Accreditation in a sub Saharan medical school: a case study at Makerere University.

Moses Galukande,Kenneth Opio,Stephen C Kijjambu,Shafik Dharamsi,Noeline Nakasujja,William Buwembo,Nelson K Sewankambo,Robert Woollard,Sam Luboga

doi:10.1186/1472-6920-13-73

Moses Galukande, Kenneth Opio + Show 7 more

Open Access

https://doi.org/10.1186/1472-6920-13-73

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Abstract

IntroductionOf more than the 2,323 recognized and operating medical schools in 177 countries (world wide) not all are subjected to external evaluation and accreditation procedures. Quality Assurance in medical education is part of a medical school’s ethical responsibility and social accountability. Pushing this agenda in the midst of resource limitation, numerous competing interests and an already overwhelmed workforce were some of the challenges faced but it is a critical element of our medical profession’s social contract. This analysis paper highlights the process of standard defining for Medical Education in a typically low resourced sub Saharan medial school environment.MethodsThe World Federation for Medical Education template was used as an operating point to define standards. A wide range of stakeholders participated and meaningfully contributed in several consensus meetings. Effective participatory techniques were used for the information gathering process and analysis.ResultsStandards with a clear intent to enhance education were set through consensus. A cyclic process of continually measuring, judging and improving all standards was agreed and defined. Examples of the domains tackled are stated.ConclusionOur efforts are good for our patients, our communities and for the future of health care in Uganda and the East African region.

Highlights

Of more than the 2,323 recognized and operating medical schools in 177 countries not all are subjected to external evaluation and accreditation procedures
A Quality Assurance (QA) Task Force was established to embark on the process of developing a mechanism for total quality management, including defining standards for medical education
In keeping with Makerere’s commitment to social accountability [12] as defined by Towards Unity for Health for All (TUFH) a World Health Organization (WHO) associated organisation [2], the development of quality improvement standards involved a process of wide consultation with various stakeholders from within and outside the College of Health Sciences, including the Ministry of Health, the various councils: Medical and Dental, Nursing, Pharmacy and Allied professions

Summary

Introduction

Of more than the 2,323 recognized and operating medical schools in 177 countries (world wide) not all are subjected to external evaluation and accreditation procedures. Quality Assurance in medical education is part of a medical school’s ethical responsibility and social accountability Pushing this agenda in the midst of resource limitation, numerous competing interests and an already overwhelmed workforce were some of the challenges faced but it is a critical element of our medical profession’s social contract. This analysis paper highlights the process of standard defining for Medical Education in a typically low resourced sub Saharan medial school environment. Quality assurance in medical education is part of every medical school’s ethical responsibility and social accountability [2,3,4].

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