ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1552865
This article is part of the Research TopicRedefining Learning in the Digital Age: Pedagogical Strategies and OutcomesView all 8 articles
Evaluating Internal Accreditation Quality in Medical Education: Perspectives of Students, Faculties, and Stakeholders at Adama Hospital Medical College, Adama, Ethiopia, 2024
Provisionally accepted
- 1Oromia Regional Health Bureau, Addis Ababa, Addis Ababa, Ethiopia
- 2Mekele University, Ethiopia, Tigray, Mekele, Ethiopia
- 3Makerere University,Uganda, Kampala, Uganda
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
Background: Accreditation is a critical process to ensure educational quality and standards in medical training institutions. Internal accreditation serves as a self-regulatory mechanism to evaluate institutional performance against predefined standards. This study aimed to assess the quality of internal accreditation among medical students at Adama Hospital Medical College, focusing on the alignment with national and international educational standards. Methods: A mixed-methods study design was employed, integrating quantitative and qualitative approaches. A structured questionnaire was administered to 320 medical students selected through stratified random sampling to collect quantitative data on their perceptions of accreditation quality. Qualitative data were gathered through focus group discussions (FGDs) and in-depth interviews (IDIs) with faculty members and students. Data analysis involved descriptive and inferential statistics for quantitative data and thematic analysis for qualitative findings.Results: Quantitative findings revealed that 80% of students rated the internal accreditation process as satisfactory, with significant strengths noted in curriculum alignment (85%) and faculty performance evaluation (82%). However, areas such as resource availability (60%) and student feedback mechanisms (58%) were identified as needing improvement. Regression analysis showed a significant positive correlation between accreditation quality and students' academic satisfaction (p < 0.05).Qualitative findings highlighted themes including transparency in the accreditation process, the relevance of training content, and stakeholder engagement. While students appreciated regular evaluations and feedback, they expressed concerns about insufficient laboratory resources and limited clinical practice opportunities. Faculty members emphasized the need for continuous capacity building and enhanced collaboration with accreditation bodies.
Keywords: Internal accreditation, Medical education quality, Adama Hospital Medical College, student satisfaction, Curriculum alignment, Ethiopia
Received: 29 Dec 2024; Accepted: 21 Apr 2025.
Copyright: © 2025 Dassie, Amdeslasie and Mwesigwa. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Godana Arero Dassie, Oromia Regional Health Bureau, Addis Ababa, 21341, Addis Ababa, Ethiopia
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.