The medical school must have a policy on student representation and appropriate participation in the design, management and evaluation of the curriculum, and in other matters relevant to students. (WFME Global Standards: Basic Medical Education, 4.4 Basic standard)
Teachers and students should be actively involved in planning programme evaluation and in using its results for programme development. (同7.2)
There must be integrated institutional responsibility for the overall design, management, and evaluation of a coherent and coordinated curriculum. The phrase "integrated institutional responsibility" implies that an institutional body (commonly a curriculum committee) will oversee the educational program as a whole. An effective central curriculum authority will exhibit: -- Faculty, student, and administrative participation. (LCME, Accreditation Standards, ED-33) In assessing program quality, a medical education program must consider medical student evaluations of their courses, clerkships (or, in Canada, clerkship rotations), and teachers, as well as a variety of other measures. (同,ED-47)
②アウトカムの評価と国民への公表 （医学部の社会的責務） The objectives of a medical education program must be stated in outcome-based terms that allow assessment of student progress in developing the competencies that the profession and the public expect of a physician. (LCME, Accreditation Standards ED-1-A.)
A wider range of stakeholders should have access to results of course and programme evaluation, and their views on the relevance and development of the curriculum should be considered. (WFME Global Standards, Basic standard-7.4)
Minimum essential requirements and standards in medical education
■Institute for International Medical Education(IIME) ・established in 1999 by the China Medical Board of NY ・providing leadership in defining ”global minimum essential requirements” of undergraduate medical programs.
・A standard is both a goal (what should be done) and a measure of progress toward that goal (how well it was done)
・The global minimum essential requirements specify the knowledge, skills and attitudes related to sciences basic to medicine, clinical practice and ethical values, which the medical curriculum should contain to ensure that graduates are prepared to begin further graduate medical education or to start to practice medicine under super vision.
【医学部の質の保証 ~WHO~】 World Federation for Medical Education (WFME)
＜The WHO/WFME Guidelines for Accreditation＞ Essential Elements of proper accreditation
• Authoritative mandate· • Independence from governments and providers • Transparency • Predefined general and specific criteria • Use of external review • Procedure using combination of self-evaluation and site visits • Authoritative decision • Publication of report and decision