This week's e-Communication includes information on the ACGME Rural Track Program Designation Type 2, the National Academy of Medicine's National Plan for Health Workforce Well-Being, open positions on Review Committees, and more.

This week's edition of the e-Communication includes how to join a discussion forum on revising competencies for undergraduate medical education, updated FAQs related to the Common Program Requirements, registration for the National Learning Community of Sponsoring Institutions meeting, and more.

Reflecting on some of the challenges of delivering faculty development trainings to already busy and time-constricted faculty members, Colleen Kalynych, EdD and colleagues from the University of Florida College of Medicine-Jacksonville developed a knowledge- and skills-based, time-sensitive, and practical program disseminated via email.

Dr. Natasha Bray and colleagues explored how completing a residency in underserved areas affects independent practice location choice in a continuation and expansion of a previous study.

This post aims to clarify the role of the ACGME in the GME position allotment structure and explain residency numbers, caps, and funding.

This year, the Journal of Graduate Medical Education (JGME) is encouraging authors to create visual abstracts for accepted articles and providing resources to help.

Dr. Mackenzie Moody shares her experience pursuing GME in medically underserved areas as part of our Pathways to Practice series.

A collection of resources to promote well-being, foster professional growth, and ensure a smooth start at the transition into a new academic year.

Q and A with 2026 ACGME Parker J. Palmer Courage to Teach Awardee Aimee K. Zaas, MD, MHS.

Read about what to see and do outside of educational sessions and activities at the 2026 ACGME Annual Educational Conference in San Diego, California.