Aspire - Recognition of Excellence in Education

Education alongside Research as the Mission of a Medical, Dental and Veterinary School

Award winners announced

 

“Excellence in medical education recognised internationally for the first time in medical schools”


 At the AMEE 2013 international conference in Prague with 3,300 present and participants from 26 countries around the world watching online, eight schools were recognised for their excellence in one or more of the three areas: Assessment of students; Student engagement in the curriculum and in the medical school, and Social responsibility and accountability as a mission of the medical school.  The awards were the first to be made under the new ASPIRE initative that recongises international excellence in medical education.

 

The ASPIRE programme acknowledges the importance of teaching alongside research as a mission of the medical school.  The programme was established to go beyond the traditional accreditation process and to recognise that the education programme in a medical school can be subject to peer review against an agreed set of standards or benchmarks that identify world-class excellence in education[1]

 

Submissions were reviewed by teams of leading international authorities in each of the categories.  Schools recognised by the ASPIRE Board for excellence in the assessment of students were, Southern Illinois University School of Medicine, USA and Aga Khan University, Pakistan: for student engagement, Southern Illinois University School of Medicine, USA; Aga Khan University, Pakistan; University of Maribor, Slovenia; The International Medical University, Malaysia; University of Western Australia, Faculty of Medicine, Dentistry & Health Sciences and University of Minho, School of Health Sciences, Portugal, and for social accountability, Southern Illinois University School of Medicine, USA; Northern Ontaria School of Medicine, Canada, and Hull York Medical School, UK.

 



[1] Harden R M and Wilkinson D, 2011. Excellence in teaching and learning in medical schools. Medical Teacher, 33: 95-96.