The accreditation process includes the Institutional Self-Study which occurs during each accreditation cycle before the site visit. The Institutional Self-Study initiates the formation of a task force composed of members of the Icahn School of Medicine at Mount Sinai community, including students, faculty, and staff. Over the course of approximately one year, the task force conducts an internal review to assess how well the institution meets the LCME’s 12 standards. The review process culminates with an LCME site visit, where a review team evaluates compliance with accreditation standards.

A central feature of the Institutional Self-Study is the evaluation of program quality through Continuous Quality Improvement (CQI) specific to LCME accreditation. This process assesses program effectiveness, identifies opportunities for improvement, and provides evidence to the LCME that mechanisms for ongoing evaluation and continuous improvement are firmly established. Student voices and collaboration are vital to the CQI process and to the LCME accreditation process.

The Steering Committee provides overall leadership and direction for the Institutional Self-Study. Composed of senior faculty, administrators, and student representatives, the committee is responsible for guiding the accreditation process from planning through completion.

The Steering Committee establishes the structure and timeline for the self-study, interprets LCME standards, and oversees the work of subcommittees. It ensures that findings are consistent, evidence-based, and aligned across all areas of review.

Task Force subcommittees carry out detailed reviews of the medical education program during the Institutional Self-Study. Each subcommittee is aligned to a set of elements established by the LCME and includes faculty, staff, and students with relevant expertise and perspectives. Subcommittees include:

• Institutional Governance: Governance structure and function of the overall Icahn School of Medicine, including strategic planning and continuous quality improvement processes, affiliation agreements, nondiscrimination policy, and faculty sufficiency.
• Resources, Enrollment, and Student Health: Physical, financial, and technological resources that support the MD program, as well as aspects of medical student life and support services, including enrollment, financial aid, and student health.
• Admissions: Review admissions policies, processes, and outcomes, including alignment with mission and goals.
• Student Affairs: Medical education student life and support services, including promotions and advancement, advising, and resources for academic and overall well-being, including academic support, career advising, electives, specialty advising, and the Medical Student Performance Evaluation.
• Faculty and Residents: Professional development of faculty and residents who support the MD program.
• Curriculum Content and Instructional Methods: MD program objectives, curricular content, and teaching activities.
• Outcomes and Assessment: Expected student outcomes and their evaluation, including assessment systems and methods that support achievement of MD program objectives.
• Curriculum Oversight, Management, and Evaluation: Processes for curriculum design, review, monitoring, and improvement to ensure achievement of MD program objectives.   

The timeline for full accreditation is as follows:

• Accreditation Planning Phase (September 2025-April 2026): LCME/CQI Committee and Working Groups formed. Begin review of elements and identify compliance gaps using data.
• LCME Task Force Kick-off Event (May 2026): Gathering of the Steering Committee and eight Task Force Subcommittees to start the self-study process.
• LCME Task Force Committees Self-Study (May 2026-June 2027): The task force conducts an internal review to assess how well the institution meets the LCME’s 12 standards.
• LCME Self-Study Due (July 2027): Self-study submitted to LCME
• LCME Site Visit (October 2027): LCME reviewers meet with School members on campus and evaluate compliance with accreditation standards.