Legitimizing Continuous Quality Improvement (CQI): Navigating Rationality in Undergraduate Medical Education

In July of 2015, the Liaison Committee on Medical Education (LCME)—the primary accrediting body for North American allopathic medical schools—formally advanced a model of “formative accreditation” by requiring that medical schools engage in “ongoing planning and continuous quality improvement processes that establish short and long-term programmatic goals, result in the achievement of measurable outcomes that are used to improve programmatic quality, and ensure effective monitoring of the medical education program’s compliance with accreditation standards.”