Consistency and quality in written accreditation protocols for pediatrician training programs: a mixed-methods analysis of a global sample, and directions for improvement
Abstract Background The World Federation for Medical Education (WFME) defines accreditation as 'certification of the suitability of medical education programs, and of…competence…in the delivery of medical education.' Accreditation bodies function at national, regional and global levels. In...
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| Format: | Article |
| Language: | English |
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BMC
2023-08-01
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| Series: | Human Resources for Health |
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| Online Access: | https://doi.org/10.1186/s12960-023-00852-2 |
| _version_ | 1797452437545549824 |
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| author | Alexandra L. Coria Areej Hassan Jui-Yen Huang Katia C. Genadry Rashmi K. Kumar Ayten Sergios Roseda E. Marshall Christiana M. Russ |
| author_facet | Alexandra L. Coria Areej Hassan Jui-Yen Huang Katia C. Genadry Rashmi K. Kumar Ayten Sergios Roseda E. Marshall Christiana M. Russ |
| author_sort | Alexandra L. Coria |
| collection | DOAJ |
| description | Abstract Background The World Federation for Medical Education (WFME) defines accreditation as 'certification of the suitability of medical education programs, and of…competence…in the delivery of medical education.' Accreditation bodies function at national, regional and global levels. In 2015, WFME published quality standards for accreditation of postgraduate medical education (PGME). We compared accreditation of pediatric PGME programs to these standards to understand variability in accreditation and areas for improvement. Methods We examined 19 accreditation protocols representing all country income levels and world regions. For each, two raters assessed 36 WFME-defined accreditation sub-areas as present, partially present, or absent. When rating “partially present” or “absent”, raters noted the rationale for the rating. Using an inductive approach, authors qualitatively analyzed notes, generating themes in reasons for divergence from the benchmark. Results A median of 56% (IQR 43–77%) of WFME sub-areas were present in individual protocols; 22% (IQR 15–39%) were partially present; and 8.3% (IQR 5.5–21%) were absent. Inter-rater agreement was 74% (SD 11%). Sub-areas least addressed included number of trainees, educational expertise, and performance of qualified doctors. Qualitative themes of divergence included (1) variation in protocols related to heterogeneity in program structure; (2) limited engagement with stakeholders, especially regarding educational outcomes and community/health system needs; (3) a trainee-centered approach, including equity considerations, was not universal; and (4) less emphasis on quality of education, particularly faculty development in teaching. Conclusions Heterogeneity in accreditation can be appropriate, considering cultural or regulatory context. However, we identified broadly applicable areas for improvement: ensuring equitable access to training, taking a trainee-centered approach, emphasizing quality of teaching, and ensuring diverse stakeholder feedback. |
| first_indexed | 2024-03-09T15:07:45Z |
| format | Article |
| id | doaj.art-4b3fa365d01645f7bbdf3de0d24b3737 |
| institution | Directory Open Access Journal |
| issn | 1478-4491 |
| language | English |
| last_indexed | 2024-03-09T15:07:45Z |
| publishDate | 2023-08-01 |
| publisher | BMC |
| record_format | Article |
| series | Human Resources for Health |
| spelling | doaj.art-4b3fa365d01645f7bbdf3de0d24b37372023-11-26T13:32:02ZengBMCHuman Resources for Health1478-44912023-08-0121111010.1186/s12960-023-00852-2Consistency and quality in written accreditation protocols for pediatrician training programs: a mixed-methods analysis of a global sample, and directions for improvementAlexandra L. Coria0Areej Hassan1Jui-Yen Huang2Katia C. Genadry3Rashmi K. Kumar4Ayten Sergios5Roseda E. Marshall6Christiana M. Russ7SUNY Downstate College of MedicineHarvard Medical SchoolDivision of Adolescent Medicine, Department of Pediatrics, Kaohsiung Medical University Hospital, Kaohsiung Medical UniversityDivision of Emergency Medicine, Boston Children’s HospitalUniversity of NairobiSUNY Downstate College of MedicineAM Dogliotti College of MedicineHarvard Medical SchoolAbstract Background The World Federation for Medical Education (WFME) defines accreditation as 'certification of the suitability of medical education programs, and of…competence…in the delivery of medical education.' Accreditation bodies function at national, regional and global levels. In 2015, WFME published quality standards for accreditation of postgraduate medical education (PGME). We compared accreditation of pediatric PGME programs to these standards to understand variability in accreditation and areas for improvement. Methods We examined 19 accreditation protocols representing all country income levels and world regions. For each, two raters assessed 36 WFME-defined accreditation sub-areas as present, partially present, or absent. When rating “partially present” or “absent”, raters noted the rationale for the rating. Using an inductive approach, authors qualitatively analyzed notes, generating themes in reasons for divergence from the benchmark. Results A median of 56% (IQR 43–77%) of WFME sub-areas were present in individual protocols; 22% (IQR 15–39%) were partially present; and 8.3% (IQR 5.5–21%) were absent. Inter-rater agreement was 74% (SD 11%). Sub-areas least addressed included number of trainees, educational expertise, and performance of qualified doctors. Qualitative themes of divergence included (1) variation in protocols related to heterogeneity in program structure; (2) limited engagement with stakeholders, especially regarding educational outcomes and community/health system needs; (3) a trainee-centered approach, including equity considerations, was not universal; and (4) less emphasis on quality of education, particularly faculty development in teaching. Conclusions Heterogeneity in accreditation can be appropriate, considering cultural or regulatory context. However, we identified broadly applicable areas for improvement: ensuring equitable access to training, taking a trainee-centered approach, emphasizing quality of teaching, and ensuring diverse stakeholder feedback.https://doi.org/10.1186/s12960-023-00852-2AccreditationPost-graduate medical educationMedical education researchInternational medical educationGlobal pediatrics |
| spellingShingle | Alexandra L. Coria Areej Hassan Jui-Yen Huang Katia C. Genadry Rashmi K. Kumar Ayten Sergios Roseda E. Marshall Christiana M. Russ Consistency and quality in written accreditation protocols for pediatrician training programs: a mixed-methods analysis of a global sample, and directions for improvement Human Resources for Health Accreditation Post-graduate medical education Medical education research International medical education Global pediatrics |
| title | Consistency and quality in written accreditation protocols for pediatrician training programs: a mixed-methods analysis of a global sample, and directions for improvement |
| title_full | Consistency and quality in written accreditation protocols for pediatrician training programs: a mixed-methods analysis of a global sample, and directions for improvement |
| title_fullStr | Consistency and quality in written accreditation protocols for pediatrician training programs: a mixed-methods analysis of a global sample, and directions for improvement |
| title_full_unstemmed | Consistency and quality in written accreditation protocols for pediatrician training programs: a mixed-methods analysis of a global sample, and directions for improvement |
| title_short | Consistency and quality in written accreditation protocols for pediatrician training programs: a mixed-methods analysis of a global sample, and directions for improvement |
| title_sort | consistency and quality in written accreditation protocols for pediatrician training programs a mixed methods analysis of a global sample and directions for improvement |
| topic | Accreditation Post-graduate medical education Medical education research International medical education Global pediatrics |
| url | https://doi.org/10.1186/s12960-023-00852-2 |
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