University of South Florida
University of South Florida
College of Medicine
LCME Institutional Self-Study
Report of Committee Five:
Medical Students: Admissions
Study Year 2005-2006
The contents of this report represent the judgments and opinions of the members of this Self-Study Committee. The committee has made every effort to ensure that the information represented is accurate. The LCME administrators have not audited the data in the text of the report and there may be some discrepancies within the database or executive summary as a result. While every attempt has been made to provide and evaluate information accurately and objectively, the committee acknowledges that any errors of fact in this report are unintentional.
(Printed October, 2006)
Table of Contents
I. Executive Summary/Key Issues. 3
II. Responses to Questions in Guide to Institutional Self-Study 4
III. Analysis of Recommendations and Deficiencies Relevant to Committee as Identified by Most Recent LCME Review in 1999 7
IV. Major Changes Since Last LCME Review in 1999 7
V. Areas of Strength 7
VI. Areas of Concern and Challenges 8
VII. Analysis of Meeting Established LCME Standards 8
VIII. Recommendations, Possible Solutions and Strategies 12
IX. Issues of Concern Relevant to Other Committees 13
X. Attachments 13
XI. Narrative of Process 13
XII. Database Accuracy 13
XIII. Committee Membership 13
Executive Summary/Key Issues.
The Members of Committee 5 met over a period of 3 months to prepare for the LCME accreditation visit. The first items considered involved progress toward meeting deficiencies noted in the 1999 LCME review. There have been significant changes in this period of time and they are listed below.
The 1999 site visit team stated there was a “limited amount of funding available for scholarships. Among other things, this limits the ability of the college to meet its objectives related to the recruitment of those underrepresented in medicine and disadvantaged students.”
• The COM has been the recipient of two generous scholarship funds designated to recruit those students who are underrepresented in medicine and/or disadvantaged. The Daugherty Scholarship Fund and the Silbiger Scholarship Fund were instituted in 2002 and 1995 respectively. In the last six years, we have had seven recipients of these funding opportunities.
• Additional revenue has been garnered through an agreement with main campus regarding funds from student fees. Of the $180,000 received for need-based financial aid awards, $60,000 will be directed to medical students who are underrepresented or disadvantaged.
• Currently, the Offices of Development, Academic Enrichment and Student Affairs/Financial Aid are cultivating new funding resources through strengthening of alumni involvement and donations. This includes the development of URM alumni communications with requests for contributions that will be placed in a dedicated fund.
The 1999 site visit team also noted a transitional area with the potential to impact the College of Medicine by “the creation of an additional medical school within the state of Florida.” It was stated that “this could have implications for the funding of the College of Medicine and for its applicant pool.”
• The Committee has found that although Florida State University’s College of Medicine is operational and at student capacity, the applicant pool for USF College of Medicine remains robust. The college does acknowledge a continuing need to provide innovative solutions for enhanced recruitment to maintain a sufficiently large pool of applicants who possess national level qualifications.
• In order to optimize the ability of the USF COM to recruit outstanding students, the administration has initiated active efforts in support of admissions. Expansion of the Office of Admissions and creation of the Office of Academic Enrichment reflect strategic movements toward ensuring recruitment of a well-qualified and diverse student body.
• In addition to these expansions, an assistant director of admissions has been hired as well as a program director in the Office of Academic Enrichment.
• Creative recruitment ideas have been initiated. These include new pipeline/pathway programs including a six-week prematriculation program in advance of Year 1 and a Master’s degree program for students who show potential yet are not quite ready for matriculation into the COM.
Areas needing improvement
Given the rapidly changing environment in Florida regarding new medical institutions, the committee notes that maintaining an adequate and academically strong applicant pool, enhancing recruitment and retention of those students who are underrepresented in medicine and/or disadvantaged, and increasing scholarship funding availability are areas requiring focus, strategy, and continued attention.
The need for actual physical facilities to be expanded as we anticipate an increase in the size of the medical class has also been noted.
Responses to Questions in Guide to Institutional Self-Study
1. Critically review the process of recruitment and selection of medical students, and evaluate the results of that process. Is the size of the applicant pool appropriate for the established class size, both in terms of number and quality? How do you validate your selection criteria?
Committee Response:
• Process of recruitment:
The process of recruitment is several-fold. We maintain a website that has been updated and clearly informs future applicants of our program. The Director of Admissions annually visits a vast majority of public and private schools in the state in order to share information with potential applicants. We participate in all pre-med forums in the state, and also meet individually with the Pre-Med AMSA (American Medical Student Association) and Alpha Epsilon Delta in most state institutions, visit local area community college advisors, as well as the Hillsborough County high school International Baccalaureate (IB) Programs. The Director of Admissions also visited two North Carolina Programs, Davidson and Wake Forest, and plans to visit programs in Georgia and California during 2006-2007. The director also participated in the National Association of Advisors for the Health Professions conference to assist other program advisors to understand the USF MD Program and our admissions process. Many of the in-state recruiting trips are in tandem with the Office of Student Enrichment. The Admissions Office is also very active in one-on-one counseling of applicants. The Director of Admissions takes an active role in creating and maintaining relationships with applicants from the time of receipt of the application to time on the waitlist. The Director of Admissions meets with students who are not accepted to help them strengthen areas so that they can be reconsidered in the future. The qualified applicant pool for those underrepresented in medicine remains small as evidence throughout the state indicates. The COM has run a Pre-medical Summer Enrichment Program (PSEP) in conjunction with AHEC (Area Health Education Center) to foster early introduction of those underrepresented in medicine. In addition, the committee recognizes the potential positive impact of new pipeline programs including the Master’s in medical sciences and the 7-year programs with the University of South Florida, the University of Central Florida, and Florida International University in terms of recruitment. Efforts are in effect to increase the number of 7-year program opportunities, with the hope of gaining excellent students in general and appealing early-on to those potential applicants who are underrepresented in medicine.
• Initial selection of medical students
There are approximately 900 applicants per year who meet our selection criteria. The Director of Admissions, with oversight provided by both the associate dean for Admissions & Student Affairs as well as by the chair of the Admissions Committee, is specifically charged with the task of narrowing this applicant field to about 300 to 400 for interviewing. This process involves a careful analysis of criteria including the applicant’s grades, MCAT scores, volunteering efforts, shadowing experiences, and research projects. Attention is also given to non-tangibles such as diversity and personal challenges of applicants.
The committee has critically reviewed this initial selection process and appreciates the efforts and success in terms of our selection of qualified, well-rounded students. At the same time, the committee members reflect that this process could be improved in the following ways:
1. Critical criteria for selecting applicants such as volunteer experience, shadowing of physicians, and community service should be clearly listed on our website and in brochures in addition to the published minimum GPA and MCAT. In the recruitment of students who meet all benchmarks criteria, it needs to be determined if we are missing students who excel in a few of these but may not complete all existing categories.
2. The job of making these initial selections should include more faculty input, such as a subcommittee of the Committee on Admissions.
• Secondary selection of medical students
Students are initially selected for interview by the Director of Admissions, and are then invited to the COM on a rolling basis. Approximately 16 students are interviewed on a weekly basis. The interview process includes an introduction and orientation by the Director of Admissions, the chair of the Admissions Committee, and the associate dean for Admissions and Student Affairs. Applicants receive 2 interviews – at least 1 of which is by a faculty member. Faculty members are trained in the interviewing process and all interviews are done blindly - without the academic material for the applicants available. Students from the COM are available to meet the applicants, to help with tours, and to interview. The tours involve a look at either the north or south campus of the COM. One week following the interview, the Admissions Committee meets to evaluate the students. Each applicant is formally presented by 2 committee members and the entire committee is required to have read at least half of the applicant files for that week. Voting is done by secret ballot resulting in offers of admissions, placements to the wait list, or rejections. Students are informed of the decision within days of the committee meeting. Committee 5 found that this process for selection works well and no need for improvement was noted.
• Assessment of the validity of selection criteria
The following factors have been used to assess validity of selection criteria: number of students passing subject examinations, performance on national examinations, performance in the clinic, professional behavior, number of years for students to graduate, and number of dismissals from the COM. In addition to these COM benchmarks, our selection criteria are supported by the leadership exemplified by our students on medical mission trips, AAMC attendance, and activity in community-based programming. Our students choose and are accepted into internships encompassing all fields of medicine and most of our graduates return to practice in the state of Florida. Based on these criteria, the committee feels that the selection process used at the COM is excellent. Discussion did take place focusing on formalizing our methods of validity assessment so that we could more clearly define and defend our input criteria compared with our graduating medical school product.
2. Evaluate the number of students of all types (medical students, residents, visiting medical students, graduate students in basic sciences, etc.) in relation to the constellation of resources available for teaching (number of faculty members, space, clinical facilities, patients, educational resources, student services, etc.).
Committee Response: The projected enrollment of the College of Medicine is 480 medical students, 120 per class. As well, there are 576 residents as of June 2006. There were also 67 medical students who visited the COM from LCME-accredited medical schools participating in senior electives. In addition, a small number of medical students visited our school as part of a specific affiliation agreement with international programs. One hundred students are enrolled in the PhD program in the medical sciences, and 78 students are enrolled in the Master’s programs at the COM. In all regards, there are adequate resources and facilities to handle the educational programs, specifically, lecture rooms, small-group conference rooms, laboratories, student support space, and Information Technology resources. The faculty numbers are sufficient for the number of students served. The clinical facilities that are used for educational programs have more than adequate numbers of patients available for our learners. The Office of Student Affairs provides support in areas of counseling, academic support, and financial aid, and has negotiated availability of mental health counseling for our students. The services of the Office of Student Affairs are consistently rated as excellent by our students. Students in the graduate program take specially designed graduate courses and participate in medical school courses as space becomes available.
3. Describe your goals for gender, racial, cultural, and economic diversity of students. How well have they been accomplished? Are there student support programs and professional role models appropriate for the school’s diversity goals?
Committee Response: The goals of the College of Medicine in relation to diversity of students are:
1) To promote an environment that welcomes and embraces diversity in the entire student body.
2) To ensure that all students feel supported and accepted at the COM in order to optimize their educational experience
Five college-wide strategic initiatives support these goals.
1) Increase the enrollment of students from underrepresented and/or disadvantaged populations
2) Support objectives of the “USF CARES” competencies to effectively implement diversity and cultural competence through the undergraduate medical education curriculum
3) Enhance recruitment and retention of diverse faculty and resident physicians through education, assignment of resources, and revised processes of identification, advertisement, and selection
4) Support administrative leadership in the development and implementation of a USF Health organizational culture shift to effective recognition of the value of diversity/cultural competence
5) Encourage and ensure diversity representation on COM committees and university committees and promote the College of Medicine as a diverse and welcoming place to work and attend school
The committee feels that the intent of the goals of the COM in this regard is sincerely embraced. College-wide diversity education programs have been well-attended and the Committee on Admissions is well-educated in terms of the need for diversity in the medical class and in the community as a whole.
A variety of student organizations including the Student National Medical Association, the Latin American Student Association, the Asian/Pacific Islander Student Association, the International Health Collaborative Association, and Project World Health collaborate with the Offices of Student Affairs and Academic Enrichment to provide support programs and volunteer initiatives for all students within the COM.
However, there are two specific issues we face in terms of successfully meeting our goals in this regard. First, it is difficult for us to get the numbers of qualified underrepresented students that we would want. Committee Five is aware of the fact that the Offices of Educational Affairs, Student Affairs and Academic Enrichment are actively engaging the development of an affiliation with Florida Agricultural and Mechanical University (FAMU), one of two Historically Black Colleges and Universities in the state, to develop student support and pathway programs.
Second, critical review reveals a shortage of professional role models appropriate for support of the COM’s diversity goals. The committee is aware that the Office of Diversity initiatives and Office of Academic Enrichment are cooperating with administration, chairs and the Graduate Medical Education Office to actively address this problem and recruit/retain talented, dedicated and visionary faculty.
4. Evaluate whether the acceptance of transfer students, or visiting students in the school’s affiliated teaching hospitals, affects the educational program of regular students (i.e., in the context of competition with the school's own students for available resources, patients, educational venues, etc.).
Committee Response: The actual number of transfer students is very small, ranging from 0 to 2 students per year. The acceptance of transfer students has not affected the educational program of regular USFCOM students and does not appear to compete for resources/slots that our students would fill.
Analysis of Recommendations and Deficiencies Relevant to Committee as Identified by Most Recent LCME Review in 1999
• Limited amount of funding available for scholarships. Among other things, this limits the ability of the college to meet its objectives related to the recruitment of those underrepresented in medicine and disadvantaged students. (Survey Team Finding).
Committee Findings:
Currently, the Office of Academic Enrichment is working with the Development Office and the Financial Aid Office to explore and tap into new funding methods/resources including clarification and strengthening of alumni communication and gift-giving, in particular underrepresented minority (URM) and disadvantaged alumni contributions to a dedicated fund.
• There has been consideration of creating an additional medical school within the state of Florida. This could have implications for the funding of the College of Medicine and for its applicant pool. (Identified as a transitional area with the potential to impact the COM)
Committee Findings:
Florida State University’s College of Medicine is now established and Florida is anticipating the creation of two new additional medical schools. The Office of Student Affairs and the Admissions Office acknowledge that we will need to strengthen our recruitment in an effort to maintain a sufficiently large pool of applicants who possess national level qualifications as required in MS-5 of the admissions standards.
Major Changes Since Last LCME Review in 1999
There have been some major changes since the last LCME review in 1999 that address medical student education.
• Establishment of two scholarship funds directed toward students who are disadvantaged and underrepresented in medicine
• Hiring of an assistant director of admissions
• Hiring of a program director to identify, recruit, and retain students underrepresented in medicine and disadvantaged
• Establishment of the Office of Academic Enrichment
• Development of pathway/pipeline programs including the Pre-medical Summer Enrichment Program and the Master’s in medical science program
Areas of Strength
The areas of strength in terms of medical admissions involve the commitment of the people to this goal. Specifically,
• The dedication of the faculty committee on admissions
• The support provided by the existing student ambassadors in the recruitment process
• The allegiance of the administrators leading the admissions efforts
• A dedication to recruit qualified under-represented minorities to the COM
• The development of the series of 7-8 years honors program with various institutions of higher learning around the state of Florida which brings high quality students to the COM
• The strength of the curricular program’s recruitment process
• Strong support by the dean and other senior administrators promoting diversity of the COM
Areas of Concern and Challenges
The areas of concern and challenges in terms of medical education are as follows:
• With the plans underway for two new medical schools in the state of Florida, there are concerns about the maintenance of an adequate applicant pool for the COM.
• This increase in the number of allopathic medical school positions in the state of Florida will require the development of a strategic approach to recruitment.
• Despite the efforts underway to recruit and retain underrepresented minorities, efforts will need to be increased to recruit a diverse student body.
Analysis of Meeting Established LCME Standards
MS-1. Students preparing to study medicine should acquire a broad education, including the humanities and social sciences.
Ordinarily, four years of undergraduate education are necessary to prepare for entrance into medical school; however, special programs (e.g., combined baccalaureate-M.D. programs) may allow this to be reduced. General education that includes the social sciences, history, arts, and languages is increasingly important for the development of physician competencies outside of the scientific knowledge domain.
Committee Response: The majority of students come to the COM with a 4-year college degree. The only exceptions are students in specially designed 7-year undergraduate-to-medical-pipeline programs. Students, no matter what their major, have course work in the humanities and social sciences. In addition to majoring in science, many of the students have majors in the humanities or have advanced degrees. The summary of students entering medical school for the 2005-2006 year included students who have a PhD, Master’s degree, JD, DPT or Pharmacology D.
MS-2. Premedical course requirements should be restricted to those deemed essential preparation for completing the medical school curriculum.
Committee Response: A minimum of required courses are needed for acceptance to the COM including a few recommended courses, both in the sciences and humanities. For the remaining college-course choices, the student can grow and develop in diverse academic arenas. This breadth of knowledge is considered an asset to the medical student and to the profession.
MS-3. The faculty of each school must develop criteria and procedures for the selection of students that are readily available to potential applicants and to their collegiate advisors.
Committee Response: The criteria for admission and the procedures for admission to the COM are clear and available on the website.
MS-4. The final responsibility for selecting students to be admitted for medical study must reside with a duly constituted faculty committee.
Persons or groups external to the medical school may assist in the evaluation of applicants but should not have decision-making authority.
Committee Response: The Committee for Admissions is made up entirely by faculty and students of our medical school. This committee is balanced in terms of clinical and basic science members who rotate on and off as determined by the needs of the committee. The membership is supervised by the Committee on Committees.
MS-7. The selection of individual students must not be influenced by any political or financial factors.
Committee Response: The selection of individual students is totally unrelated to any political or financial factors.
MS-5. Each medical school must have a pool of applicants sufficiently large and possessing national level qualifications to fill its entering class.
The size of the entering class and of the medical student body as a whole should be determined not only by the number of qualified applicants, but also the adequacy of critical resources:
Committee Response: The committee agrees that the current applicant pool is sufficiently large enough to fill the entering class with students who meet or exceed our minimum requirements. Specifically, last year, over 850 in-state applicants met both the 3.0 GPA and the 24 MCAT standards and over 300 out-of-state applicants met those standards. We were able to maintain our typical standards of matriculants with averages of 3.65 GPA and 29.5 MCAT grades. We also have adequate critical resources including finances, faculty size, library, classrooms, patient numbers and variety, student services, instructional equipment, and space for the faculty. Although, certain areas may be deemed adequate, improvement is a constant ambition. The need for increased classrooms that are modernly designed for small-group instruction as well as the availability of technological advances in all rooms at the school is ongoing.
MS-6. Medical schools must select students who possess the intelligence, integrity, and personal and emotional characteristics necessary for them to become effective physicians.
Briefly describe the methods used to document and evaluate non-academic personal or professional attributes of medical school applicants. If a standard form is used for interviewing candidates, supply a copy of the form and describe how it is used.
Committee Response: The COM fully recognizes the importance of non-academic or professional attributes of medical school applicants. For example, our students are involved in professional and humanism societies and those who are outstanding are granted awards. The committee was impressed by the extent to which factors in addition to academic course performance were valued during the admissions process. Candidates for admission are described according to GPA, MCAT, volunteering, shadowing, and research opportunities. All personal essays as well as letters of recommendations are carefully read and evaluated. The committee is sensitized to issues of personal motivation, disadvantaged backgrounds, and the need to create and maintain an atmosphere of diversity. At the time of the interview, as well as in the application, there is a strong focus on demonstrations of humanism, empathy, and leadership. The standard form has specific areas to address these issues. It is a goal that this process aids in the selection of emotionally mature individuals.
MS-8. Each medical school should have policies and practices ensuring the gender, racial, cultural, and economic diversity of its students.
The standard requires that each school’s student body exhibit diversity in the dimensions noted. The extent of diversity needed will depend on the school’s missions, goals, and educational objectives, expectations of the community in which it operates, and its implied or explicit social contract at the local, state, and national levels.
Committee Response: The missions, goals, and educational objectives of the COM fully embrace a diverse student body. The Office of Diversity Initiatives started in 1995 clearly elucidated these goals. The newly developed Office of Academic Enrichment has expanded the original vision and has several programs that support success in this direction. Specifically, there are pre-medical workshops to introduce undergraduate students to the application process, a pre-matriculation program that recognizes students who are potentially at risk academically, a peer-tutorial program that provides tutoring assistance to medical students, a high school summer research program to encourage underrepresented minority high school student to pursue careers in science or medicine. In addition, there are scholarship sources for eligible underrepresented minority students. The Student National Medical Association (SNMA) provides a support group for enrolled students and an outreach to prospective students. Despite these positive directions, concerns include the small pool of underrepresented minority applications throughout the state. Efforts to handle this situation continue, with plans for more directed recruiting.
MS-9. Each school must develop and publish technical standards for admission of handicapped applicants, in accordance with legal requirements.
Committee Response: The technical standards are clearly defined and posted on the website.
MS-10. The institution’s catalog or equivalent informational materials must describe the requirements for the M.D. and all associated joint degree programs, provide the most recent academic calendar for each curricular option, and describe all required courses and clerkships offered by the school.
A medical school’s publications, advertising, and student recruitment should present a balanced and accurate representation of the mission and objectives of the program.
Committee Response: This information is on the website, admissions brochure, and bulletin.
MS-11. The catalog or informational materials must also enumerate the school’s criteria for selecting students, and describe the admissions process.
Provide a copy of the current medical school bulletin or catalog. If there is no longer a print version of the catalog, indicate the web site URL for the corresponding material, and include a printed copy of the relevant web pages in the Appendix.
Committee Response: This information is on the website at the following URL:
MS-12. Institutional resources to accommodate the requirements of any visiting and transfer students must not significantly diminish the resources available to existing enrolled students.
Committee Response:
The data base supports that very few students have transferred into the COM.
MS-13. Transfer students must demonstrate achievements in premedical education and medical school comparable to those of students in the class that they join.
Committee Response: The Office of Student Affairs obtains copies of AMCAS forms of students desiring to transfer as well as current transcripts and oversees the demonstrated achievements.
MS-14. Prior coursework taken by students who are accepted for transfer or admission to advanced standing must be compatible with the program to be entered.
Committee Response: The committee was satisfied by the stringency of the criteria needed to transfer to the COM. Such students must meet all of the prerequisites of first-year students and be in good academic standing. Students must have positive recommendations from their deans and a passing score on the USMLE STEP I examination.
MS-15. Transfer students should not be accepted into the final year of the program except under rare circumstances.
Committee Response: The COM is in compliance with this standard.
MS-16. The school should verify the credentials of visiting students, formally register and maintain a complete roster of such students, approve their assignments, and provide evaluations to their parent schools.
Registration of visiting students allows the school accepting them to establish protocols or requirements for health records, immunizations, exposure to infectious agents or environmental hazards, insurance, and liability protection comparable to those of their own enrolled students.
Committee Response: The Office of the Registrar at the COM takes responsibility for this standard. This office verifies the credentials of visiting students, formally registers and maintains a complete roster of such students, approves their assignments and provides evaluations by their faculty mentors to the parent schools.
MS-17. Students visiting from other schools for clinical clerkships and electives must possess qualifications equivalent to students they will join in these experiences.
Committee Response:
The registrar’s office at the COM is responsible for maintaining these records.
Recommendations, Possible Solutions and Strategies
Based on the preceding identification of areas of strength and areas of weakness the following recommendations are submitted by the Committee:
• The committee recommends the establishment of a subcommittee of faculty to work in tandem with the Admissions Office to review applicants and make recommendations for an interview using clarified criteria. This recommendation could be enacted this summer as the new cycle begins.
• The committee recommends the establishment of a subcommittee of faculty to analyze criteria for validating our admissions decisions. In this way, the COM may be able to optimize the choice of appropriate criteria that will produce dedicated, emotionally intelligent, professional, and concerned physicians.
• The committee recommends that the College of Medicine assign a committee to review applicant trends, projected need for physicians in Florida counties in 5, 10, 15 years along with demographic data on ethnic and underserved populations. Based on our college’s stated mission, goals, and educational objectives and the expectations of the community, state, and region, the committee believes such information is vital to accurately determine the extent of student diversity needed in the College of Medicine.
• The committee also would provide annual updates to the Admissions Committee and interviewers. This information will be useful in preparing USFCOM for changes in the applicant pool (increase in number of available seats relative to pool) and supporting our goal of decreasing ethnic disparities in health care.
• The committee also recommends a strong collaborative venture between the Offices of Student Affairs/Admissions, Office of Academic Enrichment, and the Development Office to develop and /or strengthen initiatives for identification, recruitment, and retention of quality candidates who are intelligent, humanistic, motivated, and contribute to the diversity of the class.
This includes the following:
1) Expanded recruitment efforts including travel to undergraduate schools of interest, re-creation of the admissions brochure, development of a recruitment DVD, and formation of a “second look” program for accepted applicants.
2) Ongoing nurturing of an affiliation with undergraduate colleges which can provide us with dedicated and qualified applicants. Specifically, the relationship with Florida Agricultural and Mechanical University, a Historically Black College and University (HBCU) should be emphasized.
Issues of Concern Relevant to Other Committees
Improvement of resources and facilities as previously noted under Institutional Self-Study Guide question 2. This area falls under the purview of Committees VI and IX.
Attachments
None.
Narrative of Process
Committee V began a series of four large-group meetings on December 12th, 2005 with subsequent meetings held in January and February of 2006. Two subcommittee meetings were also held. Members of the committee received notebooks containing the following materials: LCME Timeline, Committee Roster, the College of Medicine Strategic Plan, USF CARES (the USF College of Medicine Educational Program Objectives), LCME Institutional Guide to Self-Study questions, Functions and Structure of a Medical School, Medical School Graduation Questionnaire with listing of strengths and weaknesses, the Student Handbook and an example of a committee report. All members of the committee were asked to review the documents in the notebook at the first meeting. Subsequent meetings were focused on discussion of the self-study questions, review of the database, and interaction with appropriate staff to provide any additional information as designated by the committee. Using this process, the answers to the four self-study guide questions were composed. The final report was subsequently sent to the Office of Educational Affairs and will be forwarded to committee members.
Database Accuracy
Database section included the required LCME database elements. The committee reviewed the sections appropriate to our deliberations. The accuracy of the databases was confirmed through committee discussions.
Committee Membership
Deanna Wathington, MD, MPH, FAAFP, Self-Study Committee Chair
Assistant Professor, Family Medicine
Associate Dean, office of Academic Enrichment
W. Lee Adair, PhD
Professor, Molecular Medicine
Lewis Barness, MD
University Distinguished Professor, Pediatrics
Claudia Beghe, MD
Associate Professor of Medicine, Division of Geriatric Medicine
Chief, Division of Geriatric Medicine, James A. Haley Veterans' Hospital
Glenn Catalano, MD
Professor, Psychiatry and Behavioral Medicine
Associate Chief of Staff, Mental Health & Behavioral Science Service,
James A. Haley Veterans Hospital.
Duane C. Eichler, PhD
Professor, Molecular Medicine & Pediatrics
Faculty Council
Eduardo Gonzalez, MD, FAAFP
Associate Professor, Family Medicine
Suzanne Jackson, MPH
Director, Office of Academic Enrichment
Ismail Kazem, MD
Professor, Interdisciplinary Oncology
Chief, Radiation Oncology, JAH Veterans Hospital
Dennis K. Ledford, MD
Professor, Internal Medicine & Pediatrics
Chair, Medical Students Selection Committee
Michael Morgan, MD
Assistant Professor, Pathology and Cell Biology
Peter Reed Pavan, MD
Professor & Chair, Ophthalmology
Leon Prockop, MD
Professor, Neurology
Laura Weathers, MD
Associate Professor, Pediatrics
James Meredith
Medical Student, Year 4
Shelbourn Kent
Medical Student, Year 2
Brian Boe
Medical Student, Year 1
Steven Specter, PhD, Administrative Liaison
Professor, Molecular Medicine
Associate Dean, Admissions & Student Affairs
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