Afghanistan Medical Technology Exit Exam flashcards

33 cards. Read the term and the definition here. The deck at the top of this page is optional.

National exit exam purpose

A summative, licensing-linked assessment that graduates must pass to demonstrate minimum competence before registration and independent practice in the health system.

Exit exam eligibility criteria

Documented completion of the approved curriculum, including required clinical rotations, and a cleared graduation file verified by the institution before the candidate is admitted to the exam.

Exam blueprint

A published table of specifications that maps exam content to competency domains and assigns the number and weighting of items per domain.

Criterion-referenced pass mark

A pass standard set against defined competence rather than candidate ranking, so all candidates meeting the standard can pass in the same sitting.

Modified Angoff method

A standard-setting procedure in which trained judges estimate the probability that a minimally competent candidate answers each item correctly; the summed estimates define the cut score.

Item difficulty p-value

The proportion of candidates answering an item correctly; very high or very low values reduce an item's usefulness for discriminating performance.

Item discrimination index

A statistic showing how well an item separates high-scoring from low-scoring candidates; low or negative values flag items for review or removal.

Item banking

A secured, catalogued repository of pretested exam items with metadata on content, difficulty, and discrimination, enabling secure reuse and form assembly.

Exam security protocol

Procedures protecting exam integrity: secure item storage, randomized forms, identity checks at entry, invigilation, and documented misconduct sanctions.

Exam appeals procedure

A published, time-bound process allowing candidates to challenge scoring or administration irregularities, with defined grounds, review panel, and written outcome.

Definition of a standard

A documented, consensus-based and measurable specification of required quality that permits objective judgment of whether an institution or program meets it.

Requirement-evidence-judgment rule

The three-part structure of an auditable standard: what is required, what evidence demonstrates it, and how met, partially met, or not met is decided.

Standard categories in medical education

Common clusters covering institutional governance, program design, student assessment, faculty, educational resources, and continuous quality improvement.

Standards development sequence

Drafting by expert panel, stakeholder consultation, field testing, revision, formal approval, publication, and scheduled periodic review.

Plan-do-check-act cycle

A continuous improvement loop in which requirements are planned, implemented, monitored against indicators, and revised, underpinning standards-based quality systems.

Measurable criteria requirement

Standards must use observable verbs and defined thresholds rather than vague terms, so that reviewers reach consistent conclusions from the same evidence.

Scope statement of a standard

A clause defining exactly what the standard applies to and excludes, such as program level, institution type, or graduate outcome, preventing inconsistent interpretation.

Version control of standards

Each standard carries an identifier, effective date, and revision history; superseded versions are archived so audits reference the correct edition.

Alignment with qualifications framework

Standards must be consistent with the national qualifications framework and external reference points such as WFME global standards for basic medical education.

Stakeholder consultation in standards

Structured input from institutions, regulators, faculty, students, and employers before a standard is approved, building legitimacy and feasibility.

Pilot testing a standard

Field-testing draft standards in a sample of institutions to check clarity, feasibility, and whether the required evidence can realistically be produced.

Accreditation definition

A peer-review process that certifies an institution or program against published standards for a defined period, based on self-study and external evaluation.

Institutional versus programmatic

Institutional accreditation evaluates the whole institution, while programmatic accreditation evaluates a specific degree program such as medicine or nursing.

Accreditation cycle stages

Self-study, submission of the report, peer site visit, accreditation decision, follow-up on conditions, and re-accreditation before the status expires.

Self-study report

An evidence-based internal gap analysis against every standard, with verifiable data supporting claims, forming the basis for the external peer review.

Peer site visit

An on-site evaluation by trained external reviewers who verify documentary evidence, interview stakeholders, and observe facilities before recommending a decision.

Accreditation decision categories

Typical outcomes are full accreditation, conditional or provisional accreditation, deferral, and denial, each with a stated validity period and conditions.

Provisional accreditation

Time-limited accreditation granted when standards are partially met, requiring the institution to correct specified deficiencies and report progress within a set period.

Substantive change notification

A new campus, new program, or major curriculum redesign that must be reported to or approved by the accrediting body before implementation.

Conflict of interest in review

Reviewers must declare relationships with the institution under review and recuse themselves where impartial judgment could be compromised.

Public register of accreditation

An official, current list of accredited institutions and programs with status and validity dates, allowing students and employers to verify standing.

External review of accreditors

Periodic evaluation of the accrediting body itself against external quality assurance standards to preserve legitimacy and international recognition.

Re-accreditation timing

Re-accreditation must be completed before the current status expires; lapse removes accredited standing until a new review is successfully concluded.