Continually improving your institution’s accreditation outcomes requires insight into your data, the ability to zero in on where improvements are needed and the clarity to be able to act on them.
The 8-year accreditation cycle for the LCME mandates that between each site visit institutions are monitoring to ensure they continue to meet the standards of accreditation. There is an accreditation standard itself for this:
1.1: Strategic Planning and Continuing Quality Improvement states that:
A medical school engages in ongoing planning and continuous quality improvement processes that establish short and long-term programmatic goals, result in the achievement of measurable outcomes that are used to improve programmatic quality, and ensure effective monitoring of the medical education program’s compliance with accreditation standards.
Achieving this standard is only possible through the collection of lots and lots of data. Student performance data, program performance, logs, clinical experience documentation, exam scores, and the list goes on. MedEd institutions pursuing CQI need to start with a plan and a solid understanding of how their data is being collected, how to track whether their objectives are being achieved and how and where this information is shared with stakeholders. With so much data, across multiple systems navigating and making sense of the data to achieve true CQI is a challenge. The Data Collection Instrument (DCI) is an effective way to help monitor the specific accreditation elements. Make the primary goal to surface issues and adjust course throughout the accreditation cycle to approach your next LCME site visit with documented action and clarity.
One45’s tools can help simplify your approach to true CQI by giving you the means to both collect your data and the power to analyze the data for action.
Each MedEd institution will choose which elements to begin monitoring. A common approach is to start with monitoring elements that have been cited in previous surveys. If you’re looking for how to address specific elements, here is a breakdown of One45’s solutions and how they align with LCME Accreditation standard:
Collecting performance and assessment data
Accreditors want to see that you have an effective mechanism in place to provide learners and teaching staff with honest and timely feedback on their performance. Set up a schedule to send results to faculty and get notified when they have reviewed the information or have comments. Ensure your assessments include narrative feedback details and set your schedule to custom patterns to offer timely feedback during clinical experiences to catch performance concerns early.
Combined with our Assessment solution, our CBME tools offer the capability to start tracking competencies or Entrustable Professional Activities (EPAs) to review learner progression and trajectory over time centrally and available directly to the student for independent review.
In addition the ease of assessment ensuring your learners receive grades in a clear and solidated way on time is critical. Our Assessment and grading solutions ensure you can consolidate, access and release grades to learners precisely and easily.
4.4 Feedback to Faculty
8.5 Medical Student Feedback
9.4 Assessment System
9.7 Timely Formative Assessment and Feedback
9.8 Fair and Timely Summative Assessment
Collecting clinical experience and log data
You need to be able to demonstrate the required patient diagnoses and procedures that learners need to experience throughout their training to gain the appropriate level of experience. If your learners aren’t meeting the requirements you need this information early enough in training to adjust. Many MedEd institutions have students across multiple sites working to achieve their required clinical experiences – One45 can help track and monitor the log data to show early gaps and help solve these challenges.
Collect and display data about duty hour compliance, patient procedure & encounter logs, student ratings, and faculty rating across clerkship sites. Inform the educational CQI (continuous quality improvement) process, both generally and relating to elements of a novel longitudinal clerkship model.
5.5 Resources for Clinical Instruction
6.2 Required Patient Encounters and Procedures
6.4 Outpatient/Inpatient Experiences
8.6 Monitoring of Completion of Required Clinical Experiences
8.7 Comparability of Education/Assessment
8.8 Monitoring Student Time
Collecting Curriculum data:
DCI Standards 6, 7 and 8 address competencies, curriculum objectives, design, content, management, evaluation and enhancement. A significant undertaking to provide the documentation and oversight required. One45’s curriculum mapping offers a central repository to manage and track teaching, easily identify gaps and redundancies in the curriculum and support your CQI initiatives.
Getting a clear picture of your curriculum, including a where your learning objectives map to program learning experiences can make reporting on these elements easy.
6.1 Program and Learning Objectives
6.3 Self-Directed and Life-Long Learning
Standard 7 (and sub-elements) : Curricular Content
8.1 Curricular Management
8.2 use of Program and Learning Objectives
8.3 Curricular Design, Review, Revision/Content Monitoring)
Recording assignment data
Ensuring your learners receive the required experiences at completion of training and providing the evidence that their time included the essential encounters is a key component of accreditation reporting. One45’s scheduling tools can help you create, track and update centralized scheduling and simplify the tracking and reporting process.
In addition you can use One45 to distribute digital handouts, like program and rotation objectives, as links. Accreditors want to see that the goals and objectives of your rotations have been distributed to all residents and faculty. Make the process automatic by sharing handouts to learners and faculty in their eDossier accounts. Use tracking to determine whether the handouts have been viewed. If necessary, have users “sign-off” to prove they have read the information. Making is easy to show accreditors what has been reviewed and by whom.
9.1 Preparation of Resident and Non-Faculty Instructors
10.11 Student Assignment
Put your data to work
Get ahead of each LCME Accreditation site visit and build a review cycle throughout the years in between to monitor and track how your Institution is addressing gaps and concerns.
One45’s tools can help simplify your approach to true CQI by giving you the means the both collect your data and the power to analyze the data for action.
Learn more about One45’s suite of MedEd tools for improving accreditation outcomes
To learn more about how you can use One45 to improve your accreditation outcomes, review our case study with Augusta University Medical College of Georgia, or request a demo of One45.