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Quality Assurance &Accreditation Faculty of Medicine Cairo University Efforts, Achievements & Challenges. Lamis Ragab, MD Vice Dean for Postgraduate Studies & Research. The improved health of all people is the main goal of medical education

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Quality Assurance &Accreditation Faculty of Medicine Cairo UniversityEfforts, Achievements & Challenges

Lamis Ragab, MD

Vice Dean for Postgraduate Studies & Research


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  • WFME in its 1998 position paper launched the program on medical education International Standards in Medical Education

  • A mechanism for quality improvement in medical education, in a global context, to be applied by institutions responsible for medical education, and in programs throughout the continuum of medical education


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  • The self- study medical education was conducted in 2003

  • Limited to the undergraduate program

    (using the basic standards of WFME as a Benchmark)

  • A corrective action plan was suggested to overcome the weaknesses and enhance the strengths


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Projects towards accreditation

Project # 1

Development of a Strategic Plan for Quality Assurance

Project # 2

Establishment of sustainable QAA Centers in the Egyptian Universities

Project # 3

Establishment of an Internal Quality Assurance System in the faculties

Project # 4

Development of Academic Reference Standards


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  • Project started in September 2005 towards accreditation

  • Establishment of project's managerial and implementation committees

  • The quality unit at the faculty had a place and a structural organization


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  • The actively participated in compiling the documents of the projectproject team completed the program report and produced the first Faculty Annual Self-Evaluation Report (2004/2005) following the evaluative framework designed NQAAC

    ( including 5 major areas: academic standards, quality of learning opportunities, research and other scholarly activity, community involvement, and effectiveness of quality management and enhancement)


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  • Developmental Engagement (DE) site visit in October, 2005. actively participated in compiling the documents of the projectDocuments reviewed before the site visit : program specifications, course specifications, course reports, program report and Faculty Annual Self –Evaluation Report

  • Meetings: faculty staff members, vice deans, under-& postgraduate students and some stakeholders

  • Revision of students' work and assignments

  • Oral feedback about the points of strengths and that need further improvement

  • A comprehensive report of the developmental engagement site visit 2 months later

  • An action plan to enhance the strengths and improve the areas of weakness to prepare the faculty for accreditation was required


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Faculty of Medicine Cairo University actively participated in compiling the documents of the project

  • Project #3 in cycle one (2004)

  • Site visit in Oct. 2005

  • Action plan in Feb. 2007


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  • the second Faculty Annual Report (2005/2006) and an action plan for accreditation to the NQAACFollow up visit in April 2007 for one day to monitor and support the faculty in the developmental engagement stage

  • Oral feedback was given at the end of the day about the achievement of the quality at the faculty in the last year

  • Report of the team's evaluation and their expectation about the readiness of the faculty for submission for accreditation


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The Evaluation Framework the second Faculty Annual Report (2005/2006) and an action plan for accreditation to the NQAAC

  • Academic Standards

    • Intended learning outcomes

    • Curriculum

    • Student assessment

    • Student achievement

  • Quality of Learning opportunities

    • Teaching and learning

    • Student support

    • Learning resources

  • Research and other scholarly activity

  • Community Involvement

  • Effectiveness of Quality Management and Enhancement

    • Governance and leadership

    • Quality assurance system

    • Self-evaluation, plans and impact


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  • New Higher Curriculum Committee Faculty Council in April 2007: the General Medical Council standards (UK)

  • Revision of curricula of: community medicine with integration between Pediatrics & OB-GYN

  • Ongoing revision of curricula of Ophthalmology, Bio, OB-GYN according to the mission


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لجنة المناهج Faculty Council in April 2007: the General Medical Council standards (UK)


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لجنة التقييم a code of practice for student assessment


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قواعد التقييم a code of practice for student assessment

Code of Practice

in the Area of Student Assessment

Approved by the Faculty Council in May 2007


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Workshop examination to be more objective

on Program & Course Specifications (Postgraduate Programs)

5/3/2007


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اسماء وبيانات الحاضرين لاجتماع توصيف برامج الدراسات العليا يوم 5 مارس 2007


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تابع اسماء وبيانات الحاضرين لاجتماع توصيف برامج الدراسات العليا يوم 5 مارس 2007


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  • Another major difference in the Egyptian MD examinations is with regards to the area ofUS andEgypt systems are that theUS examinees are expected to pass the oral boards on the first try. From my understanding, approximately 80% of the candidates do so. A lower pass rate suggests that the examinees were poorly trained or that there were potential testing irregularities that precluded the examinees from obtaining a higher pass rate.Also, the examineesare allowed to sit for the oral boards three times. If they are not successful by the third try, they must re-take their written examinations before being allowed to re-take the oral boards.


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Having participated and observed MD examination process, I would make the following major suggestions:

  • There should be a single Egyptian board examination comprised of a highly objective written examination.

  • The oral board examiners should be selected from a pool of MD’s (that do not necessarily need to be University Professors) and this pool should be rotated yearly so as to increase the objectivity of the examiners.

  • Prior to sitting for the oral boards, the potential examinees should have:

  • a) passed their written exams

  • b) submitted practice data which should be reviewed for safety and consistency.


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  • They are allowed to go for a maximum of three times for their oral exams; at which time if they fail all three times they should repeat the written exams again.

  • A 70-80% pass rate should be expected in board exams.

  • Residency programs should provide teaching and clinical scenarios that simulate the oral board (MD) testing experience so that the examinees have a rational framework for thought processes.

  • The oral board (MD) testing experience should be made as objective as possible through the incorporation of known/expected clinical scenarios and patient encounters. There should be specific objective measures (fund of knowledge, management skills, interpretation of diagnostic tests, etc) rated during the exam independently by each examiner followed by a conference after the first testing sessions.


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2) Quality of Learning Opportunities: their oral exams; at which time if they fail all three times they should repeat the written exams again.

  • ○Lectures

    Students divided into 5 groups(300/group)

    Audiovisual facilities in 11 lecture halls (capacity 300-1000 students)

  • ○ Early clinical exposure in some departments (physiology and pathology)


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  • ○ Student handbooks (under-&postgrad) their oral exams; at which time if they fail all three times they should repeat the written exams again.

  • ○ Student support office (Academic year 2006-2007)

  • Academic support & counseling committee

    (approved by Faculty Council 10/2007)

  • ○ Learning resource centre: training on models and facility for e-learning


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  • 3) Effective Quality Management and Enhancement : their oral exams; at which time if they fail all three times they should repeat the written exams again.

  • ○ Functioning reporting system; reports of the academic year 2005/2006 were completed

  • ○ Revision of the mission, approved by the Faculty Council in September 2007

  • ○ Establishment of an internal audit committee for the educational program

  • ○ Regular meeting between the members of the quality assurance unit and the dean and the three vice deans

  • ○ Realistic action plan covering all areas in the educational program, with a justified budget


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  • 4) Research and Other Scholarly Activities: their oral exams; at which time if they fail all three times they should repeat the written exams again.

  • ○ Astrategy and plan for research activities based on the research strategy of the University

  • ○ New postgraduate bylaws adopting the credit hour system (ECTS)


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  • What is ECTS? their oral exams; at which time if they fail all three times they should repeat the written exams again.

  • The European Credit Transfer and Accumulation System is a student-centred system based on the student workload required to achieve the objectives of a programme, objectives preferably specified in terms of the learning outcomes and competences to be acquired.


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العلاقة بين البرنامج التدريبى و الشهادات الأكاديمية


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كلية الطب العالمية

كلية طب قصر العينى

قطاع خدمة المجتمع وتنمية البيئة

الوحدات ذات الطابع الخاص

42 وحدة


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كلية الطب العالمية

نماذج الوحدات ذات الطابع الخاص

مركز رعاية الحالات الحرجة


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كلية الطب العالمية

نماذج الوحدات ذات الطابع الخاص

مركز رعاية الحالات الحرجة


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كلية الطب العالمية

نماذج الوحدات ذات الطابع الخاص

مركز تطوير التعليم الطبى


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كلية الطب العالمية

نماذج الوحدات ذات الطابع الخاص

وحدة السكر والغدد الصماء والميتابوليزم


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كلية الطب العالمية

نماذج الوحدات ذات الطابع الخاص

وحدة معمل قصر العيني للأوعية الدموية


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كلية الطب العالمية

نماذج الوحدات ذات الطابع الخاص

وحدة معمل قصر العيني للأوعية الدموية


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كلية الطب العالمية

مساهمة الوحدات ذات الطابع الخاص

فى دعم صندوق خدمة المجتمع وتنمية البيئة بالكلية وحصة المستشفيات :

* قامت الوحدات بدعم صندوق خدمة المجتمع وتنمية البيئة بمبلغ ( حوالى 425000 جنية )

* قامت الوحدات بدعم حصة المستشفيات بمبلغ ( حوالى 920000 جنية )


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Web-Site العالمية

  • www.med.cu.edu.eg

  • E-mail service to staff members

  • Training programs

  • Departments’ websites


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  • Title of Department displayed as العالمية

  • CairoUniversity

  • Kasr Al Aini Faculty of Medicine

  • Department of (BOLD CHARACTERS)

  • Web page contnet:

  • Short history and introduction to the department

  • Mission Statement

  • Information on the following topics (LINKS)

    • Education : undergraduate, postgraduate and residency/fellowship programs also

  • Schedule of academic / scientific activities, e.g. lectures, staff rounds, workshops, conferences…

    • Research : research interests of the department / collaborative research activity if applicable

    • Clinical services / Patient care : Unit components (Inpatient, outpatient sections and special facilities as ICU, Endoscopy, Pulmonary lab, cardiac catheter. lab, operating theatre …etc), OP Clinic schedule and how to refer a patient

  • Chairman and Faculty members and physicians in the department:–Names / Titles / and areas of special interest.

  • Sub-specialties if applicable

  • Contact information (telephone, fax, address, email…)

  • Societies and affiliations - added as LINKS to the department website

  • Photos of faculty and staff / section and clinic / as available

  • Any additional information that you would like to include about your service

  • Support the Department or Make a Donation: guide to the public.


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E-Library العالمية

  • Project funded by HEEPF

  • Linked to 7 faculties of Medicine


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المكتبة الاليكترونية العالمية

  • توفير قاعدة بيانات UpToDate على موقع المكتبة الاليكترونية تشمل قواعد البيانات للممارسة الإكلينيكية فى التخصصات الآتية :ـ الباطنة بكافة فروعها ـ الأمراض المعدية ـ الأطفال ـ التوليد وأمراض النساء ـ طب الأسرة ـ طب الطوارئ.


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International Relations العالمية

  • 108 Malaysian undergraduate students

  • Joint postgraduate degrees (Pediatric Cardiology, Medical Ethics)


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Problems the faculty council for implementation during this academic year

  • Big number of students

  • Admission policy

  • Finance

  • Policy making

  • State regulated education


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Problems the faculty council for implementation during this academic year(Cont.)

  • Staff resistance

  • Communication

  • Daily problems overwhelming the essential problems

  • Part-timers

  • Transition of power

  • Administrative skills


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What do we need for accreditation? the faculty council for implementation during this academic year

  • Review of the undergraduate programme

  • Development of all postgraduate programmes

  • Development of the research area

  • Private tutoring

  • Achievement of the action plan in the due time


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