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Peer review site visit reporting

Peer review site visit reporting. Dr. Nehal Khamis. Procedures. Portions of the survey report specifically assigned to individual team members should be completed on site or sent to the team secretary within 7-10 days of the visit.

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Peer review site visit reporting

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  1. Peer review site visit reporting Dr. Nehal Khamis

  2. Procedures • Portions of the survey report specifically assigned to individual team members should be completed on site or sent to the team secretary within 7-10 days of the visit. • The team secretary and the chair should require team members to use this guide when preparing their individual sections. • Team secretaries should use the survey report template including embedded tables, to ensure consistency across survey team reports. • The team secretary is expected to complete the draft report shortly after the visit (4 to 6 weeks is optimum).

  3. The secretary is responsible for organizing and editing the contributions from the other team members, to ensure that the overall report is coherent, logical, and internally consistent. • If important areas have been omitted from a team member’s write-up, it is the team secretary’s responsibility either to contact that member for additional details, or to supply the missing content.

  4. Team members and the team secretary should feel free to include additional appendix material, but this should be selected judiciously. • It is necessary for the team secretary to compare the body of the draft report with the set of strengths, noncompliance, and transition issues identified by the survey team, to ensure that all summary findings are well documented in the text.

  5. The team chair and secretary should edit the report for the propriety of any attribution to individual faculty members, administrators, or students. • While the commentary of individuals who meet with the team may be important for documentation, citation of such comments in the report should be avoided wherever possible.

  6. The draft survey report should first be sent for initial review to the two LCME Secretaries. After the team secretary receives feedback from the Secretariat, the report should be modified as necessary and sent on to: • (1) each member of the survey team, and • (2) the dean of the medical school. • The team secretary should ask for comments to be returned within 7 to 10 working days. • If feedback from team members requires changes in findings, tone or content that the dean has not had an opportunity to review, the secretary should call the dean or send revised pages for review before finalizing the report.

  7. The dean should specifically be asked to correct any errors of fact and respond to the draft report in writing, even if there are no corrections. • The team chair and secretary should attempt to resolve any disagreement that the dean may have with the tone or conclusions of the report. • If significant irreconcilable differences remain, the dean should be invited to write a letter to the principal LCME Secretary for inclusion with the printed report.

  8. The final, corrected report (with all appendices) should be sent to the LCME office indicated in the team mailing, along with copies of all correspondence between the team secretary and the dean regarding the draft report.

  9. THE REPORT OF A FULL ACCREDITATION SURVEY • COVER PAGE. Use the cover page from the survey report template, adding specific details such as school name and survey date. • TABLE OF CONTENTS (including that for the Appendix).

  10. World Health Organization Eastern Mediterranean Regional Office (WHO-EMRO) ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ Accreditation of Egyptian Health Professions Education Institutions Project, Phase III Survey Report On the Pilot Peer- reviewing site visit To The Faculty of Medicine, October 6 University "FOM-O6U" Conducted on the: October 1st , 2005

  11. TABLE OF CONTENTS [SAMPLE] • Covering memorandum from team secretary • Introduction • Summary of survey team findings • Prior accreditation survey or progress report • The medical education database and school self study • History and setting of the school

  12. Summary of survey team findings • DISCLAIMER: The summary findings that follow represent the professional judgment of the ad hoc survey team that visited the FOM-O6U on the 1st of October, 2005, based on the information provided by the school and its representatives before and during the accreditation survey, and by the project. The WHO, EMRO may come to differing conclusions when it reviews the team’s report and any related information. • The survey team findings are summarized in the following checklists as received from the team members following the visit:

  13. CRITERIA AND GUIDELINES SITE VISIT TEAM ASSESSMENT Area of Strength Area of Weakness Area in Transition Mission and Objectives 1.1. Statement √ 1.2. Focus √ 1.3. Clarity √ 1.4. Academic Excellence √ 1.5. Dissemination √ 1.6. Assessment and Participation √ 1.7. Educational Outcomes √

  14. TABLE OF CONTENTS [SAMPLE] • I. Institutional setting • II. Educational program • III. Medical students • IV. Faculty • V. Educational resources

  15. After the paragraph introduction, list the members of the survey team, giving their names, titles and institutions, and their roles in the survey team as chair, secretary, member, or faculty fellow.

  16. SUMMARY OF SURVEY TEAM FINDINGS • Summarize the survey team's findings under the following headings: • "Areas of Strength," • "Areas of Partial or Substantial Noncompliance" (and, if appropriate, "Areas in Transition"). • Findings within each of these categories should be listed in the order of the sections

  17. The summary of team findings should begin with the following text: DISCLAIMER: The summary findings that follow represent the professional judgment of the ad hoc survey team that visited [school name] from [visit dates], based on the information provided by the school and its representatives before and during the accreditation survey, and by the LCME. The LCME may come to differing conclusions when it reviews the team’s report and any related information.

  18. Areas of Strength • (1) an aspect of the medicalschool that is deemed critical for the successful achievement of one or more of the school’s missions or goals, or • (2) a truly distinctive activity or characteristic that would be worthy of emulation.

  19. Strengths should relate to positive institutional outcomes and should not simply reflect the school’s compliance with accreditation standards. Strengths should be listed in bulleted format, and do not require citation of relevant accreditation standards.

  20. Areas of Partial or Substantial Noncompliance • Findings of noncompliance should use the following format: (1) the number and text of the standard (2) a paragraph or bulleted list delineating the principal evidence indicating noncompliance. • An example of the preferred format follows: MS-24. To the extent possible, a school should develop its own resources for providing financial aid to students, thereby reducing their dependence upon external sources. Tuition has gone up by an average of seven percent in each of the past four years, while the level of institutional funding for grants and scholarships has decreased by an average of three percent per year over that period. Student indebtedness now exceeds $130,000 on average, with federal loans comprising over 90% of the student debt portfolio. • If a noncompliance issue relates to multiple standards, the team should identify that standard which most closely reflects the underlying issue. Any related standards can be mentioned in the body of the report.

  21. Areas in Transition • These findings indicate significant events or activities taking place which, depending on their final outcome, could result in noncompliance with one or more accreditation standards. Examples of such events include recurring decreases in a major funding source (like state allocations or practice plan revenues), reorganization of the school’s administrative leadership, or fundamental changes in the structure or implementation of the educational program. Items in transition should be listed in bulleted format, and do not require citation of relevant accreditation standards.

  22. It is essential that noncompliance and transition issues be fully documented in the body of the report; where possible, the basis for judging an item as an institutional strength should also be adequately documented in the narrative of the report. The documentation in the body of the report regarding noncompliance and transition issues should give a sense of relative magnitude of the problem, indicate if it has persisted for a lengthy period, and identify any progress towards resolution.

  23. PRIOR ACCREDITATION SURVEY(S) AND PROGRESS REPORT(S) • Summarize the key findings and recommendations of the most recent survey.

  24. THE MEDICAL EDUCATION DATABASE AND INSTITUTIONAL SELF-STUDY • Comment on the organization, completeness, and internal consistency of the database. Were quantitative data (applicant numbers, admissions data, USMLE scores, financial information, etc.) updated to the current year?

  25. Comment on the self-study, in terms of the degree of participation by medical school faculty, administrators, students, and others; the comprehensiveness and depth of analysis; the organization and quality of the conclusions and recommendations; and the dissemination of the report’s findings to the academic community. Note the degree to which the survey team's major conclusions are concordant with those of the self-study.

  26. Comment on the methods used in the students' self-study, including the level of student participation obtained. Note whether/how the results of the student self-study will be used in the survey report. Also note if other sources of data, such as the Association of Medical Colleges Medical School Graduation Questionnaire (AAMC GQ), will be used (provide the response for the AAMC GQ). Include in the Appendix a listing of the various self-study task forces and committees, and a copy of the overall or executive summary of the self-study findings (not the complete self-study report).

  27. HISTORY AND SETTING OF THE SCHOOL • Briefly summarize the history of the school. • Describe the setting of the medical school in terms of its public or private status, and its relationship with the parent university, health sciences center, geographically separate campuses/programs, and principal teaching hospital(s). • Describe the geographic relationships of the main campus to major clinical teaching sites and, where appropriate, remote campuses; include relevant maps in the Appendix.

  28. Components I. INSTITUTIONAL SETTING • A. Governance and Administration • B. Academic Environment II. EDUCATIONAL PROGRAM • A. Educational Objectives • B. Structure • C. Teaching and Evaluation • D. Curriculum Management • E. Evaluation of Program Effectiveness

  29. III. MEDICAL STUDENTS • A. Admissions • B. Student Services • C. The Learning Environment • D. Student Perspective IV.FACULTY • A. Number, Qualifications, and Functions • B. Personnel Policies • C. Governance V. EDUCATIONAL RESOURCES • A. Finances • B. General Facilities • C. Clinical Teaching Facilities • D. Library/Information Services

  30. List of Appendices Appendix 1: October 6 University booklet Appendix 2: Mission, general and specific objectives of the school Appendix 3: Student's and staff questionnaires for objectives formulation Appendix 4: Histology course, objectives and specifications. Appendix5: Examples of student records, " the training guidelines: activities and skills for medical students" program. Appendix 6: School by-laws for undergraduate students. Appendix 7a: Examples of written exams (2005). Appendix 7b: Measures to improve student assessment, faculty council minutes. Appendix 8a: Students admission requirements Appendix 8b: Numbers of students in different educational years (2005-2006). Appendix 8c: Curriculum committee constitution

  31. List of Appendices Appendix 9: Tuition fees and financial aid services Appendix 10: Youth care office students' services Appendix 11: Students committee composition Appendix 12: Students feedback checklist Appendix 13: Dean and staff efficiency reports Appendix 14: Staff appointment policy. Appendix 15: Staff development activities Appendix 16: Faculty participation in one of the tempus projects Appendix 17: Financial budget of the year 2004-2005. Appendix 18: October 6 University Teaching hospital brochure. Appendix 19:Agreements between the October 6 University Teaching Hospital and other Health Care Institutions and mother hospitals for exchange of expertise Appendix 20: The organizational structure of the faculty Appendix 21: Examples of job description statements

  32. Organization of Report Body • The body of the report should give the team's narrative description and comments, referring as needed to database items or other documents collated sequentially in the Appendix at the rear of the report. • The report should be careful to differentiate team commentary from that of the institution.

  33. Please make a reference in the narrative text to material that is included in the Appendix, e.g., "See charts of organization in the Appendix” or “See Appendix X for membership of admissions committee and characteristics of applicants and matriculants.” • The Table of Contents should show the title and page number of each Appendix document.

  34. follow carefully the “Style Guide for Report Preparation” at the end of this guidebook, especially the requirements that material be on one side of the page only, and that the type style be conventional (for example, Times New Roman, 11pt as in the survey report template).

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