Exploring Internal Quality Assurance Practices at Ghana College of Physicians and Surgeons (GCPS)

Year 2018, Volume: 3 Issue: 1, 10 - 27, 26.05.2018

Samuel Kwaku Ofosu Eric Fredua-kwarteng

Abstract

This paper reports an exploratory study that examined the internal
quality assurance (IQA) practices at the Ghana College of Physicians and
Surgeons (GCPS) for the purpose of suggesting improvement. Grounded in
qualitative research elements of in-depth interview, thematic data analysis and
interpretation, organizational renewal theory provides its driving force. The
research reveals the following results: Rigorous admission standards, Teaching
and learning practices; Examination and assessment practices, Funding medical
education and training, Regulator or training role,  Accountability and monitoring issues, and Transfer
of medical knowledge, skills and dispositions acquired in training to places of
work. The conclusion makes ten quality management recommendations toward the
strategic renewal of the GCPS

Keywords

Quality assurance, Internal Quality, Physicians, Ghana Organizational change, Quality

References

• Abdelaziz, A., Kassab, S. E., Abdelnasser, A & Hosny, S. (2018). Medical education in Egypt: Historical background, current status and challenges. Health Professionals Education. Accessed January 3, 2018 from https://doi.org/10.1016/j.hpe.2017.12.007
• Agarwal, R. & Darzi, A. (2006).Technical skills training in the 21st century. The New England Journal of Medicine, 355: 2695-2696
• Amuakwa-Mensah,F. & Nelson, A.A. (2014). Retention of medical doctors in Ghana throughlocal post-graduate training. Journal of Education and Practice, 5(5), 120-133.
• Ary, D., Jacobs, LC, Sorensen, CK, & Walker, DA. (2014). Introduction to research in Education, 9th ed. Cengage Learning, Wadsworth.
• Barr, P.S, Stimpert, J,L & Huff, A.S. (1992) Cognitive change, strategic action, and organizational renewal. Strategic Management Journal, 13, 15-26.
• Bennett, C. (2016). Why medical students need to experience research. Australian Medical Student Journal, 7(1), 10-11.
• Boateng, K. J. (2014). Barriers to internal quality assurance in Ghanaian private tertiary institutions. Research on Humanities and Social Sciences, 4(1), 1-8
• Buddenbaum, J. M. & Novak, K.B. (2001). Applied communication research. Ames: Iowa StateUniversity.
• Coghlan, D. (2007). Insider action research doctorates: Generating actionable knowledge. Higher Education, 54(2), 239-306.
• Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in Education (7th ed,), New York: Routledge.
• Collins, S. (2012).What are universities for? London: Penguin Books.
• Danielson, M.M. (2005). A theory of continuous socialization for organizational renewal. Human Resource Development Review, 3(4),354-384.
• Dill, D.D. (2016). Developing a quality culture in universities: Internal quality assurance as an interconnected system of tools and processes. A keynote speech in Higher Education Quality and Employability conference, Xiamen University, China, June 9-11.
• Drislane, W.F., Akpalu, A., & Wegdam, H.H.J. (2014). The medical system in Ghana. Yale Journal of Biology and Medicine, 87, 321-326.
• Dybowski, C., Sehner, S. & Harendza, S. (2017). Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators. BMC Medical Education, 17(1).
• Eliason, S., Tuoyire, A.D., Awusi-Nti, C. & Bockarie, S.A. (2014). Migration intentions of Ghana medical students: The influence of existing funding mechanism of medical education.Ghana Medical Journal,48(2),72-84.
• Elassy, N.(2015). The concept of quality, quality assurance and quality enhancement. Quality Assurance in Education,23(3), 250-261.
• Garfield, J. (1993).Teaching statistics using small group cooperative learning. Journal of statistics Education, 1, (1)
• Goldberg, & Cole, B.R. (2002). “Quality management in education:building excellence and equity in student performance”. Quality Management Journal, 9(4). 8-22.
• Hayward, F.M. (2006).Quality assurance and accreditation of higher education in Africa. Paper prepared for presentation at the conference on higher education reform in Francophone Africa: Understanding the keys of success., June 13-15, Ouagadougou, Burkina Faso. Joshi, M.A. (2012). Quality assurance in medical education. Indian Journal Pharmacology,44(3),285-287.
• Karle, H. (2006). Global standards and accreditation in medical education: A view from the WFME. Academic Medicine, 81(12), 543-548.
• Kim, J. (2016).Understanding narrative inquiry. Thousand Oaks, CA: SAGE
• Lassey, A.J., Lassey, P.D. and Boamah, M. (2013). Career destination of University of Ghana. medical school graduates of various year groups, Ghana Medical Journal, 47(2), 87-91.
• Lemaitre, M.J. (2017).Quality in Latin America: Current situation and future challenges. Tuning Journal for Higher Education, 5(1), 21-40.
• Lindgren, S. & Karle, H. (2011). Social accountability of medical education: Aspects on global accreditation. Medical Teacher, 33(8),667-672.
• Machumu, H.J. & Kisanga, S.H. (2014).Quality assurance practices in higher education institutions: Lesson from Africa. Journal of Education and Practice,5(16), 144-156.
• Mahmouei, M. (2011). Pathology of curriculum evaluation in higher education. Iranian Quarterly of Education Strategies,4(2),95-100.
• Materu, PN. (2007). Higher education quality assurance in Sub-Saharan Africa:Status, challenges, opportunities and promising practices.Washington DC: World Bank.
• Mehra, B. (2002). Bias in qualitative research: Voices our online classroom. The Qualitative Report, 7(1).
• Melrose, M. (1998). Exploring paradigms of curriculum evaluation and concept of quality. Quality in Higher Education, 4(1),37-43.
• Mishra, S.M.(ed) (2014). Quality control in medical education. Journal of NepalgunjMedical College, 12(1), 1-1
• Murdoch-Eaton, D., Drewery, S., Elton, S., Emmerson, C., Marshall, M., Smith, J.A, Stark, P.& Whittle, S. (2010). What do medical students understand by research and research skills? Identifying research opportunities within undergraduate projects. Medical Teacher, 32(3), 152-160.
• Nicholls, R. (2009). Research and indigenous participation: Critical reflexive method. International Journal of Research Methodology, 12(2), 117-126
• Obadara, O. E. & Alaka, A. A. (2013). Accreditation and quality assurance in Nigerian universities. Journal of Education and Practice, 4(8), 34-41.
• Omigbodun, A. O. (2010). Quality assurance in education: The Nigerian context. Nigerian Medical Journal, 57, 70-77.
• O’Reilly, M. & Parker, N. (2012). Understanding saturation: A critical explanation of the notion of saturated sample size in qualitative research. Qualitative Research,19 (2), 190-197.
• Richard, J.C. (2006).Communication research statistics. Thousand Oaks, CA: SAGE.
• Rizk, E.E. D. (2007). Medical education in developing countries: The way forward. Journal of Pakistan Medical Association, October, 525-528.
• Schirio, C. & Heusser, R. (2010). Quality assurance of medical education: A case study from Switzerland. GMS Zeitschrift fur Medizinische Ausbildung, 27 (2).
• Seeger,M.W., Ulmer, R.R., Novak, J.M., & Sellnow, T.(2005). Post-crisis discourse and organizational, failure and renewal. Journal of Organizational Change Management, 18(1), 78-95.
• Shabani,J., Okebukola, P., and Oyewde, O. (2014). Quality assurance in Africa: Toward continental higher education and research space. African Higher Education, 1(1),140-170.
• Smyth, A & Holian, R. (2008). ‘Credibility issues in research from within organisations’ in P. Sikes & A. Potts (eds), Researching Education from the Inside: investigations from within (pp 33-47). London, UK: Routledge.
• Spencer, J. (2003). ABC of learning and teaching in medicine: Learning and teaching in the clinical environment. British Medical Journal, 326 (7389),591-594.
• Sulemana, A. & Dinye, R. (2014). Access to health care in rural communities in Ghana: A study of some selected communities in the PRU district. European Journal of Research in Social Sciences,2(1). 122-132.
• Tam, M. (2014). Outcomes-based approach to quality assessment and curriculum improvement in higher education. Quality Assurance in Education, 22(2). 158-168.
• Taneja, S., Preyor, M.G., Gibson, J. W. &Toombs, L. A. (2012). Organizational renewal: A strategic imperative. Delhi Business Review, 13(1), 29-40.
• Valeikiene, A. (2017). The politics of quality assurance in higher education. University World News. Issue 483.
• Vroeijenstijn, A.I (1995).Quality assurance in medical education. Academic Medicine, 70(7), 59-67. Williams, J. (2016).Quality assurance and quality enhancement: Is ther a relationship? Quality in Higher Education, 33(2), 97-102.
• Woodland, R.F. (2006). Caring for a common failure: Medical schools’ social accountability. Medical Education, 40(4), 301-313.