September 26, 2011
As we approach the October deadline to submit the School of Medicine accreditation database and self-study narrative to the Liaison Committee on Medical Education (LCME), the value of the self-study process becomes increasing evident. Detailed information about all aspects of the undergraduate medical education (UME) program has been collected and assessed to complete the LCME database and to draft the School’s self-study narrative. This information continues to drive positive change and innovative solutions as we prepare for the January 22 – 25, 2012, LCME accreditation survey team visit.
The LCME accreditation self-study process has involved more than 150 faculty, staff, and students in data collection and assessment. We’ve identified many strong points in the UME program as well as some areas where we want to do better. Already action steps have been taken to build on identified strengths and to accelerate continuous improvement. The LCME database is now complete and is currently being reviewed to ensure we’ve answered the 130+ accreditation standards comprehensively and consistently. Following are a few of the recent self-study developments.
Curriculum Leadership Task Force.
One exciting development springing from the LCME accreditation self-study process is the UME Curriculum Leadership Taskforce. The Taskforce focuses on documenting the strengths of the current UME curriculum and—with an eye to the new Collaborative Life Science Building—on identifying curricular needs for the increasing medical class size, including learning resources and faculty development. The UME Curriculum Leadership Task Force will consider the impact on the UME program of a longitudinal interprofessional curriculum, ensure that the UME Program Objectives are realized within the four-year undergraduate medical curriculum and that outcome measures are comprehensive and inform decisions regarding curriculum development.
Medical Student Focus Groups.
The results of the LCME Accreditation Student Survey, conducted by the Medical Student Committee, and an executive summary are available on the LCME SOM website. As follow-up to this survey, the LCME Team compared survey data with the 2011 Graduate Questionnaire (GQ), which is also available on the LCME website. This comparison provided valuable insight to trends, application of knowledge acquired in Year 1 and 2 of the UME program to clerkship rotations, and student services.
Three medical student focus groups met with an outside facilitator to address several issues that both the LCME medical student survey and the GQ flagged, including financial issues, tutoring services, USMLE preparation, and differences among the on-hill and community-based clerkship rotations for medical students, issues impacting quality of life and well-being. Some action steps already being taken include better aligning financial counseling with medical students’ immediate needs, and providing stress management and community-building activities for medical students.
Pipeline Programs OHSU Student Survey.
An LCME standard requires medical schools to develop programs or partnerships aimed at broadening diversity among qualified applicants for medical school admission. The School of Medicine partners with the OHSU Center for Diversity and Multicultural Affairs (CeDMA), as well as other university and community partners, to expand the pool of qualified diverse applicants, to support diverse students and ensure cultural competency, and to enhance diversity in all areas of the school. For years Oregon students, ranging from elementary school to post-baccalaureate, have participated in a rich variety of OHSU-sponsored or affiliated programs. This week a survey was distributed to all OHSU students to learn more about the impact of OHSU programs on encouraging students to pursue careers in the health and science professions.
For additional information and updates regarding the LCME accreditation self-study process, visit the LCME internal website.