Accreditation

Opening the medical school of the future

The NSU College of Allopathic Medicine is pursuing accreditation by the Liaison Committee on Medical Education (LCME) to become the eighth M.D.-degree awarding medical school in Florida. The college is currently in Applicant status and will begin recruiting students for its charter class upon receiving Preliminary Accreditation from LCME.

Learn more about the LCME accreditation process.

Since its official launch in October 2016, members of the NSU College of Allopathic Medicine (M.D. College) have been working diligently to prepare for accreditation of the educational program leading to the M.D. degree. The first step in the process is to address 12 accreditation standards (with more than 400 sub-elements) in a Data Collection Instrument (DCI). 

Following completion of the DCI, the college will form an accreditation task force to conduct an institutional self-study. Task force members include basic and clinical science faculty members, administrators, staff, community physicians affiliated with the college, and other health professionals organized into 12 subcommittees following the accreditation standards. Each subcommittee will review the pertinent parts of the DCI (data and planning documents, policies and procedures, and other items) and will respond to the guiding institutional self-study (ISS) questions for determining the college’s readiness to admit an inaugural class.

The ISS follows the requirements of the LCME for self-review. The LCME is the body with authority to accredit M.D. programs in the US and Canada, as granted by the U.S. Department of Education. Overall, the process brings together more than 100 individuals from NSU and other stakeholders from the community. 

Concurrently, the significant task to define the undergraduate medical education program’s goals and learning objectives is underway. The faculty members of the college adopted the six Accreditation Council for Graduate Medical Education (ACGME) core competencies plus three additional competencies to serve as the guiding principles. The college formed a Curriculum Committee to create, review, and approve the content and learning objectives of each educational block. The design and delivery of the curriculum will be guided by best practice principles of adult learning, self-directed learning, reflective practice, and situational learning. The curriculum will employ problem-based learning (PBL) and small-group teaching pedagogies. The college must also create a robust curricular management and evaluation system. Learn more about plans for the innovative curriculum

Another key component for accreditation is the creation of effective faculty development programs. The recruitment of research and clinical faculty members demands a review process to provide them with periodic feedback on their contributions in research, education, and clinical care. Additionally, strong institutional support and strategic planning will be key for maintaining an environment that promotes success for teachers and learners.

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