Why is LCME accreditation important?
For medical education programs located in the United States, accreditation by the LCME establishes eligibility for selected federal grants and programs, including Title VII funding administered by the U.S. Public Health Service. Most state boards of licensure require that U.S. medical schools granting the MD degree be accredited by the LCME as a condition for licensure of their graduates. Eligibility of U.S. students in MD granting schools to take the United States Medical Licensing Examination (USMLE) requires LCME accreditation of their school. Graduates of LCME-accredited schools are eligible for residency programs accredited by the Accreditation Council for Graduate Medical Education (ACGME).
LCME Site Visit and History
On February 21-24 2021, UofSC School of Medicine Greenville will host a site visit
team representing the Liaison Committee on Medical Education (LCME).
UofSC School of Medicine Greenville applied for Applicant School status with the LCME in January 2010 and was granted Preliminary Accreditation status in October 2011, which qualified the school to begin receiving applications through the American Medical College Application Service (AMCAS). The School matriculated its inaugural class in the fall of 2012. The UofSC School of Medicine Greenville received Full Accreditation status from LCME in the fall of 2015.
Self-Study at UofSC School of Medicine Greenville
In preparation for the site visit, we are undertaking a comprehensive Self Study process which will foster institutional and programmatic improvement. The Self Study Kick Off meeting was held on January 6, 2020 with a presentation from LCME Co-Secretary Dr. Barbara Barzansky. There are over 120 participants representing faculty, staff, students, and administrators on Self Study Sub-Committees reviewing the following areas:
- Administration and Leadership
- Culture and Inclusion
- Curriculum Content
- Curriculum Management
- Faculty Affairs
- Facilities, Finance, and Research
- Student Support and Advising
The Self Study Sub-Committee members will review the Data Collection Instrument (DCI) and Independent Student Analysis (ISA) and respond to questions from the LCME. The goal of the Self Study is to identify areas where policy, process, or systems are needed to meet an LCME expectation. Self Study Sub-Committee will develop a list of recommended actions to address identified gaps and opportunities.
LCME Key Terms
There are 12 overarching standards with 93 elements. These are outlined in Functions and Structure of a Medical School. Medical schools are expected to achieve compliance with each of the 12 standards. Compliance with a standard will be based on performance in the elements within the associated with the standard.
The Data Collection Instrument (DCI) contains the data and information that the school must provide for each Element. There are versions of this publication for full, provisional, and preliminary surveys. UofSC School of Medicine Greenville is currently working on Full Accreditation Survey for AY 2020-21.
The Independent Student Analysis (ISA) contains the results and analysis of a student-developed questionnaire that contains LCME-required questions, which allow students to identify strengths and areas for improvement at their institution. The ISA report is available and should be reviewed by the Self Study Sub-committees.
Self study subcommittees are responsible for conducting the Self Study process with guidance from the Faculty Accreditation Lead (FAL). Each subcommittee should review the relevant accreditation standard(s) and elements, information from the DCI, data from the medical students’ survey and the ISA report, and other sources related to its specific area of responsibility and develop a report using the questions in this document as a guide.
The Self Study Task Force will synthesize the individual subcommittee reports into a final self-study summary report related to the areas addressed in LCME accreditation standards that includes a statement of strengths and issues that require attention to ensure ongoing or future satisfactory performance in the accreditation elements and to improve programmatic quality.
Morgan Edlin, MBA
Site Visit Coordinator (SVC)