RESUMO
Japan Accreditation Council for Medical Education, JACME, was established in 2015. Since then, JACME has evaluated education programs in medical schools based on the global standards set by World Federation for Medical Education. 54 medical schools have been recognized as of June 1, 2021.In this paper, we review past evaluations and discuss the impact and challenges of the field-specific evaluation of medical education.
RESUMO
<p> Accreditation for medical education has been introduced in several countries to ensure and improve the quality of education programs in medical schools. In the standards for accreditation, the assessment of faculty activity and development is described as important to improve medical education. The balance of teaching, research, and service functions is considered in the assessment. The results of the appraisal are reflected in the faculty's appointments, promotions, and compensation increases in many countries.</p>
RESUMO
Background: Globalization urges us to discuss rationale and policy towards establishing a medical education accrediting body in Japan. Experience of General Medical Council （GMC） suggests us some useful lessons.<br>Method: Based on our visits and investigation into in GMC, we inquire how Quality Assurance （QA） was introduced in UK with what incentives and how QA has brought reforms in the medical schools in UK.<br>Result: Since 2003, GMC has changed its policy for QA from ‘inspection’ to ‘dialogue’. Dialogical QA asks a medical school to think critically of their education and consider vigorous actions for further improvements.<br>Discussion: Implications from the experience of GMC are: 1.QA process in GMC makes medical schools take robust steps towards changes, 2. Sharing the rational and policy for QA created the solid base for its effective implementation, 3. There are possible difficulties in establishing structure to do an enormous amount of coordinating work, which is necessary for constructing ‘dialogue with medical schools’.