SBV Journal of Basic, Clinical and Applied Health Science

Register      Login

SEARCH WITHIN CONTENT

FIND ARTICLE

Volume / Issue

Online First

Archive
Volume  4 (2021)
Volume  3 (2020)
Volume  2 (2019)
Volume  1 (2018)
Related articles

VOLUME 4 , ISSUE 3 ( July-September, 2021 ) > List of Articles

View Point

Redefining “BEST Practices” Template for Higher Education Institutes

Balachandra V Adkoli

Keywords : Accreditation, Appreciative inquiry, Higher education, Quality assurance

Citation Information : Adkoli B V. Redefining “BEST Practices” Template for Higher Education Institutes. 2021; 4 (3):74-76.

DOI: 10.5005/jp-journals-10082-03119

License: CC BY-NC 4.0

Published Online: 09-09-2021

Copyright Statement:  Copyright © 2021; The Author(s).


Abstract

BEST practices constitute a key indicator prescribed by the National Assessment and Accreditation Council (NAAC) for accreditation of Higher Education Institutes (HEIs) in India. NAAC has prescribed six metrics for assessing and rating BEST practices across the board. These templates are essential, but not adequate for telling the complete story about the success or the lessons learned. In response to this, the author has proposed a simpler and user-friendly template called “BEST template” to represent the four developmental stages of any innovation or BEST practice: Beginning, expansion, success, and take home. A narrative based on these four components can be effectively used by the HEIs for self-evaluation as well as for motivating others to initiate similar efforts. A suggestive checklist has been provided to objectivize the process of narration. Guidelines have been given for the effective implementation of the template.

FULL TEXT PDF Share
  1. NAAC. National Assessment and Accreditation Council (NAAC). Bengaluru: Manual of Health Sciences for Universities, 2019. Available at: www.naac.gov.in/images/docs/Manuals/HSM-University-25Mar19.docx
  2. Adkoli BV, Parija SC Feedback: how to give and take? In: Parija S, Adkoli B, editors. Effective medical communication. Springer, Singapore, 2020, pp. 27–36. DOI: 10.1007/978-981-15-3409-6_3.
  3. Humphrey-Murto S, Varpio L, Gonsalves C, et al. Using consensus group methods such as Delphi and Nominal Group in medical education research. Med Teach 2017;39(1):14–19. DOI: 10.1080/0142159X.2017.1245856.
  4. Gordon H, Hazlett C, ten Cate O, et al. Strategic planning in medical education: enhancing the learning environment for students in clinical settings. Med Educ 2000;34:841–850. DOI: 10.1046/j.1365-2923.2000.00759.x.
  5. Trajkovski S, Schmied V, Vickers M, et al. Implementing the 4D cycle of appreciative inquiry in health care: a methodological review. J Adv Nurs 2013;69(6):1224–1234. DOI: 10.1111/jan.12086.
  6. Mukhalalati BA, Taylor A. Adult learning theories in context: a quick guide for healthcare professional educators. J Med Educ Curric Dev 2019;6:2382120519840332. DOI: 10.1177/2382120519840332.
  7. Kaufman DM. Teaching and learning in medical education: how theory can inform practice. In: Swanwick T, Forrest K, O'Brien BC, editors Understanding medical education: Evidence, theory, and practice, 3rd ed. Hoboken: John Wiley & Sons Ltd., 2019.
  8. National Education Policy 2020. Ministry of Human Resources Development. GOI. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf (accessed 16 August 2020).
PDF Share
PDF Share

© Jaypee Brothers Medical Publishers (P) LTD.

We use cookies on this site to enhance your user experience.

By clicking any link on this page you are giving your consent for us to set cookies.