Number
520
Name
The Impact of the Accreditation: The Accreditation Commission on Colleges of Medicine (ACCM) on Student Satisfaction Rates at Avalon University School of Medicine
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Ameer Soomro, Avalon University School of Medicine
Olabosipo Sholuade, Avalon University School of Medicine
Praveen Kottath veetil, Avalon University School of Medicine
Manoj Kollukkad Mani, Avalon University School of Medicine
Brittany Smith, Avalon University School of Medicine
Dishitha Reddy, Avalon University School of Medicine
Sateesh Babu Arja, Avalon University School of Medicine
Presentation Topic(s)
Other
Description
Purpose
Accreditation is a key quality assurance mechanism designed to enhance
educational processes and promote continuous quality improvement. Although
the process can be resource-intensive, evidence shows accreditation improves
student outcomes, stakeholder engagement, and licensure exam performance,
particularly for international medical graduates. This study examines whether
Accreditation Commission on Colleges of Medicine (ACCM) accreditation, one of
the counterparts to LCME in the Caribbean, is associated with changes in
student satisfaction at Avalon University School of Medicine (AUSOM).
Methods:
This retrospective quantitative study analyzed ACCM student survey data
from 2022 and 2024 across AUSOM’s basic science and clinical students. The
68-item questionnaire survey, distributed via SurveyMonkey to all enrolled
students, assessed satisfaction across five institutional domains: the dean’s
office, learning environment and facilities, library and information
resources, student services, and the medical education program, using a
5-point Likert scale. Mean scores were compared using the Mann-Whitney U
test, as the data had non-homogeneous variance.
Results
A total of 76 and 62 basic science and 115 and 85 clinical students
responded to the survey in 2022 and 2024, respectively. Across all domains
and questionnaire items, comparisons between 2022 and 2024 revealed no
statistically significant differences (p > 0.05), and the results remained
stable over time for both basic sciences and clinical sciences students.
Overall, student satisfaction rates of institutional support, learning
environment, resources, and educational quality remained consistent.
Conclusion
Student satisfaction rates remained stable from 2022 to 2024, with no
significant declines observed. These findings and study results differ from
those in the previous literature, particularly a study from Saudi Arabia,
which suggests a dip in student satisfaction between accreditation cycles.
Medical Schools are recommended to continue monitoring to identify subtle
trends and guide targeted quality improvement initiatives, as well as engage
critical stakeholders, such as students, in the quality improvement process.
Accreditation is a key quality assurance mechanism designed to enhance
educational processes and promote continuous quality improvement. Although
the process can be resource-intensive, evidence shows accreditation improves
student outcomes, stakeholder engagement, and licensure exam performance,
particularly for international medical graduates. This study examines whether
Accreditation Commission on Colleges of Medicine (ACCM) accreditation, one of
the counterparts to LCME in the Caribbean, is associated with changes in
student satisfaction at Avalon University School of Medicine (AUSOM).
Methods:
This retrospective quantitative study analyzed ACCM student survey data
from 2022 and 2024 across AUSOM’s basic science and clinical students. The
68-item questionnaire survey, distributed via SurveyMonkey to all enrolled
students, assessed satisfaction across five institutional domains: the dean’s
office, learning environment and facilities, library and information
resources, student services, and the medical education program, using a
5-point Likert scale. Mean scores were compared using the Mann-Whitney U
test, as the data had non-homogeneous variance.
Results
A total of 76 and 62 basic science and 115 and 85 clinical students
responded to the survey in 2022 and 2024, respectively. Across all domains
and questionnaire items, comparisons between 2022 and 2024 revealed no
statistically significant differences (p > 0.05), and the results remained
stable over time for both basic sciences and clinical sciences students.
Overall, student satisfaction rates of institutional support, learning
environment, resources, and educational quality remained consistent.
Conclusion
Student satisfaction rates remained stable from 2022 to 2024, with no
significant declines observed. These findings and study results differ from
those in the previous literature, particularly a study from Saudi Arabia,
which suggests a dip in student satisfaction between accreditation cycles.
Medical Schools are recommended to continue monitoring to identify subtle
trends and guide targeted quality improvement initiatives, as well as engage
critical stakeholders, such as students, in the quality improvement process.
Presentation Tag(s)
International Presenter, Student Presentation