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Background <p>Accreditation in medical education is essential to ensure quality and foster continuous improvement. Since 2003, medical schools in Chile have been subject to a constant accreditation process. Recently, universities have faced new gaps and challenges in establishing new accreditation criteria. These changes highlight the need to understand how institutions have historically responded to accreditation feedback and what improvements they have implemented in their programs. Therefore, this research aims to identify patterns, trends, and differences in institutional responses to accreditation feedback and subsequent quality enhancements on the basis of over 20 years of experience accrediting medical programs in Chile.</p> Methods <p>This study analyzes accreditation data for medical programs in Chile (2001–2024) via a combination of content and cluster analysis. The data were collected from reports from the National Accreditation Commission of Chile, which were standardized and classified into strengths, weaknesses, and improvements. Term frequency analysis, data grouping, and dimensional reduction techniques were used to identify trends and differences between public and private universities. The visualizations and qualitative analysis allowed specific recommendations to be formulated for each identified group.</p> Results <p>Our analysis revealed significant improvements in curricula, faculty development, and accreditation-driven educational processes. The performance of public universities has fluctuated, with peaks of excellence in research and graduate profiles, but they face challenges in maintaining consistent quality. In contrast, private universities demonstrated steady, gradual improvements, particularly in terms of program clarity and curriculum implementation—the cluster analysis identified five distinct groups of universities, each with specific strengths and areas for improvement. The study underscored the importance of structured feedback and responsive improvements in accreditation.</p> Conclusions <p>Accreditation has significantly enhanced educational quality in Chilean medical schools. Although the impact of accreditation is multifaceted, it remains a powerful driver of continuous improvement. Future research should focus on optimizing accreditation processes, developing new indicators of effectiveness, and increasing the credibility of accreditation standards. Tailored quality assurance strategies are needed to address public and private institutions’ specific strengths and challenges.</p>

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Two decades of accreditation in Chilean medical education: outcomes and lessons learned

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月2日

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  • Oscar Jerez Yañez,
  • Carlos Schade Carter,
  • Miguel Altamirano Rivas,
  • Bárbara Carrasco García

摘要

Background

Accreditation in medical education is essential to ensure quality and foster continuous improvement. Since 2003, medical schools in Chile have been subject to a constant accreditation process. Recently, universities have faced new gaps and challenges in establishing new accreditation criteria. These changes highlight the need to understand how institutions have historically responded to accreditation feedback and what improvements they have implemented in their programs. Therefore, this research aims to identify patterns, trends, and differences in institutional responses to accreditation feedback and subsequent quality enhancements on the basis of over 20 years of experience accrediting medical programs in Chile.

Methods

This study analyzes accreditation data for medical programs in Chile (2001–2024) via a combination of content and cluster analysis. The data were collected from reports from the National Accreditation Commission of Chile, which were standardized and classified into strengths, weaknesses, and improvements. Term frequency analysis, data grouping, and dimensional reduction techniques were used to identify trends and differences between public and private universities. The visualizations and qualitative analysis allowed specific recommendations to be formulated for each identified group.

Results

Our analysis revealed significant improvements in curricula, faculty development, and accreditation-driven educational processes. The performance of public universities has fluctuated, with peaks of excellence in research and graduate profiles, but they face challenges in maintaining consistent quality. In contrast, private universities demonstrated steady, gradual improvements, particularly in terms of program clarity and curriculum implementation—the cluster analysis identified five distinct groups of universities, each with specific strengths and areas for improvement. The study underscored the importance of structured feedback and responsive improvements in accreditation.

Conclusions

Accreditation has significantly enhanced educational quality in Chilean medical schools. Although the impact of accreditation is multifaceted, it remains a powerful driver of continuous improvement. Future research should focus on optimizing accreditation processes, developing new indicators of effectiveness, and increasing the credibility of accreditation standards. Tailored quality assurance strategies are needed to address public and private institutions’ specific strengths and challenges.