LCME
On September 15-17, 2025, the California University of Science and Medicine School of Medicine will undergo a survey visit for full accreditation from the Liaison Committee on Medical Education (LCME). Below is detailed information regarding the LCME timeline, the self-study process, and frequently asked questions (FAQs) regarding the accreditation process:
About LCME Accreditation
The Liaison Committee on Medical Education (LCME) is recognized by the U.S. Department of Education as the reliable authority for the accreditation of medical education programs leading to the MD degree. In the U.S., these programs are accredited by the LCME. The accreditation process is a voluntary, peer-reviewed process of quality assurance that determines whether the medical education program meets 12 Standards consisting of 91 Elements.
Most state boards of licensure require that U.S. medical schools granting the MD degree be accredited by the LCME as a condition for licensure of their graduates. Eligibility of U.S. students in MD-granting schools to take the U.S. Medical Licensing Examination (USMLE) requires LCME accreditation of their school. Graduates of LCME-accredited schools are eligible for residency programs accredited by the Accreditation Council for Graduate Medical Education (ACGME). For U.S. medical education programs, accreditation by the LCME establishes eligibility for selected federal grants and programs, including Title VII funding administered by the U.S. Public Health Service.
2025 LCME Survey Visit TimeLine
May 2024 LCME Self-Study Committees Established |
October 1, 2024 All School Kick-Off with LCME Secretariats |
November 1, 2024 ISA Data due to FAL & Subcommittee |
January 17, 2025 Self-Study Committee Complete Self-Study Report & ISA Report Due |
March-April 2025 Subcommittees Review Final Recommendation |
June 6, 2025 Submit Package to LCME |
July-August, 2025 Mock Visit |
September 15-17, 2025 LCME Survey Site Visit |
February 10-12, 2026 LCME Decision |
LCME Self-Study Committee and its Subcommittees
Chair: Paul Lyons, Dean and President
Aaron Jacobs, Associate Dean of Pre-Clerkship Curriculum
Anusuya Sen, Medical Student
Catherine Eisenbrey, Senior Executive Director of Accreditation and Continuous Quality Improvement
Charity Thomann, Director of Continuous Quality Improvement
Christian Heun, Project Manager, Continuous Quality Improvement
Christina Rangel, Senior Executive Director of Personal, Academic, and Career Excellence (PACE)
Clarissa Barra, Director of Medical Education
Daryoush Javidi, Director of Clinical Skills and Simulation
Davinder Sandhu, Professor of Medical Education
Debra Marquez, Executive Director of Office of Ombuds
Dillon Sommer, Medical Student
Eunice Padilla, Medical Student
Gordon Green, Senior Associate Dean of Healthcare Simulation and Patient Safety
Hani Atamna, Associate Dean of Basic Research
Jonas Addae, Professor of Medical Education
Jun Ling, Professor of Medical Education
Linda Connelly, Associate Dean of Faculty Affairs
Lisa Schwartz, Chair of Department of Medical Education
Louise Borda, Senior Associate Dean of Educational Operations
Luis Marquez, Assistant Dean of Finance and Administration
Maegen Dupper, Associate Dean of Clinical Curriculum
Matthew Durkin, Director of Academic and Institutional Effectiveness
Mohsin Yakub, Associate Dean of Student Affairs
Rajuno Ettarh, Senior Associate Dean of Academic and Institutional Effectiveness
Sunny Nakae, Senior Associate Dean of Equity, Inclusion, Diversity, and Community Partnership
Tracey Scholtemeyer, Associate Dean of People and Culture
Tsugio Seki, Associate Dean of Accreditation and Continuous Quality Improvement
Vanessa Orozco, MBS Program Director
Yuu Ohno, Medical Student
Zohray Talib, Executive Vice Dean of Education
Chair: Tsugio Seki, Associate Dean of Accreditation and Continuous Quality Improvement
Aaron Jacobs, Associate Dean of Pre-Clerkship Curriculum
America Ortega, Clinical Partnership Manager
Clarissa Barra, Director of Medical Education
Daniel Duran, Clerkship Curriculum Manager
Deborah Farber, Health Sciences Librarian
Ezekiel Adu-Gyamfi, Director of Compliance and Risk
Linda Connelly, Associate Dean of Faculty Affairs
Louise Borda, Senior Associate Dean of Educational Operations
Luis Marquez, Assistant Dean of Finance and Administration
Madelyn Walker, Medical Student
Maegen Dupper, Associate Dean of Clinical Curriculum
Maya Maalouf, Medical Student
Nasser Salomon, Chief Information Officer
Omid Shayegh, Medical Student
Tracey Scholtemeyer, Associate Dean of People and Culture
Wafa Atamna, Laboratory Director
Chair: Maegen Dupper, Associate Dean of Clinical Curriculum
Co-Chair: Sunny Nakae, Senior Associate Dean of Equity, Inclusion, Diversity, and Community Partnership
Aaron Jacobs, Associate Dean of Pre-Clerkship Curriculum
Catherine K., Medical Student
Hani Atamna, Associate Dean of Basic Research
Joél Arvizo-Zavala, Assistant Dean of Social Mission and Accountability
Joseph Dhahbi, Director of Academic Research Study
Lydia Wilson, Medical Student
Mohsin Yakub, Associate Dean of Student Affairs
Nastassia Valenzuela, Director of Partnership Engagement Programs
Pete Eveland, Executive Vice Dean of University Relations and Admissions
Sonali Joshi, Medical Student
Chair: Linda Connelly, Associate Dean of Faculty Affairs
Co-Chair: Lisa Schwartz, Chair of Department of Medical Education
Alexandra Lopez Vera, Assistant Professor of Medical Education
Hani Atamna, Associate Dean of Basic Research
Johnathan Towsend, Director of Faculty Development
Joseph Dhabi, Chair, Rank and Promotion Committee
Louise Borda, Senior Associate Dean of Educational Operations
Medical Student #1
Stephanie Diaz, Faculty Affairs Analyst
Chair: Zohray Talib, Executive Vice Dean of Education
Co-Chair: Maegen Dupper, Associate Dean of Clinical Curriculum
Co-Chair: Aaron Jacobs, Associate Dean of Pre-Clerkship Curriculum
Clarissa Barra, Director of Medical Education
Daniel Duran, Clerkship Curriculum Manager
Elvin Hernandez, Executive Director of Education Innovation and Operations
Gordon Green, Senior Associate Dean of Healthcare Simulation and Patient Safety
Hani Atamna, Associate Dean of Basic Research
Joél Arvizo-Zavala, Assistant Dean of Social Mission and Accountability
Keira Ferrari, Medical Student
Linda Connelly, Associate Dean of Faculty Affairs
Mohsin Yakub, Associate Dean of Student Affairs
Nikhil Chakravarty, Medical Student
Rajuno Ettarh, Senior Associate Dean of Advanced Anatomy and Surgical Simulation
Shawn Koh, Associate Professor of Medical Education
Chair: Mohsin Yakub, Associate Dean of Student Affairs
Chair: Christina Rangel, Senior Executive Director of Personal, Academic, and Career Excellence (PACE)
Aaron Jacobs, Associate Dean of Pre-Clerkship Curriculum
Anna Cosio, Executive Director of Financial Aid
Belinda Taylor-Batchelor, Executive Director of University Relations and Admissions
Brenda Nieves, Executive Director of Student Business Services
Daniel Duran, Clerkship Curriculum Manager
Deborah Wright, Director of Counseling and Wellness
Don Nguyen, Director of Records and Registration
Ebraheem Quadri, Medical Student
Gordon Green, Senior Associate Dean of Healthcare Simulation and Patient Safety
Linda Connelly, Associate Dean of Faculty Affairs
Luis Marques, Assistant Dean of Finance and Administration
Maegen Dupper, Associate Dean of Clinical Curriculum
Michelle Paw, Medical Student
Ryan Ghassemi, Medical Student
Sabrina Wilhelm, Executive Director of Preclinical Student Services
Vy Han, Assistant Professor of Medical Education
Wafa Atamna, Laboratory Director
The LCME charges medical student leadership to perform an independent review of the medical education program, student services, the learning environment, and the adequacy of educational resources. This review is initiated with a survey constructed by the student leadership and administered to all enrolled medical students using a recommended set of questions and analysis format from the LCME. The students will then use the data collected through this survey to develop a comprehensive summary of students’ perceptions of the CUSM MD program.
Frequently Asked Questions (FAQs)
The Liaison Committee on Medical Education (LCME) is recognized by the U.S. Department of Education as the reliable authority for the accreditation of medical education programs leading to the MD degree. In the U.S., these programs are accredited by the LCME. The accreditation process is a voluntary, peer-reviewed process of quality assurance that determines whether the medical education program meets 12 Standards consisting of 91 Elements.
Most state boards of licensure require that U.S. medical schools granting the MD degree be accredited by the LCME as a condition for licensure of their graduates. Eligibility of U.S. students in MD-granting schools to take the U.S. Medical Licensing Examination (USMLE) requires LCME accreditation of their school. Graduates of LCME-accredited schools are eligible for residency programs accredited by the Accreditation Council for Graduate Medical Education (ACGME). For U.S. medical education programs, accreditation by the LCME establishes eligibility for selected federal grants and programs, including Title VII funding administered by the U.S. Public Health Service.
The Liaison Committee on Medical Education (LCME) typically conducts accreditation reviews on a regular basis. For U.S. medical schools, the LCME review cycle generally follows this pattern:
- Provisional Accreditation: When a new medical school is granted provisional accreditation, the LCME will conduct a full site visit within 2-4 years to review the school's progress and ensure it meets accreditation standards.
- Full Accreditation: For institutions that have been accredited for a longer period, LCME reviews generally occur every 8 years. During this time, there are interim visits and reports, but the comprehensive review is scheduled at this interval.
- Focused Visits: If a medical school has specific issues or concerns, the LCME may schedule additional
focused visits between regular reviews.
For California University of Science and Medicine (CUSM), since their current status is Provisional, the full site visit is scheduled for September 15-17, 2025.
The accreditation process occurs over 18-24 months and consists of an institutional self-study ending with a peer review/site visit. These steps include the following:
- Completion of a Data Collection Instrument (DCI) that contains the school’s response to meeting 12 standards and 91 elements.
- The student body completes an Independent Student Analysis (ISA).
- Institutional Self-Study Task force consisting of several sub-committees receives the DCI and ISA to write self-study reports and a summary report.
- Three-day visit by a group of Faculty Members/Deans from other medical schools who review the school’s submitted documents and interview faculty, students, and residents
Schools are asked to meet 12 Standards consisting of 91 data Elements. These 12 Standards span the entire mission of the medical school and cover the following topics:
- Mission, Planning, Organization and Integrity
- Leadership and Administration
- Academic and Learning Environments
- Faculty Preparation, Productivity, Preparation, and Policies
- Educational Resources and Infrastructure
- Competencies, Curricular Objectives, and Curricular Design
- Curricular Content
- Curricular Management, Evaluation, and Enhancement
- Teaching Supervision, Assessment, and Student and Patient Safety
- Medical Student Selection, Assignment, and Progress
- Medical Student Academic Support, Career Advising, and Educational Records
- Medical Student Health Services, Personal Counseling, and Financial Aid Services
CUSM received provisional accreditation in February 2024.
The LCME Self Study Committee is comprised of Associate Deans, Department Chairs, staff, faculty and students who either have expertise in certain aspects of the accreditation Elements, or whose outside perspective can provide independent oversight and advice.
During the self-study process, faculty and staff may be asked to provide data for the Data Collection Instrument (DCI).
The site visit will take place on September 15-17, 2025, and all medical education staff are asked to be available if needed to support the LCME site visit.
The LCME process is a wonderful opportunity to learn about our school and commit to continuous improvement. We encourage you to read the monthly The Office of Accreditation and Continuous Quality Improvement Newsletter, so you understand how your role in medical education helps us maintain our accreditation.
Please understand that during this process, the school may discover areas that require process improvement which we will want to implement prior to September 2025. We appreciate your patience, flexibility, and commitment to helping us master all LCME standards.