Quality Assurance Training Research Articles

Current aspects of quality assurance of Greek teacher professional training in the conditions of European integration

The article deals with the сurrent aspects of Greek teacher training quality assurance in the context of European integration processes. The entry of a higher pedagogical school into the European educational space is a complex and multifaceted task that requires the study of the best foreign experience in ensuring the quality of teacher training in the context of deepening European integration. Inside the education system teachers have a complex mission as far as the production and reproduction of official and unofficial school knowledge is concerned. The analysis of teacher education and training institutions development, and the recentpolicy initiatives and legislation, suggest that these Departments Teacher Education Policies and Developments in Europe are under the influences of diverse social and political forces. Therefore, any attempts to introduce reforms will be affected by the pressures and possibilities carried by the initiatives and practices of the EU and other supranational entities of global governance, initiatives which are spreading rapidly across national space.

Using the \u2018huddle\u2019 to enhance interprofessional teamwork among nursing students through a podcast: a qualitative and exploratory pilot study

BackgroundInterprofessional teamwork is crucial for fostering healthcare performance and for minimizing adverse events. The daily huddle is an important arena for interprofessional interaction and communication between nurses and physicians in hospitals.Although prevalence strongly rooted in clinical practice, the huddle does not seem to be a prioritized area in nursing education programs. Taking part in a huddle is traditionally something nursing students learn in their clinical studies.Therefore, there is need for learning tools that can provide nursing students with quality assured training that can improve their preparation for interprofessional teamwork and strengthen the link between the educational institution and the field of practice. In this study, we have developed and tested a podcast to increase nursing students’ competence in interprofessional teamwork when participating in huddles.The aim of the pilot study was to explore nursing students’ experiences with utilizing a huddle-focused podcast as a learning tool during their clinical practice studies in the hospital.MethodThis qualitative and exploratory pilot study used focus group interviews.Eleven third-year nursing students who had listened to the podcast during their practical studies at a medical hospital ward were included. The interviews were subjected to content analysis.ResultThe analysis identified four categories that resonated across all participants in the focus group interviews: 1. understanding one’s own role in the huddle; 2. being encouraged to speak up; 3. using the huddle as a flexible learning tool; and 4. being authentic but not always realistic.ConclusionFindings indicate that the huddle-focused podcast seems to be valuable for nursing students learning about interprofessional teamwork. The podcast seemed especially useful in helping the students to understand their own role and to speak up in the huddle meetings. The positive experiences with the flexibility of the podcast learning tool are promising for use in other educational settings.

Early evaluation of the transition from an analog to an electronic surgical logbook system in Sierra Leone

BackgroundSurgical logbooks are a commonly used tool for quality assurance of surgical training. Electronic logbooks are increasingly applied in low-resource settings, but there is limited research on their quality. The aim of this study is to evaluate the quality of an app-based surgical e-logbook system shortly after its implementation in a low-income country and to identify potential areas of improvement for the system.MethodsEntries in the e-logbook system were cross-checked with hospital records and categorized as matched or overreported. Moreover, the hospital records were checked for underreported procedures. Additionally, semi-structured interviews were conducted with users of the e-logbook system.ResultsA total of 278 e-logbook database entries and 379 procedures in the hospital records from 14 users were analyzed. Matches were found in the hospital records for 67.3% of the database entries. Moreover, 32.7% of the database entries were overreported and 50.7% of the procedures in the hospital records were underreported. A previous study of an analog surgical logbook system in the same setting estimated that 73.1% of the entries were matches or close matches. Interviews with 12 e-logbook users found overall satisfaction but also identified potential areas of improvement, including the need for more training in the use of the system, modifications to improve user-friendliness, and better access to the necessary technology.ConclusionsA reliable documentation system is necessary to evaluate the quality of health workforce training. The early evaluation of a surgical e-logbook system in a low-income country showed that the collected data should be approached with caution. The quantitative analysis suggests that the e-logbook system needs to be improved in terms of accuracy. In interviews, users reported that digitalization of the logbook system was a much-needed innovation but also identified important areas of improvement. Recognition of these aspects at an early stage facilitates guidance and adjustment of further implementation and might improve the accuracy of the system.

Recent research into healthcare professions regulation: a rapid evidence assessment

Background and aimsOver the last decade, regulators have taken significant steps towards tackling perceptions that regulatory systems are burdensome. There has been much international research activity in the regulation of health and care professionals.This article reports a review of studies on health professions regulation between January 2011 and March 2020. Its chief object was to provide robust and up-to-date evidence to assist regulators in policy development and implementation.The main objectives of this study were to:Identify and retrieve research in the field of health and care professions regulation in English since 2011;Evaluate the published research, exploring its utility to regulators and practitioners, and drawing out any key messages;Draw conclusions concerning the scope and limitations of the research literature and identify areas for further research.MethodsWe undertook a rapid evidence assessment (REA) of the international literature on health and care professions regulation, including reviewing ten UK regulators’ websites to identify issues of concern and strategic priorities. We retrieved 3833 references, using a four-stage screening process to select the 81 most relevant.ResultsResults are reported within six key themes: harm prevention and patient safety; fitness to practise; quality assurance of education and training; registration including maintenance of registers; guidelines and standards and relations with regulatory bodies.ConclusionsRegulation of professionals in health and care is comparatively undeveloped as a field of academic study. Consequently, the published evidence is diffuse and small-scale. Most work presents relatively weak data of low relevance to regulators, mainly reporting or describing the current position. Few studies are able to show the impact of regulation or demonstrate a causal link between regulation and its effects. To inform their research and policy agendas health and social care regulators need to commission, interpret and apply the scholarly literature more effectively; academics need to engage with regulators to ensure that their research provides high-quality evidence with practical relevance to the regulators’ agendas. Further study is needed to explore how effective academic collaborations between regulators and researchers may be created and sustained.

Development and validation of the metric-based assessment of a robotic vessel dissection, vessel loop positioning, clip applying and bipolar coagulation task on an avian model.

The evolution of robotic technology and its diffusion does not seem to have been adequately accompanied by the development and implementation of surgeon training programs that ensure skilled and safe device use at the start of the learning curve. The objective of the study is to develop and validate performance metrics for vessel dissection, vessel loop positioning, clip applying and bipolar coagulation using an avian model. Three robotic surgeons and a behavioral scientist characterized the performance metrics of the task according to the proficiency-based progression methodology. Fourteen experienced robotic surgeons from different European countries participated in a modified online Delphi consensus. Eight experienced surgeons and eight novices performed the robotic task twice. In the Delphi meeting, 100% consensus was reached on the performance metrics. Novice surgeons took 26min to complete the entire task on trial 1 and 20min on trial 2. Experts took 10.1min and 9.5min. On average the Expert Group completed the task 137% faster than the Novice Group.The amount of time to reach the vessel part of the task was also calculated. Novice surgeons took 26min on trial 1 and 20min on trial 2. Experts took 5.5min and 4.8min. On average the experts reached the vessel 200% faster than the novices. The Expert Group made 155% fewer performance errors than the Novice Group. The mean IRR of video-recorded performance assessments for all metrics was 0.96 (95% confidence intervals (CI) lower = 0.94-upper = 0.98). We report the development and validation for a standard and replicable basic robotic vessel dissection, vessel loop positioning, clip applying and bipolar coagulation task on an avian model. The development of objective performance metrics, based on a transparent and fair methodology (i.e., PBP), is the first fundamental step toward quality assured training. This task developed on the avian model proved to have good results in the validation study.

Successful Use of Near Point-of-Care Early Infant Diagnosis in NAMPHIA to Improve Turnaround Times in a National Household Survey.

In the population-based HIV impact assessment surveys, early infant diagnosis (EID) was provided to infants <18 months without a prior diagnosis. For the Namibia population-based HIV impact assessment (NAMPHIA), the GeneXpert platform was assessed for the feasibility of near POC EID testing compared with the standard Roche COBAS AmpliPrep/COBAS TaqMan (CAP/CTM) platform. Quality assurance measures and turnaround time were compared to improve EID results reporting. NAMPHIA participants were screened for HIV exposure using Determine HIV-1/2 rapid test; samples reactive on Determine received EID testing on the GeneXpert instrument and Xpert HIV-1 Qual assay using whole blood. Results were confirmed at the Namibia Institute of Pathology using dried blood spots on the Roche CAP/CTM platform per national guidelines. Of the 762 screened infants, 61 (8.0%) were Determine-reactive and considered HIV-exposed. Of the 61 exposed infants, 2 were found to be HIV-infected whereas 59 were negative on both GeneXpert and Roche platforms, achieving 100% concordance. Average turnaround time was 3.4 days for the Xpert HIV-1 Qual assay, and average time from collection to testing was 1.0 days for GeneXpert compared with 10.7 days for Roche. No samples failed using GeneXpert whereas 1 sample failed using Roche and was repeated. Quality POC EID testing is feasible in a national survey through extensive training and external quality assurance measures. The use of decentralized POC EID for national testing would provide rapid diagnosis and improve TATs which may prevent loss to follow-up, ensure linkage to care, and improve clinical outcomes for infants.

Quality Assurance Framework in Technical and Vocational Education and Training: A Comparative Study of Nigeria, Malaysia and UK

This study aims to compare the technical vocational education and training quality assurance framework of Nigeria, Malaysia and the United Kingdom. The study adopted a qualitative method document analysis to elicit information to compare quality assurance frameworks of Nigeria, Malaysia and the United Kingdom in the context of the technical vocational education and training systems. The study revealed current practices of quality assurance frameworks of Nigeria, Malaysia and the United Kingdom. The framework's emphasis on appropriately skilled workforce needed for socio-economic development and sets a benchmark for consistency to promote trust. The study also revealed similarities as a commitment to evidence-based decision making for continuous quality improvement while the difference in quality assurance frameworks of Nigeria and Malaysia is revealed based on the government-led approach and the United Kingdom operates based on a unitary approach. The study also revealed suitable quality assurance framework components as follows: integrated planning, integrated reviewing and management. This study discussed reforms needed of quality assurance framework in technical vocational education and training system and suggested that Nigerian government needed to encourage her technical vocational education and training system for the desired objectives through quality assurance framework.

Понятийно-категориальный аппарат педагогической теории обеспечения качества профессиональной подготовки иностранных военных специалистов в лётных вузах Воздушно-космических сил

The research objective is as follows: to develop conceptual-categorial apparatus of methodology to ensure quality of professional training of foreign military specialists studying at the Russian higher military aviation school. The author proposes his own approach to developing conceptual-categorial apparatus of quality assurance methodology. Scientific originality of the study lies in the fact that the researcher introduces the notion “assuring quality of foreign military specialists’ professional training at higher military aviation school” into pedagogy of professional education. The research findings are as follows: the author reveals correlation of the notions “training” and “activity”, identifies correlation of the categories “professional training quality assurance” and “professional training”, describes the process to ensure quality of foreign military specialists’ professional training.

Quality Assurance in Higher Level Technical Training, and Incidence of Institutional Improvement Plans

The objective of this research is to analyze the impact of Institutional Improvement Plans (PMI) on accreditation results for the Higher-level Technical Institutes, in Chile, understanding that ensuring quality is crucial to providing educational services of excellence, being accreditation its achievements indicator. Through a qualitative methodology, the results of institutional accreditation were reviewed, by analyzing strengths and weaknesses for the areas assessed. The results show that while is there a relative relationship between the implementation of PMI and the accreditation-years obtained, the data collected are insufficient to demonstrate its impact, since the relationships between the areas evaluated and the improvements proposed by the PMI were not found. In conclusion, it is recommended to perform a comprehensive review of the allocation of resources and conditions under which it is applied, as well as the identification of its true impact on quality improvement, in Chile.

Enhanced faculty development: using the GMC survey to run a trainer development workshop

AimsTo investigate whether the General Medical Council (GMC) National Training Surveys (NTS) can be analysed to create a trainer development workshop that improves postgraduate training.BackgroundAs part of its role in quality assurance of medical training, the GMC conducts an annual survey of trainers and trainees. The Trainer survey, part of the NTS, consists of 47 questions which are grouped into 11 indicators of quality. At Surrey and Borders Partnership NHS Foundation Trust, we were keen to use the comprehensive data in the NTS to improve training. We analysed each question to create a workshop to engage trainers in discussion about improving the experiences of trainers and trainees.MethodOur analysis of the NTS used data from the online reporting tool to calculate the scores that were obtained for each question in the 2018 NTS. A question was discussed at the workshop if it performed poorly relative to other questions in the indicator; to provide useful information; or to clarify ambiguity. Indicators where interesting comparisons can be drawn between the views of trainers and trainees were also discussed. The 90-minute workshop was led by the Leadership and Education Fellow and Director of Medical Education. Attendees were subsequently sent an online survey.ResultThe workshop consisted of an introduction to the NTS; group discussion on which indicators were felt to be important, good- or poor-performing; discussion of specific questions; and a review of feedback from trainees.12 questions and 3 indicators (Handover, Supportive environment, Rota design) were discussed. 11 questions were chosen for poor performance, which sought to contextualise the results within the experience of attendees. 8 questions were chosen to provide information, such as resources and current initiatives. 3 were chosen to clarify ambiguity. Many questions met several criteria.17 attendees responded to the online survey. 64.7% agreed or strongly agreed that the NTS asks questions that are important for them. 76.5% agreed or strongly agreed that the NTS can be used to improve the trainer experience.In the subsequent NTS, there was an improvement in 9/11 indicators in the Trainer Survey, with four green flags denoting performance in the top quartile of trusts nationally.ConclusionThe NTS can be used to structure a workshop that trainers feel can improve their experience. Our strategy demonstrates the value of analysing the NTS dataset intelligently to engage trainers in improving training.

GMC training survey and missing trainees in psychiatry

AimsTo investigate the extent of misattributed responses in the General Medical Council (GMC) National Training Surveys (NTS).BackgroundAs part of its role in quality assurance of medical training, the GMC conducts an annual survey of trainers and trainees. Benchmarking of trusts’ performance is indicated by red flags denoting outlying poor performance. The validity of this depends on the correct attribution of responses to trusts. We have previously found that responses for Foundation Year One (FY1) trainees undertaking psychiatry placements were misattributed to trainees’ affiliated acute trusts (AT), even though the mental health trusts (MHT) were providing the training placements.MethodData from the online reporting tool were used to calculate the numbers of FY1, Foundation Year Two (FY2), and General Practice Speciality trainees (GPST) on psychiatry placements attributed to ATs and MHTs in 2019. A range is provided for the data, as results for trusts with one or two trainees are not reported. The data were analysed by training level and the 13 Health Education England (HEE) regions to give a proportion of trainees missing from the MHT data (% missing), an indication of response misattribution.Result296-302 FY1s were attributed to MHTs and 114-148 to ATs, giving a % missing of 27.4-33.3%. 261-275 FY2s were attributed to MHTs and 89-125 to ATs, giving a % missing of 24.4-30.0%. 507-511 GPSTs were attributed to MHTs and 49-73 to ATs, giving a % missing of 8.8-12.6%.Across the three training levels, all HEE regions were affected by data misattribution. The regions most affected were South London, Kent Surrey Sussex, and North West London, with missing % of 51.6-54.3%, 33.9-40.7% and 29.9-32.5% respectively. The HEE regions least affected were East Midlands, North Central and East London, and East of England, with missing % of 4.3-6.0%, 5.6-8.1% and 5.5-10.4% respectively.ConclusionResponse misattribution for psychiatry placements in the NTS is rife, with the greatest impact on FY1s. While this issue affects all HEE regions, wide variation exists. Response misattribution means that the calculation of outliers is based on incomplete data, threatening the validity of the results. By liaising with our local HEE office to ensure correct attribution of our trainees, Surrey and Borders Partnership NHS Foundation Trust reduced our % missing from 50.0-56.8% in 2018 to 5.4-10.1% in 2019, thus proving that it is possible to remedy the situation on a local level.

A model for improving postgraduate medical education using the GMC survey

AimsTo investigate whether the General Medical Council (GMC) National Training Surveys (NTS) can be analysed to develop a plan of action that improves postgraduate training.BackgroundAs part of its role in quality assurance of medical training, the GMC conducts an annual survey of trainers and trainees. The Doctors in training survey, part of the NTS, consists of 70 questions which are grouped into 18 indicators of quality. At Surrey and Borders Partnership NHS Foundation Trust, we were keen to use the comprehensive data in the NTS to improve training. We analysed each question to create a plan of action to improve the quality of training.MethodWe used data from the online reporting tool to calculate the scores for each question in the 2018 NTS. Taking into account the impact of year-on-year changes in the content of the survey, we examined the score, change from 2017 to 2018, and difference between the score and indicator mean to identify poorly-performing questions. Other questions with clear potential for further improvement were also highlighted. A plan of action was produced by the Leadership and Education Fellow and Director of Medical Education.Result29 actions were identified. The most common were to ensure that information (e.g. job descriptions, professional opportunities) was accessible to trainees (8 actions); liaise with other teams (e.g. Human Resources, Safety team) (6); discuss issues with or provide information to trainers (5); discuss with trainees to contextualise survey results within their experiences (4); and ensure that information was delivered at induction (3).To implement these actions, we conducted a workshop for trainers and held feedback meetings with trainees. 76.5% of trainers (13/17) and 88.5% of trainees (23/26) surveyed following these respective events agreed or strongly agreed that the NTS can be used to improve the training experience. A presentation on making the most of the placement was added to trainee induction and was rated excellent or good by all respondents (28/28). Posters were also produced to disseminate information. In the subsequent NTS, there was an improvement in SABP's performance in 12/18 indicators in the Doctors in training survey, with one green flag denoting performance in the top quartile of trusts nationally.ConclusionThe NTS can be analysed to create a plan of action with elements that trainers and trainees feel can improve their experience. Our model demonstrates the potential for using NTS data to plan quality improvement in training.

Qualitätssicherung fakultätsinterner Prüfungen – Optimierung des Prüfungsmanagements im Heidelberger Curriculum Medicinale (HeiCuMed)

IntroductionExaminations are a central element of the medical curriculum: they contribute significantly to the quality assurance of medical training and subsequent medical care. In order to meet the high expectations placed on examinations in terms of content, legal and organizational aspects, continuous quality assurance measures are necessary. The aim of this paper was to record and analyze the quality assurance measures implemented at the medical faculty of Heidelberg. MethodsWe investigated quality indicators that are relevant to medical examinations – adequate choice of examination formats, blueprint/validity, reliability and distribution of grades, feedback to students, consequences of examinations – within the faculty examinations in the decentrally organized Heidelberg Curriculum Medicinale (HeiCuMed). In addition, the organizational structures in examination management were examined. For this purpose, interviews were conducted with teaching staff, students and the technical examination administration. ResultsThe surveys show that the quality indicators in HeiCuMed have already been met in many areas. Optimization work remains to be done concerning the criteria “adequate choice of examination formats”, “feedback to students” as well as the documentation of the examination process and the definition of substitution regulations. DiscussionTraining courses, statistical analysis and accompanying research are essential for establishing additional innovative, practice-oriented examination formats. In order to improve feedback to students, formative assessments should be more intensively integrated into the curriculum. As a measure for structured quality-oriented examination management, it is also helpful to document the examination procedure and the staff assigned to it using templates. ConclusionEspecially with decentralized examination management, the internal coordination of individual departments is of great importance in order to guarantee the quality of examinations. Regular surveys of the parties involved can be of support by collecting best-practice examples and deliver the respective information in handouts encouraging interdisciplinary exchange.

Measuring the Effectiveness of Do-It-Yourself Online Course Quality Assurance Training

Higher education institutions have worked to ensure that their online courses are of high quality. Previous research indicated that existing frameworks for online course quality assurance focused on common areas. A one-way ANOVA was used to compare quality assurance score data between faculty that were trained via an internally created in-person modality, an internally created online modality, and an online workshop created by a third party. A paired sample t-test was used to compare the student course evaluation scores for courses developed by untrained faculty course developers with those earned by trained developers. Findings from the study indicated that quality assurance training resulted in a statistically significant increase in quality scores; however, a statistically significant difference did not exist between the scores earned based on training modality. Findings also suggest that a statistically significant difference did not exist between student course evaluation scores for courses developed by trained and untrained faculty course designers.

The International Association for the Study of Lung Cancer Global Survey on Programmed Death-Ligand 1 Testing for NSCLC

IntroductionProgrammed death-ligand 1 (PD-L1) immunohistochemistry (IHC) is required to determine the eligibility for pembrolizumab monotherapy in advanced NSCLC worldwide and for several other indications depending on the country. Four assays have been approved/ Communauté Européene–In vitro Diagnostic (CV-IVD)–marked, but PD-L1 IHC seems diversely implemented across regions and laboratories with the application of laboratory-developed tests (LDTs). MethodTo assess the practice of PD-L1 IHC and identify issues and disparities, the International Association for the Study of Lung Cancer Pathology Committee conducted a global survey for pathologists from January to May 2019, comprising multiple questions on preanalytical, analytical, and postanalytical conditions. ResultA total of 344 pathologists from 64 countries participated with 41% from Europe, 24% from North America, and 18% from Asia. Besides biopsies and resections, cellblocks were used by 75% of the participants and smears by 11%. The clone 22C3 was most often used (69%) followed by SP263 (51%). They were applied as an LDT by 40% and 30% of the users, respectively, and 76% of the participants developed at least one LDT. Half of the participants reported a turnaround time of less than or equal to 2 days, whereas 13% reported that of greater than or equal to 5 days. In addition, quality assurance (QA), formal training for scoring, and standardized reporting were not implemented by 18%, 16%, and 14% of the participants, respectively. ConclusionsHeterogeneity in PD-L1 testing is marked across regions and laboratories in terms of antibody clones, IHC assays, samples, turnaround times, and QA measures. The lack of QA, formal training, and standardized reporting stated by a considerable minority identifies a need for additional QA measures and training opportunities.

Construction of the training mode system of electric power skilled personnel in Tibetan areas

This paper analyzes the characteristics of the electric power personnel training mode in Tibet, and divides the system into five main subsystems: training support subsystem, training quality assurance subsystem, teaching and training subsystem, training management subsystem and training target subsystem. It defines and preliminarily divides the five subsystems and their subordinate elements Analysis.

A Systematic Review and Meta-analysis on the Impact of Proficiency-based Progression Simulation Training on Performance Outcomes.

To analyze all published prospective, randomized, and blinded clinical studies on the proficiency-based progression (PBP) training using objective performance metrics. The benefit of PBP methodology to learning clinical skills in comparison to conventional training is not settled. Search of PubMed, Cochrane library's Central, EMBASE, MEDLINE, and Scopus databases, from inception to 1st March 2020. Two independent reviewers extracted the data. The Medical Education Research Study Quality Instrument (MERSQI) was used to assess the methodological quality of included studies. Results were pooled using biased corrected standardized mean difference and ratio-of-means. Summary effects were evaluated using a series of fixed and random effects models. The primary outcome was the number of procedural errors performed comparing PBP and non-PBP-based training pathways. Secondary outcomes were the number of procedural steps completed and the time to complete the task/procedure. From the initial pool of 468 studies, 12 randomized clinical studies with a total of 239 participants were included in the analysis. In comparison to the non-PBP training, ratio-of-means results showed that PBP training reduced the number of performance errors by 60% (P < 0.001) and procedural time by 15% (P = 0.003) and increased the number of steps performed by 47% (P < 0.001). Our systematic review and meta-analysis confirms that PBP training in comparison to conventional or quality assured training improved trainees' performances, by decreasing procedural errors and procedural time, while increasing the number of correct steps taken when compared to standard simulation-based training.

Point-of-Care Testing in Rural and Remote Settings to Improve Access and Improve Outcomes: A Snapshot of the New Zealand Experience.

Three key guiding principles of rural and remote clinical services are to improve health access, improve outcomes, and reduce inequity. In New Zealand, as in other countries, point-of-care testing and technologies can assist in clinical decision-making for acute and chronic conditions and can help to achieve these key health principles for people living in rural and remote locations. This report is a companion article to the other point-of-care testing topics in this special section in this journal. To provide readers with insights into where and how point-of-care testing devices and tests can be implemented to improve outcomes in New Zealand settings without on-site pathology laboratory support. The settings in which point-of-care testing devices are used, and the success stories associated with these initiatives, include general practices, pharmacies, workplaces, rural hospitals, and sexual health clinics. The information is extracted from published literature and also first-hand experience in remote and rural New Zealand settings. This report also outlines the regulatory and accreditation challenges relating to point-of-care testing devices in New Zealand and includes advice on the selection of devices, training, and ongoing quality assurance for this type of medical testing in remote locations. Point-of-care testing in rural remote settings without laboratory support can be challenging and rewarding for clinicians. It is now, and will be in the future, an even more important component of the health system to improve outcomes and reduce inequity.

Enhancing awareness of training quality and training quality assurance based on AUN-QA standards for managers and lecturers at private universities in Ho Chi Minh City

Private Universities currently play an important role in the higher education system, contributing to the training of highly qualified human resources for the country. However, the training quality at private universities has been evaluated lower than that at the public ones. One of the main reasons is that the quality assurance at private universities has not been taken care of. Especially, the awareness of managers and teaching staffs on training quality assurance relatively affects their ability to ensure the training quality. This study is conducted to raise awareness of the quality of training and ensure the training quality according to AUN-QA standards for managers and lecturers at private universities in Ho Chi Minh City. The author has proposed solutions to be implemented and methods to implement them to raise awareness of training quality and ensure training quality according to AUN-QA standards.

Quality Standards in Online Education: The ISO/IEC 40180 Framework

As higher education institutions (HEIs) make growing use of online education, enhancing and ensuring quality in online education (QOE) have become increasingly important for their competitiveness. Researchers and both national and international organizations have developed a variety of models, frameworks and guidelines for QOE. However, selecting from these a holistic quality framework that meets the needs and requirements of HEIs is challenging. This study reviews current QOE frameworks, guidelines and benchmarks used in diverse contexts, with reference to an analysis of 72 publications between 2000 and 2019, then introduces the ISO/IEC 40180 framework for quality assurance, quality management and quality improvement in IT-enhanced learning, education and training. The findings show that while no holistic quality framework for open education exists currently, ISO/IEC 40180 is a flexible and adaptable framework for revolutionary organizational change, meeting the needs of multiple stakeholders of educational organizations at the macro, meso and micro levels. Therefore, HEIs seeking to foster growth, competitiveness and international recognition are advised to consider adopting the ISO/IEC 40180 framework, which should be integrated into national quality education standards.