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An Update on Medical School Accreditation in the United States: Implications for the Single Graduate Medical Education (GME) Era
In the United States, medical schools are accredited by either the Liaison on Committee Medical Education (LCME) or the Commission on Osteopathic College Accreditation (COCA), which assesses the quality and standards of Doctor of Medicine (MD)-granting and Doctor of Osteopathic Medicine (DO)-grantin...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Cureus
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10011933/ https://www.ncbi.nlm.nih.gov/pubmed/36925971 http://dx.doi.org/10.7759/cureus.34884 |
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author | Ahmed, Harris Kortz, Michael Carmody, J. Bryan |
author_facet | Ahmed, Harris Kortz, Michael Carmody, J. Bryan |
author_sort | Ahmed, Harris |
collection | PubMed |
description | In the United States, medical schools are accredited by either the Liaison on Committee Medical Education (LCME) or the Commission on Osteopathic College Accreditation (COCA), which assesses the quality and standards of Doctor of Medicine (MD)-granting and Doctor of Osteopathic Medicine (DO)-granting institutions, respectively. Thereafter, new MD and DO physicians complete graduate medical education (GME) training. Historically, the two physician licensure pathways have been predominantly separate, but in 2020, the Accreditation Council for Graduate Medical Education and American Osteopathic Association finalized a single accreditation GME system. Now, other elements of MD and DO physician training that have traditionally remained separate, such as undergraduate medical education (UME), are increasingly being scrutinized. Since 2010, when the accreditation of UME was last qualitatively criticized, the standards and competencies set forth by LCME and COCA have converged. COCA, in particular, has updated its requirements to emphasize scholarly activity, improve inpatient clinical rotation requirements, engage medical students, and enhance clinical faculty qualifications. Such convergence brings to question the continuing need for two independent accreditation pathways and barriers that may prevent a single accreditation. We argue that although MD and DO physicians are unique, the natural confluence of UME accreditation represents an opportunity to simplify and improve physician training in the United States. Our analysis suggests the major barriers to implementing a single accreditation system surround the requirement of Osteopathic Manipulative Medicine (OMM)-focused faculty by COCA and the two separate licensing exams (USMLE (United States Medical Licensing Examination) and COMLEX (Comprehensive Osteopathic Medical Licensing Examination)). However, with a continuing decline in osteopathic physicians practicing OMM and growing debate over a new single licensing exam, a single accreditation UME system may be practically achieved. |
format | Online Article Text |
id | pubmed-10011933 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Cureus |
record_format | MEDLINE/PubMed |
spelling | pubmed-100119332023-03-15 An Update on Medical School Accreditation in the United States: Implications for the Single Graduate Medical Education (GME) Era Ahmed, Harris Kortz, Michael Carmody, J. Bryan Cureus Medical Education In the United States, medical schools are accredited by either the Liaison on Committee Medical Education (LCME) or the Commission on Osteopathic College Accreditation (COCA), which assesses the quality and standards of Doctor of Medicine (MD)-granting and Doctor of Osteopathic Medicine (DO)-granting institutions, respectively. Thereafter, new MD and DO physicians complete graduate medical education (GME) training. Historically, the two physician licensure pathways have been predominantly separate, but in 2020, the Accreditation Council for Graduate Medical Education and American Osteopathic Association finalized a single accreditation GME system. Now, other elements of MD and DO physician training that have traditionally remained separate, such as undergraduate medical education (UME), are increasingly being scrutinized. Since 2010, when the accreditation of UME was last qualitatively criticized, the standards and competencies set forth by LCME and COCA have converged. COCA, in particular, has updated its requirements to emphasize scholarly activity, improve inpatient clinical rotation requirements, engage medical students, and enhance clinical faculty qualifications. Such convergence brings to question the continuing need for two independent accreditation pathways and barriers that may prevent a single accreditation. We argue that although MD and DO physicians are unique, the natural confluence of UME accreditation represents an opportunity to simplify and improve physician training in the United States. Our analysis suggests the major barriers to implementing a single accreditation system surround the requirement of Osteopathic Manipulative Medicine (OMM)-focused faculty by COCA and the two separate licensing exams (USMLE (United States Medical Licensing Examination) and COMLEX (Comprehensive Osteopathic Medical Licensing Examination)). However, with a continuing decline in osteopathic physicians practicing OMM and growing debate over a new single licensing exam, a single accreditation UME system may be practically achieved. Cureus 2023-02-12 /pmc/articles/PMC10011933/ /pubmed/36925971 http://dx.doi.org/10.7759/cureus.34884 Text en Copyright © 2023, Ahmed et al. https://creativecommons.org/licenses/by/3.0/This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Medical Education Ahmed, Harris Kortz, Michael Carmody, J. Bryan An Update on Medical School Accreditation in the United States: Implications for the Single Graduate Medical Education (GME) Era |
title | An Update on Medical School Accreditation in the United States: Implications for the Single Graduate Medical Education (GME) Era |
title_full | An Update on Medical School Accreditation in the United States: Implications for the Single Graduate Medical Education (GME) Era |
title_fullStr | An Update on Medical School Accreditation in the United States: Implications for the Single Graduate Medical Education (GME) Era |
title_full_unstemmed | An Update on Medical School Accreditation in the United States: Implications for the Single Graduate Medical Education (GME) Era |
title_short | An Update on Medical School Accreditation in the United States: Implications for the Single Graduate Medical Education (GME) Era |
title_sort | update on medical school accreditation in the united states: implications for the single graduate medical education (gme) era |
topic | Medical Education |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10011933/ https://www.ncbi.nlm.nih.gov/pubmed/36925971 http://dx.doi.org/10.7759/cureus.34884 |
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