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Response to ‘Accreditation drives medical education. Does evidence drive accreditation?’

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1 Blouin D, Tekian A, Kamin C, Harris IB. The impact of accreditation on medical schools’ processes.Med Educ 2018;52 (2):182–91. 2 Haji F, Morin M-P, Parker K. Rethinking programme evaluation… Click to show full abstract

1 Blouin D, Tekian A, Kamin C, Harris IB. The impact of accreditation on medical schools’ processes.Med Educ 2018;52 (2):182–91. 2 Haji F, Morin M-P, Parker K. Rethinking programme evaluation in health professions education: beyond ‘did it work?’. Med Educ 2013;47 (4):342–51. 3 Hawick L, Cleland J, Kitto S. Getting off the carousel: exploring the wicked problem of curriculum reform. Perspect Med Educ 2017;6 (5):337–43. 4 Hawick L, Kitto S, Cleland J. Curriculum reform: the more things change, the more they stay the same? Perspect Med Educ 2016; 5 (1):5–7. 5 Norman G. The birth and death of curricula. Adv Health Sci Educ Theory Pract 2017;22 (4):797–801. 6 Hecker K, Violato C. How much do differences in medical schools influence student performance? A longitudinal study employing hierarchical linear modelling. Teach Learn Med 2008;20 (2):104–13. 7 Whitehead CR, Hodges BD, Austin Z. Captive on a carousel: discourses of ‘new’ in medical education 1910–2010. Adv Health Sci Educ Theory Pract 2013;18 (4):755–68.

Keywords: medical education; accreditation; accreditation drives; med educ; response accreditation

Journal Title: Medical Education
Year Published: 2018

Link to full text (if available)


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