Implementing a Course Review Process for a Continuous Quality Improvement Model for a Medical School Curriculum

Area of Science:

• Medical Education
• Accreditation Standards
• Curriculum Development

Background:

• Abraham Flexner's 1901 assessment of medical schools laid the groundwork for modern accreditation.
• The Liaison Committee on Medical Education (LCME) is a key accrediting body for medical education programs.
• Historically Black Colleges and Universities (HBCUs) play a vital role in medical training.

Purpose of the Study:

• To describe Meharry Medical College School of Medicine's approach to maintaining accreditation standards.
• To highlight the function of the Office of Curriculum Evaluation and Effectiveness.
• To showcase the continuous quality improvement processes for the medical curriculum.

Main Methods:

• Establishment of the Office of Curriculum Evaluation and Effectiveness in 2013.
• Implementation of the 1994 Plan-Do-Study-Act (PDSA) Cycle for continuous review.
• Monitoring of course content, learning outcomes, and program evaluations.

Main Results:

• Consistent monitoring ensures compliance with Liaison Committee on Medical Education (LCME) accreditation standards.
• The PDSA cycle facilitates identification of strengths, challenges, and areas for innovation.
• The "LCME 24/7" motto reflects a commitment to ongoing accreditation readiness.

Conclusions:

• Meharry Medical College School of Medicine actively manages its curriculum to meet and exceed accreditation requirements.
• Continuous quality improvement is integral to the school's educational mission.
• The established systems support sustained excellence in medical education delivery.