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Accreditation Council for Graduate Medical Education
Accreditation Council for Graduate Medical Education
Accreditation Council for Graduate Medical Education
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The Accreditation Council for Graduate Medical Education (ACGME) is the body responsible for accrediting all graduate medical training programs —internships, residencies, and fellowships (subspecialty programs) — for physicians in the United States. It is a non-profit private council that evaluates and accredits medical residency and internship programs.

Key Information

History

[edit]

The ACGME was founded in 1981 and was preceded by the Liaison Committee for Graduate Medical Education, which was established in 1972.[1] The ACGME currently oversees the post-graduate education and training for all MD and DO physicians in the United States.[2]

The ACGME's member organizations are the American Board of Medical Specialties, American Hospital Association, American Medical Association, Association of American Medical Colleges, American Osteopathic Association (AOA), American Association of Colleges of Osteopathic Medicine (AACOM), and the Council of Medical Specialty Societies each of whom appoints members to the ACGME's board of directors.[citation needed]

In 2014, the ACGME, the American Osteopathic Association (AOA) and the American Association of Colleges of Osteopathic Medicine (AACOM) announced an agreement to pursue a single, unified accreditation system for graduate medical education programs in the United States beginning in 2015. Plans called for the ACGME to accredit all osteopathic graduate medical education programs, which went into effect on July 1, 2020.[citation needed]

Projects

[edit]

The Clinical Learning Environment Review project promotes patient safety, quality during changes in care, appropriate supervision of care, managing fatigue of residents, and increasing the professionalism of physicians.[3]

From July 1, 2015, to June 30, 2020, the American Osteopathic Association (AOA), American Association of Colleges of Osteopathic Medicine (AACOM) and the Accreditation Council for Graduate Medical Education (ACGME) worked on a single accreditation system for all US residency programs.[4] Before this date, only MD residencies were ACGME-accredited, while DO residencies were AOA-accredited.[citation needed]

Outcome Project

[edit]

The Outcome Project began in 2001 with a set of assessments for measuring physician competence.[5] By 2009, it was recognized that ACGME measurements could not reliably be evaluated independently of each other and instead should be used together and with other measurements.[6]

The ACGME introduced milestones in internal medicine, pediatrics, and surgery for assessing progress of residents toward the six identified competencies.[7] Milestones can be evaluated by numerous methods ranging from direct observation of clinical encounters to medical simulation.[7][8]

Awards

[edit]

Awards handed out by the ACGME include the David C Leach award and Palmer award.[9][10][11] Many of the awardees have notably earned multiple national level awards including both ACGME and American Medical Association award recognition.[12]

See also

[edit]

References

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[edit]
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Accreditation Council for Graduate Medical Education

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The Accreditation Council for Graduate Medical Education (ACGME) is an independent, 501(c)(3) that sets and monitors voluntary educational standards for the accreditation of graduate (GME) programs in the United States, preparing resident and physicians for the delivery of high-quality patient care. It accredits approximately 13,762 residency and fellowship programs across 146 specialties and subspecialties within 914 sponsoring institutions, overseeing the training of 167,083 active residents and s during the 2024-2025 . Through its processes, the ACGME ensures compliance with rigorous standards that emphasize clinical competence, professionalism, and continuous improvement in . Established in 1981, the ACGME emerged from a consensus in the academic medical community calling for an independent accrediting body to unify and elevate the quality of post-medical school physician training. It was founded by five major organizations: the , the , the , the Association of American Medical Colleges, and the Council of Medical Specialty Societies. This collaborative effort addressed the need for standardized oversight in GME, building on earlier fragmented systems to create a centralized framework that has since become the primary accreditor for U.S. programs. The ACGME's mission is "to improve and by assessing and enhancing the of resident and physicians' education through advancements in and education." To achieve this, it operates through 28 specialty-specific Review Committees and an Institutional Review Committee, which develop and apply requirements, conduct site visits, collect data via surveys and systems like the Accreditation Data System, and incorporate feedback from trainees to drive program enhancements. These efforts not only support eligibility for but also ensure that about one in seven U.S. physicians receives training in ACGME-accredited programs, contributing to broader advancements in healthcare and physician workforce development.

History

Founding and Early Years

The Accreditation Council for Graduate Medical Education (ACGME) was established in as a 501(c)(3) to serve as an independent accrediting body for in the United States. It emerged from a consensus among key medical stakeholders seeking to address the fragmentation in post-medical school training accreditation for physicians, evolving directly from the Liaison for Graduate Medical Education, which had been formed in to oversee residency programs. The ACGME was founded with equal representation—or parity—among its five initial sponsoring organizations: the , the , the , the Association of American Medical Colleges, and the Council of Medical Specialty Societies. This structure ensured balanced governance and unified previously disparate efforts by specialty-specific Residency Review Committees, which had handled variably prior to 1981. The organization's primary initial focus was on standardizing and improving the quality of residency training to produce competent physicians, amid rising concerns over inconsistencies in program oversight and educational outcomes. In 1982, the ACGME published its foundational document, Essentials of Accredited Residencies in Graduate Medical Education, which outlined general requirements for residency programs, including standards for curriculum, faculty, and facilities to promote uniform quality assurance. This publication marked a pivotal step in establishing nationwide benchmarks for graduate medical education. During its early years, the ACGME rapidly expanded its oversight, accrediting approximately 6,600 programs by the late 1980s, reflecting the growing scale of residency training and the need for rigorous evaluation of physician competency.

Key Milestones and Reforms

In 1998, the ACGME initiated the Outcome Project with financial support from the , representing a pivotal shift from structure- and process-based accreditation toward an outcomes-based assessment model that emphasized measurable competencies in resident education. This reform laid the groundwork for evaluating educational effectiveness through resident performance rather than program inputs alone. Building on its domestic focus, the ACGME expanded internationally in 2009 by approving a pilot accreditation program in , leading to the establishment of ACGME International (ACGME-I) to accredit programs outside the . By 2010, ACGME-I had begun accrediting initial programs, marking the organization's entry into global standards harmonization for physician training. By 2025, ACGME-I accredits institutions and programs in 14 countries across three continents. The Clinical Learning Environment Review (CLER) program was launched in as a formative evaluation tool to enhance , quality improvement, and transitions in care within teaching hospitals and health systems. This initiative complemented existing accreditation by focusing on institutional environments that support resident learning. In 2013, the ACGME implemented the Next Accreditation System (NAS), transitioning to a continuous model that incorporated annual data submissions, milestone-based evaluations of resident progress, and reduced reliance on periodic site visits. Phase I rolled out for select specialties in July 2013, enabling more frequent oversight and data-driven improvements in program quality. On February 26, 2014, the ACGME, American Osteopathic Association (AOA), and American Association of Colleges of Osteopathic Medicine announced a to create a single Graduate (GME) system, integrating AOA-accredited osteopathic programs with ACGME standards for both MD and DO physicians. The transition period began on July 1, 2015, allowing AOA programs to apply for ACGME , and was successfully completed by June 30, 2020, with over 98% of transitioning programs achieving and a 22% growth in osteopathic postgraduate positions to 10,462.

Mission and Functions

Core Mission and Oversight Role

The Accreditation Council for Graduate Medical Education (ACGME) has as its official mission "to improve and by assessing and enhancing the quality of resident and physicians' through advancements in and ." This mission underscores the organization's commitment to elevating the standards of (GME) to ultimately benefit outcomes and broader societal needs. The ACGME provides oversight for post-graduate medical training programs for physicians holding (MD) or (DO) degrees in the United States, ensuring that these programs meet rigorous educational benchmarks. This oversight extends across 146 specialties and subspecialties, encompassing a wide array of clinical disciplines from to advanced surgical fields. As of the 2024-2025 academic year, the ACGME accredits 13,762 residency and fellowship programs within 914 sponsoring institutions, supporting 167,083 active residents and fellows nationwide. Central to the ACGME's role is the promotion of educational practices that foster team-based learning, where collaborate interprofessionally to deliver patient-centered care. The emphasizes continuous of trainee performance through structured assessments and milestones, enabling ongoing improvement in clinical competencies. Additionally, the ACGME prioritizes mechanisms for resident and feedback to refine program quality, while aligning GME with public health goals such as addressing disparities and enhancing population-level outcomes.

Accreditation Processes and Standards

The Accreditation Council for Graduate (ACGME) conducts a voluntary, peer-reviewed process to evaluate and accredit graduate (GME) programs and sponsoring institutions, ensuring compliance with established standards through ongoing monitoring and periodic reviews. For programs, the process begins with preparation, where applicants review specialty-specific Program Requirements and FAQs, contact the relevant Review Committee staff, and gather documentation including a common application in the (ADS), a specialty-specific Word document, and required attachments. The Designated Institutional Official (DIO) initiates the application in ADS, the Program Director completes and submits it, and the DIO finalizes the submission. If a site visit is required, it is scheduled 3-6 months after submission with at least 30 days' notice, allowing 4-12 months for the full review by the Review Committee, which evaluates compliance and issues decisions such as Initial for compliant programs or Withheld for non-compliant ones, with a Letter of Notification posted in ADS detailing citations. Following initial , programs undergo self-study every 10 years, annual data submissions via ADS including resident surveys and case logs, and periodic site visits to assess ongoing compliance, potentially leading to continued full , probationary status for areas needing , or withdrawal if standards are not met. In 2025, the ACGME launched the ACGME Cloud platform to provide advanced and self-service data tools supporting these processes. For sponsoring institutions, the accreditation process similarly starts with appointing a DIO to oversee compliance and initiating an Intent to Apply form, followed by reviewing Institutional Requirements and FAQs, logging into ADS to complete and submit the application by agenda deadlines for Review Committee evaluation. The Institutional Review Committee assesses the application for adherence to , resources, and oversight standards, granting Initial Accreditation if met or allowing appeals if denied, with post-accreditation requirements including quarterly Graduate Medical Education Committee (GMEC) meetings, Annual Institutional Reviews (AIR), and Special Reviews for underperforming programs. Institutions must maintain to sponsor programs, notifying ACGME within 30 days of any loss of hospital accreditation or licensure. The ACGME's core standards for programs are outlined in the Common Program Requirements, which emphasize six competencies introduced through the Outcome Project to guide resident education and assessment. These include patient care, where residents provide compassionate, appropriate, and effective care tailored to patient needs; medical knowledge, demonstrating understanding of biomedical, clinical, and cognate sciences; practice-based learning and improvement, involving analysis of experiences, application of evidence, and quality enhancement; interpersonal and communication skills, enabling effective interactions with patients, families, and teams; , exhibiting ethical behavior, accountability, and sensitivity to diversity; and systems-based practice, navigating systems to improve safety and quality. Programs must integrate these competencies into curricula, with evaluation through frequent feedback, semi-annual Clinical Competency Committee reviews, and annual summative assessments. Institutional Requirements for sponsoring institutions focus on through a GMEC that meets quarterly to oversee all accredited programs, including DIO leadership, resident representation, and quality improvement integration; resources such as protected time and support for DIOs, program directors, faculty, and coordinators, plus access to educational materials; and oversight via AIRs to monitor accreditation status, learning environments, , and program evaluations, with policies for appointments, grievances, and well-being including six weeks of paid leave. The ACGME enforces compliance with duty hours, limiting clinical and educational work to 80 hours per week averaged over four weeks, requiring one day in seven free of duty, and capping continuous work at 24 hours plus up to four for transitions, with all work monitored via ADS submissions and resident surveys to promote and . standards mandate faculty oversight tailored to resident level, patient complexity, and ability, using direct, indirect, or oversight methods, with structured hand-off processes to ensure continuity. metrics include documented rotation feedback every three months, milestone-based assessments by Clinical Competency Committees, and annual program reviews using ADS data on case volumes, surveys, and outcomes to verify competency achievement, though ACGME does not directly certify individuals, a role held by the .

Organizational Structure

Board of Directors and Governance

The Accreditation Council for Graduate Medical Education (ACGME) is governed by a composed of 24 members nominated by its primary member organizations, two resident or members, three public directors, four directors, and the chair of the Council of Review Committee Chairs, for a total of 34 voting members, along with two non-voting representatives from the federal government. The member organizations nominating these directors include the (ABMS), (AHA), (AMA), (AAMC), Council of Medical Specialty Societies (CMSS), American Osteopathic Association (AOA), and American Association of Colleges of Osteopathic Medicine (AACOM), ensuring balanced representation from key stakeholders in , hospitals, and specialty societies. This structure promotes diverse input from physicians, educators, administrators, and the public to guide graduate oversight. The Board of Directors holds primary responsibility for establishing the ACGME's strategic direction, approving accreditation policies and standards, overseeing the annual budget, and upholding the organization's independence as a 501(c)(3) not-for-profit entity. It meets three times per year to deliberate on high-level decisions, including the adoption of new initiatives and the review of accreditation outcomes, while maintaining accountability to its sponsoring organizations and the broader healthcare community. To support these functions, the Board is advised by key councils that enhance decision-making through specialized perspectives; for instance, it delegates operational accreditation authority to the Review Committees while retaining ultimate oversight. Among these advisory bodies, the of Review Committee Chairs (CRCC) comprises the chairs of the 28 Review Committees, providing recommendations to the Board on accreditation standards, educational innovations, and policy matters affecting . The of Public Members (CPM) includes 30 public representatives serving on the Review and Recognition Committees, the three public directors from the Board, and one member, focusing on promoting transparency, ethical considerations, and non-physician viewpoints in to safeguard in medical training. Directors are selected through a nomination process that emphasizes diverse stakeholder involvement, with candidates proposed by the member organizations, specialty societies, or relevant committees and confirmed by the Board to ensure expertise and impartiality. Resident and fellow directors undergo a competitive selection involving nominations from their training programs, letters of recommendation, and committee review, serving terms of two years that may extend up to one year after completing training. Public directors are appointed based on demonstrated experience in healthcare policy, ethics, or , contributing to the Board's commitment to balanced representation across the medical education ecosystem.

Review Committees and Councils

The Accreditation Council for Graduate Medical Education (ACGME) operates through 28 specialized Review Committees, comprising 26 committees dedicated to specific medical specialties and subspecialties (such as and ), one Transitional Year Review Committee, and one Institutional Review Committee. These committees are composed of 6 to 15 volunteer members per committee, including peer physicians with expertise in the relevant field, at least one resident or representative, and one member to provide external perspective. The inclusion of members across the committees—totaling approximately 30 individuals—helps ensure transparency and in accreditation processes. Each Review Committee's primary responsibilities include developing and periodically revising specialty-specific program requirements and standards, which outline the educational and operational criteria for graduate medical education programs. They conduct peer evaluations of programs and sponsoring institutions through data reviews, site visits, and assessments of compliance, ultimately assigning statuses such as continued accreditation for programs in substantial compliance, probationary accreditation for those with serious deficiencies requiring corrective action, or withdrawal for persistent non-compliance. Additionally, the committees monitor ongoing program performance, recommend policy updates to the ACGME , and accredit approximately 13,762 programs training 167,083 residents and fellows across 914 sponsoring institutions, as of the 2024–2025 . Members of the Review Committees are nominated by specialty-specific organizations, such as professional medical societies or the American Medical Association's Council on , and appointed by the ACGME Executive Committee, with final confirmation by the ACGME . Appointments emphasize diversity in professional background, geographic distribution, , race, and to reflect the breadth of the medical community, and members serve renewable terms of up to six years, except for resident representatives who serve two-year terms. Supporting the Review Committees are advisory bodies, including the Council of Review Committee Chairs, composed of the chairs from all 28 committees, which provides guidance on cross-specialty policy issues and consistency. The Council of Review Committee Residents, representing resident and fellow members, further advises on matters affecting trainees, while the Council of Members—drawing from public representatives on the committees—focuses on enhancing public and ethical oversight in graduate medical education.

Major Initiatives

Outcome Project

The Outcome Project, initiated by the Accreditation Council for Graduate Medical Education (ACGME) in 2001, marked a pivotal transition in graduate toward a competency-based framework that emphasized measurable educational outcomes over traditional structure and process evaluations. Funded in part by the , the project sought to better prepare residents for contemporary medical practice by integrating assessment of specific skills and knowledge into residency training across specialties. Phase 1 of the project, from 2001 to 2006, focused on introducing and defining the six core competencies—patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, , and systems-based practice—as foundational elements of resident education. During this period, programs were tasked with establishing clear objectives for these competencies and initiating basic assessments to demonstrate resident learning, laying the groundwork for standardized evaluation. Phase 2, spanning 2007 to 2010, built on these foundations by mandating annual resident evaluations aligned with the core competencies and promoting experimental approaches to outcomes assessment within programs. The project was piloted in select specialties, including , , and , to test and refine assessment strategies tailored to clinical contexts. A central achievement of the Outcome Project was the development of milestones, which serve as observable, developmental benchmarks for tracking resident progress across the competencies and ensuring readiness for independent practice. These milestones have profoundly shaped ongoing evaluation practices in graduate . Overall, the project shifted ACGME accreditation toward an outcomes-oriented model, directly addressing deficiencies in physician preparedness by prioritizing demonstrable competence and continuous improvement in resident training. This evolution influenced subsequent initiatives, such as the Next Accreditation System.

Clinical Learning Environment Review (CLER)

The Clinical Learning Environment Review (CLER) program was launched in 2012 by the Accreditation Council for Graduate Medical Education (ACGME) as a key component of the Next Accreditation System (NAS), involving site visits every 18-24 months to 914 sponsoring institutions (as of the 2024-2025 ) that host ACGME-accredited residency and fellowship programs. These visits assess the clinical learning environments across six focus areas: , , teaming, transitions in care, , and . The program aims to evaluate how effectively these environments support resident and engagement in activities that improve patient care and , without directly impacting accreditation decisions. The CLER process features unannounced or announced site visits conducted by teams of ACGME professional site visitors and volunteer physician peers, typically lasting three days and including tours of clinical areas. During each visit, teams conduct interviews with over 200 individuals, including executive leadership, graduate medical education faculty, residents, fellows, nurses, and other professionals, to gather insights on institutional practices and resident experiences. Following the visit, an oral debrief provides immediate feedback, and a formal report—reviewed and finalized by the CLER Evaluation Committee—offers formative recommendations aligned with the CLER Pathways to Excellence, outlining remediation steps to address identified opportunities for improvement in the six focus areas. The primary goals of CLER are to enhance resident and involvement in improvement initiatives, strengthen management and duty hour oversight, and foster a culture of within clinical settings, all while promoting collaborative team-based care. By providing targeted, non-punitive feedback, the program encourages sponsoring institutions to integrate more deeply into broader goals for and , ultimately aiming to produce physicians better prepared to lead improvements in patient care. This institutional focus complements the resident competency milestones from the ACGME/ABMS Outcome Project by evaluating the environmental supports necessary for their achievement. Since its inception, CLER has evolved through periodic national reports that aggregate findings from site visits to inform systemic enhancements; the first such report in 2016 analyzed data from 297 institutions, highlighting baseline strengths and gaps in resident engagement across the focus areas. Subsequent reports in 2018, 2019, 2021, and 2022 built on this, with the 2019 edition emphasizing variations in how clinical learning environments address and quality, the 2021 report focusing on , and the 2022 report detailing the pandemic's impact on clinical learning environments based on special site visits. In the 2020s, the program incorporated updates to prioritize , which was formally added as a focus area in 2017, and launched special site visits starting in January 2021 to assess pandemic-related impacts on learning environments and resident wellness. These adaptations have reinforced CLER's role in addressing contemporary challenges like burnout and interprofessional teaming in post-pandemic recovery.

Next Accreditation System (NAS) and Single GME System

The Next System (), launched by the Council for Graduate (ACGME) in 2013, marked a fundamental shift from traditional cyclical reviews to a model emphasizing continuous monitoring and outcomes-based evaluation in graduate (GME). Phased implementation began in July 2013 for initial specialties such as and , expanding to all ACGME-accredited programs by July 2014. This system replaced periodic site visits and five-year review cycles with ongoing data collection through the ACGME's (ADS), which requires annual updates on program characteristics, resident surveys, case logs, and other metrics. Programs now conduct comprehensive self-studies every 10 years to assess compliance, educational outcomes, and areas for improvement, supplemented by focused site visits only when necessary. Additionally, programs submit semi-annual reports on resident progress using milestones, alongside annual notifications of changes in ACGME policies or program leadership. Building on the foundational competencies from the ACGME/ABMS Outcome Project, the incorporates milestone evaluations to track resident development, with a significant refinement in Milestones 2.0 introduced in 2020. This update streamlined the framework by harmonizing milestones across specialties for , practice-based learning and improvement, , and systems-based practice, while retaining specialty-specific tools for patient care and medical knowledge. These revisions emphasize observable behaviors and progressive proficiency levels, enabling clinical competency committees to use tailored assessments—such as rotation-specific evaluations—for more precise tracking of trainee advancement from novice to expert. Implementation of Milestones 2.0 rolled out progressively starting in 2020, with full adoption varying by specialty to support ongoing feedback and educational adjustments. Parallel to the NAS, the Single GME Accreditation System emerged from a Memorandum of Understanding (MOU) signed by the ACGME, American Osteopathic Association (AOA), and American Association of Colleges of Osteopathic Medicine (AACOM), unifying accreditation for allopathic () and osteopathic (DO) training pathways. The agreement outlined a five-year phased transition beginning July 1, 2015, during which AOA-approved programs could apply for ACGME accreditation with streamlined initial fees and processes. By June 30, 2020, the AOA ceased its role in GME accreditation, with the ACGME assuming oversight of over 1,200 former osteopathic programs and more than 10,000 filled postgraduate positions. This integration allowed DO graduates equal access to ACGME-accredited residencies, including options for Osteopathic Recognition to incorporate osteopathic principles. The NAS and Single GME System together streamline administrative processes by reducing duplicative reporting and site visits, thereby alleviating burdens on programs while enhancing focus on educational quality and resident outcomes. Uniform standards promote equity between MD and DO pathways, fostering greater mobility for trainees and transparency for stakeholders in evaluating program performance. These reforms have supported a 22% growth in filled positions within transitioned osteopathic programs by 2020, underscoring their impact on expanding access to high-quality GME.

Awards and Recognition

Individual and Leadership Awards

The Accreditation Council for Graduate Medical Education (ACGME) bestows several awards to honor individuals who exemplify , , and dedication in graduate medical education (GME), focusing on personal contributions that advance teaching, ethical practice, and accreditation standards. These awards recognize program directors, coordinators, residents, fellows, and international leaders whose efforts enhance resident training and patient care. Nominations for these awards are typically submitted by peers, such as colleagues or institutional leaders, and undergo annual review by ACGME committees or boards, with recipients for 2026 announced in October 2025. The Parker J. Palmer Courage to Teach Award, established in the 2000s and inspired by educator Parker J. Palmer's philosophy of authentic teaching, annually honors up to ten program directors who demonstrate innovative approaches to residency education while serving as role models for in delivering high-quality patient care. Recipients are selected based on their ability to foster improvements in teaching methods and program outcomes, maintaining a deep connection to the humanistic aspects of . For example, in 2026, awardees included program directors from specialties such as , , and , recognized for initiatives like curriculum redesigns that integrate wellness and equity. The John C. Gienapp Award, named after a pioneering GME administrator and first presented in , recognizes an individual for outstanding contributions to the enhancement of residency and ACGME processes. Criteria emphasize contributions such as streamlining administrative operations, advocating for resident , and facilitating compliance with standards, often through long-term service in challenging environments. This award highlights the critical behind-the-scenes role of coordinators in sustaining high-quality training programs. The David C. Leach Memorial Award, created in 2008 to commemorate former ACGME David C. Leach, MD, who championed resident education and physician well-being from 1997 to 2007, recognizes up to five residents or fellows annually for embodying courage, integrity, and innovation in GME. Honorees are chosen for actions that promote , efficiency, and ethical practice, such as leading initiatives to address burnout or improve educational outcomes in their programs. In 2026, recipients from fields including , , and neurological surgery were celebrated for projects advancing patient-centered care and team-based learning. Through the ACGME International (ACGME-I) division, the Susan H. Day Physician Leader Award honors physicians who advance GME globally by promoting ACGME values of high standards adapted to local contexts; named for Dr. Susan H. Day, ACGME-I's president and CEO from 2014 to 2021, it recognizes leaders instrumental in establishing or improving international residency programs. Selection focuses on visionary efforts in educational reform, such as implementing accreditation frameworks in new regions, with nominations reviewed by the ACGME-I during an annual cycle from April to June. For instance, 2026 recipients included physicians from institutions in the and for pioneering GME enhancements in their countries.

Program and Institutional Awards

The Accreditation Council for Graduate Medical Education (ACGME) offers several awards to recognize exemplary graduate medical education (GME) programs and sponsoring institutions that demonstrate outstanding commitment to , , and equity in environments. These honors highlight institutional efforts to enhance administrative support, foster inclusive cultures, and advance key aspects of residency and fellowship education beyond standard requirements. The GME Institutional Coordinator Excellence Award honors coordinators who exhibit deep knowledge of GME operations and the institutional review process, serving effectively as administrators, counselors, and schedulers to support overall institutional GME functions. Recipients are selected based on their contributions to efficient program management and collaboration with leadership. In 2026, awardees included coordinators from Johns Hopkins University School of Medicine, Boston Children’s Hospital, and the , each receiving a $1,000 , a plaque, and travel support to the ACGME Annual Educational Conference. The , DO Diversity, Equity, and Inclusion Award recognizes ACGME-accredited sponsoring institutions, residency or fellowship programs, specialty organizations, and non-profits that advance a diverse physician workforce and create equitable, respectful learning and patient care environments. Established to honor Dr. 's legacy as the first woman dean of a U.S. , the award supports initiatives like recruitment and retention of underrepresented individuals across the physician pipeline. The 2026 recipient was the Residency Program at School of Medicine in , , for its targeted efforts in diversifying training. Through joint awards, the ACGME partners with organizations such as the Arnold P. Gold Foundation to celebrate innovations in GME, including enhancements to resident and educational practices. The DeWitt C. Baldwin, Jr. Award, co-sponsored by the ACGME and the Gold Foundation, acknowledges sponsoring institutions with residency or fellowship programs that exemplify , supportive learning environments, and patient-centered care, often incorporating strategies like and work-life balance support. In addition to core awards, the ACGME provides supplemental recognitions for programs and institutions achieving milestones in critical areas like and , extending beyond basic to emphasize continuous improvement. These acknowledgments often align with Clinical Learning Environment Review (CLER) findings, rewarding institutions for implementing robust safety protocols and supervision policies that ensure resident competency and error prevention. For instance, programs demonstrating measurable outcomes in safety event analysis and faculty oversight may receive targeted commendations during review cycles. The awards follow an annual cycle, with nominations typically opening in late fall or early winter and due in spring—such as for many categories—followed by announcements in and presentations at the ACGME Annual Educational Conference in February. The 2026 honorees spanned diverse specialties, including , , , , and and gynecology, underscoring the broad impact of these recognitions across GME disciplines. Applications are submitted via the ACGME website, with selections made by expert review panels.

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  44. https://www.acgme.org/globalassets/PDFs/Symposium/Weiss_IntroducingtheCLERPathwaystoExcellence.pdf
  45. https://pmc.ncbi.nlm.nih.gov/articles/PMC3444205/
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  49. https://www.acgme.org/newsroom/2022/12/acgme-releases-cler-national-report-of-findings-2022-covid-19-pandemic-and-its-impact-on-the-clinical-learning-environment/
  50. https://www.aan.com/link/84b4f6846c65463fadd0d62cbdeeb9d7.aspx
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  54. https://www.acgme.org/initiatives/awards/
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  56. https://www.acgme.org/initiatives/awards/parker-j-palmer-courage-to-teach-award/
  57. https://www.acgme.org/initiatives/awards/john-c-gienapp-award/
  58. https://www.acgme.org/initiatives/awards/david-c-leach-award/
  59. https://www.acgme-i.org/about-us/acgme-international-awards/
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  61. https://www.acgme.org/initiatives/awards/gme-institutional-coordinator-excellence-award/
  62. https://www.acgme.org/initiatives/awards/Barbara-Ross-Lee-DO-Award/
  63. https://www.acgme.org/globalassets/pdfs/awards/brlfaqs.pdf
  64. https://www.acgme.org/initiatives/awards/joint-awards/
  65. https://www.acgme.org/initiatives/awards/joint-awards/acgme-and-gold-foundation-dewitt-c-baldwin-jr-award/
  66. https://www.acgme.org/globalassets/pdfs/2022-2023acgmeannualreportforweb.pdf
  67. https://www.acgme.org/education-and-resources/annual-educational-conference/
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