Quality Assurance in Medical Education

3. Revival should shift
of NTTCs from
4.Revival of quantitative
Fellowships and judgement to
Travel Grants a continuous
monitoring of
Functional the quality
Medical throught
Education Units institutional
(MEUs) : self study and
peer appraisal.
Particularly in
newly
established
medical colleges
and they should
contribute
towards faculty
development.

6. Enlarging

the scope of

Medical

Education Units

(MEUs) to

Centers

of
Health
Professions’

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Education [2] 9. Periodic
Quality Review
Monitoring
Teachers
102 should be made
accountable.

There should

be periodic

review of

performance of

teachers.

10.
Recognition
and
Encouragement

Recognition
and
encouragement
of teachers

who carry out
innovations in
medical
education.

Error
Rectification

Quality
Improving

Comments:

Abhijeet :

Faculty Input Process Output Feedback
Development
Orientation Time to time Periodic skill - Periodic
Quality programmes revised basic and structured
for newly course knowledge feedback
recruited workshop on assessment from
teachers. MET / of teachers students on
Advanced with departmental
course on counseling by and individual
MET/ the teacher’s

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Improving Sensitization Institutional performance.
on newer Quality
concepts. Assurance - Meticulous
Cell. analysis of
semester/
summative
exam results.

- Community
feedback on
performance
of passed out
medical
graduates
serving in the
society.

Team Commitment pertaining to TL methods.

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Input Process Output Feedback

Quality 1. Is your 1. Is there an 1. Is the 1. Is the
defining educational appropriate
program environment institute institute
providing for teaching
academically and learning providing an monitoring,
rigorous, which makes
coherent but best use of environment in maintaining
flexible the talents
education, and abilities which and striving to
which is capable of staff and
of stretching students students can raise the
the abilities of within the
the most resources develop standards of
intellectually available? (in
able students? particular by personally as teaching
ensuring
2. Are the TL effective well as provision, in
methods of planning and
your system coordination, academically? order to
able to attract by reducing
the staff and pressures on (by offering ensure that
students of the academic and
highest other them the its students
intellectual teaching
caliber, and staff, by opportunity to are
meeting the identifying
challenges and adopting acquire a consistently
posed by the the most
growing broad range offered the

of skills and highest quality

to benefit of education?

from social 2. Are you
interaction providing
with academic students with
staff and an accurate
fellow reflection of
students) their
capabilities
2. Are there and
adequate attainments
learning through the
opportunities

use of fair

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diversity of effective for students? and

pre-university methods for 3. Are there comprehensive
education? teaching and well trained methods of
learning and teachers to assessment?
3. Are the by providing use Various TL
teachers adequate Methods? 3. Are the
getting well infrastructure weak areas
trained to make and support) 4. Do teachers being
successful use meet the improved by
of appropriate 2. Is the standard of consensus
TL methods? institution trained from faculty
fostering a faculty? and students?
4. Are the TL climate in
methods getting which 5. Is there a 4. Are you
properly used in teaching is well set maintaining a
the classroom? highly valued infrastructure continuous
and in which for required feedback of
5. Are T/L pedagogic TL all TL
methods issues, such as environment? activities?
consistent with the
educational development 5. Are the
objectives? of teaching appropriate
and changes being
6. Do the T/L assessment made to the
methods fulfill methods, are existing
the principles the subject of curriculum/
of active regular, well- approaches
student informed when the need
participation? debate? arise?

7. Is the 3. Has the 6. Student
Management

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well informed institute feedback &
about the need developed a peer review –
of robust Were the
Infrastructure? approach for students able
to achieve the
evaluating the learning
ongoing TL objectives?
activities?
7. Was there
4. Do faculties active
and participation
coordinators of students?
perform a
periodic Frequent
SWOT planned
analysis for meeting with
the ongoing all the
TL activities? stakeholders?

5. Are
Students
learning
effectively
through
various TL
methods?

6. Are
Teachers will
be more
satisfied with

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their job?

7. Have you
prepared a
blueprint
thereby
aligning the
LO, T/L &
Assessments?

8. Have you
incorporated
problem
solving & case
based
learning?

9. Are
management
and the other
stakeholders
being
periodically
informed
about the
process of
development?

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Error 1. Are the 1. Are 1. Are the 1.Were the
rectification analysis of
problems Faculties faculties feedback &
the remedial
based on the learning to adopting the measures
shared with all
feedback and correct the rectified and stakeholders?

the mistakes appropriate

challenges and developing TL after the

being the skills of feedback?

rectified? learning from 2. Were
the remedial
2. Is student reflection? measures
feedback &

faculty 2. Were designed
feedback feedback & based on
analyzed? pass rates feedback &
discussed at pass rates?
3. Is course departmental
completion & meetings?
pass rates

evaluated? 3. Were

feedback &

pass rates

discussed at

inter

departmental

meetings /

curriculum

comm.?

Comments & Suggestions

109

Abhijeet: Is it not relevant to consider the semester/ summative exam
results under Q Monitoring and Improving in Feedback column?
TL methods are developed to impart educational information and knowledge to
students keeping in mind the objectives of curriculum satisfying SMART
criteria and in exams we try to assess whether the learning objectives have
been achieved. So, I feel exam results may be considered as a valuable
feedback tool which would certainly help in Q monitoring/improving, as far as
TL methods are concerned.

Gita: Team commitment has given a brilliant checklist on TL methods-
1-I saw that all questions are Yes/No questions. Sometimes we will need
descriptive or open ended questions. I think that will enable us to have better and
more comprehensive checklists. What do all fellows have to say about the type of
questions in a checklist?
2-When we were working in team perfection we realised that by removing the
question words (Why, Is it, Do you etc) from the checklist questions, it becomes a
policy draft. (Just like our objectives for a session can become assessment
questions)

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Thread_7: Quality Assurance in ME_October
Our friends dear Sanjoy, Gita and Juhi were summoned by their Principal. Let us

see, what happened there…
Oww!! Dear friends, the learned Principal of Himalayan Institute of Medical
Sciences has given us more food for thought!!
How can we use this new knowledge gained during the month to check and
improve QA in our own departments / institutes?

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So friends, you are requested to please try to do a SWOT analysis for "QA in
ME" in YOUR institute and make a plan / list of possible actions/changes
which YOU would like to be implemented to move forward.

As an example, Team conformance depicted a SWOT analysis of Ravana as a comicography image:

Participants: Purnima, Hem, Sumanth, Abhijit, Gokul , Hironmoy, Upreet, Hetal,
Vanita, Gita, Kavita, Mohit, Bharati, Vijay, Gagan, Nilima, Juhi

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(Numbers after(-) show number of respondents sharing same views)

STRENGTHS

Manasee guided the fellows on SWOT analysis:
SWOT analysis aims to identify the
key internal and external factors seen as important to achieving
an objective. SWOT analysis groups key pieces of information
into two main categories:

1. internal factors –
the strengths and weaknesses internal to the
organization

2. external factors –
the opportunities and threats presented by the
environment external to the organization.

Supportive management-14
Motivated Faculty members-13
Functional Active MEU-9
Inter-disciplinary coordination/ help-2
Good Infrastructure -8
Brand name- 3

Adequate number of faculty members
Cognizance of the existing problems
Good clinical material (patients)
Public lectures, guest lectures, workshops, seminars

Virtual teaching laboratory

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