LCME Accreditation

Dean page

Dear Larner Community,

I am delighted that in 2021 the Liaison Committee on Medical Education (LCME) was awarded full accreditation of the UVM Larner College of Medicine (LCOM) for another eight-year term, through 2029.

The reaccreditation process involves 18 months of self-study followed by a site visit. Our work in this process was complicated by the unique circumstances and limitations presented by the pandemic and the additional challenge of a cyberattack on the UVM Medical Center. Despite those challenges, and thanks to the amazing ingenuity, resilience, and energy of the more than 300 people from across our community – faculty, staff, and students both in Vermont and Connecticut, our self-study was completed in full and on time.

Our subsequent virtual site visit by the LCME in April 2021 provided additional information necessary for determination of reaccreditation. I want to thank our LCME Steering Committee and Subcommittees, the Independent Student Analysis Task Force, the College of Medicine’s Technology Services, and our Medical Communications staff who went the extra mile, as they did throughout the self-study. Three individuals were critical to every step in this process, and our entire community owes great thanks to Associate Dean for Public Health and Health Policy, Jan Carney, M.D., M.P.H., Director of Facilities Administration and Projects Eric Gagnon, M.Ed., M.S.S., and Senior Associate Dean for Medical Education Christa Zehle, M.D. This truly took a village.

The accreditation process is designed to identify areas for improvement and thereby enhance the quality of medical education. In the original 2021 review, of the 93 elements examined by the LCME, 84 were found to be fully satisfactory. LCOM submitted a status report on December 1, 2022, addressing the three elements deemed satisfactory with a need for monitoring and six elements found to be unsatisfactory. The LCME reviewed our response and in March 2023 determined four elements were elevated to satisfactory, and three were elevated from unsatisfactory to satisfactory with a need for monitoring. On April 1, 2024, LCOM submitted a second status report addressing the remaining five elements listed below and we look forward to the LCME’s response following their June 2024 meeting.  Furthermore, through our Continuous Quality Improvement Committee, we continue to systematically address all standards and elements in an ongoing fashion in preparation for our next LCME Site Visit in 2029.

Reaccreditation is ultimately focused on our students and optimizing their educational experience. Our medical students are full participants in the reaccreditation effort, as demonstrated by their exceptionally high participation in the Association of American Medical Colleges’ Graduation Questionnaire and our 2020 Independent Student Analysis surveys. Their engagement, and that of our entire community, surely impressed our site-visitors and played an important part in our receiving full reaccreditation. This active engagement continues to be a strength of our College.

My thanks again to everyone who contributes to the LCME reaccreditation process, and to each member of the LCOM Community for all you do.



Richard L. Page, M.D.

Satisfactory with a Need for Monitoring:

Element LCME Finding
Element 3.2 (community of scholars/research opportunities)
The degree of dissatisfaction in gaining access to research opportunities from students in the ISA (overall 31% dissatisfied) led to it being listed by the students as an area needing improvement. The school has made efforts to address this concern, and the ISA data suggests improved satisfaction with each successive class year. Whether this improvement is sustainable
remains to be demonstrated.
Element 3.3 (diversity/pipeline programs and partnerships) The Self-study report and Independent Student Analysis report both identified diversity as an area of concern. Faculty diversity is low and while the diversity office has a process that identifies targeted groups, there is no mission-appropriate diversity policy at the college level that identifies diversity groups for students, faculty, and senior administrative staff.  
Element 8.8 (self- directed and life-long learning). Previously Element 6.3 While students are positive about the new curriculum that includes more self-directed learning opportunities, the ISA reveals that 34% (M1) and
28% (M2) of respondents are dissatisfied with the amount of time available to prepare for these activities.
Element 11.2 (career advising)
ISA data show that 23-27% of M2, M3, and M4 respondents were dissatisfied with the adequacy of career counseling offered. Adequacy of counseling about elective choices was rated by respondents as an area in need of improvement; 33% of M3s and 35% of M4s reported they were dissatisfied. While the school has made a number of changes in the career advising system in response to low satisfaction levels reported in the ISA, insufficient evidence was available at the time of the visit to know if these changes are sufficient.  



ElementLCME Finding
Element 5.11 (study/lounge/storage space/call rooms)
Based on ISA data, the adequacy of study and relaxation space, particularly within clinical sites, was an area noted for improvement by respondents.
Specifically, 45% (M3) and 37% (M4) of respondents were dissatisfied with study space at hospitals/clinical sites, and 47% (M3) and 50% (M4) of respondents were satisfied with relaxation space at hospitals/clinical sites.