LCME Element 10.2 – Final Authority of Admissions Committee

The final responsibility for accepting students to a medical school rests with a formally constituted admission committee. The authority and composition of the committee and the rules for its operation, including voting privileges and the definition of a quorum, are specified in bylaws or other medical school policies. Faculty members constitute the majority of voting members at all meetings. The selection of individual medical students for admission is not influenced by any political or financial factors.

Hidden Curriculum

Medical school admission committees may differ in size, composition, and operational rules, but they must all be formally established, with the majority of voting members being faculty. They must also have the final authority to accept students into the medical school – and across all programs – so dual degrees, pathways etc. What is expected for this element is a document, such as college or university bylaws that outlines the responsibilities of the school’s admissions committee. The LCME values this being in bylaws, or a school policy, as it reduces the risk of changes when leadership or personnel transitions occur.

Best Practice

The charge of the admissions committee should be clearly defined in your school’s bylaws. The bylaws should include the committee’s responsibilities and may also list membership categories. For example, if the committee has 25 members, how many are faculty, students, or from an admissions subcommittee? Are there co-chairs appointed by the Deans of Admissions, and do full-time faculty need a minimum amount of admissions committee experience? Make sure to outline these details. Additionally, the source of the committee’s authority should be clearly specified in the bylaws and any other relevant school policy or operations document. If you have a regional campus or campuses, ensure there is faculty representation on the committee. If you have subcommittees, clarify that the Admissions Committee holds the final authority to admit students to the school.

Make sure your school’s Admissions Committee Procedures clearly define the quorum required for committee meetings. Whatever that number is, ensure no vote is held without a quorum. If a faculty member holds a Dean’s position, including at the assistant or associate levels, it’s best to have them as ex officio (non-voting) members of the Admissions Committee. And don’t forget to include students as voting members in your Admissions Committee procedures. If you have tracks, ensure that the same criteria for evaluating applicants is applied consistently to all, regardless of track, and that the Admissions Committee ultimately makes the final decision to admit. All admissions committee members, whether new or returning, should complete orientation and training through mandatory annual sessions before the interview period begins. This training should cover your school’s admissions procedures. As a best practice, no member should participate in admissions activities until they have completed the training and you need to have documentation of this. It’s also a good time to review your school’s version of an Educators Conflicts of Interest Policy to ensure the admissions process is free from political or financial influence. This also should be attested to/signed annually and a copy at the ready for the LCME.

Continuous Quality Improvement

It’s good practice to review your admissions committee’s charge and procedures (most of Standard 10) annually to ensure they align with current best practices and institutional goals. Regular reviews help identify areas needing updates due to changes in leadership, policies, or external factors, ensuring consistency and compliance. Additionally, provide ongoing training and development opportunities for committee members to keep them informed of admissions practices, legal requirements, and strategies to reduce bias. Seeking regular feedback from faculty, students, and applicants can also inform improvements to the admissions process.

LCME In the News

Improving learning experience through implementing standardized team-based learning process in undergraduate medical education.

Andrews-Dickert R, Nagaraj R, Zhan L, Knittig L, Zhao Y.
BMC Med Educ. 2024 Oct 7;24(1):1098. doi: 10.1186/s12909-024-06025-6.
PMID: 39375678 Free PMC article.