FIMA Year Book 2009 - Federation of Islamic Medical Associations

Quality Assurancewe combine the two systems of qualitycontrol namely TQM and Universityof Learning Models, the quality inalmost all domains can be assured. Butstill there are several areas in highereducation where we need to devisemore comprehensive mechanisms ofquality control. Other models whichare still in use are TransformativeModel clearly focusing on total studentexperience. Another model is based onthe premise that learning is a dialoguebetween participants and providers.Dialogue involves the discussionsbetween learners and teachers aboutthe nature, scope and style of theirlearning. Dialogue also requires adynamic exchange among the teachersabout the teaching and learningprocess.In 1997 Haworth and Conrad proposedthe Engagement Model of ProgramQuality (11) : which is organized aroundthe principal stakeholders – academics,students and administrators engaged inteaching and learning. Based upon anextensive interview of persons involvedin higher education, the authors define‘high quality programs as those whichcontribute to the learning, that provideexperiences for students and havepositive effects on their growth anddevelopment. Five clusters of programsare evolved, each of which contributestowards enriching the learningexperiences for students.1. Diverse and Engaged Participants:faculty (academics), students andleaders.2. Participatory cultures: Sharedprogram direction, Communityof learners, and risk takingenvironments.3. Interactive Teaching and learning:Critical dialogue, IntegrativeLearning, Mentoring, CooperativePeer learning, and Out of Classactivities.4. Connected Program Requirements:Planned Breadth and Depth ofCoursework, Professional Residency,and Tangible Product.5. Adequate Resources: Supportfor students, faculty and basicInfrastructure.In broad terms, the engagement theoryadvances a new perspective on programquality management that emphasizesstudent learning as the primary purposeof higher education and highlights thepivotal role that people – primarilythe academicians, administrators andstudents – play, and provides a templatefor assessing quality. (12)In 1988 the World Federation ofMedical Education held a conferenceat Edinburgh and laid down anorganizational structure at six regionslinked with WHO, UNICEF, UNESCO,UNDP and WORLD BANK to supportand sustain quality medical education.In its first policy statement, called theEdinburgh Declaration, it laid downtwelve principles for reforming medicaleducation. Those principles are:1) Relevant educational settings.2) A curriculum based on nationalhealth needs.FIMA YearBook 2009160