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Accreditation

Eight Decades of Medical School Accreditation

Katz earned its first medical school accreditation in 1942—and we’ve held it ever since. Today, we're fully accredited by the Liaison Committee on Medical Education (LCME), the nationally recognized accrediting body for medical education programs leading to the MD degree in the U.S. 

Accreditation matters. It ensures the strength of our curriculum, supports our ability to secure federal research funding, and guarantees our students are eligible for licensure and residency placement. Explore how accreditation drives excellence across our education, research, and clinical mission—and the rigorous process we undertake to uphold it.

What is LCME Accreditation?

LCME accreditation is a national stamp of quality for medical schools. It’s a voluntary, peer-reviewed process that confirms our MD program meets rigorous standards for curriculum, training, and student outcomes. At Katz, it helps ensure we’re preparing students to become competent physicians—and it opens doors for continued growth, research, and impact. Below, explore the key reasons we pursue accreditation and the difference it makes.

Students Clapping at graduation

Prepares Students for Practice

LCME accreditation means our MD graduates are eligible for licensure and residency in every U.S. state and Washington, D.C. It ensures that Katz students are trained in line with national standards—so they’re not just ready to graduate, but ready to lead in clinics, hospitals, and research labs from day one.

Keeps Our Programs Cutting-Edge

Accreditation challenges us to prove that our curriculum, faculty, and facilities meet rigorous national standards—and that we’re constantly evolving to meet new ones. It keeps us focused on our mission and helps us deliver an education that’s both evidence-based and future-facing.

Powers Research & Secures Funding

An LCME-accredited status isn’t just a mark of quality. It’s also a requirement for many federal research grants and institutional partnerships.

The Medical School Accreditation Process

There are six steps to the LCME accreditation process:

  1. Collecting the data (completing the Data Collection Instrument).
  2. Independent Student Analysis (ISA) coordinated by a steering committee of students from all four years in the curriculum. 
  3. An institutional self-evaluation (self-study) based on the 12 accreditation standards.
  4. An on-site evaluation/survey visit by a survey team of external peer experts.
  5. A review of the survey team’s findings by the LCME Board (about 3–5 months after the survey visit).
  6. Determination by the LCME Board as to the program’s accreditation status and any follow-up required.

Who is the LCME?

The Liaison Committee on Medical Education (LCME) is the recognized accrediting authority for medical education programs leading to the medical degree in the U.S. and Canada. It is jointly sponsored by the Association of American Medical Colleges and the American Medical Association. Learn more about the LCME on their website.

LCME.org

Dive Deeper into Accreditation

Why go through LCME Accreditation?

Accreditation determines whether an educational program leading to an MD degree meets established standards for function, structure, and performance. It seeks to answer whether the:

  • Program has clearly established mission, goals, and institutional learning objectives.
  • Curriculum and resources are organized to meet the program’s mission, goals, and objectives.
  • Evidence shows that the program is achieving its mission, goals, and objectives and is likely to continue to achieve them.
How is data collected?

The LCME has established 12 standards with multiple sub-standards (93 elements) indicating guidelines and expectations for medical schools. When assessing a program’s compliance with these standards, the LCME looks at the following data:

  • Organizational structure
  • Learning environment
  • Mission and strategic planning
  • Admissions processes
  • By-laws and policies
  • Faculty and staff
  • Curriculum.
  • Resources (financial, staff/faculty and physical space)
What are the standards and elements?

The LCME has 12 standards made up of 93 specific requirements. Each requirement outlines what a medical school must do to meet the standard.

  • Standard 1: Mission, Planning, Organization, and Integrity
  • Standard 2: Leadership and Administration
  • Standard 3: Academic and Learning Environments
  • Standard 4: Faculty Preparation, Productivity, Participation, and Policies
  • Standard 5: Educational Resources and Infrastructure
  • Standard 6: Competencies, Curricular Objectives, and Curricular Design
  • Standard 7: Curricular Content
  • Standard 8: Curricular Management, Evaluation, and Enhancement
  • Standard 9: Teaching, Supervision, Assessment, and Student and Patient Safety
  • Standard 10: Medical Student Selection, Assignment, and Progress
  • Standard 11: Medical Student Academic Support, Career Advising, and Educational Records
  • Standard 12: Medical Student Health Services, Personal Counseling, and Financial Aid Services
     
What is the Data Collection Instrument (DCI) and how is it used?

Medical schools use the Data Collection Instrument (DCI) to collect the data and information to be used in the self-study and to submit to the LCME. The DCI includes a broad series of prompts related to each standard and element. These prompts may require a narrative response, information in a data table, or other documentation such as a written policy or procedure.

What is the Independent Student Analysis (ISA) and how is it used?

The Independent Student Analysis (ISA) is led by student leaders. They create and send out a survey to gather student feedback on the school, the curriculum, and the student experience. The results are analyzed and included in a report. This report is shared with the LCME as part of the accreditation process.

A student committee runs the ISA. Students from all years take part. The committee designs the survey, collects and analyzes responses, and writes the final report. Students must lead the entire process. School staff can help with logistics or tech support, but they cannot help with the survey, data, or report.

What is the self-study process?

During the institutional self-study, data requested by the LCME and found in the DCI is collected, reviewed, and analyzed. The self-study process is directed by a task force made up of key institutional leaders, faculty, staff, and students who possess knowledge of the medical education program. The task force identifies institutional strengths and areas of concern so that strategies may be enacted to either maintain, enhance, or bring about change.

Resources

Questions, Concerns, and More Info

For questions or concerns, email the Katz Executive Leadership Group Task Force at . 

To learn more about the LCME, visit lcme.org. You can also send questions, complaints, or comments to . Complaints and comments must include a completed consent form, available on the LCME website.