The LCME self-study process, like all comprehensive, constructive reviews, is intended to recognize our accomplishments and strengths, better define our weaknesses, help us plan for the future, and nurture our ability to continuously improve what we do as a school.

We have created five subcommittees, comprised of over 150 faculty, residents, students, staff, and members of the Board of Trustees, to participate in this effort. Each subcommittee will review one of the following areas of the medical school:

• Institutional Setting
• Faculty
• Educational Program
• Medical Student Life Cycle
• Education Resources

Subcommittees will create a report that summarizes strengths and areas for improvement based on the standards set by the LCME. In addition, it should provide an evaluation of the quality of the medical education program and the adequacy of resources to support it. The subcommittee reports will then be integrated and summarized to create the final Self-Study Report.

See here the members and charges for each of the five subcommittees of the LCME Task Force:

I. Institutional Setting Subcommittee

(Standards 1, 2, 3*)

Co-chairs: Phyllis Schnepf and Ann-Gel Palermo  |  Key Staff: Peter Zweig

Committee Charge:

• Review and assess the Data Collection Instrument (DCI) as it relates to the governance and the academic environment
• Evaluate the process for planning and describe how planning has contributed to the accomplishments of the school’s missions – Education, research, clinical care and service
• Evaluate the role and efficacy of the governance structure in the administrative functioning of the school
• Assess the adequacy of the administrative oversight of the educational programs
• Identify strengths and weaknesses of the  existing administration and the academic environment
• Submit recommendations and a summary report to the Self Study Task Force
• Evaluate how the institutional setting supports our focus on primary care, research, professional and personal development and diversity

II. Faculty Subcommittee

(Standards 4, 9*)

Co-chairs: Leslie Schneier and Kirk Campbell  |  Key Staff: Maggie Kane

Committee Charge:

• Review and assess the Data Collection Instrument (DCI) as it relates to the governance and the academic environment
• Evaluate the process for planning and describe how planning has contributed to the accomplishments of the school’s missions – Education, research, clinical care and service
• Evaluate the role and efficacy of the governance structure in the administrative functioning of the school
• Assess the adequacy of the administrative oversight of the educational programs
• Identify strengths and weaknesses of the  existing administration and the academic environment
• Submit recommendations and a summary report to the Self Study Task Force
• Evaluate how the institutional setting supports our focus on primary care, research, professional and personal development and diversity

III. Educational Resources Subcommittee

(Standard 5)

Co-chairs: Joy Colelli and Paul Lawrence  |  Key Staff: Brendan Bullen

Committee Charge:

• Review and assess the Data Collection Instrument (DCI) as it relates to finances, general facilities, information resources and library services
• Assess the general educational facilities
• Assess the housing and recreational facilities
• Assess the efficacy of the technological support of the curriculum
• Review and assess the information technology infrastructure of the school
• Identify strengths and weaknesses of resources allocated to the educational program
• Submit recommendations and a summary report to the Self Study Task Force
• Evaluate how the medical school resources support our focus on primary care, research, professional and personal development and diversity

IV. Educational Program for the MD Degree Subcommittee

(Standards 6, 7, 8)

Co-chairs: Reena Karani and Rainier Soriano  |  Key Staff: Bee Jaworski

Committee Charge:

• Review and assess the Data Collection Instrument (DCI) as it relates to educational objectives, structure, teaching and evaluation, curriculum management and evaluation of program effectiveness
• Review and assess the opportunities and standards for clinical teaching
• Review and assess the opportunities and standards for pre-clerkship teaching
• Review and assess the management and content of the medical school curriculum
• Review and assess the objectives and outcomes of the curriculum
• Identify strengths and weaknesses of the curriculum
• Submit recommendations and a summary report to the Self Study Task Force
• Evaluate how the educational program for the MD degree supports our focus on primary care, research, professional and personal development and diversity

V. Medical Student Life Cycle Subcommittee

(Standards 10, 11, 12)

Co-chairs: Peter Gliatto and Valerie Parkas  |  Key Staff: Olga Alagiozidou

Committee Charge:

• Review and assess the Data Collection Instrument (DCI) as it relates to admissions, student services and the learning environment
• Assess and define the standards for admissions
• Assess the adequacy of the advising and counseling programs offered to the medical students
• Assess the adequacy of the environment for learning
• Assess the efficacy of curriculum integration
• Evaluate the resources for minimizing student indebtedness
• Identify strengths and weaknesses in the admission, student services or learning environment
• Evaluate how the admissions, student services and the learning environment supports our focus on primary care, research, professional and personal development and diversity
• Submit recommendations and a summary report to the Self Study Task Force

The Icahn School of Medicine at Mount Sinai (ISMMS) has embarked on a reaccreditation process that will span at least two years.  Obtaining Liaison Committee on Medical Education (LCME) accreditation ensures that medical education programs are in compliance with their defined standards. The accreditation process has two general and related aims: to promote institutional self-evaluation and improvement and to determine whether a medical education program meets prescribed standards.

The institutional self-study process and the resulting findings are central to these aims. In the process of conducting its self-study, a medical school brings together representatives of the administration, faculty, student body, trustees, and other constituencies to:

1. Collect and review data about the medical school and its educational program
2. Identify both institutional strengths and challenges that require attention, and
3. Define strategies to ensure that the strengths are maintained and any problems are addressed effectively.

We have created five self-study subcommittees to generate reports which accomplish these objectives. These reports will be completed in February 2019, summarized to create a self-study summary report, and turned in to the LCME in August 2019. For details on the five self-study committees including their charges and members, please check out the following.