lcme site visit update
TRANSCRIPT
LCME Site Visit Update9.18.15
Kelli Braun, MD
Bill Pearson, PhD
Acknowledgements:
LCME COMMITTEE MEMBERS 2014-15Committee 1 Committee 2 Committee 3 Committee 4 Committee 5 Committee 6BALOTIN, Jeanette BIDDINGER, Paul ALBRITTON, Andy CRITES, Gerald -Ch ATH BARMAN, Scott -Chair ASPLUND, Chad
BHATIA, Jatinder BOND, Molly ATH ARTHUR, Mary DuBOSE, Jacqueline DUNCAN, Gina CHIN, Jean ATH
BOEGEHOLD, Matt ATH COVAR, Joel BRANDS, Michael EDMONDSON, Anna GRECO, Joe ATH COFFIN, Janis
COVAR, Joel DAVIES, Kathy CAMERON, Richard FORNEY, Paul GUION, Kent DAHL-SMITH, Julie
HOGAN, Elizabeth DAVIS, Katie ETHERIDGE, Becky GADDY, Thom ATH LeCLAIR, Bruce DAINER, Paul
KNAPP, Leigh ATH DELLSPERGER, Kevin FALL, Pam KOZLOWSKI, David MARTIN, Kathryn DAVIDSON, Buddy
MULLOY, Laura -Chair DIAMOND, Matt GOGGANS, Stephen ATH LEGGIO, Lisa MONTEIL, Michele ATH FALLS, Greer
SCHUSTER, Barbara ATH FLORENTINO, Ivan HUGHES, C. Anthony -Ch LYON, Matt OLIVER, Alyce FRANCIS, John ATH
WILDE, Jim FLY, Chris JOBE, Lynetta ATH MILLER, Jones ALBANY PACE, Betty HALBUR, Kim
WILKINS, Thad GILLIES, Ralph KRIEGEL, David NESBIT, Bob STALLWORTH, Leila HEADLEY, William SAV
YU, Jack HARRIS, George McMANUS, John PARRISH, Ramon SULLIVAN, Jennifer LONDINO, Donna
HOBBS, Joseph MEHTA, Renuka PETCH-LEE, Leslie ATH MOBLEY, Sandra ALBY
LITTLE, Lee MERCHEN, Lee RUSSELL, Barbara REYNOLDS, Brad
MADAIO, Mike NESBIT, Bob THOMAS, Andria ROLLOCK, Michael
MOORE, Walter NICHOLS, Carol SZYMIK, Brett ATH
NUSS, Shelley -Ch ATH PRASAD, Puttur GLASSER, Josh - Student
PELLETIER, Allen RICHARDSON, Scott ATH JONES, Andrew -Student
TUAN, Dorothy SHARMA, Suash MELTON, Dresden -Student SKELTON, Michael - Student
WHITE, Chris SULLIVAN, Brian -Student
GLASSER, Josh - Student
BERNDT, David - Student JONES, Andrew - Student
KOON, Noah - Student MELTON, Dresden - Student
PATEL, Jay - Student
REDDY, Vijay - Student
Paul Wallach, MDAndria Thomas, PhD
What is the LCME?
• The Liaison Committee on Medical Education (LCME) is officially recognized by the U.S. Department of Education to accredit medical schools in the United States and Canada.
• It has joint oversight by the Association of American Medical Colleges (AAMC) and the American Medical Association (AMA) but is an independent organization.
LCME Process: opportunity for dialogue and improvement
STANDARDS
Students Faculty Administration
12 StandardsStandard 1: Mission, Planning, Organization, and Integrity
Standard 2: Leadership and Administration
Standard 3: Academic and Learning Environments
Standard 4: Faculty Preparation, Productivity, Participation, and Policies
Standard 5: Educational Resources and Infrastructure
Standard 6: Competencies, Curricular Objectives, and Curricular Design
Standard 7: Curricular Content
Standard 8: Curricular Management, Evaluation, and Enhancement
Standard 9: Teaching, Supervision, Assessment, and Student and Patient Safety
Standard 10: Medical Student Selection, Assignment, and Progress
Standard 11: Medical Student Academic Support, Career Advising, and Educational Records
Standard 12: Medical Student Health Services, Personal Counseling, and Financial Aid Services
Notable Improvements
J. Harold Harrison, M.D. Education Commons
New medical educator faculty in each basic science and core
clinical department
The above graph provides information regarding the score distribution of first takers from your medical schoolrelative to the distribution for all U.S./Canadian first takers in each score category. All scores are scaled instandard score units based on the performance of U.S./Canadian first takers: the mean and standard deviation(SD) for this group are 0 and 1, respectively, for each score category. To facilitate interpretation, the reliabilityof each score category has been used in adjusting the standard scores. This adjustment helps to make the differences in standard scores a better reflection of true differences in student performance. The mean performance of U.S./Canadian first takers is representedby the vertical solid green lineat 0.0. Roughly 68%of U.S./Canadian first takers scored within one SD of the mean, between -1.0 and 1.0. The distribution ofperformance for first takers from your school is representedby the red boxes and horizontal lines.The redbox depicts the mean performance of first takers from your school. The distance from the red box to one endof the red line indicates one SD for your school. The interval spanned by each red line represents your schoolmean plus/minus one SD; approximately 68% of your students scored in this interval.
By comparing the locations of the red boxes, you can determine the score category in which the performanceof your students was relatively strong and weak. Because many of the scores are based on a relatively smallnumber of items, differences smaller than a few tenths of an SD are not likely to be meaningful. In addition,because Step 2 CK test material is deliberately designed to be integrative with many items contributing tocalculation of more than one score category, caution should be used in attributing mean differences in studentperformance to individual clerkships at your school.
NATIONAL BOARD OF MEDICAL EXAMINERS
Performance of Examinees Taking USMLE Step 2 Clinical Knowledge (CK)
for the First Time in the Academic Year
July 2014 to June 2015
Medical School: 011-020 Georgia Regents University
Surgery
Psychiatry
Pediatrics
Obstetrics & Gynecology
Medicine
Multisystem Processes & Disorders
Endocrine System
Female Reproductive & Breast
Pregnancy, Childbirth & the Puerperium
Renal & Urinary System & Male Reproductive
Gastrointestinal System
Respiratory System
Cardiovascular System
Musculoskeletal Syst/Skin & Subcutaneous Tissue
Nervous System and Special Senses
Behavioral Health
Blood & Lymphoreticular System
Immune System
Patient Care: Management
Health Maint, Disease Prevention, & Surveillance
Patient Care: Diagnosis
Applying Foundational Science Concepts
-2 -1 0 1 2
NA
TION
AL B
OA
RD
OF M
ED
ICA
L EX
AM
INE
RS
Distribution of Total S
cores
Perform
ance of Exam
inees Taking US
MLE
S
tep 2 Clinical K
nowledge (C
K)
for the First Time in the A
cademic Y
ear
July 2014 to June 2015
Medical S
chool: 011-020 Georgia R
egents University
10AU
G15
National
School
Percent0 5 10 15 20 25 30 35 40 45 50
<= 155156 - 170
171 - 185186 - 200
201 - 215216 - 230
231 - 245246 - 260
261 - 275> 275
USMLE Step 1
NA
TIO
NA
L B
OA
RD
OF
ME
DIC
AL
EX
AM
INE
RS
Distrib
utio
n o
f To
tal Sco
res
Interim
Rep
ort o
n P
erform
ance o
f Exam
inees T
aking
US
ML
E
Step
1
for th
e First T
ime in
2014 with
Sco
res Rep
orted
Th
rou
gh
Sep
temb
er 24
Med
ical Sch
oo
l: 011-020 Geo
rgia R
egen
ts Un
iversity
10OC
T14
Natio
nal
Sch
oo
l
Percen
t0 5 10 15 20 25 30 35 40 45 50
< = 155156 - 170
171 - 185186 - 200
201 - 215216 - 230
231 - 245246 - 260
261 - 275> 275
The above graph provides information regarding the score distribution of first takers from your medical schoolrelative to the distribution for all U.S./Canadian first takers in each discipline and organ system. All scoresare scaled in standard score units based on the performance of U.S./Canadian first takers: the mean andstandard deviation (SD) for this group are 0 and 1, respectively, for each discipline and organ system. Tofacilitate interpretation, the reliability of each score category has been used in adjusting the standard scores.This adjustment helps to make the differences in standard scores a better reflection of true differencesin student performance. The mean performance of U.S./Canadian first takers is represented by thevertical solid green line at 0.0. Roughly 68% of U.S./Canadian first takers scored within one SD of the mean,between -1.0 and 1.0. The distribution of performance for first takers from your school is represented by thered boxes and horizontal lines.The red box depicts the mean performance of first takers from your school.The distance from the red box to one end of the red line indicates one SD for your school. The interval spannedby each red line represents your school mean plus/minus one SD; approximately 68% of your students scoredin this interval.
By comparing the locations of the red boxes, you can determine the disciplines and organ systems in which theperformance of your students was relatively strong or weak. Because many of the scores are based on arelatively small number of items, differences smaller than a few tenths of an SD are not likely to be meaningful.In addition, because Step 1 test items are deliberately designed to be integrative with many items contributingto the calculation of scores in more than one discipline, caution should be used in attributing mean differencesin student performance to individual courses at your school. Content areas are coded based on two dimensionsas follows: 1 - Discipline, and 2 - System.
NATIONAL BOARD OF MEDICAL EXAMINERS
Interim Report on Performance of Examinees Taking USMLE Step 1
for the First Time in 2014 with Scores Reported Through September 24
Medical School: 011-020 Georgia Regents University
2-Biostatistics & Epidemiology/Population Health
2-Multisystem Processes & Disorders
2-Endocrine System
2-Reproductive System
2-Renal/Urinary System
2-Gastrointestinal System
2-Respiratory System
2-Cardiovascular System
2-Musculoskeletal, Skin, & Subcutaneous Tissue
2-Behavioral Health & Nervous Systems/Special Senses
2-Blood & Lymphoreticular System
2-Immune System
2-General Principles of Foundational Science
1-Physiology
1-Pharmacology
1-Pathology
1-Nutrition
1-Microbiology & Immunology
1-Histology & Cell Biology
1-Gross Anatomy & Embryology
1-Genetics
1-Biostatistics
1-Biochemistry
1-Behavioral Sciences
-2 -1 0 1 2
2015 USMLE Step 2 CK
MCG Mean response to 2015 GQ
September 2014
July 2014
March 2015
October 2015
Site Visit January 24-28,
2016
LCME
Data Collection
Instrument
Independent Student
Assessment
Self-Study Committees
Students Faculty Administration
Committee Reports
Executive Committee
Self-Study Summary
ReportISA (update) DCI
ISA
September 2014
July 2014
March 2015
October 2015
Site Visit January 24-28,
2016
LCME
Data Collection
Instrument
Independent Student
Assessment
Self-Study Committees
Students Faculty Administration
Committee Reports
Executive Committee
Self-Study Summary
ReportISA (update) DCI
ISA
Dec. 6-9, 2015Mock Site Visit