Choa, G;
Arfeen, Z;
Chan, SCC;
Rashid, MA;
(2022)
Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography.
Medical Teacher
, 44
(1)
pp. 63-70.
10.1080/0142159X.2021.1965976.
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Abstract
Purpose: 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. / Methods: Four databases (Pubmed, EMBASE, ERIC, and PsychINFO) were searched for relevant published articles. Synthesis was performed using meta-ethnography. / Results: 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. / Conclusions: 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.
| Type: | Article |
|---|---|
| Title: | Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/0142159X.2021.1965976 |
| Publisher version: | https://doi.org/10.1080/0142159X.2021.1965976 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Accreditation, quality assurance, medical education, curriculum, meta-ethnography |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences > UCL Medical School |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10135572 |
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