The ACGME is proud to announce the 21 recipients of the third cycle of funding for Back to Bedside, a resident-led initiative to develop innovative strategies for finding deeper connections with patients, improving physician and patient well-being.
The ACGME Board of Directors recently reviewed and approved several specialty- and subspecialty-specific Program Requirements, which were updated to align with the Board’s requirements for allocation of dedicated time for program leadership, core faculty members, and program coordinators.
The NAM Action Collaborative on Clinician Well-Being and Resilience has released a draft for a National Plan for health workforce well-being and is seeking public input. The plan is intended to provide a roadmap to drive collective action to improve the well-being of the health workforce.
ACGME President and Chief Executive Officer Thomas J. Nasca, MD, MACP kicked off the recent 2022 ACGME Annual Educational Conference by addressing graduate medical education (GME) in the era of COVID-19.
The ACGME, AACOM, AAMC, ABMS, AOA, and ECFMG have released three toolkits designed to aid programs and learners as they progress through disrupted years of the medical education continuum.
After a foundational year of the ACGME Equity MattersTM initiative, the ACGME is proud to unveil self-directed Equity Matters content, a series of learning resources created to supply a continuous learning framework for diversity, equity, and inclusion (DEI) work.
In an effort to increase the public’s understanding of ACGME responsibilities and graduate medical education (GME) overall, the ACGME has developed a general FAQ page to answer often asked questions and address common misconceptions.
ACGME Senior Scholar for Well-Being Dr. Stuart Slavin leads a group of well-being scholars in discussing the impacts of the Omicron Variant and ways to move forward in a new ACGME podcast, with video recording.
The ACGME is proud to unveil an updated and more robust Well-Being Tools and Resources page for institutions, programs, residents/fellows, and faculty members to support and promote well-being in the clinical learning environment.