Accreditation Process

The LCME Accreditation Process consists of four components:

1. Data Collection Instrument (DCI)
2. Graduation Questionnaire (GQ)
3. Independent Student Analysis (ISA)
4. Self-study Summary

• Data Collection Instrument (DCI)

  The LCME Data Collection Instrument (DCI) is comprised of 12 accreditation standards, and each standard is accompanied by a set of corresponding elements.

  The 12 overarching accreditation standards include:

  • Standard 1: Mission, Planning, Organization, and Integrity
  • Standard 2: Leadership and Administration
  • Standard 3: Academic and Learning Environments
  • Standard 4: Faculty Preparation, Productivity, Participation, and Policies
  • Standard 5: Educational Resources and Infrastructure
  • Standard 6: Competencies, Curricular Objectives, and Curricular Design
  • Standard 7: Curricular Content
  • Standard 8: Curricular Management, Evaluation, and Enhancement
  • Standard 9: Teaching, Supervision, Assessment, and Student and Patient Safety
  • Standard 10: Medical Student Selection, Assignment, and Progress
  • Standard 11: Medical Student Academic Support, Career Advising, and Educational Records
  • Standard 12: Medical Student Health Services, Personal Counseling, and Financial Aid Services

  
  Completing the DCI requires participation of students, staff and faculty throughout the dean’s office and departments as well as health systems and other community partners. The process includes several committees that review multiple data sources, look for areas of weakness in the program or areas that additional attention would bring opportunities for growth and improvements.

• Graduation Questionnaire (GQ)

  The Medical School Graduation Questionnaire (GQ) is a national questionnaire administered by the AAMC. The GQ was first administered in 1978 and is a valuable tool for medical schools to use in program evaluation and to improve the medical student experience.

  The GQ includes questions related to pre-clinical, clinical, and elective experiences, general medical education and readiness for residency, student services, experiences of negative behaviors, financial aid and indebtedness, career intentions, and strengths of the medical school and areas that need improvement. At CHM, the results from the GQ are used for ongoing program quality and improvement.

• Independent Student Analysis (ISA)

  At CHM, the Independent Student Analysis (ISA) process consists of the creation and dissemination of a student opinion survey and the development of a report (the ISA) that includes the survey results and an analysis and interpretation of the responses.

  The ISA process is organized by the Dean’s Student Advisory Committee which includes students from early, middle, and late clinical experiences and across the community campuses. Students work together to design and conduct a survey to solicit student input, analyze the data, and prepare a report that informs the college’s self-study and Data Collection Instrument.

  While the LCME provides a set of questions that should be included in the ISA, students are encouraged to create questions specific to the college, their experiences, and their concerns. A faculty member not involved in the LCME re-accreditation process is made available to assist students in the process. The faculty member’s role is limited to answering questions and ensuring students have the resources they need.  

• Self-study Summary

  At CHM, the process of conducting the Institutional Self-study Summary Report begins with bringing together representatives of the administration, faculty, student body, and other constituencies to: (1) collect and review data about the medical school and its educational program, (2) identify both institutional strengths and challenges that require attention, and (3) define strategies to ensure that the strengths are maintained, and any problems are addressed effectively.

  The self-study report is used for program evaluation and improvement and begins approximately 18 months prior to the self-study.