Miller School Stages Mock Accreditation Site Visit This Week

In preparation for the February visit by the Liaison Committee on Medical Education (LCME) that will determine whether the Miller School of Medicine is granted reaccreditation, three executives from other medical schools will conduct a mock site visit at the Miller School this week to point out strengths, weaknesses, and possible solutions to any issues they observe.

“Their job is to put us through what the real site visit will be like, to ask critical questions that they have gleaned from review of the documents we submitted,” said Alex J. Mechaber, M.D., Senior Associate Dean for Undergraduate Medical Education. “They are going to be brutally honest and critically constructive with us.

“The LCME sets the standards by which all medical schools have to operate and function,” he added. “It really does provide us with validation that we are offering the strongest possible educational experience for our students and ensuring that they’re fully prepared for the practice of medicine.”

Faculty, students and residents will be involved in the mock site visit and will receive the feedback. “How we do may be a bellwether of the final visit,” said Michael A. Kolber, M.D., Ph.D., who is the faculty accreditation lead. “The comments of the site visit group will give us two months to make edits and changes to our submission package, providing an opportunity to enhance our submission.”
The visiting medical school leaders are from George Washington University, Emory University and the University of North Carolina at Chapel Hill.

Medical schools must apply for reaccreditation every eight years. The Miller School began preparing last spring, creating 10 faculty subcommittees to take a detailed look at the integrity, quality, and sustainability of the education enterprise.

About 170 faculty, staff and students are involved in the self-study process. Their work is guided by a series of questions that help them identify strengths, weaknesses and opportunities for improvement in areas such as curricular innovation, the learning environment, and institutional resources supporting education.

“As labor intensive as this has been, it has been a healthy process because it allows us to be truly reflective about what we do, how our school functions, the things we do well, and the things we could do better,” Mechaber said. “This gives us the opportunity to improve and continue to be the best possible medical school.”

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