INQAAHE 2009 Conference THEME:New Approaches to Quality Assurance in the Changing World of Higher Education TITLE:Quality Assurance of Medical Education Programmes in the Anglophone Caribbean: Accreditation by the Caribbean Accreditation Authority for Education in Medicine and Other Health Professions as one method of Assuring Quality AUTHOR:Lorna Maria Parkins, B.A., M.A., Postgraduate Diploma in Technical and Specialised Translations (Spanish, French and Portuguese), Executive Director, CAAM-HP CAAM-HP Secretariat Office: Suite #4, Seymour Park, 2 Seymour Avenue, Kingston 10, JAMAICA Tel: ; Fax: ;

THE CARIBBEAN

Background Medical education in the Anglophone Caribbean began in 1948 at the University College of the West Indies (UCWI), then a part of the University of London. Medical education in the Anglophone Caribbean began in 1948 at the University College of the West Indies (UCWI), then a part of the University of London. From then onwards and after full university status (The University of the West Indies (UWI)), in 1962 the medical education programme was accredited by the General Medical Council (GMC) of the United Kingdom (UK). From then onwards and after full university status (The University of the West Indies (UWI)), in 1962 the medical education programme was accredited by the General Medical Council (GMC) of the United Kingdom (UK). 3

Background (cont’d) GMC accreditation enabled UWI graduates to register freely in the UK and other Commonwealth countries. GMC accreditation enabled UWI graduates to register freely in the UK and other Commonwealth countries. However in 2001, the GMC discontinued this practice of accrediting overseas institutions. However in 2001, the GMC discontinued this practice of accrediting overseas institutions. Over the last 30 years, the region has witnessed significant change and growth in medical education. Over the last 30 years, the region has witnessed significant change and growth in medical education. 4

Background (cont’d) Medical schools have been established at the University of Guyana and the University of Suriname. Medical schools have been established at the University of Guyana and the University of Suriname. In addition, there has been an increase in the number of ‘offshore’ medical schools in the region, the first being St. George’s University School of Medicine followed by Ross University School Medicine. In addition, there has been an increase in the number of ‘offshore’ medical schools in the region, the first being St. George’s University School of Medicine followed by Ross University School Medicine. According to the IMED there are over 30 such schools in the Caribbean today. According to the IMED there are over 30 such schools in the Caribbean today. 5

Background (cont’d) Therefore there are 3 types of medical schools in the region: regional, national and offshore. Therefore there are 3 types of medical schools in the region: regional, national and offshore. In1989, the UWI established schools in Dentistry and Veterinary Science. In1989, the UWI established schools in Dentistry and Veterinary Science. Other schools in dentistry and veterinary medicine have since been established. Other schools in dentistry and veterinary medicine have since been established. 6

Background (cont’d) Quality–control oversight measures have varied. Quality–control oversight measures have varied. Achieving reliable accreditation is difficult. Achieving reliable accreditation is difficult. This is cause for concern in the light of the rapid increase in the number of medical schools. This is cause for concern in the light of the rapid increase in the number of medical schools. Such a situation adds to the disquiet and requires international cooperation. Such a situation adds to the disquiet and requires international cooperation. 7

Background (cont’d) In response to these developments as well as the regional thrust to ensure quality education and training in the context of the CARICOM Single Market and Economy (CSME), The Caribbean Accreditation Authority for in Medicine and Other Health Professions (CAAM-HP) was established under the aegis of the Caribbean Community (CARICOM). In response to these developments as well as the regional thrust to ensure quality education and training in the context of the CARICOM Single Market and Economy (CSME), The Caribbean Accreditation Authority for in Medicine and Other Health Professions (CAAM-HP) was established under the aegis of the Caribbean Community (CARICOM). 8

Background (cont’d) In today’s world, the continuous movement of professionals and technology and rising quality standards make accreditation an imperative. In today’s world, the continuous movement of professionals and technology and rising quality standards make accreditation an imperative. The purpose of CAAM-HP is the accreditation of undergraduate programmes leading to qualifications in medicine, dentistry, veterinary medicine and other health professions in CARCIOM member states. The purpose of CAAM-HP is the accreditation of undergraduate programmes leading to qualifications in medicine, dentistry, veterinary medicine and other health professions in CARCIOM member states. 9

Background (cont’d) CAAM-HP objectives: CAAM-HP objectives: (a) To achieve and maintain standards of excellence in programmes of education in medicine and other health professions; (b) To establish an efficient system of regulation in relation to the standards and quality of such programmes of education; (c) To secure international recognition of the programmes of education in medicine and other health professions; (d) To maintain the confidence of the peoples of the region in the quality of medical and other health professions training offered in the region. 10

Background (cont’d) What is Accreditation? Accreditation is a peer review process of quality assurance based on standards for process and outcomes. Accreditation is a peer review process of quality assurance based on standards for process and outcomes. 11

Accreditation Process The CAAM-HP process uses established criteria, standards and processes. It aims: The CAAM-HP process uses established criteria, standards and processes. It aims: To certify that a medical education programme meets the prescribed standards To certify that a medical education programme meets the prescribed standards To promote institutional self-evaluation and improvement To promote institutional self-evaluation and improvement To assure society and the medical profession that graduates of accredited schools meet educational requirements To assure society and the medical profession that graduates of accredited schools meet educational requirements 12

Accreditation Process (cont’d) Accreditation asks the following questions: Accreditation asks the following questions: What are the objectives of the medical education programme? What are the objectives of the medical education programme? Has the institution organised its programme and resources to accomplish these objectives? Has the institution organised its programme and resources to accomplish these objectives? What is the evidence that the school is accomplishing its objectives? What is the evidence that the school is accomplishing its objectives? 13

Accreditation Process (cont’d) The process is characterised by: The process is characterised by: an institutional Self-Study by the school, an institutional Self-Study by the school, an on-site review by a team of surveyors and an on-site review by a team of surveyors and a review of the survey team’s written report by the CAAM-HP which forms the basis of the determination of a programme’s accreditation status. a review of the survey team’s written report by the CAAM-HP which forms the basis of the determination of a programme’s accreditation status. 14

Accreditation Process (cont’d) Institutional Self-Study (ISS) The ISS is central to the process. The ISS is central to the process. It is built around pre-set standards under the headings: It is built around pre-set standards under the headings: The Institutional Setting The Institutional Setting The Students The Students Educational Programmes Educational Programmes The Faculty The Faculty Educational Resources Educational Resources Internships Internships 15

Accreditation Process (cont’d) ISS (cont’d) In the self-study, a school brings together representatives to: In the self-study, a school brings together representatives to: collect and review data about the school and its educational programme collect and review data about the school and its educational programme identify institutional strengths and issues requiring action, and identify institutional strengths and issues requiring action, and define strategies to ensure that the strengths are maintained and any problems addressed. define strategies to ensure that the strengths are maintained and any problems addressed. 16

Accreditation Process (cont’d) The ISS report evaluates the quality of the programme and the adequacy of resources. The ISS report evaluates the quality of the programme and the adequacy of resources. It also identifies strengths and weaknesses. It also identifies strengths and weaknesses. The report also includes an independent evaluation by students. The report also includes an independent evaluation by students. 17

Accreditation Process (cont’d) The usefulness of the ISS is enhanced when participation is broad and representative. The usefulness of the ISS is enhanced when participation is broad and representative. The process also serves as a vehicle to affirm the school’s mission and goals or set new strategic directions. The process also serves as a vehicle to affirm the school’s mission and goals or set new strategic directions. Of note, in at least one instance, the survey team found participation to be limited. Of note, in at least one instance, the survey team found participation to be limited. 18

Accreditation Process (cont’d) Site Visit The CAAM-HP Secretariat recruits and trains a team of persons to assess how well a programme complies with the standards. The CAAM-HP Secretariat recruits and trains a team of persons to assess how well a programme complies with the standards. During the visit the team meets with the necessary persons from the institution. During the visit the team meets with the necessary persons from the institution. At the end of the visit the team presents an oral report of its findings to the dean and vice chancellor/president. At the end of the visit the team presents an oral report of its findings to the dean and vice chancellor/president. 19

Accreditation Process (cont’d) Report Development and Review The team makes a written report of its findings. The team makes a written report of its findings. The draft report is perused by the school for correction of any errors of fact and then sent to the secretariat. The draft report is perused by the school for correction of any errors of fact and then sent to the secretariat. The final report is sent to the CAAM-HP members for review prior to the next meeting. The final report is sent to the CAAM-HP members for review prior to the next meeting. 20

CAAM-HP Action The CAAM-HP meets to consider the report and determines accreditation status. The CAAM-HP meets to consider the report and determines accreditation status. This is communicated to the school and CARICOM. This is communicated to the school and CARICOM. 21

CAAM-HP Action (cont’d) Programmes are judged as: Programmes are judged as: Accredited for a term of up to six years Accredited for a term of up to six years Accredited on Probation Accredited on Probation Not Accredited Not Accredited Provisionally Accredited Provisionally Accredited Full accreditation is awarded when a programme is deemed to have met the standards. Full accreditation is awarded when a programme is deemed to have met the standards. 22

CAAM-HP Action (cont’d) Of the three schools that completed the process, none received full accreditation for six years. Of the three schools that completed the process, none received full accreditation for six years. The regional university was granted full accreditation for four years. The regional university was granted full accreditation for four years. The national university was asked to resubmit its documentation. The national university was asked to resubmit its documentation. The offshore school was accorded provisional accreditation for two years. The offshore school was accorded provisional accreditation for two years. 23

Impact and Outcomes (cont’d) Weaknesses/deficiencies identified in the ISS and verified by the team is communicated to the school by CAAM-HP. Weaknesses/deficiencies identified in the ISS and verified by the team is communicated to the school by CAAM-HP. Areas in which schools were deemed non-compliant or partially compliant included: Areas in which schools were deemed non-compliant or partially compliant included: Governance Governance Curriculum Curriculum Students Students 24

Conclusion Schools have acknowledged the usefulness of the process. Schools have acknowledged the usefulness of the process. Schools also recognise the importance of regular accreditation for quality assurance. Schools also recognise the importance of regular accreditation for quality assurance. The cyclical process of accreditation is a mechanism for on-going quality improvement. The cyclical process of accreditation is a mechanism for on-going quality improvement. 25

END OF PRESENTATION THANK YOU 26