Since 2013, the ACGME has used Milestones ratings to assess physician learners across the six Core Competencies, including Professionalism and Interpersonal and Communication Skills. A new study published in JAMA sheds light on their association to early unsupervised practice.

Publication builds on meetings of GME leaders from across ACGME-I-accredited Sponsoring Institutions, using their direct input to inform the document.

In December 2024, the ACGME announced the upcoming launch of its ACGME Cloud platform in 2025. As part of this exciting development, the ACGME has now unveiled a pre-launch information hub at www.ACGMECloud.org. 

Former ACGME President and Chief Executive Officer Thomas J. Nasca, MD, MACP has received the 2025 Special Recognition Award, presented by the Association of American Medical Colleges (AAMC), for his nearly two decades leading the ACGME and advancing graduate medical education.

The ACGME, Intealth, and the Medical Council of Canada (MCC) entered into an agreement to enhance post-graduate medical education (PGME) through the development of assessment programs.

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.

Recognizing the need for a structured approach to remediation, the ACGME has introduced the Remediation Toolkit, a dynamic resource to help with assessing and remediating struggling learners, underlying clinical performance issues, and successful remediation programs.

The ACGME is pleased to present findings and resources from the Summit on Medical Education in Nutrition in collaboration with the American Association of Colleges of Osteopathic Medicine and the Association of American Medical Colleges.

The ACGME, AACOM, AAMC, ABMS, AOA, and ECFMG have released three toolkits designed to aid programs and learners as they progress through disrupted years of the medical education continuum.

The ACGME has developed a process to allow accredited programs to request Program Emergency Categorization when planned resident/fellow experiences are disrupted due to a local epidemic/pandemic surge.