Ferreira J R
Educ Med Salud. 1986;20(1):26-42.
Measuring the quality of the medical education imparted in a school or faculty requires a conceptual frame of reference that take account of the socioeconomic and political context and the structure and standards of the health services in the country considered. Quality must be judged by the extent to which medical training responds not only to current but also to future needs and expectations. Hence the determination of quality also requires a prospective study. A study is made of the situation in the medical schools of Latin America with a view to establishing how medical education was and is in the Region and those characteristics are taken as a yardstick for a school that can meet the demands of the future, preferably toward the year 2000, the horizon year for the world health goals. The author builds a detailed "objective-image" model of medical education in the year 2000, from which he derives four attributes or indicators that can be used to evaluate the education process in any institution. These indicators relate to four salient aspects of medical education: context, structure, function and integration.
衡量一所学校或学院所提供医学教育的质量，需要一个概念参照框架，该框架要考虑到社会经济和政治背景以及所研究国家卫生服务的结构和标准。质量必须根据医学培训不仅满足当前而且满足未来需求和期望的程度来判断。因此，质量的确定也需要进行前瞻性研究。对拉丁美洲医学院校的情况进行了研究，以便确定该地区过去和现在的医学教育情况，并将这些特征作为一所能够满足未来需求（最好是到2000年，即世界卫生目标的展望年份）的学校的衡量标准。作者构建了一个2000年医学教育的详细“客观形象”模型，并从中得出四个属性或指标，可用于评估任何机构的教育过程。这些指标涉及医学教育的四个显著方面：背景、结构、功能和整合。
