Holly Humphrey, MD, MACP will deliver the Marvin R. Dunn Keynote Address, "Out of Adversity: Transforming Graduate Medical Education."
Oluwaferanmi Okanlami, MD, MS will deliver the Closing Plenary, "Disabusing Disability and Redefining Race: Intersectionality in GME."
The ACGME recognizes notable designated institutional officials, program directors, residents and fellows, institutional and program coordinators, programs, institutions, and specialty organizations for their outstanding work and contributions to graduate medical education through its Awards Program.
Submit nominations by April 6, 2022, at 5:00 p.m. Central.
In a new Letter to the GME Community, ACGME President and CEO Thomas J. Nasca, MD, MACP shares changes being implemented by the ACGME to ease the burden on Sponsoring Institutions and programs while balancing accreditation responsibilities. Topics include site visits, Emergency categorization, surveys, and more.
The COVID-19 section of the ACGME website contains information to support the GME community in light of the evolving pandemic. This includes a new Letter to the Community, an updated Guidance Statement on competency-based medical education and educational program disruptions, updated FAQs, and the request forms for Sponsoring Institution Emergency Categorization.
Holly Humphrey, MD, MACP will deliver the Marvin R. Dunn Keynote Address, "Out of Adversity: Transforming Graduate Medical Education."
Oluwaferanmi Okanlami, MD, MS will deliver the Closing Plenary, "Disabusing Disability and Redefining Race: Intersectionality in GME."
The ACGME recognizes notable designated institutional officials, program directors, residents and fellows, institutional and program coordinators, programs, institutions, and specialty organizations for their outstanding work and contributions to graduate medical education through its Awards Program.
Submit nominations by April 6, 2022, at 5:00 p.m. Central.
In a new Letter to the GME Community, ACGME President and CEO Thomas J. Nasca, MD, MACP shares changes being implemented by the ACGME to ease the burden on Sponsoring Institutions and programs while balancing accreditation responsibilities. Topics include site visits, Emergency categorization, surveys, and more.
The COVID-19 section of the ACGME website contains information to support the GME community in light of the evolving pandemic. This includes a new Letter to the Community, an updated Guidance Statement on competency-based medical education and educational program disruptions, updated FAQs, and the request forms for Sponsoring Institution Emergency Categorization.
The unprecedented challenges presented by the COVID-19 pandemic are testing the GME community’s individual and collective resilience in the face of crisis. The ACGME created and curated this suite of resources that promote well-being, mitigate stress, and prevent burnout during this pandemic.
The accreditation process for programs and Sponsoring Institutions includes periodic on-site visits to assess compliance with the Program and Institutional Requirements. All accreditation site visits for programs and Sponsoring Institutions are performed by the members of the ACGME Accreditation Field Staff, who are employed by the ACGME.
ACGME International accredits institutions and programs in countries other than the United States. ACGME-I is growing and doing its part to raise standards throughout the world!
The unprecedented challenges presented by the COVID-19 pandemic are testing the GME community’s individual and collective resilience in the face of crisis. The ACGME created and curated this suite of resources that promote well-being, mitigate stress, and prevent burnout during this pandemic.
The accreditation process for programs and Sponsoring Institutions includes periodic on-site visits to assess compliance with the Program and Institutional Requirements. All accreditation site visits for programs and Sponsoring Institutions are performed by the members of the ACGME Accreditation Field Staff, who are employed by the ACGME.
ACGME International accredits institutions and programs in countries other than the United States. ACGME-I is growing and doing its part to raise standards throughout the world!
The JGME disseminates scholarship and promotes critical inquiry to inform and engage the graduate medical education community to improve the quality of graduate medical education.
When the ACGME moved to continuous accreditation, specialty groups worked to develop outcomes-based Milestones as a framework for assessing resident/fellow performance in the six Core Competency areas.
The most comprehensive resource for data on the size, scope, and distribution of graduate medical education in the US.
The JGME disseminates scholarship and promotes critical inquiry to inform and engage the graduate medical education community to improve the quality of graduate medical education.
When the ACGME moved to continuous accreditation, specialty groups worked to develop outcomes-based Milestones as a framework for assessing resident/fellow performance in the six Core Competency areas.
The most comprehensive resource for data on the size, scope, and distribution of graduate medical education in the US.
The ACGME Awards Program recognizes notable designated institutional officials, program directors, program coordinators, residents/fellows, and Sponsoring Institutions for their outstanding work and contributions to graduate medical education.
The Clinical Learning Environment Review (CLER) Program provides US teaching hospitals, medical centers, health systems, and other clinical settings affiliated with ACGME-accredited Sponsoring Institutions with periodic feedback addressing six Focus Areas: patient safety; health care quality; care transitions; supervision; well-being; and professionalism.
Review resources supporting the graduate medical education community, including Emergency Categorization Request Forms, FAQs, Guidance Statements, and more.
The ACGME Awards Program recognizes notable designated institutional officials, program directors, program coordinators, residents/fellows, and Sponsoring Institutions for their outstanding work and contributions to graduate medical education.
The Clinical Learning Environment Review (CLER) Program provides US teaching hospitals, medical centers, health systems, and other clinical settings affiliated with ACGME-accredited Sponsoring Institutions with periodic feedback addressing six Focus Areas: patient safety; health care quality; care transitions; supervision; well-being; and professionalism.
Review resources supporting the graduate medical education community, including Emergency Categorization Request Forms, FAQs, Guidance Statements, and more.