LCME Accreditation 2020

LCME group
Tracy Bumsted, M.D., M.P.H., professor of pediatrics and associate dean for undergraduate medical education (UME), (far right) convened a broad student, faculty and staff team to prepare for the January 2020 LCME site visit. Now the UME team is leaning in to make improvements and sustain the M.D. program's strength.

History

The Liaison Committee on Medical Education (LCME) awarded the OHSU School of Medicine undergraduate medical education (M.D.) program full accreditation. The announcement by the body that accredits allopathic medical education programs in the United States came in late June 2020, following the LCME's site visit in January.

The LCME found that the M.D. program's performance was Satisfactory in 76 Elements, with 17 additional elements that require improvement. While we were surprised and disappointed with these determinations, we are committed to correcting the citations.

Among the program's 76 Satisfactory Elements, the survey team noted numerous areas of strength, including the high caliber of the faculty, the experience of the program's educational leaders and the innovations made to the curriculum. OHSU is a national leader in competency-based medical education, and a 100% post-graduate residency year one (PGY-1) match for three years running has been a vote of confidence in student preparedness.

The program team is laser-focused on making the required improvements, and work is progressing in each area. This process will involve students, staff, faculty and administrators working together to ensure that OHSU School of Medicine M.D. Program is fully compliant with accreditation Standards and Elements.

To learn more about the Liaison Committee on Medical Education (LCME) click here.

Unsatisfactory

  • Diversity, primarily focusing on the need to increase the diversity of the faculty
  • Student mistreatment, with an emphasis on the results from questionnaires that students complete upon graduation
  • Study space, due to the lack of a formal survey after new study space in RLSB opened
  • Interprofessional Education, due to a paucity of interprofessional opportunities in required courses
  • Formative feedback, because of insufficient narrative feedback by instructors in the Foundations of Medicine phase
  • Appeal process, due to the inability to formally appeal professionalism monitoring forms
  • Academic advising, because of student dissatisfaction noted on student survey results
  • Career advising, with an emphasis on the results from the graduation questionnaires
  • Student records, related to concerns about the process for challenging unfavorable content in the Dean's Letter sent to residency programs as part of the Medical Student Performance Evaluation

Satisfactory with the need of monitoring

  • Clinical sites, due to the closing of the Salem Hospital Ob/Gyn clerkship site
  • Information technology, due to conflicting results from different student surveys
  • Self-directed learning series (ask, identify, analyze and appraise information), due to low satisfaction on surveys from students in the foundations of Medicine phase
  • Basic science topics, to monitor the coverage of anatomy, genetics and biochemestry
  • Clinical science topics, to monitor coverage of disease diagnosis, management and prevention
  • Medical student feedback, primarily related to being responsive to student concerns
  • Faculty appointments, due to concerns about the provision of feedback to volunteer faculty
  • Well-being programs, due to conflicting results from different student surveys
LCME roadmap
Roadmap for improvement