The conference, Meaning in Medicine: Rebuilding Connections, brought together more than 5,000 members of the graduate medical education (GME) community, giving peers and colleagues the opportunity to reconnect while discussing academic medicine’s latest topics and most important initiatives. Participants heard from more than 200 speakers who provided a learning space that encouraged engagement, perspective, and dialogue.
The ACGME is grateful for the opportunity to host the GME community and celebrate excellence, continuous advancements, and innovations in education, medicine, and the learning environment. Thanks to all who participated and helped make #ACGME2022 such a successful and memorable virtual conference! The ACGME looks forward to coming together at the 2023 Annual Educational Conference in Nashville!
February 23-26, 2023
Gaylord Opryland Resort and Convention Center
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, which includes the following:
John C. Gienapp Award
Barbara Ross-Lee, DO Diversity, Equity, and Inclusion Award
David C. Leach Award
Debra L. Dooley GME Program Coordinator Excellence Award
GME Institutional Coordinator Excellence Award
Parker J. Palmer Courage to Teach Award
Parker J. Palmer Courage to Lead Award
Nomination information and materials are on each award's page in the Awards section of the ACGME website.
Submit nominations by 5:00 p.m. Central NEXT Wednesday, April 6, 2022.
The window for submitting CLER visit blackout weeks is now open through April 26, 2022 for blocking off dates in the period highlighted below. Sponsoring Institutions can submit up to four blackout weeks during this period.
Upcoming Windows for Entering Blackout Weeks
Email questions to CLER@acgme.org.
Stuart Slavin, MD, MEd, ACGME's senior scholar for well-being, discusses the concept and experience of shame with Dr. Will Bynum, MD, associate professor of family medicine at the Duke University School of Medicine. Dr. Bynum speaks to his own relationship with shame during medical school and residency, and explores how his experience allowed him—and can do so for others working in GME—to rethink the standard approaches to working through shame at both the personal and institutional levels. The role of self-conscious emotions, such as shame, guilt, and pride, are also discussed from the perspective of residents striving for excellence.
Institutional Accreditation staff members recognize that designated institutional officials (DIOs) and institutional coordinators are currently preparing for changes related to institutional accreditation and recognition. Institutional Review Committee Executive Director Paul Foster Johnson will host office hours to provide an informal opportunity for members of the GME community to get answers to questions on the following topics:
No advance registration or RSVP is required. Email questions to firstname.lastname@example.org.
Drafts of the Milestones below are available for review and comment. For Milestones 2.0, the Milestones reporting data, along with other survey results and comments, informed the changes. The Work Groups also created Supplemental Guides to enhance understanding of the Milestones.
The Common Program Requirements to be effective July 1, 2022 have been edited to include updated Background and Intent under three areas: II.C.2., VI.C., and VI.C.1.e).
Note: the modification to the Background and Intent under II.C.2. is only applicable to the Residency, Fellowship, and Post-Doctoral Education versions of the Common Program Requirements.
This updated Background and Intent now appears in the Common Program Requirements available on the Common Program Requirements page under “Common Program Requirements Future Effective Date” and will appear in each set of specialty-specific Program Requirements effective July 1, 2022.
The Clinician Educator Milestones are a joint effort of the ACGME, Accreditation Council for Continuing Medical Education, Association of American Medical Colleges, and the American Association of Colleges of Osteopathic Medicine. This series of subcompetencies is designed to aid in the development and improvement of teaching and learning skills across the continuum of medical education.
The Clinician Educator Milestones are currently in a pilot phase. The Clinician Educator Milestones are not an ACGME accreditation requirement and are not intended to become one in the future.
Respond to this survey with feedback by April 30, 2022.
Email questions to email@example.com.
The Milestones reporting window will open Monday, April 18, 2022 and close Friday, June 24, 2022. Milestones assessments can be submitted via the Accreditation Data System during this period.
The Leadership Skills Training Program for Chief Residents will be held in person in Philadelphia May 2-4; May 16-18; May 19-21; and June 6-8.
The Leadership Skills Training Program for Chief Residents is designed to provide a transitional experience into the leadership role of chief resident by enhancing each participant's self-awareness and understanding of their personal leadership styles, strengths, and weaknesses as leaders, developing knowledge and appreciation of group and interpersonal behavior, and learning additional skills critical to success and satisfaction as both a clinician and leader.
Email questions to Ann Riley.
Registration for the spring 2022 ACGME faculty development course is open! Led by ACGME senior staff members and selected expert instructors from around the country, Developing Faculty Competencies in Assessment helps participants build effective assessment programs for their residency or fellowship programs. Offered virtually, sessions are highly interactive and use multiple learning approaches, including virtual simulations, to provide participants with approaches and tools for effective assessment.
The six-day intensive, virtual course will be held May 15-20, 2022, from 1:00-5:30 p.m. Central each day. For details and to register, visit the Developing Faculty Competencies in Assessment page on the ACGME website.
The following Review Committee is seeking its next public member for a six-year term beginning July 1, 2023. these members share the perspective of the public, foster public accountability, enrich the work of the Committee through outside expertise, and create transparency. While nominees cannot be physicians, other health care professionals are permitted if they are not employed by an organization with ACGME-accredited residency or fellowship programs.
Details: Additional information is available on the Documents and Resources page of the Thoracic Surgery specialty page of the ACGME website.
Contact: Michelle Armstrong
Deadline: June 30, 2022
The following Review Committees seeks nomination for their next resident member positions. Nominees must be enrolled in an ACGME-accredited residency or fellowship program at the time of the appointment and may not serve more than one year beyond completion of that residency or fellowship. After review and consideration of all nominees, the Review Committee will forward its selection to the ACGME Board of Directors for approval. Terms begin July 1, 2023 and end June 30, 2025.
Thoracic Surgery - Deadline Extended!
Details: Applicants must be a current PGY-2-5 during the 2023-2024 academic year. Additional information is available on the Documents and Resources page of the Thoracic Surgery section of the ACGME website.
Contact: Michelle Armstrong
Deadline: June 15, 2022
Meeting dates are listed on the overview page of each specialty section on the ACGME website. While many specialties have already updated their information, updates may continue until July 1, 2022. Meeting dates and associated agenda closing dates for the Osteopathic Recognition Committee are posted on the Osteopathic Recognition page.
The ACGME is always interested in finding talented, dedicated individuals to join the organization and support its mission to improve health care and population health by assessing and enhancing the quality of resident and fellow physicians' education through advancements in accreditation and education.