Conceptualizing accreditation through the humanities: what is the bigger picture of medical education?

Abstract

Introduction: Accreditation in Canadian undergraduate medical education is often viewed as a procedural mechanism for verifying compliance with national standards. Yet, the standards and elements of the Committee on Accreditation of Canadian Medical Schools (CACMS) articulate a deeper ethical framework, one that embeds dignity, equity and relational responsibility within the foundations of medical education which literature has yet to capture. This study analyzes CACMS elements through a humanistic lens to illuminate how accreditation functions as a commitment to sustaining humanity within medical training. Methods: All CACMS elements were examined using qualitative thematic analysis and organized into three themes: (1) Individual humanity and institutional integrity, (2) Humanity in medical knowledge and competence and (3) Broader humanity in medicine. This approach enabled interpretation of accreditation standards as ethical texts rather than solely regulatory directives. Results: Findings show that CACMS standards do far more than codify technical requirements. Elements addressing learner wellness, mistreatment, diversity, cultural safety, ethics, social accountability and curricular responsiveness explicitly embed humanistic values into accreditation expectations. Across domains, standards affirm that medical education is a moral and relational enterprise grounded in respect for persons and social justice. Discussion: Governance, resources, assessment and feedback are positioned not only as administrative obligations but as ethical responsibilities essential to supporting human dignity. By framing accreditation as both a technical and moral instrument, this analysis argues that accrediting a medical school is an affirmation of its duty to cultivate physicians who are clinically competent and socially responsive stewards of humanity.