• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.49-75
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• 2018

Qualitative management and certification of higher education and higher education programs are important in Australia and Hong Kong. The purpose of the study is to analyze the higher educational Institute accreditation in Australia and Hong Kong and to provide basic data for the domestic evaluation accreditation system For this purpose, the analysis was conducted based on the analysis framework of Kis(2005), which was modified by the researchers in Tertiary Education Quality and Standards Agency(TEQSA) and Hong Kong Council for Accreditation of Academic and Vocational Qualifications(HKCAAVQ). The quality assurance approach in Australia and Hong Kong is common as 'accreditation' and focuses on other evaluation methods, evaluation data, nature of the report, evaluation purpose, evaluation result, and follow-up evaluation. Australia and Hong Kong had separate evaluation agencies for accreditation of higher education qualifications, degrees, and educational programs, and were performing accreditation at the independent institutions. Australia and Hong Kong do not agree with the evaluation standards of higher education institutions because of different academic system and qualifications system from Korea. Higher education institutions need to consider international interchange in terms of exchanging higher education human resources between countries. It is also necessary to conduct evaluation of higher education institutions with reference to higher education quality management standards.

• Journal of The Korea Institute of Healthcare Architecture
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• v.22 no.3
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• pp.7-15
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• 2016

Purpose: As medicare services have gotten spreaded, clinical laboratory has been dominant position. So, it has been acted for quality control and clinical pathology accreditation. But there has been quite deficient information to evaluate working space and technical standards of medical laboratory for accreditation. This study goals to figure out accreditation standard and design guideline for clinical laboratory, and to give safe and efficient design information. Methods: This study has been searched by literature for accreditation standards and design guidelines of clinical pathology in USA, UK, and Germany. Results: Three countries have accredited based on working lab space, staff space, storage space, patient space and health and safety equipment. Design guidelines of three countries commonly have focused on worktable layout, worktable distance and module, and specific laboratory biosafety level. And USA guidelines stress on the architectural design such as design process and passage distance for escape, UK stress on the efficiency as functional work flow and construction cost, lastly Germany design guidelines stress on the operator's safety distance and workstation. Three countries have not only accreditation standards but also design guidelines for more specific quality management, separating from accrediting institute. Implications: In korea, it has been needed to make clinical laboratory design guideline for the safe and efficient environment and reliable and competitive medical service.

• Journal of Korean Academy of Nursing
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• v.42 no.7
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• pp.917-927
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• 2012

Purpose: A curriculum development model is presented to examine the processes necessary to develop new programs or evaluate existing programs within the philosophy of outcomes-based education in nursing, especially in the context of accreditation. The philosophy of outcomes-based education is to produce individuals who can demonstrate the evidence of competencies in designated areas of education. For nursing education, this means competencies in performing the role of professional nursing as defined by the profession and social needs at the beginning level upon completing a nursing program. Methods: A curriculum development model has been developed analytically based on the literature and experiences. Results: A 10-step process framework incorporating the tenets of outcomes-based nursing education is illustrated. Conclusion: This curriculum development framework can be applied in developing new educational programs in nursing or to evaluate and revise existing programs in anticipation of the accreditation process that is moving with a full force in such countries as Korea.

• Korean Medical Education Review
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• v.22 no.1
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• pp.9-15
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• 2020

Currently, accreditation within medical education is a priority on the agenda for many countries worldwide. The World Federation for Medical Education's (WFME) launch of its first trilogy of standards in 2003 was a seminal event in promoting accreditation within basic medical education (BME) globally. Parallel to that, WFME also actively spearheaded a project to recognize the accrediting agencies within individual countries. The introduction of competency-based medical education (CBME) with the two key concepts of "entrusted professional activity" and milestones has enabled researchers to identify the relationship between patient outcomes and medical education. Recent data driven by CBME has been used for the continuous quality improvement of trainees and training programmes as well. The goal of accreditation has shifted from the single purpose of quality assurance to balancing quality assurance and quality improvement. Even though there are a plethora of types of postgraduate medical education (PGME), it may be possible to accredit resident programmes on a global scale by adopting the concept of CBME. In addition, the alignment of the accreditation for BME and PGME, which center on competency, will be achievable. This argument may extend the possibility of measuring the outcomes of the accreditation itself against patient outcomes as well. Therefore, evidence of the advantages of costly and labor-consuming accreditation processes will be available in the near future and quality improvement will be the driving force of the accreditation process.

• Quality Improvement in Health Care
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• v.1 no.1
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• pp.66-94
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• 1994

Hospital Accreditation Programme(HAP) has been introduced in many countries in the world for these recent years. This article reviews the HAP in the aspects of the organization, survey and evaluation process, evaluation criteria, and its impact to the hospital quality improvement. The nations included in this study are USA, UK, Canada, Australia, and Korea. To carry out this comparative study, the authors have reviewed articles and accreditation manuals having been issued in many countries. An expert panel of medical doctor, nurse, pharmacist, administrator, and specialist in health facilities formulated a study framework. The results of this study enhance understanding about hospital accreditation activities according to each nation's health care system. In recent years, the Korean government has launched the plan to improve the quality of health services by strengthening the hospital accreditation programme. This study results can provide useful information in development and implementation of the national hospital accreditation programme in Korea.

• Korean Medical Education Review
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• v.22 no.1
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• pp.1-8
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• 2020

Following the opening of eleven medical schools in Korea in the 1980s, the issues of standardization and accreditation of medical education came to the forefront in the early 1990s. To address the medical community's concern about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether the medical schools were meeting accreditation standards or not. The evaluation was a "relative evaluation" rather than an "absolute evaluation." The Accreditation Board for Medical Education in Korea (ABMEK), established in 1998, was a mere voluntary organization, but with the full support of the Korean medical community, it successfully completed its first cycle of evaluations on all 41 medical schools from 2000-2004. The history of medical education evaluation activities, including those of ABMEK, was not well recorded. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body and the government paid much attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as an Institute for Accreditation of Higher Education Evaluation. The most important lesson learned from the history of ABMEK/KIMEE is the importance of cooperation among all medical education-related organizations, including the Korean Medical Association.

• Journal of the Korean Dietetic Association
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• v.19 no.4
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• pp.317-342
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• 2013

The purpose of this study was to evaluate the current state of foodservice and clinical nutrition management in a hospital-based nutrition department. Nutritional guidelines and survey reports of hospital evaluation programs from 2004 to 2009 were analyzed. In total, 275 hospitals in the first period and 288 hospitals in the second period were evaluated. The division of knife and chopping board use decreased from 97.2% in 2005 to 89.7% in 2008, the maintenance of a proper freezer temperature (below $-18^{\circ}C$) increased from 82.1% in 2004 to 97.7% in 2007 (88.9% to 97.4% from large hospitals and 69.8% to 86.5% from small/medium hospitals in 2005 and 2008, respectively). In tube-feeding management, the performance rate of material cold storage and the offer rate of tube-feeding were 65.9% and 94.2% in 2007, respectively. The cold storage of material, proper use within 24 hours after opening or production, and the use of an appropriate label were 47.3%, 71.2% and 67.2% in 2009, respectively. The rate of a management system for undernourished patients was 86.0% in 2007 (56.4% for large hospitals, 18.9% for small/medium hospitals) and 14.3% in 2009. In standards of nutrition support management, the performance rates of constructing a nutrition support team, the nutrition support team activity, and organizing multidisciplinary team were 66.7%, 43.6%, and 64.1% respectively, in 2004. For large hospitals, those rates were 61.1%, 36.1%, and 58.3%, in 2005, 93.0%, 62.8%, and 91.9% in 2007, and 69.2%, 43.6%, and 69.2% in 2008, respectively. The results of this study suggest standards on sanitary foodservice preparation, production, and tube-feeding production need to correspond with HACCP regulations for small/meidium hospitals in standards of a healthcare accreditation system. It will be necessary to understand the operating conditions of nutrition departments in convalescent hospitals, psychiatric hospitals, and geriatrics hospitals. As the application of accreditation is required from 2013, standards will need to be improved and continuously updated for healthcare accreditation.

• Journal of Convergence for Information Technology
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• v.7 no.4
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• pp.27-38
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• 2017

The purpose of this study was to ascertain new policies fo the development of the Korean Hospital Accreditation Program (HAP) by comparing and reviewing the domestic HAP of Korea, the U. S. and Australia as well as the International Accreditation Program of the International Society for Health Care Quality. The results of this study are as follows. First, it is necessary to improve the standards of the HAP such as 'patient and community centered standards' and 'staffing related standards'. Second, it is necessary to strengthen patient safety through the HAP. Third, the linkage among the HAP, clinical indicators and patient experience evaluation should be strengthened. Fourth, the competencies of surveyors should be improved. Fifth, the HAP of small and medium hospitals also needs to be vitalized. Sixth, it is necessary to improve the disclosure of the healthcare quality evaluation results. The findings of this study can be used as a basis to improve the Korean HAP.

• Korean Medical Education Review
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• v.17 no.1
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• pp.15-19
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• 2015

To produce well-qualified medical doctors, clinical training is a crucial part of medical education. To this end, teaching hospitals should be carefully selected and professionally managed. However, in Korea, there are no regulations or standards for training hospitals. Instead, some of the regulations that target teaching interns and residents are applied to teaching hospitals. In this study, we reviewed standards and regulations for training hospitals in other countries as a basis for proposing new standards for teaching hospitals in Korea. These new standards take into account the current environment of Korean medicine with the aim of designing appropriate educational programs for students and professional development systems for professors as well as providing educational resources and addressing the local community and international exchange opportunities.

• The Korean Nurse
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• v.20 no.5 s.113
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• pp.7-12
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• 1981