LAUSR

Editor – Blouin et al. recently published their study on the perceptions of leaders and accreditation managers regarding the accreditation regime that governs Canadian medical schools. The authors identify perceived positive and negative processes that are impacted by accreditation. Notably, Blouin et al. argue that it is necessary to focus on these processes when evaluating the effects of accreditation because traditional outcomes, such as student assessment, pose significant challenges in terms of methodology and feasibility. The authors’ findings reflect a strong motivation to administer and change MD training to satisfy accreditation standards. As a wise professor once said: ‘Assessment drives learning, but accreditation drives medical education.’