Accreditation Standards Self-Evaluation Tool - AAMC's member profile

LCME Database: Moving to a 

Pre-Populated Web Service— 

ASSET (Accreditation Standards 

Self-Evaluation Tool) 

Robby Reynolds, AAMC (Moderator) 

Heather Lent, AAMC 

Terri Cameron, AAMC 

Latha Chandran, Stony Brook 

Julia Pet-Armacost, University of Central Florida

Session Overview 

•Welcome and Introductions (Robby Reynolds) 

•Accreditation Standard Challenges (Latha Chandran) 

•School Systems (Julia Pet-Armacost) 

•ASSET (Terri Cameron) 

•MedAPS (Robby Reynolds 

•Discussion (Heather Lent) 

2012 AAMC Annual Meeting

LCME Accreditation Today 

8 copies 


Leveraging Technology To Address 

Challenging LCME Standards 

Latha Chandran MD, MPH 

Vice Dean for UGME 

Professor of Pediatrics 

Stony Brook University School of Medicine 


WHAT WE DID AT OUR SCHOOL 

• Process challenge: Many teams working with various data 

• sets, Process new data challenge: Many teams working 

• ALFRESCO with various - with central data control sets, new data 

• Finalization of document by hand 

• ALFRESCO - with central control 

• Homegrown System-CBase: Timeliness of grades, 

• mistreatments, Finalization search of document function using by MeSH hand terms, course 

evaluations, etc. 

• Homegrown System-CBase: Timeliness of 

grades, mistreatments, search function 

using MeSH terms, course evaluations, etc. 






2012 AAMC Annual Meeting 

NEW REPORT FORMATS


MID-CLERKSHIP FEEDBACK- MULTISOURCE


ESTABLISHING BENCHMARKS


CLINICAL CONDITIONS ED2/8

COLOR CODED DASHBOARDS 

Survey Items: 

Themes Across 

Clerkships 

A B C D E F G 

Faculty observed me 

taking patient history 


performing a physical 

exam 

N/A 

Residents and fellows 

provided effective 

teaching 

N/A 

Faculty provided 

effective teaching 

Understood how I 

would be evaluated 

Feedback received was 

useful 


ED 8 SITE COMPARISONS 

Internal Medicine 

(2012) 

Site A (n=14) Site B (n=19) Site C (n=43) Site D (n=37) 


taking patient history 

- + + - 

Faculty observed me a 

performing physical 

exam 

- + + + 

Residents and fellows 

provided effective 

teaching 

- + -- / 

Faculty provided 

effective teaching 

Understood how I would 

be evaluated 

Feedback received was 

useful 

++ ++ -- / 

++ ++ -- + 

-- ++ ++ + 


ED 8 GRADE COMPARISONS 

Site 

Letter Grade (% of Students) 

Honors High Pass Pass 

Site A 22.9% 22.9% 51.9% 

Site B 29.9% 55.1% 14.2% 

Site C 12.7% 31.3% 49.3% 

Site D 32.6% 20.2% 41.9% 

Site E 31.3% 32.8% 32.0% 

Site F 34.7% 32.3% 29.1% 

Site G 31.5% 40.2% 26.8% 



SEARCH FUNCTION FOR ED33

Innovative Systems to 

Support Accreditation 

Julia Pet-Armacost, Ph.D. 

Associate Dean

April 2012 

State of the College of 

Medicine 

Deborah C. German, M.D. 

September 24, 2012 

Emerging “Medical City.”. 

Lake Nona site in 2012.

Systems UCF COM Uses to 

Support LCME Accreditation 

• Development of database and ongoing 

compliance with standards: Compliance 

Assist from Campus Labs 

• Management of Self-study process and 

communication with the Survey Team 

Chair: Dropbox 

20

Compliance Assist 

21

Manage Entire Database Set 

22

Edit Narratives and Manage 

Appendices 

23

Print and View Narratives 

24

Archive Self-study Documents 

25

Manage Users and Track Progress 

26

Self-study Process and 

Communication with Survey Team 

• Share documents with people outside of 

the university domain 

• Access documents from anywhere at any 

time 

• Easy to locate 

• Log-in from anywhere 

27

Dropbox for Self-study Teams 

28

Dropbox for Survey Team Chair 

29

Share Documents 

30

ASSET: Accreditation Standard 

Self-Evaluation Tool 

Terri Cameron 

Director of Curriculum Management 

AAMC

ASSET 

• Pre-populate accreditation documentation 

• Ensure consistent data reporting 

• Facilitate school-side accreditation 

processes 

• Foster qualitative data collection 

• Facilitate the work of LCME survey 

teams and staff 

www.aamc.org/medaps 


ASSET 

• Began development process with Focus Groups for 

Curriculum Inventory in 2010 

• Vision from Focus Groups went beyond Curriculum 

Inventory 

• Develop tool for Continuous Quality Improvement 

• Include options for benchmarking against peer 

institutions using demographic data 

• Reduce number of requests for same information 

from schools 

• Pre-populate requests for information 

• Use data collected from schools to help with 

accreditation process 


ASSET GOALS 

• Shorten timeline for data gathering 

• Remove need for each school to develop a 

sharepoint site or website to track progress and 

documents 

• Create a tool for constant monitoring of status of 

DCI Completion 

• Allow Users to tag questions for internal or external 

discussion 

• Provide for electronic assignment/monitoring of 

responsibilities 

• Provide a repository for appendices and other 

reference documents 


ASSET GOALS 

• Remove the need for schools to track and/or sync 

information reported on various surveys and AAMC 

systems throughout the year, as well as during 

accreditation 

• Equip schools with a tool that supports and enhances 

Continuous Quality Improvement 

• Provide an online starting place for mission reviews, 

curriculum reviews, and mid-cycle and full-cycle 

accreditation documentation 


ASSET 

Accreditation 

Standards 

Self -Evaluation Tool 

Section: Institutional Settings 

Part: Background 

Standard: Revenue 

Question: d 

Complete the following table with data from the previous and current full 

surveys: 

Year of Survey: *2003-2004 **2011-2012 

Total Revenue from Tuition and Fees $8.0M $12.0M 

University and Government Appropriations $2.6M $3.4M 

Research/Training Grants, Direct $45.0M $34.0M 

Indirect Cost Recoveries $3.4M $5.3M 

Practice Plan Income $46.3M $59.2M 

Revenue from Clinical Affiliates $25.0M $35.5M 

Other Revenues $4.3M $2.5M 

Gifts and Endowment $2.1M $1.3M 

Total Revenues $136.7M $153.2M 

*Data Source: 

**Data Source: 

2003-2004 LCME Part I-A Annual Financial Questionnaire 

Administered by: AAMC | Medical School Contact: Emily Wilkerson 

2011-2012 LCME Part I-A Annual Financial Questionnaire 

Administered by: AAMC | Medical School Contact: Emily Wilkerson 

Provide narrative for survey team (optional): 

Navigation 

Institutional Settings 

Background 

Directory 

Changes in Personnel 

History 

Revenue 

Part A: Quantitative Indicators 

Vacant Department Chairs 

Students Enrolled 

Residents and Clinical Fellows 

Research Project Participation 

Service-Learning Project Participation 

Part B: Narrative Data and Tables 

IS-1 Planning 

IS-2 Not-for-Profit Status 

IS-3 Institutional Accreditation 

IS-4 Organization 

IS-5 Governance 

IS-6 Board Members 

IS-7 Administrative Officers 

IS-8 Chief Official 

IS-9 Authority and Responsibility 

IS-10 Chief Official Qualifications 

IS-11 Mission Leadership 

IS-12 Student’s Learning Environment 

IS-13 Education Program Environment 

IS-14 Research and Scholarly Activities 

IS-15 Service-Learning Activities 

IS-16 Diversity 

MD Program 

Medical Students 

Faculty 

Educational Resources

LCME Accreditation Tomorrow 



MedAPS: Suite of Services 

Provide AAMC member medical schools with the 

tools necessary to assess, maintain and fulfill 

accreditation standards and promote continuous 

quality improvement. 

Curriculum Inventory & Reports 

(Replacing CurrMIT) 

ASSET 

(Accreditation Standards Self-Evaluation Tool) 

ASSET Dashboard 



Curriculum Inventory & Reports 

• Streamline and simplify curriculum data 

collection and exchange utilizing internationally 

adopted standards 

• Provide graphical 

interpretations of 

aggregate and historical 

curriculum-related data 

(includes LCME A/Q Part II data) 

• Serve as the source 

for benchmarking and 

educational research in 

medical education 



ASSET (Accreditation Standards Self-Evaluation Tool) 

• Pre-populate online accreditation documentation 

• Ensure consistent data reporting 

• Facilitate school-side accreditation 

processes 

• Foster qualitative data collection 

• Facilitate the work of LCME survey 

teams and staff 




• Review performance on LCME standards 

annually 

• Compare performance 

and curricula with national 

data 

• Compare performance 

and curricula with peer 

institutions 

• Link to relevant AAMC tools 

and solutions to help schools address 

deficiencies 




• Monitor compliance with LCME accreditation standards 

on a continuous basis 

• Link to relevant resources and 

solutions to address deficiencies 

• Compare performance with 

national data and peer institutions 

• Budget range 

• Gender and ethnicity ratios 

• Number of affiliated hospitals 

• Number of faculty, students, and/or residents 

• Public or private and/or academic health centers 

• Use Demographic Options to narrow peer group for 

curriculum content, research effort, clinical practice, etc. 





Populating MedAPS 

LCME AQ Part I-A 

Data Sources 

LCME AQ Part II 

ASSET 

(1/3 Pre-Populated) 

LCME AQ Part I-B 

Curriculum 

Inventory 

AAMC Data Warehouse 

Curriculum 

Inventory Reports 

Student Record System 

Graduation 

Questionnaire 


Faculty Database 

ASSET Dashboard

MedAPS Roadmap 

FY 2012 

(July 2011-June 2012) 

FY 2013 

(July 2012-June 2013) 

FY 2014 

(July 2013-June 2014) 

FY 2015 

(July 2014-June 2015) 

ASSET 

ASSET Development 

ASSET Business 

Analysis 

Data Mapping & Migration 

to Data Warehouse 

Identifying & Aligning Data Relevant to LCME Accreditation 

Curriculum Inventory (CI) Standards Development, 

Business Analysis 

AAMC Data Warehouse 

Curriculum Inventory 

& Reports 



ASSET Dashboard Development

Discussion 

• What are the challenges encountered in preparing for LCME 

accreditation survey visits? 

• What solutions have been implemented, and do those solutions 

integrate LCME processes into continuous quality improvement 

efforts at schools? 

• What are some best practices for leveraging existing technology with 

current accreditation processes to achieve quality improvement? 

• What are some of the most difficult ‘data’ questions to answer, and 

what are data sources to respond to those questions? 

• What is the general approach used to organize school accreditation 

process and what are the general technologies used to develop and 

monitor workflows? 

• What are some of the most tedious parts of the accreditation 

workflow, and what tools would make those tasks less tedious?

Accreditation Standards Self-Evaluation Tool - AAMC's member profile

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