Recognizing Suicide Prevention Awareness Month and National Physician Suicide Awareness Day September 17, ACGME Chief of Staff and Chief Education Officer Dr. Timothy P. Brigham penned a letter to residents, fellows, faculty members, and others in health care about the ACGME’s commitment to physician well-being and resources available to help those struggling.

Submit a proposal to present a poster at the 2022 Annual Educational Conference February 24-26 in Orlando, Florida.

Proposal deadline is September 30, 2021 at 11:59 p.m. Central.

Apply today!

Now available in Learn at ACGME - videos and courses specifically developed for coordinators! Review important foundational information about ACGME accreditation, recognition, and data collection, as well as professional development.

Review resources supporting the graduate medical education community including:

* Emergency Categorization Request forms

* FAQs

*Guidance Statements

* More

Recognizing Suicide Prevention Awareness Month and National Physician Suicide Awareness Day September 17, ACGME Chief of Staff and Chief Education Officer Dr. Timothy P. Brigham penned a letter to residents, fellows, faculty members, and others in health care about the ACGME’s commitment to physician well-being and resources available to help those struggling.

Submit a proposal to present a poster at the 2022 Annual Educational Conference February 24-26 in Orlando, Florida.

Proposal deadline is September 30, 2021 at 11:59 p.m. Central.

Apply today!

Now available in Learn at ACGME - videos and courses specifically developed for coordinators! Review important foundational information about ACGME accreditation, recognition, and data collection, as well as professional development.

Review resources supporting the graduate medical education community including:

* Emergency Categorization Request forms

* FAQs

*Guidance Statements

* More

WHAT'S NEW

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.