Overview
The University of Arizona College of Medicine – Phoenix, under the guidance of the Curriculum Committee and in collaboration with director, Accreditation, continuously engages in ongoing quality improvements of all college policies, programs and processes to ensure the achievement of the mission and the effective monitoring of the medical education program’s compliance with accreditation standards.
Why CQI?
It is important to continuously monitor the processes and policies which the medical education program follows in order to support program improvement, a positive outcome during accreditation reviews, as well as meet the LCME requirement for Element 1.1, which states: “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 used to improve programmatic quality, and ensure effective monitoring of the medical education program’s compliance with accreditation standards."
How We Do This at the College of Medicine – Phoenix
By utilizing an ongoing, annual work plan, required elements are consistently monitored and reviewed. The work plan indicates the details being monitored, appropriate time intervals and the department or person responsible. The work plan is presented every six months to the Dean’s Executive Leadership Team and the Curriculum Committee.
Solicitation for feedback from all stakeholders, allows us to acknowledge strengths, as well as identify areas needing improvement. Review the Improving the Student Experience page for more detailed information.
How This Benefits Students and the College as a Whole
Keeping on top of accreditation standards ensures we are continuously meeting expectations, preventing gaps, as well as working to improve the program as a whole.
Areas for Additional Monitoring and/or Improvement are Identified from the Following Categories:
- Elements that have been cited as “not in compliance” or “compliance with monitoring” during previous accreditation visits.
- New elements or elements in which Liaison Committee on Medical Education (LCME) expectations have evolved.
- Elements that are affected by review or changes to college policies.
- Elements that explicitly require regular monitoring or relate to regularly occurring processes.
- Other components brought forth as a result of the program evaluation process, and items brought forward to the Curriculum Committee as areas of concern from the faculty or students, including results of institutional or national surveys such as internal questionnaires, student feedback surveys and the Graduation Questionnaire.