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President and CEO Thomas J. Nasca, MD, MACP calls on physicians and educators to harness their collective power to move society away from violence and incivility, and toward healing, dignity, and justice for people of all backgrounds.
New program coordinators can learn about the Common Program Requirements, the Accreditation Data System, the Milestones, and more in these virtual, specialty-specific workshops!
Register for June workshops today!
The Teamwork Effectiveness Assessment Module (TEAM) helps residents and fellows gather and analyze feedback from interprofessional colleagues, and the Direct Observation of Clinical Care (DOCC) app helps faculty members record in-the-moment observations of residents and fellows in the clinical setting. Access both in the Learn at ACGME online learning portal.
The ACGME, American Association of Colleges of Osteopathic Medicine, Association of American Medical Colleges, and Educational Commission for Foreign Medical Graduates | Foundation for Advancement of International Medical Education and Research created a toolkit to help learners transition from medical school to residency during COVID-19.
President and CEO Thomas J. Nasca, MD, MACP calls on physicians and educators to harness their collective power to move society away from violence and incivility, and toward healing, dignity, and justice for people of all backgrounds.
New program coordinators can learn about the Common Program Requirements, the Accreditation Data System, the Milestones, and more in these virtual, specialty-specific workshops!
Register for June workshops today!
The Teamwork Effectiveness Assessment Module (TEAM) helps residents and fellows gather and analyze feedback from interprofessional colleagues, and the Direct Observation of Clinical Care (DOCC) app helps faculty members record in-the-moment observations of residents and fellows in the clinical setting. Access both in the Learn at ACGME online learning portal.
The ACGME, American Association of Colleges of Osteopathic Medicine, Association of American Medical Colleges, and Educational Commission for Foreign Medical Graduates | Foundation for Advancement of International Medical Education and Research created a toolkit to help learners transition from medical school to residency during COVID-19.
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.
In 2014, the ACGME, AOA, and AACOM announced their agreement to a Memorandum of Understanding outlining a single GME accreditation system in the U.S. that allows graduates of allopathic and osteopathic medical schools to complete residency/fellowship education in ACGME-accredited programs and demonstrate achievement of common Milestones and competencies.
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.
In 2014, the ACGME, AOA, and AACOM announced their agreement to a Memorandum of Understanding outlining a single GME accreditation system in the U.S. that allows graduates of allopathic and osteopathic medical schools to complete residency/fellowship education in ACGME-accredited programs and demonstrate achievement of common Milestones and competencies.