The ACGME accreditation system is designed to encourage excellence and innovation in graduate medical education regardless of the organizational affiliation, size, or location of the program.
The educational program must support the development of knowledgeable, skillful physicians who provide compassionate care.
In addition, the program is expected to define its specific program aims consistent with the overall mission of its Sponsoring Institution, the needs of the community it serves and that it graduates will serve, and the distinctive capabilities of physicians it intends to graduate. While programs must demonstrate substantial compliance with the Common and specialty-specific Program Requirements, it is recognized that within this framework, programs may place difference emphasis on research, leadership, public health, etc. It is expected that the program aims will reflect the nuanced program-specific goals for it and its graduates; for example, it is expected that a program aiming to prepare physician-scientists will have a different curriculum from one focusing on community health.
IV.A. The curriculum must contain the following educational components: |
| | Overall educational goals for the program, which the program must make available to residents and faculty; |
| I.V.A.1.a) The program's aims must be made available to program applicants, residents, and faculty members. (Core) |
| | Competency | each assignment at each educational level, which the program must distribute | at least annually, in either written or electronic form | IV.A.3. Regularly scheduled didactic sessions; (Core)| Panel |
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| title | Background and Intent |
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| The trajectory to autonomous practice is documented by Milestones evaluation. The Milestones detail the progress of a resident in attaining skill in each competency domain. They are developed by each specialty group and allow evaluation based on observable behaviors. Milestones are considered formative and should be used to identify learning needs. This may lead to focused or general curricular revision in any given program or to individualized learning plans for any specific resident. |
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| IV.A. | 43. | Delineation delineation of resident responsibilities for patient care, progressive responsibility for patient management, and graded supervision; (Core)| Panel |
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| title | Background and Intent |
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| These responsibilities may generally be described by PGY level and specifically by Milestones progress as determined by the Clinical Competency Committee. This approach encourages the transition to competency-based education. An advanced learner may be granted more responsibility independent of PGY level and a learner needing more time to accomplish a certain task may do so in a focused rather than global manner. |
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| IV.A.4. a broad range of | residents over the continuum of the programstructured didactic activities, (Core) |
| IV.A.4.a) Residents must be provided with protected time to participate in core didactic activities. (Core) | Panel |
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| title | Background and Intent |
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| It is intended that residents will participate in structured didactic activities. It is recognized that there may be circumstances in which this is not possible. Programs should define core didactic activities for which time is protected and the circumstances in which residents may be excused from these didactic activities. Didactic activities may include, but are not limited to, lectures, conferences, courses, labs, asynchronous learning, simulations, drills, case discussions, grand rounds, didactic teaching, and education in critical appraisal of medical evidence. |
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| IV.A.5. advancement of residents knowledge of ethical principles foundational to medical professionalism; and, (Core) |
| IV.A | .5. ACGME Competencies.6. advancement in the residents' knowledge of the basic principles of scientific inquiry, including how research is designed, conducted, evaluated, explained to patients, and applied to patient care. (Core) |
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| | A.5 | A.5 |