استمارة جمع البيانات لاعتماد كليات الطب SUDAN MEDICAL COUNCIL ACCREDITATION COMMITTEE ACCREDITATION OF MEDICAL SCHOOLS DATA COLLECTION FORM Accreditation Committee, at Sudan Medical Council e-mail sudmedaccr@yahoo CONCEPT For accreditation of medical schools a common international core of standards for accreditation was defined for basic medical education by the World Federation for Medical Education (WFME). These take account of the variations among countries in medical education, due to differences in teaching tradition, culture, socio-economic conditions, the health and disease spectrum, and different forms of health care delivery systems. Such differences can also occur within individual countries. The multicultural social structure in the Sudan is a case in point. The scientific basis of medicine is universal; the task of medical education everywhere is the provision of health care. Variations are expected but it is evident that, there is a high degree of equivalence of structure, process and product of medical schools worldwide. A global set of standards for medical education is not to be equated with a global core curriculum. The core of the medical curriculum consists of the fundamental theory and practice of medicine, specifically basic biomedical, behavioural and social sciences, general clinical skills, clinical decision making competence, communication abilities and medical ethics, and must be addressed by all medical schools aiming to produce safe professional practitioners of quality. These elements are important components of the concept of international standards, but the standards do not address details regarding content and quantity, which allows for the variation and innovation in structure and design of the curriculum. Equally relevant for international standards is the process of medical education. Desirable practices in educating the basic doctor must incorporate well-recognized and accepted principles of learning, together with the institutional environmental and resources required for sound educational activities. PURPOSE Provision of assurance to medical students, graduates, the medical profession, healthcare institutions, the public and across the border communities, that undergraduate programmes of the medical schools in the Sudan leading to the M.B.B.S degree meet reasonable and appropriate national standards in congruence with those set by the World Federation for Medical Education (WFME). RATIONALE - Standards are concerned with broad categories of the content, process, educational environment and outcome of medical education. - Standards function as a lever for change and reform. - Standards are formulated as a tool which medical schools can use as a basis and a model for their own institutional and programme development - Use of a common set of international standards does not imply or require complete equivalence or similarity of programme content and products of medical schools. 1 - Standards should recognize the dynamic nature of programme development. - Standards are intended not only to set minimum requirements but also to encourage quality development beyond the levels specified. AREAS OF ACCREDITATION 1. Medical school’s Mission and Objectives 2. Educational Programme 3. Assessment of Students 4. Students 5. Academic Staff/Faculty 6. Educational Resources 7. Programme Evaluation 8. Governance and Administration 9. Continuous Renewal WHAT IS THIS FORM ABOUT This form is to be used for data collection from faculties of medicine in the Sudan for the purpose of documentation, followup and accreditation by the Sudan medical council. HOW TO FILL THE FORM 1- This form is to be filled by the dean faculty of medicine and the staff concerned 2- Some questions/statements are followed by guidelines for facilitation. 3- Extra pages can be used if needed. 4- To facilitate the filling of information please send your e-mail to the Secretariat of the accreditation committee at sudmedaccr@yahoo The form will be provided as an attachment. 5- Alternatively the form may be obtained from the Sudan medical council website sudamedic.org 6- If you need any help in filling the form please contact the secretariat of the accreditation committee at the medical council who will be glad to assist E.mail sudmedaccr@ yahoo SUBMISSION OF THE FORM The form must be submitted to The Sudan Medical Council P.O. Box 800 Fax (249) 83788949 Khartoum Sudan Or it can be can be submitted as an attachment to the secretariat of the accreditation committee at the Sudan medical council. E.mail sudmedaccr@ yahoo 2 SECTION ONE GENERAL INFORMATION Date …………………………………………………………………………………………………… NAME OF THE SCHOOL …………………………………………………………………………………………………… NAME OF THE UNIVERSITY ………………………………………………………………………………………….………… DATE OF ESTABLISHMENT …………………………………………………………………………………………………… NUMBER OF BATCHES GRADUATED …………………………………………………………………………………………………… ADDRESS … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … Web site …………………………………………………………………………………………………… E-mail …………………………………………………………………………………………………… FOR OFFICIAL USE BY THE SUDAN MEDICAL COUNCIL Datereceived………………………………………………………………...………………… Name and signature ………………………………………………………………………… 3 SECTION TWO Please give appropriate responses to the following questions and statements: 1-MISSION AND OBJECTIVES 1-1 What are the school’s mission and objectives? Guidelines • Mission and objectives would include general and specific issues relevant to institutional, national and regional policy. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … 1-2 Are the mission and objectives written? (Attach a copy) … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … 1-3 How are the mission and objectives made available to the staff, students and the community as a whole? … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … 4 1-4 Do the staff, health authorities and the community participate in the formulation of the mission and objectives and how? ………………………………………………………………………………………… …………………………………………………………………………………………………… ……………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 1-5 What are the broad competencies (knowledge, skills and attitudes) required of students at graduation ? Guidelines • Competencies would include knowledge and understanding of the basic, clinical, behavioural and social sciences, including public health and population medicine, and medical ethics ; attitudes and clinical skills (with respect to establishment of diagnoses, practical procedures, communication skills, treatment and prevention of disease, health promotion, rehabilitation, clinical reasoningandproblemsolving);andtheabilitytoundertakelifelonglearning and professional development. …………………………………………………………………………………………………… ………………………………………………………………………………............................ …………………………………………………………………………………………............. …………………………………………………………………………………………............. …………………………………………………………………………………………………… ………………………………………………………………………………............................ …………………………………………………………………………………………............. 2-EDUCATIONAL PROGRAMME 2-1 What are the principles guiding the design of the curriculum? Guidelines • Curriculum models would include discipline- based, organ systems, problem- basedand community based or hybrid models etc. …………………………………………………………………………………………………… ………………………………………………………………………………........................... …………………………………………………………………………………………............. …………………………………………………………………………………………............. …………………………………………………………………………………………………… 5 2-2 What are the types of teaching and learning methods actually used? Guidelines • Instructional methods should apply sound learning principles especially active student participation and to produce doctors well versed in the scientific basis of medicine and who are capable of functioning as professionals and future colleagues. …………………………………………………………………………………………………… ………………………………………………………………………………............................ …………………………………………………………………………………………............. …………………………………………………………………………………………............. …………………………………………………………………………………………………… ………………………………………………………………………………............................ …………………………………………………………………………………………............. …………………………………………………………………………………………............. 2-3 Which components of the curriculum address the principles of scientific method and evidence-based medicine and enable analytical and critical thinking? Guidelines • Training in scientific thinking and research methods may include the use of reflective learning such as learner centred experiences or elective research projects …………………………………………………………………………………………………… ………………………………………………………………………………............................ …………………………………………………………………………………………............. …………………………………………………………………………………………............. …………………………………………………………………………………………………… ………………………………………………………………………………............................ …………………………………………………………………………………………............. 2-4 Describe the parts of the curriculum which is/are taught in community settings and their weight (preferably in credit hours)? …………………………………………………………………………………………………… ………………………………………………………………………………............................ …………………………………………………………………………………………............. …………………………………………………………………………………………............. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … 6 2-5 What is the weight of the basic sciences in the curriculum (preferably in credit hours)? Guidelines • Thebasicbiomedicalsciencestypicallyincludeanatomy,biochemistry,physiology,biophysics, molecular biology, cell biology, genetics, microbiology, immunology, pharmacology, pathology or parts there of included in an integrated curriculum. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … 2-6 Are basic sciences integrated with clinical sciences in different stages of the curriculum? Please give examples. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … 2-7 Which of the behavioural and social sciences and the disciplines of medical ethics and medical jurisprudence contribute to the medical programme? Please give weight preferably in credit hours. Guide lines •ﭨ Behavioural and social science would, depending on local needs, interests and traditions, typically include medical psychology, medical sociology, biostatistics, epidemiology, hygine and public health and community medicine. • ﭨ The behavioural and social sciences and medical ethics should provide the knowledge, concepts, methods, skills and attitudes necessary for understanding socio-economic, demographic and cultural determinants of causes, distribution and consequences of health problems. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 7 2-8 Describe the curriculum structure of the school, (attach a copy) …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 2-9 Is there a curriculum committee responsible for the curriculum management in the school? If yes, give the composition of the committee. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 2-10 What are the terms of reference of the curriculum committee? Specifically, what authority does the committee have to resolve conflicts of educational planning and imlplementation? Guidelines ·•ﭨ The authority of the curriculum committee would include supremacy over specific departmentalandsubjectinterests,andthecontrolofthecurriculumwithinexistingrules and regulations as defined by the governance structure of the institution and governmental authorities. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 8 3- ASSESSMENT OF STUDENTS 3-1 What are the methods of student’s assessment used in the school? Guidelines ·• The definition of methods used for assessment may include consideration of the balance betweenformativeandsummativeassessment,thenumberofexaminationsandother tests, the balance between written and oral examinations, and the use of special types of examinations, e.g. objective structured clinical and practical examinations (OSCE,OSPE etc.). ·• Evaluation of assessment methods may include an evaluation of how they promote learning. ·• Assessment methods may include the use of external examiners. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 3-2 How does your medical school monitor the reliability and validity of assessments? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 3-3What are the additional requirements for admission of students? Guidelines ·•ﭨﭨﭨﭨﭨﭨﭨﭨﭨﭨﭨMay include interview, uptitude exam, medical exam..etc. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 9 4- STUDENTS 4-1 What is the number of students in each year/semester including the ratios of males and females? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 4-2 Describe counselling services for the students in the school, if any? Guidelines ·• Social and personal needs would include academic support, career guidance, health problems and financial matters. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 4-3 What is the role of the students in curriculum development, implementation and evaluation? Guidelines ·• ﭨ Student roles would include students feed back on educational activities and representation on educational committees and relevant bodies. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 10 4-4 What is the role of the medical school in supporting student’s extracurricular activities? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 5- ACADEMIC STAFF/FACULTY 5-1 What is the number of the academic staff in the school?(attach a list of staff showing qualification and disciplines) …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 5-2 What is the school’s policy for staff recruitment? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 5-3-1 What is the balance between medical and non-medical academic staff? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 11 5-3-2 What is the balance between full-time and part-time member’s of staff? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 5-4 What are the criteria for academic staff promotion? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 6 - EDUCATIONAL RESOURCES 6-1 Provide a brief description of each of the physical facilities available for the delivery of the non-clinical components of the curriculum. Guidelines ·• Physical facilities would include lecture halls, tutorial rooms, laboratories, libraries, information technology facilities, recreational facilities etc. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 12 6-2 Provide a brief description of the facilities available for clinical training at the medical school in hospitals, ambulatory services, community clinics, primary health care settings, skills laboratories etc.. Guidelines ·• Clinical training facilities would include hospitals (adequate mix of primary, secondary and tertiary), ambulatory services, clinics, primary health care settings, health care centres and other community health care settings as well as skills laboratories. ·• Facilities for clinical training should be evaluated regularly for their appropriateness and qua …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 6-3 Does the medical school use the newer information technology in its teaching programme?(give examples) Guidelines ·• A policy regarding the use of computers, internal and external networks and other means of informationandcommunicationtechnologywouldincludecoordinationwith thelibrary services of the institution. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 6-4 Provide a brief description of the facilities and research programmes of the school. Guidelines ·• Description would include the existence of research unit, research budget, ongoing research projects and major publications. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 13 6-5 Does the medical school have an access to an expert medical education unit or centers (e.g. EDC) or other educational expertise? Describe the use of such expertise. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 6-6 Provide a summary of the existing collaborative links with other educational institutions (internal or external) and describe the nature of those links, student exchanges, staff exchanges, and research. Guidelines ·• Other educational institutions would include other medical schools or public health schools, other faculties, and institutions for education of other health and health related professions. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 7- PROGRAMME EVALUATION 7-1 How does the medical school evaluate its programme? Guidelines ·• Mechanisms for programme evaluation would imply the use of valid and reliable methods and require that basic data about the medical curriculum are available. ·• Involvement of experts in medical education would further broaden the base of evidence for quality of medical education at the institution. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 14 7-2 Does the medical school sample, analyse and use the opinions of staff about its educational programme?(give examples). Guidelines ·• Staff questionnaire,staff meetings,feedback to the curriculum committee. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 7-3 Does the medical school sample, analyse and use the opinions of students about its educational programme? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 7-4 How are those concerned in the educational process (principal stakeholders) within the medical school involved in programme evaluation? Guidelines ·• A wider range of stakeholders would include educational and health care authorities, representatives of the community, professional organisations and those responsible for postgraduate education. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 15 8- GOVERNANCE AND ADMINSTRATION 8-1 Describe the governance structure, its components and their functions. …………………………………………………………………………………………………… ………………………………………………………………………………............................ …………………………………………………………………………………………............. …………………………………………………………………………………………............. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … ………..........……………………………………………………………………………… 8-2 Describe the academic management structure of the medical school indicating the line of responsibility for individual areas of the medical programme. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … 8-3 Describe the budgetary practice and responsibility of the medical school. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … 8-4 Describe the relationships between the medical school and the health services with which it interacts, regarding mission and objectives of the school, the educational programme, the provision of resources, teaching facilities and part-time staff. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … 16 9- CONTINUOUS RENEWAL 9-1 Does the medical school have regular reviewing and updating of its objectives, structures and activities? Guidelines ·• Give examples of updates, renewals and developments in both resources and processes. …………………………………………………………………………………………………… …………………………………………………………………………….............................. …………………………………………………………………………………………............ …………………………………………………………………………………………........... …………………………………………………………………………………………………… ……………………………………………………………………………….......................... …………………………………………………………………………………………........... 9-2 How frequently does the medical school undertake partial or comprehensive programme reviews? …………………………………………………………………………………………………… ………………………………………………………………………………........................... …………………………………………………………………………………………............ …………………………………………………………………………………………............ …………………………………………………………………………………………………… ………………………………………………………………………………........................... …………………………………………………………………………………………............ …………………………………………………………………………………………............ 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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........................................................................................................................................ 20
Posted on: Thu, 25 Jul 2013 21:33:18 +0000