Ethics code: IR.ARI.MUI.REC.1402.089
1- Medical Education Research Center, Isfahan University of Medical Sciences. Isfahan, Iran
2- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
2- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
Abstract: (20 Views)
Objective(s): Accreditation, as the most well-known quality assessment model, creates an effective basis for measuring the level of attention of education centers to complying with the necessary standards. The aim of this study is to compare the educational accreditation results of hospitals and the perceived quality of education of general medicine students.
Methods: A cross-sectional descriptive study was conducted on clinical course medical students of Isfahan University of Medical Sciences in 1402. Sampling was done by proportional method according to the number and equal proportion of 9 teaching hospitals that have been subject to educational accreditation. The data was collected in two stages: the first stage was a two-part researcher-made questionnaire. In the first part, the demographic data and in the second part, the evaluation of the perceived quality of education including 32 items with a 5-point Likert scale based on educational accreditation standards was considered. The second stage of secondary data was based on the report of the results of the last educational accreditation of hospitals. The data was analyzed in SPSS version 19 software using descriptive statistics and analytical tests.
Results: 350 students with an average age of 24.7 ± 1.6 participated in this study, 49.1% were girls and 50.9% were boys. The overall perceived average among students was 66.6±19.5, which had no significant difference with the students' educational level, gender, participation in the evaluation interview, different clinical departments, and previous attendance at that hospital (P-0.05). In addition, the average perceived educational quality in all subjects and among all students was equal to 16.7±1.1. The comparison of the averages between the centers (p = 0.00) and different hospitals were significantly different. Also, the average perceived quality of the students was significantly lower than the hospital's accreditation score (p = 0.00).
Conclusion: In general, the findings highlight the importance of considering learners' perceptions along with official accreditation results when evaluating the quality of education in hospitals. This comprehensive perspective can help hospitals continuously improve their educational programs and ensure a positive learning experience. In addition, this study suggests that hospitals should pay more attention to the axis of learners, especially comfort facilities, because compared to other axes, it had a lower score.
Methods: A cross-sectional descriptive study was conducted on clinical course medical students of Isfahan University of Medical Sciences in 1402. Sampling was done by proportional method according to the number and equal proportion of 9 teaching hospitals that have been subject to educational accreditation. The data was collected in two stages: the first stage was a two-part researcher-made questionnaire. In the first part, the demographic data and in the second part, the evaluation of the perceived quality of education including 32 items with a 5-point Likert scale based on educational accreditation standards was considered. The second stage of secondary data was based on the report of the results of the last educational accreditation of hospitals. The data was analyzed in SPSS version 19 software using descriptive statistics and analytical tests.
Results: 350 students with an average age of 24.7 ± 1.6 participated in this study, 49.1% were girls and 50.9% were boys. The overall perceived average among students was 66.6±19.5, which had no significant difference with the students' educational level, gender, participation in the evaluation interview, different clinical departments, and previous attendance at that hospital (P-0.05). In addition, the average perceived educational quality in all subjects and among all students was equal to 16.7±1.1. The comparison of the averages between the centers (p = 0.00) and different hospitals were significantly different. Also, the average perceived quality of the students was significantly lower than the hospital's accreditation score (p = 0.00).
Conclusion: In general, the findings highlight the importance of considering learners' perceptions along with official accreditation results when evaluating the quality of education in hospitals. This comprehensive perspective can help hospitals continuously improve their educational programs and ensure a positive learning experience. In addition, this study suggests that hospitals should pay more attention to the axis of learners, especially comfort facilities, because compared to other axes, it had a lower score.
type of study: Descriptive |
Subject:
Helath Services Management
Received: 2024/08/28 | Accepted: 2025/01/27 | ePublished ahead of print: 2025/12/22
Received: 2024/08/28 | Accepted: 2025/01/27 | ePublished ahead of print: 2025/12/22
References
1. Blouin D, Tekian A, Kamin C, Harris IB. The impact of accreditation on medical schools' processes. Medical Education 2018;52:182-91 [DOI:10.1111/medu.13461]
2. Bandiera G, Frank J, Scheele F, Karpinski J, Philibert I. Effective accreditation in postgraduate medical education: from process to outcomes and back. BMC Medical Education 2020;20:1-7 [DOI:10.1186/s12909-020-02123-3]
3. Ryu S. The role of mixed methods in conducting design-based research. Educational Psychologist 2020;55:232-243 [DOI:10.1080/00461520.2020.1794871]
4. Jasti NVK, Venkateswaran V, Kota S. Total Quality Management in higher education: a literature review on barriers, customers and accreditation. The TQM Journal 2022;34:1250-72 [DOI:10.1108/TQM-11-2020-0256]
5. Frank JR, Taber S, van Zanten M, Scheele F, Blouin D. International Health Professions Accreditation Outcomes Consortium. The role of accreditation in 21st century health professions education: report of an International Consensus Group. BMC Medical Education 2020;20:1-9 [DOI:10.1186/s12909-020-02121-5]
6. Bahmaei J, Bastani P, Keshtkaran A, Mohammadpour M, Sarikhani Y. Challenges of the Execution of Hospital Accreditation in Iran: A Critical Review. Journarl of Community Health Research 2020; 5:82-98 [Persian]
7. Abdoli A, Esmaealpour N, Rahmanian M, Rayat Dost E, Abiri S, Najafipour S, Azmoodeh M, Karamzadeh A, Kalani N. Challenges and strengths of implementing the process of educational accreditation of hospitals from the perspective of employees of Jahrom University of Medical Sciences. Education and Ethics in Nursing 2022; 11: 47-54 [Persian]
8. Gilavand A, Maraghi E. Assessing the quality of educational services of Iranian universities of medical sciences based on the SERVQUAL evaluation model: a systematic review and Meta-Analysis. Iranian Journal of Medical Sciences 2019;44:273 [Persian]
9. Tehranineshat B, Naderi Z, Momennasab M, Yektatalab S. Assessing the expectations and perceptions of nursing students regarding the educational services in a school of nursing and midwifery based on the SERVQUAL and Kano Models: A Case Study. Hospital Topics 2022;100:26-34 [DOI:10.1080/00185868.2021.1913080]
10. Andres EB, Song W, Song W, Johnston JM. Can hospital accreditation enhance patient experience? Longitudinal evidence from a Hong Kong hospital patient experience survey. BMC Health Services Research 2019;19:1-9 [DOI:10.1186/s12913-019-4452-z]
11. Maphumulo WT, Bhengu BR. Challenges of quality improvement in the healthcare of South Africa post-apartheid: A critical review. Curationis 2019;42:1-9 [DOI:10.4102/curationis.v42i1.1901]
12. Mlynarski R, Kaczkowski R, Mlynarska A. Impact of the Introduction of Accreditation Standards on the Satisfaction of Patients in Cardiology Departments. Healthcare. 2021;9:1026 [DOI:10.3390/healthcare9081026]
13. Holt KD, Miller RS, Byrne LM, Day SH. The Positive Effects of Accreditation on Graduate Medical Education Programs in Singapore. Journal of Graduate Medical Education 2019;11:213-217 [DOI:10.4300/JGME-D-19-00429]
14. Avia I, Hariyati RTS. Impact of hospital accreditation on quality of care: A literature review. Enfermeria Clinica 2019;315:20-29 [DOI:10.1016/j.enfcli.2019.06.003]
15. Alqurashi E. Predicting student satisfaction and perceived learning within online learning environments. Distance Education 2019;40:133-48 [DOI:10.1080/01587919.2018.1553562]
16. Baber H. Determinants of students' perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research 2020;7:285-292 [DOI:10.20448/journal.509.2020.73.285.292]
17. Le H, Janssen J, Wubbels T. Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education 2018;48:103-22 [DOI:10.1080/0305764X.2016.1259389]
18. Watling CJ, Ginsburg S. Assessment, feedback and the alchemy of learning. Medical Education 2019;53:76-85 [DOI:10.1111/medu.13645]
19. Wilby KJ, Alamri M, Monfared S. Student and graduate perceptions regarding Canadian-based accreditation of a pharmacy program in Qatar. American Journal of Pharmaceutical Education 2019;6:83 [DOI:10.5688/ajpe6805]
20. Öztürk C, Kafadar T. The first attempt to establish an accreditation system in Turkish teacher training history. International Journal of Psychology and Educational Studies 2021;8:99-109 [DOI:10.17220/ijpes.2021.8.1.216]
21. Allen SK, Baalawi ZS, Al Shoaibi A, Gomma HW, Rock JA. Applying north american medical education accreditation standards internationally in the United Arab Emirates. Medical Education Online 2022;27:2057790 [DOI:10.1080/10872981.2022.2057790]
22. Peiris-John R, Selak V, Robb G, Kool B, Wells S, Sadler L, et al. The state of quality improvement teaching in medical schools: a systematic review. Journal of Surgical Education 2020;77:889-904 [DOI:10.1016/j.jsurg.2020.01.003]
23. Malekzadeh R, Amuei F, Mahmoudi E, Abedi G, Mohammadi H. The Effect of Inclusive Quality Management on the Educational Accreditation Results of the Educational Centers of Mazandaran University of Medical Sciences in 2015-2018. Pharmaceutical and Biomedical Research 2021;7:15-24 [Persian] [DOI:10.18502/pbr.v7i1.7353]
24. Schiekirka-Schwake S, Anders S, von Steinbüchel N, Becker JC, Raupach T. Facilitators of high-quality teaching in medical school: findings from a nation-wide survey among clinical teachers. BMC Medical Education 2017;17:178 [DOI:10.1186/s12909-017-1000-6]
25. Soleimani A, Gorji AH. Examining the observance level of educational accreditation standards in Iranian hospitals. Jentashapir Journal of Health Research 2018 ;30;9:e74373 [DOI:10.5812/jjhr.74373]
26. Ho M-J, Chang H-H, Chiu Y-T, Norris JL. Effects of hospital accreditation on medical students: a national qualitative study in Taiwan. Academic Medicine 2014;89:1533-9 [DOI:10.1097/ACM.0000000000000481]
27. Akdemir N, Peterson LN, Campbell CM, Scheele F. Evaluation of continuous quality improvement in accreditation for medical education. BMC Medical Education 2020;1:6-20 [DOI:10.1186/s12909-020-02124-2]
28. Mosadeghrad AM. Hospital accreditation: The good, the bad, and the ugly. International Journal of Healthcare Management 2021;1:1597-601 [DOI:10.1080/20479700.2020.1762052]
29. Bigdeli S, Arabshahi SKS, Sohrabi Z, Zazoly AZ. Exploring the challenges of educational accreditation of teaching hospitals and providing the solutions. Journal of Education and Health Promotion 2021;10:144 [DOI:10.4103/jehp.jehp_894_20]
30. Alzahrani B, Bahaitham H, Andejany M, Elshennawy A. How ready is higher education for quality 4.0 transformation according to the LNS research framework? Sustainability 2021;13:5169 [DOI:10.3390/su13095169]
31. Yousefinezhadi T, Mosadeghrad AM, Mohammad A, Ramezani M, Sari AA. An analysis of hospital accreditation policy in Iran. Iranian Journal of Public Health 2017;46:1347
32. Blouin D, Tekian A. Accreditation of medical education programs: moving from student outcomes to continuous quality improvement measures. Academic Medicine 2018;93:377-83 [DOI:10.1097/ACM.0000000000001835]
33. Mirzazadeh A, Hashemi H, Naseripour H, Fotouhi A, Yazdani K, Tavakoli S, et al. Establishment of new evaluation and accreditation system for graduate medical education in Iran. Journal of Medical Education 2004;5:69-73
34. Jafari Asl M, Chehrzed M, 3Shafipour S, Ghanbari A. Quality of educational services from viewpoint's of nursing and midwifery students of Guilan University based on Servqual model. Research in Medical Education 2014;6:50-8 [Persian] [DOI:10.18869/acadpub.rme.6.1.50]
Send email to the article author
| Rights and Permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |