As you know, in April 2015 the Undergraduate Medical Education program received full accreditation status for eight years from the Committee on Accreditation of Canadian Medical Schools (CACMS) in collaboration with the Liaison Committee for Medical Education (LCME).
In total, under the previous CACMS/LCME categorization, 132 standards were reviewed during accreditation covering five categories. In its report, CACMS identified that the School was required to address areas of education and processes aligned with meeting the following standards: Diversity, Interprofessional Education; Preparation of Resident and Non-Faculty Instructors; and Service Learning, as well as the direct observation of student patient assessment in required clinical learning.
A significant amount of planning and effort has occurred by faculty, staff and students since the spring of 2015 to meet the identified standards. Efforts have included the drafting of a White Paper on Diversity at Schulich Medicine & Dentistry, the hiring of an Indigenous Liaison Coordinator, the establishment of enhanced clerkship measurement tools, work by departments and the postgraduate office on residents as educators and the creation of a mandatory, first-year course featuring service learning.
As was required, in December 2016 the School produced a status report updating CACMS and LCME on the progress made on the identified standards.
In February 2017, Dr. Michael J. Strong, dean, received a letter from CACMS and LCME commending the School on the progress it has made and its efforts. All five standards identified in April 2015, as non-compliant or compliance with monitoring have been revised to satisfactory or satisfactory with a need for monitoring. We are left monitoring our progress in meeting the CACMS Diversity and Service Learning elements. CACMS has requested the School submit a status report on its continued work in these areas by March 15, 2020.
In reviewing the letter, Dr. Strong acknowledged the positive news, and shared his gratitude for the dedication of the faculty, staff and students. “We really couldn’t have asked for better news,” he said. “Our teams have done an extraordinary amount of work in a short period of time. I’m very encouraged by the outcomes and I’m looking forward to the complex and thoughtful discussions that will be taking place at the School, helping us to strengthen who we are, how we educate our students, and the role we play in society.”