[논문]의학교육 평가인증, 기회인가 부담인가?

정한나; 전우택; 안신기

doi:10.17496/kmer.2020.22.1.16

의학교육 평가인증, 기회인가 부담인가?
Is the Accreditation in Medical Education an Opportunity or a Burden? 원문보기

의학교육논단 = Korean medical education review, v.22 no.1, 2020년, pp.16 - 27

정한나 (연세대학교 의과대학 의학교육학교실) , 전우택 (연세대학교 의과대학 의학교육학교실) , 안신기 (연세대학교 의과대학 의학교육학교실)

Abstract ▼ AI-Helper

The accreditation process (AccP) is both an opportunity and a burden for medical schools-which one it becomes depends on how medical schools recognize and utilize the AccP. In other words, if a medical school recognizes the AccP only as a formal procedure or as a means for continuing medical education, it will be a burden for the medical school. However, if a medical school recognizes the real and positive value of the AccP, it can be both an opportunity and a tool for developing medical education. The educational value of the AccP is to improve the quality, equity, and efficiency of medical education, along with increasing the options of choice. In order for the AccP to contribute to the development of medical education, accrediting agencies and medical schools must first be recognized as part of an "educational alliance" working together towards common goals. Secondly, clear guidelines on the accreditation standards should be periodically reviewed and shared. Finally, a formative evaluation using self-evaluation as a system that can utilize the AccP as an opportunity to develop medical education must be introduced. This type of evaluation system could be developed through collaboration among medical schools, academic societies for medical education, and the accrediting authority.

주제어

표/그림 (5)

그림 Figure 1. The relationship between WFME, accrediting agency, and medical school.
그림 Figure 2. Standards for accreditation in medical education.
표 Table 1. Advantages and reservations in defining global standards for medical education
그림 Figure 3. A typical medical education accreditation process.
그림 Figure 4. Quality assurance process of GMC, LCME, and KIMEE.

질의응답

핵심어	질문	논문에서 추출한 답변
	교육동맹이란?	의학교육 평가인증에서 의과대학과 인증기관 간의 상호관계가 이처럼 중요하다는 점에서 의학교육 제공자이자 피평가자로서의 의과대학과 의학교육 평가자이자 피드백 제공자로서의 인증기관은 “교육동맹(educational alliance)”을 결성 하는 것으로 개념화할 수 있다. 교육동맹이란 의학교육에서 교육자와 훈련생 간의 피드백을 이해하고 탐구하기 위한 이론적 틀이다. 이는 심리치료(psychotherapy) 분야에서 발전한 “치료동맹(therapeutic alliance)”이라는 개념에서 기원하고 있다[15].
	의학교육 평가인증이 부담이면서 기회인 이유는 무엇인가?	평가는 어떤 의무나 책임을 져야한다는 측면에서는 부담이 되지만, 앞으로 발전할 수 있는 가능성이 주어진다는 측면에서는 기회가 될 수 있기 때문이다. 의과대학이 평가받는 일도 마찬가지이다. 의과대학을 평가하는 방식이 인증의 형태로 발전하면서 그 부담은 더욱 가중되었지만, 다른 한편으로 인증은 의학교육의 질을 향상시킬 수 있는 “골드 스탠다드(gold standard)”로서 더 없이 좋은 기회가 되고 있다[1]. 많은 문헌에서는 평가인증이 교육과정을 개편하고, 교육프 로그램을 발전시킬 수 있는 기회임을 언급하고 있다[2-9].
	국제 인증기준의 한계점으로는 무엇이 있는가?	이상과 같은 이점이 있는 반면, 국제 인증기준은 강력한 통제력으로 의과대학의 자율성을 침해할 수 있고, 의과대학이 최소한의 요구사항에만 집중하도록 하며, 인증기준을 따르고 순응하기만 하면서 기준 이외에 다른 시도를 하지 않는 위험이 따를 수 있다. 또한 국제 인증기준을 설정한다는 것은 특정 지역의 독특성이 인정되지 않을 수도 있어 지역 간에 두드러지는 차이가 무시될 수 있다.

참고문헌 (41)

Gordon D, Karle H. The state of medical and health care education: a review and commentary on the Lancet Commission report. World Med Health Policy. 2012;4(1):1-18.

상세보기
Blouin D, Tekian A, Kamin C, Harris IB. The impact of accreditation on medical schools' processes. Med Educ. 2018;52(2):182-91.

상세보기
Schirlo C, Heusser R. Quality assurance of medical education: a case study from Switzerland. Neth J Med Educ. 2010;29(1):80-6.
Maccarrick G, Kelly C, Conroy R. Preparing for an institutional self review using the WFME standards: an international medical school case study. Med Teach. 2010;32(5):e227-32.

상세보기
Tackett S, Zhang C, Nassery N, Caufield-Noll C, van Zanten M. Describing the evidence base for accreditation in undergraduate medical education internationally: a scoping review. Acad Med. 2019;94(12):1995-2008.

상세보기
Abdalla ME. Social accountability of medical schools: do accreditation standards help promote the concept? J Case Stud Accredit Assess. 2014;3:1-12.
Sethi A, Javaid A. Accreditation system and standards for medical education in Pakistan: it's time we raise the bar. Pak J Med Sci. 2017;33(6):1299-300.
Field MJ. Medical school accreditation in Australia: issues involved in assessing major changes and new programs. J Educ Eval Health Prof. 2011;8:6.

상세보기
Zhang Q, Lee L, Gruppen LD, Ba D. Medical education: changes and perspectives. Med Teach. 2013;35(8):621-7.

상세보기
Flexner A. Medical education in the United States and Canada: a report to the Carnegie Foundation for the Advancement of Teaching [Internet]. New York (NY): The Carnegie Foundation for the Advancement of Teaching; 1910 [cited 2019 Jan 10]. Available from: http://archive.carnegiefoundation.org/pdfs/elibrary/Carnegie_Flexner_Report.pdf.
Irby DM, Cooke M, O'Brien BC. Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010. Acad Med. 2010;85(2):220-7.

상세보기
Paul S. The social transformation of American medicine. Lee JC, translator. Seoul: Korean Medical Association; 2012.
Abdalla ME. Accreditation in medical education: concepts and practice. Jazan: Faculty of Medicine, Jazan University; 2012.
Telio S, Regehr G, Ajjawi R. Feedback and the educational alliance: examining credibility judgements and their consequences. Med Educ. 2016;50(9):933-42.

상세보기
Telio S, Ajjawi R, Regehr G. The "educational alliance" as a framework for reconceptualizing feedback in medical education. Acad Med. 2015;90(5):609-14.

상세보기
van Zanten M, McKinley D, Durante Montiel I, Pijano CV. Medical education accreditation in Mexico and the Philippines: impact on student outcomes. Med Educ. 2012;46(6):586-92.

상세보기
World Health Organization. Accreditation of medical education institutions. Geneva: World Health Organization; 2005.
Wall D. Evaluation: improving practice, influencing policy. In: Swanwick T, editor. Understanding medical education: evidence, theory and practice. Oxford: Wiley-Blackwell; 2010. p. 336-51.
Boelen C, Woollard B. Social accountability and accreditation: a new frontier for educational institutions. Med Educ. 2009;43(9):887-94.

상세보기
Leinster S. Role of accrediting bodies in providing education leadership in medical education. J Health Spec. 2014;2(4):132-5.
Mustafa Alsheikh GY. WHO/WFME guidelines for accreditation of basic medical education. Geneva: World Health Organization; 2005.
Korean Institute of Medical Education and Evaluation. KIMEE is recognized by the World Federation of School Education (WFME) as an accreditation agency [Internet]. Seoul: Korean Institute of Medical Education and Evaluation; 2016 [cited 2020 Jan 10]. Available from: http://kimee.or.kr/news-and-events/press-release/?pageid2&moddocument&uid189.
Karle H. Global standards and accreditation in medical education: a view from the WFME. Acad Med. 2006;81(12 Suppl):S43-8.

상세보기
The Executive Council, The World Federation for Medical Education. International standards in medical education: assessment and accreditation of medical schools' educational programmes: a WFME position paper. Med Educ. 1998;32(5):549-58.

상세보기
Grant J, Marshall J, Gary N. Evaluation of the implementation in pilot sites of the World Federation for Medical Education's international standards. Milton Keynes: Open University Centre for Education in Medicine; 2004.
General Medical Council. Review of our quality assurance process [Internet]. London: General Medical Council; 2019 [cited 2019 Jan 10]. Available from: https://www.gmc-uk.org/education/standards-guidance -and-curricula/projects/review-of-our-quality-assurance-process.
Liaison Committee on Medical Education. Guidelines for the planning and conduct of accreditation survey visits [Internet]. Washington (DC): Liaison Committee on Medical Education; 2019 [cited 2019 Jan 10]. Available from: https://lcme.org/wp-content/uploads/filebase/guide lines_and_procedures/2019-Guidelines-for-Planning-and-Conduct_2019-05-15.docx.
General Medical Council. Overview of proposed QA process [Internet]. London: General Medical Council [cited 2019 Jan 10]. Available from: https://www.gmc-uk.org/education/standards-guidance-and-curricula/projects/review-of-our-quality-assurance-process/overview-of-proposed-qa-process.
The Academy of Korean Studies. Education policy [Internet]. Seongnam: Encyclopedia of Korean Culture; 2019 [cited 2019 Jan 10]. Available from: https://encykorea.aks.ac.kr/Contents/SearchNavi?keyword교육정책&ridx0&tot15.
Wirt F, Mitchell D, Marshall C. Culture and education policy: analyzing values in state policy systems. Educ Eval Policy Anal. 1988;10(4):271-84.

상세보기
Kim YI. Educational policy and its intrinsic value. J Korean Educ. 2001;28(1):283-301.
Jung HN. A study on the typological classification of private tutoring market using the latent class analysis [dissertaion]. Seoul: Yonsei University; 2016.
World Federation for Medical Education. Basic medical education WFME global standards for quality improvement [Internet]. Ferney-Voltaire: World Federation for Medical Education; 2015 [cited 2019 Jan 10]. Available from: https://wfme.org/download/wfme-global-standardsfor-quality-improvement-bme/?wpdmdl831&refresh5e26a3650f70d1579590501%27;return%20false;%22%3EDownload%3C/a%3E%20%20%20%20%20%20%20%20%20%20%20%20%3C/div%3E%20%20%20%20%20%20%20%20%3C/div%3E%20%20%20%20%3C/div%3E%3C/div%3E%3C/div%3E.
Jeon WT. Accreditation in medical education. Proceedings of the 3rd Medical Education Evaluation Conference; 2019 Dec 3-4; Seoul, Korea. Seoul: Korean Society of Medical Education; 2019.
Geffen L, Cheng B, Field M, Zhao S, Walters T, Yang L. Medical school accreditation in China: a Sino-Australian collaboration. Med Teach. 2014;36(11):973-7.

상세보기
Education Research Institute, Seoul National University. The dictionary of educational studies. Seoul: Education Research Institute, Seoul National University; 1994.
Committee on CDP2004 of Yonsei University College of Medicine. Curriculum development 2004 report. Seoul: Committee on CDP2004 of Yonsei University College of Medicine; 2002.
Education Plan Committee of Yonsei University College of Medicine. Curriculum development 2013 report. Seoul: Education Plan Committee of Yonsei University College of Medicine; 2012.
An S. A diachronic study of the curriculum development of the undergraduate medical education: based on the case of Yonsei University Medical College [dissertation]. Seoul: Yonsei University; 2018.
Barzansky B, Hunt D, Moineau G, Ahn D, Lai CW, Humphrey H, et al. Continuous quality improvement in an accreditation system for undergraduate medical education: benefits and challenges. Med Teach. 2015;37(11):1032-8.

상세보기
Lilley PM, Harden RM. Standards and medical education. Med Teach. 2003;25(4):349-51.

상세보기

표제어: PCR

동의어: Packet Collision Rate

용어 설명 출처 목록 (6)

용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

내보내기 구분	파일저장 인쇄 메일전송
구성항목	기본정보 상세정보 관리번호, 논문명, 저널/프로시딩명, 저자 , 발행년, 권, 호, 시작페이지, 끝페이지, 발행기관 관리번호, 논문명, 대등논문명, 저자 , 저널/프로시딩명, 발행기관, 발행년, 발행언어, 권, 호, 시작페이지, 끝페이지, ISBN, ISSN, 주제분야, 키워드, 초록(한글), 초록(영문), 저자(소속기관)
저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
안내	총 건의 자료가 검색되었습니다. 다운받으실 자료의 인덱스를 입력하세요. (1-10,000) 검색결과의 순서대로 최대 10,000건 까지 다운로드가 가능합니다. 데이타가 많을 경우 속도가 느려질 수 있습니다.(최대 2~3분 소요) 다운로드 파일은 UTF-8 형태로 저장됩니다. 파일의 내용이 제대로 보이지 않을실 때는 웹브라우저 상단의 보기 -> 인코딩 -> 자동선택 여부를 확인하십시오. ~ Text(ASCII format) Excel format

연합인증