School of Medicine and Dentistry Gets Full Accreditation
April 01, 2008
The Liaison Committee on Medical Education (LCME) has granted the University of Rochester School of Medicine and Dentistry a full eight-year accreditation, the maximum length of accreditation awarded.
The LCME cited a culture of collegiality, connectedness and collaboration at the School of Medicine and Dentistry. In listing the strengths of the school, the LCME described the Double Helix curriculum as a successful longitudinal integration of the basic and clinical sciences. The LCME accreditation report highlighted several programs, including the third-year basic science blocks, the Process of Discovery course and the Community Health Improvement Clerkship, as innovative elements of the curriculum. It called the depth and breadth of the school’s research enterprise exemplary.
The LCME commended the School of Medicine and Dentistry for providing students with numerous opportunities to pursue areas of special interest beyond the standard curriculum, such as international health experiences, often with financial and logistical support.
The Comprehensive Assessments for second-year and third-year students are successful examples of formative assessments that give students the opportunity to identify their learning needs, develop an individualized learning plan and receive follow-up to make sure those needs are met, the accreditation report said. According to the report, the learning plans promote self-awareness, professional attributes and lifelong learning.
The LCME also cited David S. Guzick, M.D., Ph.D., dean of the School of Medicine and Dentistry, for outstanding leadership and a commitment to medical education and medical students. The report noted that the dean has provided financial resources to upgrade School of Medicine and Dentistry facilities and infrastructure, broadened academic opportunities for students by expanding the M.D.-Ph.D. program and creating an Academic Research Track, and has participated actively in teaching and curriculum management. He also makes himself readily accessible to students and faculty, the report noted.
David R. Lambert, M.D., associate dean for undergraduate medical education, devotes great amounts of time, effort and energy to implement the school’s educational vision and mission, the report said. Faculty members and department chairs demonstrate a high degree of commitment to medical education, the LCME said.
“The LCME findings reflect a continuation of our leadership and innovation in medical education,” Guzick said. “Building on our rich tradition of the biopsychosocial model and the Double Helix curriculum, and adding contemporary technology, academic rigor and an extraordinary commitment to teaching by our full-time faculty and community physicians, our students emerge with the capacity to contribute greatly to the profession of medicine.”
The LCME survey team visited the School of Medicine and Dentistry and the Medical Center in October. Fifteen months before the site visit, a task force of more than 80 faculty members, under the leadership of Lambert, began a self-evaluation of the school that was provided to the LCME. The report addressed more than 130 standards and many topics prescribed by the LCME. The school’s medical students also developed and presented an independent evaluation to the LCME.
“The accreditation process helps you make sure you have defined objectives and that they are being met, and helps you clarify where to target resources,” Lambert said. “It also brings people together and helps them to learn about other aspects of the school they did not know. It’s difficult and requires a lot of time, but it is a great thing to have done. The process also led to creative suggestions by faculty and students for educational innovations we can implement in the years ahead. It really fosters a collegial atmosphere and reminds us what a great school ours is.”