Keun Mi Lee
This study explored the theoretical evolution of quality management in higher education and examined the conceptual relationships among quality assurance (QA), continuous quality improvement (CQI), accreditation, and quality culture in medical education. On the basis of this framework, it proposes practical strategies for preparing for Accreditation Standards of KIMEE 2026 (ASK2026) accreditation. Quality management in higher education has shifted from compliance-based QA toward a dynamic CQI model that emphasizes continuous improvement and stakeholder engagement. In medical education, accreditation has served as a key mechanism for ensuring minimum standards while also encouraging CQI. However, previous studies suggest that accreditation has had a limited direct effect on educational quality, particularly when it is implemented as a document-centered or compliance-driven process. Recent discussions have therefore emphasized the need to integrate CQI into institutional operations and to foster a quality culture that encourages active participation by faculty, students, and administrators. ASK2026 reflects this shift by emphasizing the maturity and functionality of CQI systems rather than simple compliance with accreditation standards. Effective preparation for ASK2026 requires medical schools to establish data-driven CQI monitoring systems, promote a collaborative quality culture, strengthen governance and leadership, implement competency-based education, and align quality improvement activities with scholarly educational practice. In conclusion, successful accreditation preparation requires not only compliance with standards but also institutional capacity for continuous reflection and improvement. Accreditation should therefore be understood as a process that generates and advances quality, rather than merely evaluates it.