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Quality Assurance
Program in
Medical Education
in Bangladesh
Dr. Ifat Ara Begum
Associate Professor
Dept. of Biochemistry
Dhaka Medical College, Dhaka
 Physicians have responsibility towards society
 Standard of medical education, as adopted and
maintained by the educational institutions, go a long
way in shaping the medical practitioner of today and
tomorrow.
 Time has come to have a fresh look at the quality of
medical education
 Without addressing quality in medical education,
improving health care delivery is never possible
Griffin (2003) defines quality as
"The totality of features and characteristics of a product
or service that bear on its ability to satisfy stated or
implied needs".
 In Health Care, quality components may be like
 Correct diagnosis
 Minimum wait time
 Low cost
 Security
etc
 In medical education:
“A state of reaching required standards as prescribed by
the external agencies and it meets those standards time
and again”
At production
site
(creation of
next generation
of appropriate
medical
graduates)
At perceptual
site
(maintenance of
values &
principles of
medical
educational
institutions)
Quality in education
What is Assurance?
“Assurance” somehow means the act of giving
confidence 
 
The Quality Assurance Agency in UK
Quality Assurance (QA) is the totality of systems,
resources and information devoted to maintain and
improve the quality and standard of teaching, scholarship,
research and the students learning experience
It acts as the safeguard of the curricular activities
designed to produce competent medical graduates
capable to deliver optimum health care services
upholding world standards
and
demand of the community
Quality of
curriculum
and
assessment
Faculty
development
Quality of
teaching
staff
Input processes, output and human resource
management
Quality
Assurance
Medical institutes have to demonstrate QA in
order to guarantee that
 their products are competent enough
and
 as per curricular objectives
Course
Evaluation
The
Assessment
Peer
Evaluation
Institutional
monitoring
Persons having
responsibility
for the delivery
of health care
Persons having
responsibility for
training of
health care
providers
Delivery of required health care to
community
Based on:
Needs & resources of the
community
Medical education
Community-
oriented
Competence-
based
Background of QAP
 The need for quality assurance programs for medical
education worldwide has been recognized by the World
Federation for Medical Education (WFME),
The improved health of all peoples
WFME in a position paper (1998) launched the
programme on International Standards in
Medical Education
The purpose was to provide a mechanism for
quality improvement in medical education,
in a global context, to be applied
by institutions responsible for medical
education
&
in programmes throughout the continuum of
medical education
WHO has been actively advocating the reform &
improved Medical Education to meet
 The changing needs of current & future society
 Need for continuing medical education
and
Inter-professional collaboration at both global &
regional levels
For the past three to four decades, WHO has
intensified its efforts & has collaborated with a
number of organization & institutions to carry
out activities
aimed at
improving human resources for health through
better quality education
In Bangladesh,
standards of medical education & practices of all
the undergraduate institutes are supervised and
regulated by BMDC
 CME is acting as secretariat of QAP in
collaboration with
 Director, ME, DGHS
 BMDC
MOHFW
 Universities
 WHO
The QA program in medical education reviews the way
a medical college implements its courses
& assures that,
The Organization Is Adhering To Standards
This QAP is designed to
Provide an organizational framework within
which QA can be established & carried
Prescribe procedures to be adopted in relation to
MBBS course implementation & review
Formalize the external input to the QA process
from students, external examiners & external
peers
Establish a faculty development and review scheme
for the academic staffs
Purpose of such Quality Assurance Program
To achieve the stated academic standards
To improve teaching –learning quality
&
enhance student’s achievements
The ultimate aims are to
Improve institutional academic performance
Support academic staffs to enhance job satisfaction
Provide opportunities for better communication
between staff & stakeholders
Three Principles of Quality Assurance Program
Accountability
Self evaluation
External peer review
Organizational framework (councils &
committees):
 Quality of teaching & learning is considered
 Comprises of
 National framework (NQAB)
 Institutional framework (IQAB)
 Operational framework (processes &
procedures):
 Monitoring & evaluation of MBBS course are
done
NQAB
Academic Council
Academic
Co-ordination
committee
Phase Co-ordination Groups
(I, II, III, IV)
Faculty
Dev. &
Review
External
Review Visit
Team
External
Examiners
Exchange review
visit team of pair
colleges by
academic
coordinators
Subject
coordinators
Quality Assurance: Is concerned with examining
the process that leads to the end result
Quality Control: Is concerned with examining the
product/service – the end result
An institution would use the QA to ensure that
their product is produced in right way
thereby potential problems with the quality of
the product has been reduced / eliminated
NQAB
Academic Council
Academic
Co-ordination
committee
Phase Co-ordination Groups
(I, II, III, IV)
Faculty
Dev &
Review
External
Review Visit
Team
External
Examiners
Exchange review
visit team of pair
colleges by
academic
coordinators
Subject
coordinators

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Quality Assurance Program in Medical Education in Bangladesh, Part 1

  • 1. Quality Assurance Program in Medical Education in Bangladesh Dr. Ifat Ara Begum Associate Professor Dept. of Biochemistry Dhaka Medical College, Dhaka
  • 2.  Physicians have responsibility towards society  Standard of medical education, as adopted and maintained by the educational institutions, go a long way in shaping the medical practitioner of today and tomorrow.  Time has come to have a fresh look at the quality of medical education  Without addressing quality in medical education, improving health care delivery is never possible
  • 3.
  • 4. Griffin (2003) defines quality as "The totality of features and characteristics of a product or service that bear on its ability to satisfy stated or implied needs".
  • 5.  In Health Care, quality components may be like  Correct diagnosis  Minimum wait time  Low cost  Security etc
  • 6.  In medical education: “A state of reaching required standards as prescribed by the external agencies and it meets those standards time and again”
  • 7. At production site (creation of next generation of appropriate medical graduates) At perceptual site (maintenance of values & principles of medical educational institutions) Quality in education
  • 8. What is Assurance? “Assurance” somehow means the act of giving confidence 
  • 9.  
  • 10. The Quality Assurance Agency in UK Quality Assurance (QA) is the totality of systems, resources and information devoted to maintain and improve the quality and standard of teaching, scholarship, research and the students learning experience
  • 11. It acts as the safeguard of the curricular activities designed to produce competent medical graduates capable to deliver optimum health care services upholding world standards and demand of the community
  • 12. Quality of curriculum and assessment Faculty development Quality of teaching staff Input processes, output and human resource management Quality Assurance
  • 13. Medical institutes have to demonstrate QA in order to guarantee that  their products are competent enough and  as per curricular objectives
  • 15. Persons having responsibility for the delivery of health care Persons having responsibility for training of health care providers Delivery of required health care to community Based on: Needs & resources of the community
  • 17. Background of QAP  The need for quality assurance programs for medical education worldwide has been recognized by the World Federation for Medical Education (WFME), The improved health of all peoples WFME in a position paper (1998) launched the programme on International Standards in Medical Education
  • 18. The purpose was to provide a mechanism for quality improvement in medical education, in a global context, to be applied by institutions responsible for medical education & in programmes throughout the continuum of medical education
  • 19. WHO has been actively advocating the reform & improved Medical Education to meet  The changing needs of current & future society  Need for continuing medical education and Inter-professional collaboration at both global & regional levels
  • 20. For the past three to four decades, WHO has intensified its efforts & has collaborated with a number of organization & institutions to carry out activities aimed at improving human resources for health through better quality education
  • 21. In Bangladesh, standards of medical education & practices of all the undergraduate institutes are supervised and regulated by BMDC
  • 22.  CME is acting as secretariat of QAP in collaboration with  Director, ME, DGHS  BMDC MOHFW  Universities  WHO
  • 23. The QA program in medical education reviews the way a medical college implements its courses & assures that, The Organization Is Adhering To Standards
  • 24. This QAP is designed to Provide an organizational framework within which QA can be established & carried Prescribe procedures to be adopted in relation to MBBS course implementation & review Formalize the external input to the QA process from students, external examiners & external peers Establish a faculty development and review scheme for the academic staffs
  • 25. Purpose of such Quality Assurance Program To achieve the stated academic standards To improve teaching –learning quality & enhance student’s achievements
  • 26. The ultimate aims are to Improve institutional academic performance Support academic staffs to enhance job satisfaction Provide opportunities for better communication between staff & stakeholders
  • 27. Three Principles of Quality Assurance Program Accountability Self evaluation External peer review
  • 28.
  • 29. Organizational framework (councils & committees):  Quality of teaching & learning is considered  Comprises of  National framework (NQAB)  Institutional framework (IQAB)
  • 30.  Operational framework (processes & procedures):  Monitoring & evaluation of MBBS course are done
  • 31. NQAB Academic Council Academic Co-ordination committee Phase Co-ordination Groups (I, II, III, IV) Faculty Dev. & Review External Review Visit Team External Examiners Exchange review visit team of pair colleges by academic coordinators Subject coordinators
  • 32.
  • 33.
  • 34. Quality Assurance: Is concerned with examining the process that leads to the end result Quality Control: Is concerned with examining the product/service – the end result
  • 35.
  • 36. An institution would use the QA to ensure that their product is produced in right way thereby potential problems with the quality of the product has been reduced / eliminated
  • 37. NQAB Academic Council Academic Co-ordination committee Phase Co-ordination Groups (I, II, III, IV) Faculty Dev & Review External Review Visit Team External Examiners Exchange review visit team of pair colleges by academic coordinators Subject coordinators

Editor's Notes

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