO 这四个数据库中搜索相关的已发表文章。使用元人种学法进行综合。
最终综合分析包括 18 篇文章和来自 10 个国家的 1017 名个体参与者。研究结果分为四个领域，包括驾驭权力差异、评估可信度、影响医学项目以及文化和行为。综合分析表明，学生和教职员工对医学院校认证的价值存在不同看法，包括对医学教育项目和利益相关者的积极和消极影响。
尽管认证被认为有许多好处，但它也有一些意外的后果，包括对员工士气、师生关系和教师工作量的影响。医学教师也对认证标准、评估员和程序的可信度存在一些担忧。监管者和政策制定者在寻求改进当前认证实践时，应考虑教师和学生的意见。
