The Disability Resource Hub provides users with the knowledge and resources to support learners with disabilities in the transition from medical school (undergraduate medical education) and through residency and fellowship (graduate medical education). 

Responding to evidence of high rates of depression and suicide among US health care workers, the ACGME joined the National Academy of Medicine, which launched a wide-ranging "action collaborative" to promote clinician well-being.

The ACGME has released the first in a series of Issue Briefs relating to the recently released CLER National Report of Findings 2016.

The ACGME has issued an updated statement that supercedes all other guidance regarding early graduation from US allopathic and osteopathic medical schools and early appointment to the clinical learning environment.

ACGME President and CEO tells the graduate medical education community which ACGME activities are being suspended to allow the GME community to focus on patient care during the COVID-19 pandemic. Visit this section for updated guidance and information.

The ACGME recognizes and appreciates the heroic response of hospitals and physicians in the worsening COVID-19 pandemic in New York State. With that acknowledgement, the ACGME Common Program Requirements (Section VI.F.) remain in place nationally.

The Coalition for Physician Accountability, of which the ACGME is a member, released the statement and resources, Maintaining Quality and Safety Standards Amid COVID-19.

The JGME article "From Medical School to Residency: Transitions During the COVID-19 Pandemic" explores the trends of PGY-1 residents moving from medical schools to residency, and how those movements may be affected by the COVID-19 pandemic.