ACGME staff members continue to assist residents/fellows displaced by the closure of Hahnemann University Hospital by compiling and disseminating a list of available positions at other institutions, per the ACGME Extraordinary Circumstances Policy.

JGME Editor-in-Chief Dr. Gail Sullivan shares the journal's history of supporting, and continued efforts to develop, authors at all stages of experience.

This special edition of the ACGME's weekly e-Communication includes a statement honoring the sacrifices of frontline caregivers, new Frequently Asked Questions, and news from Milestones and the Journal of Graduate Medical Education.

The ACGME's Developing Faculty Competencies in Assessment course in Chicago, as well as a growing number of regional courses based on it, teach practical and effective applications of multiple assessment methods and tools; guidance for creating effective assessment programs; and techniques to most effectively use the Milestones and Entrustable Professional Activities for professional development.

A recap of the #ACGME2025 session, Back to Bedside: An Appreciative Inquiry on Finding Meaning in Medicine. 

This edition of the e-Communication includes Review and Comment deadlines, nominations for Review Committee resident/fellow and public members, office hours to discuss Institutional Requirements on vacation and leaves of absences, and career opportunities with the ACGME.

This is the first post in a new series, Educating Educators, which will share information about and stories from ACGME faculty development efforts and courses.

Networking opportunities are one of the greatest benefits of attending the ACGME Annual Educational Conference. Read about some of the ways to connect during #ACGME2025!

The ACGME is pleased to announce the 2023 Annual Educational Conference Closing Plenary, a conversation on the future of graduate medical education with Drs. Thomas J. Nasca and Debra Weinstein.

During their presentation “Using Public Data to Follow Graduates into Practice,” at the 2019 Annual Educational Conference, Marc M. Triola, MD and Patrick M. Cocks, MD, from the NYU School of Medicine have leveraged large databases of publicly available information to help understand the patterns of health care practice and outcomes among graduates from programs once they have left the programs.