Purpose Direct student involvement in quality processes in education has been suggested to encourage shared responsibilities among faculty and students. The objectives of this study were to explore undergraduate health professions students’ understanding of quality assurance (QA) in education, and identify the challenges and enablers for student involvement in an Asian context.
Methods Twenty semi-structured interviews were conducted among medical, dentistry, and pharmacy students in a Malaysian University. The interviews were audio-recorded, transcribed verbatim, and thematically analyzed to understand the students’ perspectives of QA in education.
Results The participants recognized the importance of QA towards ensuring the quality of their training, which will consequently impact their work readiness, employability, and quality of healthcare services. Academic governance, curriculum structure, content and delivery, faculty and student quality, teaching facilities, and learning resources were indicated as the QA areas. The challenges for students’ involvement included students’ attitude, maturity, and cultural barrier. To enhance their buy-in, clear objectives and impact, efficient QA mechanism, and recognition of students’ contribution had been suggested.
Conclusion The findings of this study support student-faculty partnership in QA processes and decision making.
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Purpose Continuing professional development is essential for improving health care services, especially in developing countries. Most of the training programs in Mongolia were not based on a targeted needs assessment. Therefore, we aimed to apply a mixed methods design to assess the training needs of Mongolian health professions.
Methods We conducted a needs assessment using a convergent parallel mixed methods design in two steps. The survey and interview questions were developed to identify priority areas, targeted trainees, and effective training methods. A survey on 60 respondents, 15 individual interviews, and a focus group interview with 14 participants were conducted in the first step. In the second step, 12 representatives of key stakeholders were invited to a second focus group interview.
Results Current health policy areas, areas related to future national plans, and areas not currently receiving governmental or international support were suggested as the main priorities. The stakeholder suggested that trainees should be selected based on their professional experience and language level, as well as each hospital’s needs. Building teams including various professions, such as nurses, technicians, and biomedical engineers, was recommended as a way to exchange ideas with each other and to build teamwork for future collaboration.
Conclusion Medical training needs are dynamic and complex; therefore, a deep understanding of the context and setting is necessary. In this study, we assessed the targeted training needs of Mongolian health professions through a mixed methods design, which could be an effective way to conduct needs assessments for training programs.
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Correction of author's name: Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions Nomin Amgalan, Jwa-Seop Shin, Seung-Hee Lee, Oyungoo Badamdorj, Hyun Bae Yoon Korean Journal of Medical Education.2020; 32(4): 349. CrossRef
Purpose The Mongolian National University of Medical Sciences is the only national university in Mongolia and has produced more than 90% of health professionals in the country. Experts from Mongolia and Korea embarked on a collaborative effort to develop educational programs for faculty development based on the personal and professional needs of faculty members. This study aimed to evaluate the outcomes of those educational programs to determine whether this transnational collaboration was successful.
Methods A needs assessment survey was conducted among 325 faculty members. Based on the results of this survey, the joint expert team developed educational programs on seven core topics: clinical teaching, curriculum development, e-learning, item writing, medical research, organizational culture, and resident selection. Surveys evaluating the satisfaction and the attitudes of the participants were conducted for each program.
Results Throughout the 17-day program, 16 experts from Korea and 14 faculty members from Mongolia participated as instructors, and a total of 309 participants attended the program. The average satisfaction score was 7.15 out of 8.0, and the attitudes of the participants towards relevant competencies significantly improved after each educational program.
Conclusion The faculty development programs that were developed and implemented as part of this transnational collaboration between Mongolia and Korea are expected to contribute to the further improvement of health professions education in Mongolia. Future studies are needed to evaluate the long-term outcomes of these educational programs.
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Barriers and facilitators to writing quality items for medical school assessments – a scoping review Sowmiya Karthikeyan, Elizabeth O’Connor, Wendy Hu BMC Medical Education.2019;[Epub] CrossRef
The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics Ingrid Philibert, Lyuba Konopasek, Janet Riddle Journal of Graduate Medical Education.2019; 11(4s): 47. CrossRef
Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions Nomin Amgalan, Jwa-Seop Shin, Seung-Hee Lee, Oyungoo Badamdorj, Hyun-Bae Yoon Korean Journal of Medical Education.2019; 31(3): 227. CrossRef
Transnational clinical teacher training: Lessons learned and cross-cultural implications Ardi Findyartini, Justin Bilszta, Jayne Lysk, Diantha Soemantri The Asia Pacific Scholar.2019; 4(3): 79. CrossRef
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