The ACGME, Association of American Medical Colleges, and the American Association of Colleges of Osteopathic Medicine have launched an initiative to create a common set of foundational competencies for use in undergraduate medical education programs in the US. This initiative aligns with recommendations outlined by the Undergraduate Medical Education-Graduate Medical Education Review Committee and is part of a comprehensive effort to improve the transition to residency.
The initiative's sponsors are committed to incorporating input from the community. The final discussion forum will be held December 6 from 3:00-4:00 p.m. Eastern - register today! If unable to attend the discussion forum and to provide additional input, visit www.aamc.org/CBME-input.
The Annual Educational Conference offers a wide selection of engaging, thought-provoking content, with numerous options for both first-time and seasoned attendees. More than 100 innovative and diverse sessions will be presented by the ACGME and members of the graduate medical education (GME) community.
The 2023 conference will be held at the Gaylord Opryland Resort and Convention Center in Nashville, Tennessee, with a vibrant country music scene, great nightlife, and fantastic food! The hotel is within walking distance of the famous Grand Ole Opry and is just a short drive from downtown Music City.
Learn about the Top Reasons to Attend #ACGME2023
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The following Review Committee seeks its next public member for a six-year term beginning July 1, 2023. Public members share the perspective of the public, foster public accountability, enrich the work of the Review 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 Transitional Year section of the ACGME website.
Contact: Aimee Morales
Deadline: November 1, 2022
The Common Program Requirement Background and Intent sections under Requirements II.A.2. and II.C.2. have been updated to align with the Common Program Requirement FAQ regarding program leadership and program coordinator time. These updates are reflected in the Residency, Fellowship, One-Year Fellowship, and Post-Doctoral Education versions of the Common Program Requirements effective July 1, 2023, available under Future Effective Date on the Common Program Requirements page.
The Clinical Learning Environment Review (CLER) Evaluation Committee is currently seeking members from the following communities of health care professionals:
Members will be selected based on current needs, professional qualifications, geographic distribution, and diversity in gender and race, and recommended to the ACGME Board of Directors for confirmation. All terms will begin July 1, 2023. The term for the resident/fellow member is two years (non-renewable). The other openings are three-year terms with the option to renew. Meetings are held in person in Chicago. Meeting dates for 2023 are:
Dates for 2024 and beyond have not yet been selected. Typically, the Committee meets four times each year in January, April, July, and October.
For more information or to request a nomination form, email Ana Sainz. Nominations are due November 30, 2022.
The mid-year reporting window is open now through Friday, January 13, 2023. Milestones assessments can be submitted via the Accreditation Data System (ADS) at any point during this timeframe. A list of specialties that have transitioned or will soon transition to Milestones 2.0 can be found in the Milestones section of the ACGME website.
Email content questions to firstname.lastname@example.org. Email technical questions to ADS@acgme.org.
The ACGME has added an Equity Practice Toolkit to the ACGME Equity MattersTM online educational materials. The toolkit contains five components: Environmental Equity Assessment; The Power of Culture; Allyship: Foundations, Skills, and Frameworks; Acting to Dismantle Racism; and Protocols for Building Bias Response. Each section includes a brief overview of the resource and tools, and several contain educational videos. The toolkit is supported in part by a Josiah Macy Jr. National Foundation President's Grant; it is available in the ACGME's online learning portal, Learn at ACGME.
Access the Equity Practice Toolkit
Residents, program directors, coordinators, and designated institutional officials are invited to hear and discuss provocative and inspiring stories of diversity, equity, inclusion, activism, and social justice from winners of the prestigious Vilcek-Gold Award for Humanism in Healthcare.
The event, hosted by the ACGME, the Arnold P. Gold Foundation, and the Vilcek Foundation, is free to attend and will take place virtually Friday, November 4 at 3:15 p.m. Central. Pedro Greer, MD, founding dean for the Roseman University Health Sciences College of Medicine in Las Vegas, Nevada and MacArthur Fellow, will interview the 2021 awardees, Jirayut "New" Latthivongskorn, MD, MPH and Denisse Rojas Marquez, MD, MPP. A live Q-and-A session will follow the interview.
This workshop is designed to provide a transitional experience into the role of chief resident. Small-group sessions and exercises offer incoming chief residents the tools, skills, and a learning environment designed to increase their 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.
All eight programs are open to chief residents from all medical and surgical specialties.
Programs will be offered in Chicago, Illinois:
Programs will be offered in Philadelphia, Pennsylvania:
The brochure and registration will be available soon. Email questions to Ann Riley.
Theoretical Frameworks in Medical Education: Using a Systematic Review of Ophthalmology Education Research to Create a Theory of Change Model
Sophia L. Song, ScB; Zane Z. Yu, AB; Laura Pavlech, DVM, MSLS; Ingrid U. Scott, MD, MPH; Paul B. Greenberg, MD, MPH
This article aims to systematically review the role of theoretical frameworks in subspecialty medical education, using ophthalmology as an example, and to use the findings to construct a theory of change model for guiding the development of theory-based GME curricula.
Association of the COVID-19 Pandemic on VA Resident and Fellow Training Satisfaction and Future VA Employment: A Mixed Methods Study
Heather Northcraft, MA; Jia Bai, MPH; Anne R. Griffin, RN, MPH; Sona Hovsepian, LCSW; Aram Dobalian, PhD, JD, MPH
Current literature concerning the impact of the COVID-19 pandemic on resident/fellow education is limited in scope and pertains to specific programs or specialties. This study, using responses from the VA [Veterans Affairs] Trainee Satisfaction Survey collected for three academic years (2018-2021), examines whether COVID-19 affected the satisfaction with VA training experiences and likelihood to consider future VA employment among residents and fellows.
A Standards-Based Checklist for Program Evaluation as Scholarly Activity
Dorene F. Balmer, PhD; Jennifer A. Rama, MD, MEd; Deborah Simpson, PhD
Since applying program evaluation standards can tip the balance toward becoming a scholarly activity, this article provides a guide for using a standards checklist to plan the evaluation and write a manuscript, as well as for selecting a journal for submission and learning more about evaluation as scholarship. This Rip Out article is part of JGME’s Program Evaluation Series, offering short, practical, how-to guides for educators.
Institutional accreditation staff members recognize that designated institutional officials (DIOs) and institutional coordinators are currently preparing for changes affecting institutional accreditation and recognition. Paul Foster Johnson, vice president, Sponsoring Institutions, will host office hours via Zoom to answer questions about the following topic:
Recognition of Sponsoring Institutions with Non-Standard Training Programs for Physicians with J-1 Visas
Thursday, November 10 at 3:00 p.m. Central
Meeting ID: 943 2021 4513 (ID is linked)
No advance registration or RSVP is required; drop in when it is convenient using the above link. Email questions to email@example.com.
The Institutional Review Committee (IRC) is implementing the new institutional requirements related to medical, parental, and caregiver leaves of absence for residents/fellows, which became effective July 1, 2022. Sponsoring Institutions may be cited for non-compliance starting July 1, 2023.
Sponsoring Institutions facing difficulty in addressing the new requirements may request up to a one-year extension (July 1, 2023-June 30, 2024) for implementation. An extension will be granted only if a Sponsoring Institution provides a valid rationale concerning financial hardship or regulatory constraints, and a plan to comply with the requirements by the end of the extension period. Sponsoring Institutions must inform residents/fellows and applicants invited to interview of the extension request.
The form, Extension Request Form for Implementing Institutional Requirements IV.H.1.a)-f), can be found on the Documents and Resources page of the IRC section of the ACGME website. It must be submitted by October 30, 2022 for consideration.
Email the completed form to firstname.lastname@example.org.
The Review Committee for Psychiatry is preparing to begin a major revision of the Program Requirements for the subspecialties of addiction psychiatry, child and adolescent psychiatry, consultation-liaison psychiatry, forensic psychiatry, and geriatric psychiatry and will soon seek comments related to specific requirements or topics that should be addressed as the revisions are developed. In particular, the Review Committee is interested in feedback related to what the respective subspecialties will look like in the future, and the competencies, resources, and personnel necessary to create the physicians who will practice in the subspecialty. Details on how to provide feedback will be included in a future edition of this e-Communication.
The requirements addressing dedicated time and support for program leadership, program coordinators, and core faculty members were recently revised based on guidance from the ACGME Board of Directors, following a public comment period in fall 2021. Therefore, those requirements will not be modified during the upcoming major revision and are not subject to public comment at this time. The final requirements related to administrative support are posted under the Selected Topics Across Program Requirements heading on the bottom of the Institutional Application and Requirements page of the Institutional Review Committee section of the ACGME website. Additionally, changes to the ACGME Common Program Requirements are not within the purview of the Review Committee and, therefore, comments related to Common Program Requirements, indicated by bold font in the Requirements documents, should not be submitted and will not be considered.
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.