Search Result(s) for: program requirement psychiatry
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October 7, 2024
View ACGME Board of Director actions taken at its September 2024 meeting; comment on the Advisory Commission on Additional Licensing Models' draft preliminary recommendations aimed at guiding state medical boards and policymakers in developing new licensing pathways for internationally trained physicians; and participate in Review and Comment of proposed Program Requirements and a proposed subspecialty.
ACGME Submits Court Filing in Support of Hahnemann Residents
On July 8, 2019, the ACGME filed a response in the United States Bankruptcy Court regarding the Hahnemann University Hospital closure. A hearing on the motion is scheduled for July 16, 2019. (Updated July 11, 2019.)
ACGME Answers: A Look at Case Log Minimums
A post in the ACGME Answers series to share information about the ACGME Case Log System, how Case Logs are used, and how minimum requirements are set.
#ACGME2023: New! Full-Day Courses
New for 2023, Full-Day Courses on topics of interest to specific audiences (previously called "pre-conferences") are included in the conference registration fee!
ACGME e-Communication - December 21, 2020
This week's e-Communication includes a Frequently Asked Question about accreditation and recognition site visits during the COVID-19 pandemic, Review and Comment for program requirements, and more.
February 14, 2022
This week's e-Communication includes information on the 2022 Annual Educational Conference, the upcoming Back to Bedside deadline, Journal of Graduate Medical Education (JGME) articles, and new program requirements available for review and comment.
The ACGME Releases CLER National Report of Findings 2018
This second report provides insight into changing clinical learning environments, and shows improvements in resident and fellow engagement in patient safety. The first report was released in 2016.
Behind the Poster: An Interview with Dr. Kimberly Collins
Associate Program Director Kimberly Collins, MD of Johns Hopkins All Children's Hospital in Saint Petersburg, Florida set out to see how simulating conversations about social determinants of health (as opposed to in-class learning or immersion-based training) affected a resident’s or fellow’s ability to broach and explore these complex, often sensitive, subjects with patients and their parents. Her results are recorded in her poster: Improving Resident Comfort with Discussing Social Determinants of Health through Simulation.