Accreditation Council for Graduate Medical Education

History

The ACGME was founded in 1981 and was preceded by the Liaison Committee for Graduate Medical Education, which was established in 1972. The ACGME currently oversees the post-graduate education and training for all MD and DO physicians in the United States.

The ACGME's member organizations are the American Board of Medical Specialties, American Hospital Association, American Medical Association, Association of American Medical Colleges, American Osteopathic Association (AOA), American Association of Colleges of Osteopathic Medicine (AACOM), and the Council of Medical Specialty Societies each of whom appoints members to the ACGME's board of directors.

In 2014, the ACGME, the American Osteopathic Association (AOA) and the American Association of Colleges of Osteopathic Medicine (AACOM) announced an agreement to pursue a single, unified accreditation system for graduate medical education programs in the United States beginning in 2015. Plans called for the ACGME to accredit all osteopathic graduate medical education programs, which went into effect on July 1, 2020.

Projects

The Clinical Learning Environment Review project promotes patient safety, quality during changes in care, appropriate supervision of care, managing fatigue of residents, and increasing the professionalism of physicians.

From July 1, 2015, to June 30, 2020, the American Osteopathic Association (AOA), American Association of Colleges of Osteopathic Medicine (AACOM) and the Accreditation Council for Graduate Medical Education (ACGME) worked on a single accreditation system for all US residency programs.

Outcome Project

The Outcome Project began in 2001 with a set of assessments for measuring physician competence. By 2009, it was recognized that ACGME measurements could not reliably be evaluated independently of each other and instead should be used together and with other measurements.

The ACGME introduced milestones in internal medicine, pediatrics, and surgery for assessing progress of residents toward the six identified competencies. Milestones can be evaluated by numerous methods ranging from direct observation of clinical encounters to medical simulation.

Awards

Awards handed out by the ACGME include the David C Leach award and Palmer award. Many of the awardees have notably earned multiple national level awards including both ACGME and American Medical Association award recognition.

References

References

1. "ACGME". Accreditation Council for Graduate Medical Education.
2. "Testimony to United States House of Representatives Committee on the Judiciary Subcommittee on Immigration, Border Security, and Claims.".
3. (2012). "Development, Testing, and Implementation of the ACGME Clinical Learning Environment Review (CLER) Program". Journal of Graduate Medical Education.
4. (2009). "Advancing Resident Assessment in Graduate Medical Education". Journal of Graduate Medical Education.
5. (March 2009). "Measurement of the general competencies of the accreditation council for graduate medical education: a systematic review.". Academic Medicine.
6. (September 2015). "Reflections on the First 2 Years of Milestone Implementation". J Grad Med Educ.
7. (June 2018). "Validity of Simulation-Based Assessment for Accreditation Council for Graduate Medical Education Milestone Achievement". Simul Healthc.
8. "Archived copy".
9. "Christopher Young receives Davis C Leach award » Health Science Center News & Communications - University of Florida".
10. "Account Suspended".
11. "Archived copy".