asdf asdf asdfasdf aWelcoming the New Academic Year: Resources to Support GME during this Transitional Period

As the accrediting body for US graduate medical education (GME) programs and institutions, the ACGME understands and prioritizes the need for robust support to ensure everyone in GME can thrive in their professional development. To that end, we are launching a short series here on the ACGME Blog to highlight tools and resources available for various roles.

July 1 marked the beginning of a new academic year. As they embark on this next phase of their careers, residents and fellows may find the journey both exhilarating and challenging. As the transition into these pivotal roles in health care requires clinical expertise, resilience, and continuous learning, we’re starting the series with resources for residents and fellows, all of which are on the ACGME website or our online learning portal, Learn at ACGME. This list is not exhaustive, and new and revised resources are shared regularly. Note that a free account is required to access most of the content in Learn at ACGME.

Resources for Residents/Fellows
Common Program Requirements and Specialty-/Subspecialty-Specific Requirements
An important resource throughout the year, but certainly as physicians begin a new program, the Common and specialty-/subspecialty-specific Program Requirements are available on the ACGME website for anyone to access. The Requirements shape how GME programs are structured and can help residents/fellows understand what to expect from their educational programs.

• The Common Program Requirements apply to all GME programs, regardless of specialty/subspecialty.
• The specialty-/subspecialty-specific Program Requirements (into which the Common Program Requirements are embedded, in bold font) can be accessed on the applicable specialty’s section of the ACGME website, on the Program Requirements and FAQs and Applications tab (the subspecialty documents are posted on the same tab of the specialty section associated with the specialty Review Committee that oversees that subspecialty).

Milestones
The Milestones are an important component of the ACGME’s accreditation model. Residents and fellows in ACGME-accredited programs are assessed twice per year against the Milestones for their program’s specialty/subspecialty. The Milestones are intended to help learners, programs, and the Review Committees improve educational, assessment, and accreditation processes. They do not, however, describe or represent the totality of a clinical discipline, nor are they a curriculum in and of themselves. Rather, the Milestones should guide a thoughtful analysis of curriculum to identify strengths and gaps.

There are numerous Milestones-related resources, including the Milestones Guidebook for Residents and Fellows (authored by residents and fellows!). Review Milestones resources on the ACGME website.

Physician Well-Being
The ACGME’s commitment to improving and supporting physician well-being is codified in its Program Requirements and demonstrated by ongoing efforts to convene relevant organizations and leaders; curate tools and resources; dedicate funding and research efforts; and respond to concerns, complaints, and events affecting those in GME and in the broader medical education continuum. Medicine can be as trying and difficult a field as it is a rewarding one. The ACGME is dedicated to evaluating and continuing to develop requirements and resources to support physicians and physician learners.

• The ACGME has created and curated tools and resources related to implementing well-being activities throughout GME and the clinical learning environment, both for systems and for individuals, including residents and fellows. These resources are housed in Learn at ACGME. Some are open access; others are free but require a free account in the Learn platform; and a select few are proprietary.

Diversity, Equity, and Inclusion
Increasing diversity in the physician workforce is essential to achieving health equity. Creating GME learning environments in which all are included and feel they belong is vital to ensuring that diverse individuals are ultimately successful. Establishing psychological safety and a trauma-responsive culture within medical education is a prerequisite for sustaining environments that contribute to diverse physician well-being.

The ACGME’s Department of Diversity, Equity, and Inclusion works with the GME community to develop strategies and promote tactics to provide safe, inclusive, and equitable learning environments.

• ACGME Equity Matters^® - a program that supplies a framework for continuous learning and process improvement in the areas of diversity, equity, and inclusion (DEI) and antiracism practices. Educational modules on various topics in DEI are just some of what’s available. Learn more in Learn at ACGME.

Resident/Fellow Survey
The ACGME’s annual Resident/Fellow Survey provides the Review Committees with early warning of potential non-compliance with accreditation requirements. All accredited programs (regardless of size) are required to participate. More information on the surveys, their timing, and resources can be found on the ACGME website.

Ombudsperson
The ACGME’s Office of the Ombudsperson is a resource for residents and fellows. Learn more about this important, impartial, and independent resource for physician learners on the ACGME website.

Moving Forward Together
The start of a new academic year is a time of renewal and commitment to the noble pursuit of medicine. Whether you are beginning your residency or fellowship or continuing your journey, know that the ACGME stands ready to support you every step of the way.

To explore more from the ACGME, we invite you to regularly visit our website and Learn at ACGME, where you’ll find current and valuable information, educational resources, and more.