Accreditation and program evaluation models in medical education

BMC Medical Education called for submissions to its Collection on Accreditation and program evaluation models in medical education.

In the dynamic field of medical education, program accreditation and evaluation shape the quality, relevance, and efficiency of medical education programs globally.  As our understanding of diverse contexts continues to impact medical education curricula, it’s crucial that the way we accredit and evaluate these programs evolve in tandem. We invited submissions that explore advances in accreditation and program evaluation models. Topics of interest included, but were not limited to, the following:

• Implementation in health profession education contexts: How can various program evaluation models--particularly models that embrace context such as CIPP, realist evaluation, program theory, etc., or those focused on stakeholders' involvement--be implemented in health profession education contexts?
• Adaptation to changing healthcare landscape: How can accreditation and program evaluation models adapt to the rapidly evolving healthcare landscape, considering technological advancements, changes in delivery models, and emerging health priorities?
• Global standardization vs. local context: What challenges and opportunities arise in balancing the need for global standardization in medical education with the recognition of diverse cultural, social, and economic contexts?
• Integration of technology: How can innovative tools and methodologies, such as virtual simulations, e-learning platforms, and artificial intelligence, be effectively incorporated and what are the implications for accreditation and program evaluation?
• Outcome-based education: How can accreditation transition from traditional input-based assessments to outcome-oriented evaluations that demonstrate the effectiveness of medical education programs?
• Interprofessional education and collaboration: How can accreditation and program evaluation models effectively promote interprofessional education to enhance collaboration and patient-centered care?
• Continuous quality improvement: How can institutions establish processes for ongoing quality assessment, feedback, and improvement to ensure dynamic and responsive education aligned with best practices?
• Resource allocation and equity: How can accreditation standards contribute to promoting diversity and inclusion while ensuring equitable distribution of educational resources?
• Faculty development and training: How can accreditation and program evaluation models incorporate mechanisms for faculty training, mentorship, and support to enhance teaching effectiveness and the overall well-being of educators?
• Patient-centered education: How can accreditation and program evaluation models evaluate the engagement of patients in the educational process and the cultivation of empathetic and patient-focused healthcare professionals?
• Assessment methods and standardization: How can accreditation strike a balance between standardization and flexibility to tailor assessments to individual contexts?

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