ReviewBMC medical education2020
A "fit for purpose" framework for medical education accreditation system design.
Review in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
24 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Design, delivery and effectiveness of health practitioner regulation systems: an integrative review.Human resources for health · 2023Pooled it
- Developing national meta-accreditation standards for medical education accreditation bodies in Iran: a mixed-methods standards development and consensus study.npj health systems · 2026Article
- Beyond intentions: a critical narrative review of accreditation's planned and emergent impact on medical schools.Advances in health sciences education : theory and practice · 2026Review
- Assessment of 21st century skills among health management students in Türkiye: a nationwide cross-sectional study.BMC medical education · 2026Article
- Rethinking how we educate our future physicians: the Queen's-Lakeridge Health Medical Degree Family Medicine program: an innovative approach to medical education.Canadian medical education journal · 2026Article
- Conceptualising equity in basic medical education accreditation standards: A qualitative study of expert perspectives.Pakistan journal of medical sciences · 2026Article
- Residents' Experiences with Personalized Learning in Postgraduate Training; Going Beyond Competency Based Medical Education.Perspectives on medical education · 2026Article
- IFEM model framework for the accreditation of training sites for emergency medicine specialists.International journal of emergency medicine · 2025Article
- The perceived impact of family medicine leadership training on practice: A qualitative study.African journal of primary health care & family medicine · 2025Article
- Bridging intentions and outcomes: a program theory approach to residency accreditation standards.BMC medical education · 2025Article
- Equity in Basic Medical Education accreditation standards: a scoping review protocol.BMJ open · 2025Article
- Research Trends of Health Professions Education Model from 2005 to 2024: A Bibliometric Analysis via CiteSpace.Advances in medical education and practice · 2025Review
- Comparison of the Effects of E-learning Blended with Collaborative Learning and Lecture-Based Teaching Approaches on Academic Self-Efficacy among Undergraduate Nursing Students: A Quasi-Experimental Study.Journal of advances in medical education & professionalism · 2024Article
- Artificial Intelligence in Medicine: Cross-Sectional Study Among Medical Students on Application, Education, and Ethical Aspects.JMIR medical education · 2024Article
- Exploring the alignment between paramedicine's professional capabilities and competency frameworks for current and evolving scopes of practice: a literature review.BMC medical education · 2024Review
- Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education.Perspectives on medical education · 2024Article
- Enabling Implementation of Competency Based Medical Education through an Outcomes-Focused Accreditation System.Perspectives on medical education · 2024Article
- Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis.International journal of environmental research and public health · 2023Article
- Developing and validating a national set of standards for undergraduate medical education using the WFME framework: the experience of an accreditation system in Iran.BMC medical education · 2023Article
- Impact of external accreditation on students' performance: Insights from a full accreditation cycle.Heliyon · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAccreditation is a key feature of many medical education systems, helping to ensure that programs teach and assess learners according to applicable standards, provide optimal learning environments, and produce professionals who are competent to practise in challenging and evolving health care systems. Although most medical education accreditation systems apply similar standards domains and process elements, there can be substantial variation among accreditation systems at the level of design and implementation. A discussion group at the 2013 World Summit on Outcomes-Based Accreditation examined best practices in health professional education accreditation systems and identified that the literature examining the effectiveness of different approaches to accreditation is scant. Although some frameworks for accreditation design do exist, they are often specific to one phase of the medical education continuum. MAIN TEXT: This paper attempts to define a framework for the operational design of medical education accreditation that articulates design options as well as their contextual and practical implications. It assumes there is no single set of best practices in accreditation system development but, rather, an underlying set of design decisions. A "fit for purpose" approach aims to ensure that a system, policy, or program is designed and operationalized in a manner best suited to local needs and contexts. This approach is aligned with emerging models for education and international development that espouse decentralization.
conclusionThe framework highlights that, rather than a single best practice, variation among accreditation systems is appropriate provided that is it tailored to the needs of local contexts. Our framework is intended to provide guidance to administrators, policy-makers, and educators regarding different approaches to medical education accreditation and their applicability and appropriateness in local contexts.
Indexed as
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.