The ACGME is excited and proud to introduce a redesign of the ACGME website. The updated site features an improved overall design, an enhanced user experience, a better interface, and a modern look and feel. While most of the content has not changed, the navigation and placement of some of the content has. This update and orientation are intended to help users understand what went into and informed this redesign, and how to move around it and find what you’re looking for.
A website has been set up to provide information and updates on the Undergraduate Medical Education (UME) Competencies initiative. The initiative aims to create a common set of foundational competencies for use in UME programs in the US and improve the transition to graduate medical education.
The family medicine residency program at Mercy in St. Louis, Missouri was recently approved by the ACGME for an optional fourth year focusing on leading community efforts in public health care related to obesity and associated conditions.
March 12-14 the ACGME hosted a Summit on Medical Education in Nutrition in collaboration with the American Association of Colleges and Osteopathic Medicine and the Association of American Medical Colleges.
An upcoming panel discussion and listening session, “Program Director Well-Being: Finding a Path Forward,” designed for program directors aims to create a space to share experiences and hear from peers on issues related to program director well-being.
The ACGME, in partnership with the Arnold P. Gold Foundation, is proud to announce the recipients of the DeWitt C. Baldwin, Jr. Award, presented to Sponsoring Institutions.
February 7 marked the inaugural session of the National Health Equity Grand Rounds. The event, titled “History of Racism in US Health Care: Root Causes of Today’s Hierarchy and Systems of Power,” is the first of four events scheduled for 2023.
The ACGME has named Dr. Pilar Ortega as Vice President, Diversity, Equity, and Inclusion. Dr. Ortega will support efforts to address harassment, discrimination, and other forms of mistreatment in the graduate medical education (GME) learning environment; improve retention and well-being for diverse resident and fellow physicians; and disseminate information on diversity, equity, and inclusion activities to the GME community.