LCME SiteVisit Preparedness
for Course Directors:
Marc Zumberg
American Society of Hematology
Course Directors Breakfast
December 2015
Show of hands
• Who is currently involved in preparation for
a LCME site visit?
• Who has been through a visit in the last 5
years?
Overview
Timeline
DCI=data collection instrument
Timeline
Timeline
Timeline
Timeline
UF COM LCME SelfStudy
• Goal: To identify the institution’s strengths, areas for
improvement, and strategies to address any concerns
• 5 Areas with 128 accreditation standards
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Institutional Setting
Educational Program
Medical Students (services and learning environment)
Faculty
Educational Resources
• Began March 2013 – Database draft completed Jan.
2014
AAMC GQ 2014 – scale 1 to 5
UFCOM
National
4.6
3.9
4.7
4.0
Satisfaction with: Career planning services
4.4
3.7
Faculty mentoring
4.5
4.1
Programs that promote well being, effective
stress management, balanced lifestyle
4.3
3.9
Academic counseling
4.5
3.9
Personal counseling
4.6
4.0
Financial aid services
4.5
4.1
Office of the Dean for Curriculum:
Responsiveness to student problems
Office of the Dean for Students:
Responsiveness to student problems
Challenges and Recommendations for Future Action
1. Information Technology Functionality (e.g., WiFi).
Action: updating hardware and software with HSC and University IT
Implement University supported Canvas CMS 201516.
2. Active Learning. variability in the quality of newer active learning methods
inconsistency in course quality.
Action: Changes in courses new course directors, faculty development Year
1 course evaluations increased from 201213 to 201314: overall satisfaction
4. Faculty “protected time” for education.
Action: Direct support to required clerkship directors, key course and discipline
directors, and CLG facilitators. Approximately $35M distributed to departments based
on teaching effort. SADEA when informed of concerns, works with faculty and chairs
to resolve issues.
5. Faculty and resident diversity.
Action: Dean charged a Diversity Committee to develop recommendations to enhance
the recruitment and retention . Success reviewed as part of annual evaluations of
department chairs.
Functions and Structure
Guidelines
12 Standards
Standards: example
TIPS for Site Visit
• Review self study materials and the following
– Medical Curriculum Overview: Central
governance: Curriculum Committee
/>edicalEducationProgram1.pdf
– Medical Education Program Policies and
Procedures:
/>oliciesandProceduresHandbook.pdf
– Florida Department of Education Code of Ethics
& Principles of Professional Conduct for the
Education Profession (page 26)
/>
– COM Strategic Plan:
/>
– UFCOM Conflict of Interest Policy
/>
– UFCOM Statement on Diversity https://com
main.sites.medinfo.ufl.edu/files/2013/02/Statement_
on_Diversity.pdf
• Do you have enough administrative/staff support?
Should be yes – if not let us know – from Deans
office and sometimes department (this varies)
• What type of work are the staff responsible for?
Deans office staff help scheduling, uploading
course material, formatting exams, exam scoring
and analysis ?
Standards: example
Possible questions
• Who is the chief official responsible for the
educational programs in the COM? Dean Good
•
How is faculty teaching effort supported? A.
Direct FTE support for course directors, CLG small group leaders and
discipline coordinators –
•
B. Funds allocation model (eRVU system) with approx. $35 M distributed to
departments based on teaching effort model is formula driven – 3 eRVUs
per contact hour in whole class, lab or small group – 10 eRVUs per student
week in required clinical experiences, 5 eRVUs per student week in elective
clinical experience, 4 eRVUs for student in research lab fulltime – model
applies to all teaching in COM courses – model a modification of State
University System Instructor Work Load (IWL)– modified with faculty input
Standards: example
• Give an example of unprofessional student
behavior and what was done to correct it?
1. Student was late and missing from required
assignment – referred to ASC, required to write a
reflective paper and assigned a mentor –
depending on the severity and repetitive nature this
may documented in the course/clerkship
evaluation and MSPE
2. Arrogance and condescending behavior of student
to others – counseled and referred for
psychological evaluation – mentor and reflective
paper – documented in clerkship evaluation
• What happens if you have a lecturer who doesn’t
perform well? They are usually counseled by course
director for improvement and may be referred to a
specific faculty development workshop for
remediation– if poor performance persists the CD
has authority to replace the faculty
• Do you have the authority to remove lecturers?
YES
• Do you receive sufficient support for being a course
director? YES – FTE from Deans office –
departments get eRVUs for faculty teaching effort
• What is the procedure for students who have a
concern about their grade? Review Grade
grievance policy in Handbook, page 13: First
course director, then grievance committee
• If a student came to you and wants confidentiality
about a sexual assault, what would you do?
University policy – tell student if informed you
must report to the University per policy