View the #ACGME2026 Program Guide; participate in a survey about the Institutional Requirements; nominate a resident/fellow for a Review or Recognition Committee; and more.

Participate in offices hours about accreditation site visits; particpate in the DIO Forum; and nominate residents and/or fellows to participate on a Review or Recognition Committee.

Submit a poster presentation during the Call for Abstracts for the 2026 ACGME Annual Educational Conference; complete a survey to inform revisions of the Institutional Requirements; join the MUA/P Interest Group.

Review the Program Requirements approved at the most recent meeting of the ACGME Board of Directors; register to participate in Accreditation Site Visit office hours; and sign up to participate in October's ACGME LINC program.

Submit an abstract to present a poster at #ACGME2026; participate in Review and Comment; Take a survey to inform the major revision of the Institutional Requirements; and more.

Submit an abstract proposal for #ACGME2026; participate in surveys about the Common Program Requirements; Institutional Requirements; and more.

Results recently published from a national survey of more than 6,000 graduate medical education (GME) program and institutional coordinators, led by members of the ACGME Well-Being team and published in Academic Medicine, reveal concerning levels of depression, anxiety, and burnout—underscoring the urgent need for greater support and recognition of these essential professionals.

Dr. Debra F. Weinstein sends a Letter to the Community during National Volunteer Week honoring and thanking the more than 800 volunteers who dedicate their time, energy, and expertise to the ACGME.

The Advisory Commission on Additional Licensing Models has released its second set of draft recommendations for review and comment to guide development and implementation of additional licensure pathways for internationally trained physicians.

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