LCME self-study moves forward in high gear
Highlights
- SOM Curriculum Committee approves revised UME Program Objectives
- Survey indicates over 80% of faculty understands how their work supports OHSU's mission
- Faculty development responses being examined
Since its official launch last October, the School of Medicine self-study accreditation process for the Liaison Committee on Medical Education (LCME) has been moving forward in high gear. Ten faculty committees and the Medical Student Committee have been working diligently to complete the LCME database, which addresses the 130+ LCME accreditation standards. The Database, now being reviewed by the SOM Dean’s Office LCME Accreditation Team, serves as the foundation for the LCME self-study narrative. The committee reports, recommendations, and the overall self-study process are the basis for strategic planning and initiatives.
The self-study process brings together more than 100 individuals: basic and clinical science faculty, administrators, staff, and students as well as community members affiliated with OHSU. In addition, the SOM self-study process reaches across the entire school through data collection and status reports. Following are some of the change-driving activities coming from the LCME committees.
The newly revised Undergraduate Medical Education (UME) Program Objectives are a significant outcome of the self-study accreditation process and work of the Educational Objectives Committee, chaired by Dr. Patrick Brunett. The SOM Curriculum Committee has approved the revised UME Program Objectives. The revised objectives are organized within the ACGME core competencies. Clerkship and Course Directors are now mapping where in the UME curriculum the objectives are taught and evaluated. This effort is an important step in ensuring that course and clerkship objectives encompass the UME Program Objectives and in developing a robust Curriculum Management System.
The Medical Student Self-Study is well underway. The medical student survey has been distributed to all classes, and the Student Committee—co-chaired by Gabriel Andeen, Jessica Carlson, and Lauren Moneta—reports a better than 90% response rate. Results of the study will be posted in the Student Info section of the internal LCME website. Focus groups will concentrate on key findings of the survey.
In December 2010, the LCME Self-Study Faculty Committee—chaired by Dr. Patrice Eiff—conducted a survey of SOM primary faculty to get input on the annual review process. The survey indicates that over 80% of faculty (all ranks) understands how their work supports OHSU's mission. Approximately two-thirds of faculty are satisfied with their mix of teaching, research, patient care, administration, and/or outreach activities, with no differences reported between men and women faculty members. However, a significant number of faculty (44%) believe that productivity requirements in research or clinical service have affected their ability to participate in teaching activities and that teaching is undervalued compared to other missions. The LCME Accreditation Self-Study Steering Committee will evaluate the recommendation for greater institutional and departmental support for teaching and for faculty development in the education and assessment of medical students.
Another recent self-study action focuses on faculty development. To get a comprehensive picture of faculty development efforts to assist faculty in improving their skills in teaching and assessing medical students, SOM department chairs and administrators were asked about faculty development efforts within their department. We received responses from 21 of the 25 SOM departments, with faculty development efforts ranging from “none, because our faculty don’t really teach medical students,” to “we encourage our faculty to participate in faculty development offered by the SOM,” to departmental support for faculty attending national meetings that include faculty development, to departments offering monthly faculty development sessions, mentoring, and teaching skills workshops. Responses are being used to address LCME standards, to assess the level of faculty development within the departments, and to identify needs, best practices and opportunities for new faculty development offerings.
Pictured: LCME Steering Committee