Frequently Asked Questions

The Liaison Committee on Medical Education (LCME) is the nationally recognized accrediting body for educational programs leading to the Doctor of Medicine (MD) degree in the United States and Canada. It operates under the joint sponsorship of the Association of American Medical Colleges (AAMC) and the American Medical Association (AMA). The LCME’s role is to ensure that medical schools meet established standards for quality and effectiveness in medical education, ultimately supporting the preparation of future physicians to serve the public.

LCME accreditation is critical to the Paul L. Foster School of Medicine (PLFSOM) for several reasons. It confirms that our MD program meets nationally accepted standards of excellence and accountability. Accreditation allows our students to sit for the United States Medical Licensing Examination (USMLE), apply for residency training in ACGME-accredited programs, and qualify for licensure in most states. It also enables the institution to access federal funding and participate in key financial aid programs. Most importantly, LCME accreditation reflects our commitment to delivering a high-quality medical education and continuously improving our program.

The LCME accreditation process is rigorous and unfolds in several stages. New medical schools begin with preliminary accreditation, which allows them to recruit and enroll students. As the program matures and demonstrates further compliance, it may be granted provisional accreditation. Full accreditation is awarded only after a comprehensive evaluation, which includes a detailed self-study and an in-person site visit. Once accredited, medical schools must undergo a full reaccreditation review every eight years to maintain their status and demonstrate continued adherence to LCME standards.

The LCME accreditation framework includes 12 comprehensive standards, each supported by multiple elements that collectively define the expectations for MD-granting institutions. These standards cover a broad range of categories, such as the institution’s mission and governance, the academic environment, faculty and administrative support, curricular structure and content, and student services. The standards serve as benchmarks to ensure consistent quality across all accredited medical schools. To learn more about the current LCME Standards and Elements visit lcme.org.

The self-study is a critical component of the LCME accreditation process. It is a collaborative, institution-wide effort that involves data collection, analysis, and reflection on program quality. Faculty, students, administrators, and staff participate in reviewing how the school meets each of the LCME’s standards. The result is a comprehensive report that outlines institutional strengths, areas for improvement, and action plans for addressing identified gaps. The self-study not only supports the accreditation review but also promotes a culture of continuous quality improvement.

The final decision on accreditation status is made by the LCME Committee which includes 21 voting members, a diverse group that includes senior medical educators, practicing physicians, public representatives, and medical students. This body carefully reviews the school’s self-study documents, data collection reports, the Independent Student Analysis, and the findings from the accreditation site visit. Based on this information, the LCME determines whether the school meets the required standards and what follow-up, if any, is needed.

Based on its evaluation, the LCME may issue several types of accreditation decisions. These include granting full accreditation, continuing accreditation with or without required follow-up, or issuing warnings or probation if there are areas of serious concern. In rare cases, accreditation may be denied or withdrawn. The LCME may also request progress reports or schedule follow-up visits to monitor the school’s response to identified issues. Each outcome reflects the school’s level of compliance with LCME standards and the strength of its improvement efforts.

The survey package submitted to the LCME forms the core of the accreditation review. It includes the Data Collection Instrument (DCI), which details the school’s structure, resources, and compliance with accreditation standards. Also required are the self-study report, which presents the school’s internal evaluation, and the Independent Student Analysis (ISA), a student-led assessment of the educational experience. Supporting documentation and the AAMC Medical School Graduation Questionnaire (GQ), when available, are also included. These components provide a comprehensive view of the medical school’s operations and educational outcomes.