This year’s theme, Meaning in Medicine: Making a Difference, stems from the many challenges faced and achievements made by the graduate medical education (GME) community while navigating continued uncertainty. As physicians, educators, leaders, and medical professionals, the GME community is in a unique and important position to advocate for high-quality, equitable patient care and its positive impacts on society. The past three years have led to critical scientific advances and examples of the strength of the human spirit, while also spotlighting significant health care disparities and inequities. The ACGME looks forward to gathering the GME community to learn, discover, and challenge each other with a renewed focus on making a difference, together.
Email questions to email@example.com.
The ACGME invites proposals for abstracts for the 2023 ACGME Annual Educational Conference. All accepted abstracts will be presented on site as posters at the conference, taking place February 23-25, 2023 at the Gaylord Opryland Resort and Convention Center in Nashville, Tennessee. Members of the GME community are encouraged to use this opportunity to share their innovations and research with their peers.
Submit proposals by 5:00 p.m. Central on Friday, October 7, 2022. Email questions to firstname.lastname@example.org.
Every 10 years, Review Committees are required to review their specialty Program Requirements to determine necessary revisions. The ACGME Board of Directors has approved a new process for all such major revisions going forward.
This new process, scenario-based strategic planning, involved the General Surgery Writing Group, members of the surgery community, and leaders from other specialties and related fields in rigorously and creatively thinking about what the general surgery specialty will look like in the future (recognizing that the future is marked with significant uncertainty). From this process, the Writing Group will propose revisions to the Program Requirements that will prepare learners for practice now and decades to come.
The Writing Group requests feedback. The scenario-based planning summary of themes and insights is posted for review and comment here.
Submit feedback to email@example.com by September 20, 2022.
The Case Log Instructions: Maternal-Fetal Medicine document has been updated to reflect changes made to focus Case Log documentation on fellowship-level activities and improve the ease of logging. Fellows no longer need to log Cesarean hysterectomies, comorbidities, consults, deliveries, ongoing patient management, placenta accreta, and placenta previa. Case information now requires only a Case Date and Role. Case ID is optional. Fellows can “batch enter” ultrasounds.
One new category has been added. Fellows will start to document obstetric critical care activities as of October 1, 2022.
Programs are advised to review the updated resource on the Documents and Resources page of the Obstetrics and Gynecology section of the ACGME website. The "Common Questions" section includes guidance on logging ultrasounds and obstetric critical care experience.
Email questions to OBGYN-RC@acgme.org.
Beginning with the 2022 graduates, the Review Committee will no longer enforce the minimally invasive hysterectomy minimum. The Obstetrics and Gynecology Residency Case Log Information document has been updated to reflect this change. The Minimums Report in the Case Log System will be revised during a future ADS update. The total hysterectomy minimum of 85 remains in effect.
The updated resource can be found on the Documents and Resources page of the Obstetrics and Gynecology section of the ACGME website.
Email questions to OBGYN-RC@acgme.org.
The Case Log Instructions: Reproductive Endocrinology and Infertility document has been updated to reflect changes made to improve the ease of logging cases in the system. Fellows can “batch enter” all experiences. Case information now requires only a Case Date and Role. Case ID is optional.
Programs are advised to review the resource on the Documents and Resources page of the Obstetrics and Gynecology section of the ACGME website. The "Common Questions" section includes guidance on batch entry of experiences.
Email questions to OBGYN-RC@acgme.org.
The Case Log System has been updated to include new CPT codes for ophthalmology. Codes 66989 and 66991 give credit to both the cataract and glaucoma-filtering and shunting minimums; code 0671T gives credit to the glaucoma-filtering and shunting minimum. Retroactive credit will be given if the CPT codes were previously logged.
Programs are reminded to ensure residents log all glaucoma experiences, including those that do not give credit toward the minimum. Accurate data helps the Review Committee make informed decisions regarding the Case Log System configuration and minimums.
Email questions to Executive Director Kathleen Quinn-Leering, PhD.
The ACGME has incorporated quality assurance as a part of the Milestones and requests participation in gathering feedback. This process will start with a five-minute survey for those actively involved in program leadership or serving as a member of their program's Clinical Competency Committee. Over the next few years, the ACGME will collect feedback about the new Milestones through a combination of focus groups and surveys.
Responses accepted until October 28, 2022 at 11:59 p.m. Central
The following Review Committees seek their 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 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 following Review Committees seek nominations for their next resident member. 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 program. After review and consideration of all nominees, the Review Committees will forward their selection to the ACGME Board of Directors for approval. Terms begin July 1, 2023 and end June 30, 2025.
Details: Additional information is available on the Documents and Resources page of the Emergency Medicine section of the ACGME website.
Contact: Bianca Andino
Deadline: October 3, 2022
Effects of a Curriculum Addressing Racism on Pediatric Residents' Racial Biases and Empathy
Monique Jindal, MD, MPH; Rachel L.J. Thornton, MD, PhD; Ashlyn McRae, MD; Ndidi Unaka, MD, MEd; Tiffani J. Johnson, MD, MSc; Kamila B. Mistry, PhD, MPH
This study examined the effects of resident participation in a curriculum addressing racism. Sessions included Self-Reflection on Implicit Bias, Historical Trauma, and Structural Racism. Pre- and post-curriculum surveys were given to evaluate the impact of participation on pediatric residents' racial biases and empathy.
To Boost or Not to Boost Residents and Fellows—That Is the Question
Sofia Zavala, MD; Kathryn M. Andolsek, MD, MPH; Jason E. Stout, MD, MHS
This Perspectives article addresses how one might respond to the question of whether COVID-19 boosters are necessary for residents, as they are young, have already received two vaccine doses, and would likely be exposed to variants that cause milder disease. Using the most recent data, this article argues for the effectiveness of boosters, not only to residents’ health and that of their families, but also in mitigating the effects of lost workdays and lost educational opportunities.
Addressing Patients as Sources of Microaggressions for Residents, Fellows, and Faculty
Danielle T. Miller, MD, MEd; Kirsten M. Wilkins, MD; Dotun Ogunyemi, MD
Microaggressions express implicit bias against marginalized groups through hostile, derogatory, or negative slights and insults on the target person or group, contributing to a toxic clinical environment. This Rip Out article gives practical solutions for how to deal with microaggressions from patients, showing how senior team members can be upstanders by preparing learners, reporting data, creating codes of conduct, and providing mental health resources.
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. Sessions are highly interactive and use multiple learning approaches, including virtual simulations, to provide participants with approaches and tools for effective assessment. Choose from a virtual course that will meet weekly beginning October 7, 2022, or a six-day, in-person course beginning October 9, 2022.
In addition to the ACGME-led courses, regional hubs offer in-person and online courses based on the ACGME Faculty Development courses.
For details and registration information for this course and regional hub courses, visit the Developing Faculty Competencies in Assessment page on the ACGME website.
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.