最新医学教育的的全球.pptVIP

* On behalf of my colleagues from the AMC and myself, I thank the organisers for their invitation to participate in this workshop My task is to set the scene for the plenary talks and small group sessions that follow over the next 2 days. I will do so by outlining the Global, regional and bi-national contexts of co-operation in medical education. This is necessary background for your main task which is to develop an understanding of the Chinese standards of medical education and help draft ?guidelines for accreditation . I will begin with some global developments which are being co-ordinated from Copenhagen where this pin is located . I will then move onto regional initiatives within the Western Pacific region that includes China and Australia. I will conclude by describing the bi-national collaboration that has developed between AMUCC and AMC. ljklj nbbbm * At a global level the World Federation for Medical Education (WFME) is the medical global body for medical education and training WFME acts as the umbrella organisation for six Regional Associations for Medical Education, based on World Health Organization (WHO) regions WFME’s mission is better health care through the highest scientific and ethical standards in medical education. ljklj nbbbm * In 1998, WFME began the process by issuing a position paper and embarking on 5 years of consultations and pilot studies. In 2003 the third World Congress on Medical Education in Copenhagen endorsed three sets of Global Standards for Medical Education (Basic, Vocational and Continuing respectively). The next speaker Professor Michael Field will describe the WFME Global Standards for Basic Medical Education WFME then turned its attention to quality assurance mechanisms In 2005 WFME/ WHO published Global Guidelines for Accreditation of Basic Medical Education which described recommended processes for implementation of the standards. Later this morning Ms Theanne Walters will summarise these gu