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