LCME Accreditation

The Liaison Committee on Medical Education (LCME) accredits programs leading to the MD degree in the United States and Canada. The LCME’s scope is limited to complete and independent medical education programs whose students are geographically located in the United States or Canada for their education and that are operated by universities or medical schools chartered in the United States or Canada.

Carle Illinois was granted LCME provisional accreditation in February 2021. Currently we are working on achieving full accreditation.

You Said...

We Did!

"Give us deeper learning in Phase 1 instruction in Anatomy, Immunology, Pathology, and Behavioral Science."

  • Added 4 new electives (Advanced Anatomy; Surgical pathophysiology; pathology literature review; Addiction Medicine)

  • Realigned Infection and Immunity course content with other courses

  • Added new Immunology and Physiology integrated session to Foundations course

  • Added new threads incorporating behavioral sciences content

  • Added formative assessments to each anatomy week

  • Combined male and female reproductive anatomy

"Give us better, more accessible learning resources and guides."

  • Anatomy: Created online dissection guides with images

  • Created Drug list for Cardiology and Respirator Course
Coming soon: Integrated macro- and micro-anatomy sessions

"Provide advanced-level instruction in biochemistry, microbiology, and pharmacology."

  • Added PhD in Biochemistry as Foundations Course lead course director

  • Added PhD in Microbiology and two PhDs in pharmacology to faculty

"We need improved immunology instruction."

  • Modified Immunology session objectives across Phase 1 to facilitate building of educational knowledge

"We need expanded instruction in the Musculoskeletal & Integumentary course."

  • Allocated a week of course content for skin conditions and physiology

"We need improvements in our Clinical Skills learning."

  • Aligned clinical skill educational activities with other courses

  • Created Standardized educational slide deck for all Physical Diagnosis Facilitators

  • Standardized physical exam checklist for each organ system created

  • Improved guidance in content covered on OSCEs

  • Formative assessments added to the end of every course

"We need clinical faculty to improve ability to give feedback."

  • With student involvement, created and launched a series of required learning modules to enhance ways to provide more effective and higher-quality verbal & written feedback.

"Include more simulation in the curriculum."

  • Added simulation workshops into each of the Phase 1 organ-system courses to synthesize material learned during the course.

"We would like improvement in quality of Medical Student Performance Evaluation comments on student evaluations."

  • Implemented a required learning module for all clinical faculty to enhance understanding of MSPE letter purpose, and how to most appropriately highlight a student's strengths ion the student evaluation form.

"We want Student Affairs to be more accessible."

  • Student Affairs established weekly office hours, created a "Phase 2 Check-In," added scheduling links to all Student Affairs email communications, and began weekly on-site staffing at Carle Forum.

"We need more guidance on electives."

  • Redesigned the "Specialty Profiles" on the Intranet. Student can now learn more about each specialty, see a list of recommended elective courses for each specialty, and identify a specialist at Carle Health who can provide more direction.

"The recent staffing changes make it difficult to build lasting personal relationships with the staff."

  • Launched the current search for a permanent Associate Dean for Student Affairs (ADSA). Hire expected in 2022.

  • Added Associate Director of Specialty Advising, a clinical lead for career advising, and ADSA support staff.

"Increase opportunities for students to provide feedback."

  • Added student representation to end-of-course debrief sessions.

"Offer increased diversity of learning modalities."

  • Added new active learning, simulation, and gamification activities to the Foundations and Cardiovascular Courses.

"Enrich facilitatory notes to bridge knowledge gaps."

  • Added more content and core concepts covered in the Cardiovascular and Respiratory courses to the facilitator notes.

"Move discussions of anatomy ethics concepts earlier in the program."

  • Expanded the anatomy ethics discussion during the Foundations course.