The Liaison Committee on Medical Education (LCME) accredits all medical schools in the U.S. and Canada every eight years. It is jointly sponsored by the Association of American Medical Colleges and the Council on Medical Education of the American Medical Association.
Re-accreditation assures our stakeholders that our medical education program meets or exceeds nationally accepted standards of quality. As such, the Medical School aims to ensure it meets the standards of accreditation set by the LCME and to identify opportunities for program improvement.
Medical School Achieves Continued Full LCME Accreditation
As you know the medical school has been in the process of undergoing our LCME accreditation review over the past two years. This process included a comprehensive self-study of the medical school, an independent student survey and culminated in a virtual site visit in July 2020. We want to thank all who participated and helped lead this work.
We are pleased to share that the medical school achieved continued full LCME accreditation. A second site visit will occur in spring of 2022 to review our progress in areas highlighted by LCME to determine the length of our accreditation period (maximum of eight years). Most of the citations were identified as part of our self-study and work is underway to address these areas of opportunity for our school. We look forward to engaging you in this work over the next year.
Jakub Tolar, MD, PhD
Dean of the Medical School
Mark Rosenberg, MD
Vice Dean for Education and Academic Affairs
Our Improvement Roadmap
The LCME found the MD program's performance was Satisfactory in 77 Elements, with 16 additional elements requiring improvement. The school is focused on making the required improvements, and work is progressing in each area. Efforts towards improvement involve the work of students, staff, and faculty who will ensure the UMMS is fully compliant with every accreditation requirement. Below is a brief summary of the findings and the progress being made towards resolving them.
Satisfactory with a Need for Monitoring
|Element||LCME Finding||Progress Note|
|6.1 Program & Learning Objectives||Monitor progress on core course learning objectives across both campuses and the recent change to 34 Graduation Competencies to ensure cross-campus comparability||Curriculum Task Force finalizing details on core course learning objectives for the preclerkship curriculum and mapping to 34 Competencies|
|6.2 Required Clinical Experiences||Need for monitoring of newly defined required patient encounters and levels of responsibility||Monitoring of patient logs and mid-clerkship feedback to ensure students are meeting expected benchmarks|
|Element||LCME Finding||Progress Note|
|3.3 Diversity/Pipeline Programs||Representation of UIM faculty and Administrative Leaders||Vice Dean for DE&I started in summer 2020; Initiatives planned for increased recruitment and retention of UIM faculty and Administrative Leaders|
|5.4 Sufficiency of Buildings & Equipment||Low satisfaction with on campus lounge, study, teaching, and storage spaces||HSEC opened in July 2020; DU Classroom and study space renovations completed spring 2021|
|5.11 Study/Lounge/Storage Space/Call Rooms||Availability of and satisfaction with, these spaces at some hospitals & clinical sites||Surveying Site Directors to identify spaces and address gaps, if identified|
|7.6 Cultural Competence & Healthcare Disparities||
Low satisfaction with curriculum content on caring for patients from different cultural backgrounds
|DEI threads hired to enhance existing DEI curriculum across all 4 years|
|7.9 Interprofessional Collaborative Skills||Low satisfaction with IPE curriculum in the TC preclerkship years||Better Together program replaces FIPCC; ongoing efforts to improve student satisfaction with IPE content|
|8.7 Comparability of Education/Assessment||Differences in curricular organization and course-level learning objectives between campuses||Curriculum Assessment and Reform Task Force (CART) developing aligned preclerkship curriculum across both campuses|
|8.8 Monitoring Student Time||Low satisfaction with overall workload in the first year||New Preclerkship Workload Policy outlines expectations for workload; tracking amount of time students spend on ILT; improving student satisfaction with continued monitoring|
|9.2 Faculty Appointments||Concerns about the appointment status of some physicians precepting at rural/community sites||Operationally defining criteria for faculty appointments; reviewing sites to identify gaps in appointment status|
|9.4 Assessment System||Low satisfaction with clinical assessments as reported on the ISA and in the AAMC GQ, especially on observation of H&P||Clerkship evaluations collect data on H&P obervastions - data shows considerable improvement over GQ reported rates; Hired 12 clinical assessors to standardize clerkship clinical performance assessments|
|9.7 Formative Assessment & Feedback||Satisfaction with the amount and quality of formative feedback in the clinical phase||Created mid-clerkship evaluation report to identify clerkships/sites that need additional attention with formative feedback; formative feedback program using Entrustable Professional Activities; tracking student satisfaction data|
|9.9 Student Advancement & Appeals Process||Policy needs clarity on appeals; lack of oversight committee to ensure cross-campus consistency in practice||Updated policy; creating oversight committee|
|11.2 Career Advising||Need data on the effectiveness of efforts to improve satisfaction with career advising||Hired Match coordinator; added department-specific specialty advisors; increased advising around electives; tracking student satisfaction|
|12.3 Personal Counseling/Well-Being Programs||Need data on the effectiveness of efforts to improve satisfaction with personal counseling and well-being||Added staff in TC Confidential Bridging Counseling; Added psychiatric services on Duluth campus; multiple well being programs; establishment of 'house system'; Move to Pass/Fail in core clerkships; Tracking student satisfaction|
|12.4 Student Access to Health Care Services||Access to health care services specifically for clinical students||Added tele-psychiatry; Duty Hours & Excused Absence Polices included 1/2 day every other week during the week to ensure students can access needed healthcare services|