Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography

Abstract

Purpose

Accreditation is widely used by medical schools around the word to evaluate their curricula and educational processes, although its impacts on those involved in the ‘frontline’ of medical education receive little attention. This study systematically identified and synthesised qualitative studies that have explored medical teachers’ and students’ experiences of accreditation.

Methods

Four databases (Pubmed, EMBASE, ERIC, and PsychINFO) were searched for relevant published articles. Synthesis was performed using meta-ethnography.

Results

Eighteen articles were included in the final synthesis with 1017 individual participants from 10 countries. Findings were categorised into four domains, including navigating power differentials, evaluating credibility, influencing medical programmes, and culture and behaviour. The synthesis demonstrates divergent views on the value of accreditation in medical schools from students and staff including both positive and negative impacts on medical education programmes and stakeholders.

Conclusions

Although accreditation is perceived to have many benefits, it also has a number of unintended consequences, including on staff morale, student-teacher relationships, and teacher workloads. Medical teachers also have a number of concerns about the credibility of accreditation standards, assessors, and processes. Regulators and policymakers should consider the views of teachers and students as they seek to improve current accreditation practices.

Keywords:

• Accreditation
• quality assurance
• medical education
• curriculum
• meta-ethnography

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Notes on contributors

George Choa

George Choa, MBBS, BSc, FHEA, is a Foundation Programme trainee in the United Kingdom based at Bedfordshire NHS Hospitals Trust. He is also an Honorary Clinical Teaching Fellow at University College London Medical School.

Zakia Arfeen

Zakia Arfeen, BSc, MBBS, DRCOG, MRCGP (2015), SFHEA, is a Lecturer in Medical Education at University College London Medical School, where she is a part of the UCL Medical School Education Consultancy Department and has a background in primary care.

See Chai Carol Chan

See Chai Carol Chan, MBBS, BSc, FinstLM, is an Academic Foundation Programme trainee in the United Kingdom based at East Suffolk and North Essex NHS Foundation Trust.

Mohammed Ahmed Rashid

Mohammed Ahmed Rashid, MSc, MRCGP, PFHEA, is a Clinical Associate Professor in Medical Education at University College London Medical School, where he leads the UCL Medical School Education Consultancy. He is also a practising primary care doctor in the UK National Health Service.