Continuous enhancement of educational quality – fostering a quality culture: AMEE Guide No. 147

Figures & data

Figure 1. Quality culture practices.

Figure 2. Competing values model (Kleijnen 2012 – based on Quinn and Rohrbaugh 1983).

Figure 3. Cyclic process of IQA – Inspired by Dolmans et al. 2003.

Table

	Organisation			learning effect			Supervision			Learning climate
Rotation	N	M	SD	N	M	SD	N	M	SD	N	M	SD
Internal Medicine	132	7.5	1.3	132	7.8	1.3	132	7.5	1.8	132	7.8	1.6
Surgery	137	7.6	1.4	137	8.2	1.4	137	7.6	1.6	137	8.1	1.4
Paediatrics	36	7.8	1.4	36	8.4	1.0	36	8.1	1.3	36	8.0	1.2
Etc
1 = very poor; 10 = outstanding

Table

	Organisation			Learning Effect			Supervision			Learning Climate
Rotation	N	M	SD	N	M	SD	N	M	SD	N	M	SD
Location A	130	7.6	1.3	130	7.8	1.4	130	7.7	1.6	130	7.8	1.4
Location B	119	7.5	1.0	119	8.0	1.1	119	7.1	1.5	119	7.6	1.5
Location C	89	7.3	1.5	89	7.8	1.4	89	7.7	1.4	89	7.8	1.5
Etc
1 = very poor; 10 = outstanding

Kleijnen J. 2012. Internal quality management and organisational values in higher education; conceptions and perceptions of teaching staff [dissertation]. Maastricht: School of Health Professions Education/Heerlen; Zuyd University of Applied Sciences.

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Quinn RE, Rohrbaugh J. 1983. A spatial model of effectiveness criteria: towards a competing values approach to organizational analysis. Manag Sci. 29(3):363–377.

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Dolmans DHJM, Wolfhagen HAP, Scherpbier AJJA. 2003. From quality assurance to total quality management: how can quality assurance result in continuous improvement in health professions education? Educ Health (Abingdon). 16(2):210–217.

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