Skip to content
Program Requirements and Operations
  • Pages
    • Priorities
    • Instructions
    • Untitled page
    • Program Requirements AY 26-27
    • Rotations
      • Elective Time
    • Curriculum
    • Didactics
    • Clinical Topics Board Review - Derm
    • Scholarly Activity
    • Committees
    • Timeline
Program Requirements and Operations
/
Program Requirements AY 26-27
Share
Explore

Program Requirements AY 26-27


Count of ID:
387
⁠
⁠
Program Requirements AY 26-27
⁠
Common Program Requirements
⁠

New FM Requirements
Table
Table
Parent_ID
ID
Name
Content
Section
Type
Notes
Sub_Items
10
1.1
Sponsoring Institution Requirement
The program must be sponsored by one ACGME-accredited Sponsoring Institution.
Open
[  ]
1.2
Primary Clinical Site
The program must designate a primary clinical site with approval of its Sponsoring Institution.
Open
1.2.a
1.3
Program Letter of Agreement
There must be a program letter of agreement (PLA) between the program and each participating site that governs the relationship.
Open
1.3.a
1.3.b
1.4
Monitoring Clinical Environment
The program must monitor the clinical learning and working environment at all participating sites.
Open
[  ]
1.5
Site Director
At each participating site there must be one faculty member designated as the site director who is accountable for resident education.
Open
[  ]
1.6
Reporting Site Changes
The program director must submit additions or deletions of participating sites routinely providing an educational experience of one month FTE or more through ADS.
Open
1.6.a
1.7
Resources
The program in partnership with its Sponsoring Institution must ensure the availability of adequate resources for resident education.
Open
1.7.a
1.7.b
1.7.c
1.7.d
1.7.e
1.7.f
1.7.g
1.7.h
1.7.i
1.7.j
1.7.k
1.7.l
1.8
Healthy Learning Environment
The program in partnership with its Sponsoring Institution must ensure healthy and safe learning and working environments that promote resident well-being.
Open
1.8.a
1.8.b
1.8.c
1.8.d
1.8.e
1.9
Reference Materials
Residents must have ready access to specialty-specific and other appropriate reference material in print or electronic format including electronic medical literature databases with full text capabilities.
Open
[  ]
1.1
Other Learners Impact
The presence of other learners and health care personnel must not negatively impact the appointed residents' education.
Open
[  ]
1
1.2.a
Supporting Specialties Documentation
The ability and commitment of the institution to fulfill requirements for other specialties must be documented.
Open
[  ]
2
1.3.a
PLA Renewal
The PLA must be renewed at least every 10 years.
Open
[  ]
1.3.b
PLA DIO Approval
The PLA must be approved by the designated institutional official (DIO).
Open
[  ]
1
1.6.a
Travel Time Limitation
Participating sites should not require excessive travel without appropriate housing provisions; no more than one hour of travel time each way should be expected.
Open
[  ]
12
1.7.a
Multiple FMP Approval
If multiple FMPs are used for resident education each must meet the criteria for the primary practice and be approved by the Review Committee prior to use.
Open
[  ]
1.7.b
FMP Mission Statement
Each FMP must have a mission statement describing dedication to education and care of patients within the practice as it relates to the community.
Open
[  ]
1.7.c
FMP Care Requirements
The FMP site must support continuous comprehensive convenient accessible and coordinated care that serves the community.
Open
1.7.c.1
1.7.d
Proximate Space
Each FMP site must provide proximate space for residents' clinical work while caring for patients.
Open
[  ]
1.7.e
Team-Based Care Space
Each FMP site should have proximate access to space for team-based care meetings group visits or small group counseling.
Open
[  ]
1.7.f
Electronic Health Record
Each FMP site must use an EHR.
Open
1.7.f.1
1.7.g
Telehealth Availability
Telehealth modalities must be readily available.
Open
[  ]
1.7.h
Advisory Committee
Each FMP must have members of the community in addition to clinical leaders serve on an advisory committee to assess and address health needs of the community.
Open
1.7.h.1
1.7.i
Examination Rooms
Each FMP should provide on average two examination rooms for each faculty member and each resident when they are providing on-site in-person patient care.
Open
[  ]
1.7.j
Specialist Contributions
Each FMP must ensure that other physician specialists who provide care within the setting contribute to the educational experiences of the residents.
Open
[  ]
1.7.k
Performance Improvement
Each FMP site must participate in ongoing performance improvement and demonstrate use of outcome data by assessing clinical quality preventive care chronic disease demographics health disparities patient satisfaction patient safety continuity referral and diagnostic utilization rates and financial performance.
Open
1.7.k.1
1.7.l
Patient Population
The program must provide residents with a patient population representative of both the broad spectrum of ages clinical issues and medical conditions managed by family physicians and of the heterogeneity of the community being served.
Open
[  ]
1
1.7.c.1
Patient Panel Organization
Each FMP must organize patients into panels that link each patient to an identifiable resident and team.
Open
[  ]
1
1.7.f.1
Remote EHR Access
Residents must have remote access to the EHR used at each FMP from all clinical sites.
Open
[  ]
1
1.7.h.1
Advisory Committee Representation
The advisory committee should be representative of the community the program serves.
Open
[  ]
1
1.7.k.1
Data Reporting Frequency
Each FMP should measure and report this data to the FMP care teams and appropriate preceptors at least semi-annually.
Open
[  ]
5
1.8.a
Access to Food
Access to food while on duty must be provided.
Open
[  ]
1.8.b
Sleep/Rest Facilities
Safe quiet clean and private sleep/rest facilities available and accessible for residents with proximity appropriate for safe patient care must be provided.
Open
[  ]
1.8.c
Lactation Facilities
Clean and private facilities for lactation that have refrigeration capabilities with proximity appropriate for safe patient care must be provided.
Open
[  ]
1.8.d
Security Measures
Security and safety measures appropriate to the participating site must be provided.
Open
[  ]
1.8.e
Disability Accommodations
Accommodations for residents with disabilities consistent with the Sponsoring Institution's policy must be provided.
Open
[  ]
13
2.1
Program Director Appointment
There must be one faculty member appointed as program director with authority and accountability for the overall program including compliance with all applicable program requirements.
Open
2.10.a
2.2
Program Director Approval
The Sponsoring Institution's GMEC must approve a change in program director and must verify the program director's licensure and clinical appointment.
Open
2.2.a
2.3
Program Director Retention
The program must demonstrate retention of the program director for a length of time adequate to maintain continuity of leadership and program stability.
Open
[  ]
2.4
Program Director Support
The program director and as applicable the program's leadership team must be provided with support adequate for administration of the program based upon its size and configuration.
Open
2.4.a
2.5
Program Director Qualifications
The program director must possess specialty expertise and at least three years of documented educational and/or administrative experience or qualifications acceptable to the Review Committee.
Open
2.5.a
2.5.b
2.5.c
2.6
Program Director Responsibilities
The program director must have responsibility authority and accountability for administration and operations teaching and scholarly activity resident recruitment selection evaluation and promotion disciplinary action supervision of residents and resident education in the context of patient care.
Open
2.6.a
2.6.b
2.6.c
2.6.d
2.6.e
2.6.f
2.6.g
2.6.h
2.6.i
2.6.j
2.6.k
2.6.l
2.7
Sufficient Faculty
There must be a sufficient number of faculty members with competence to instruct and supervise all residents.
Open
2.7.a
2.7.b
2.7.c
2.7.d
2.8
Faculty Responsibilities
Faculty members must be role models of professionalism.
Open
2.8.a
2.8.b
2.8.c
2.8.d
2.8.e
2.8.f
2.8.g
2.9
Faculty Qualifications
Faculty members must have appropriate qualifications in their field and hold appropriate institutional appointments.
Open
[  ]
2.1
Physician Faculty Certification
Physician faculty members must have current certification in the specialty by ABFM or AOBFP or possess qualifications judged acceptable to the Review Committee.
Open
[  ]
2.11
Core Faculty Definition
Core faculty members must have a significant role in the education and supervision of residents and must devote a significant portion of their entire effort to resident education and/or administration.
Open
2.11.a
2.11.b
2.11.c
2.11.d
2.11.e
2.12
Program Coordinator
There must be a program coordinator.
Open
2.12.a
2.12.b
2.13
Other Program Personnel
The program in partnership with its Sponsoring Institution must jointly ensure the availability of necessary personnel for the effective administration of the program.
Open
[  ]
1
2.10.a
Other Specialty Certification
Any other specialty or subspecialty physician faculty members must have current certification by the appropriate ABMS or AOA certifying board.
Open
[  ]
1
2.2.a
Review Committee Approval
Final approval of the program director resides with the Review Committee.
Open
[  ]
1
2.4.a
Dedicated Time Requirements
At a minimum the program director must be provided with the dedicated time and support specified in the requirements table for administration of the program.
Open
[  ]
3
2.5.a
Board Certification
The program director must possess current certification in the specialty by ABFM or AOBFP or specialty qualifications acceptable to the Review Committee.
Open
2.5.a.1
2.5.b
Clinical Activity
The program director must demonstrate ongoing clinical activity.
Open
[  ]
2.5.c
Leadership Experience
The program director must have previous leadership experience.
Open
[  ]
1
2.5.a.1
Certification Limitation
The Review Committee for Family Medicine only accepts ABMS and AOA certification for the program director.
Open
[  ]
12
2.6.a
Professionalism Role Model
The program director must be a role model of professionalism.
Open
[  ]
2.6.b
Mission Alignment
The program director must design and conduct the program in a fashion consistent with the needs of the community the mission of the Sponsoring Institution and the mission of the program.
Open
[  ]
2.6.c
Learning Environment Administration
The program director must administer and maintain a learning environment conducive to educating the residents in each of the ACGME Competency domains.
Open
[  ]
2.6.d
Faculty Approval Authority
The program director must have the authority to approve or remove physicians and non-physicians as faculty members at all participating sites and must develop and oversee a process to evaluate candidates prior to approval.
Open
[  ]
2.6.e
Resident Removal Authority
The program director must have the authority to remove residents from supervising interactions and/or learning environments that do not meet the standards of the program.
Open
[  ]
2.6.f
Information Submission
The program director must submit accurate and complete information required and requested by the DIO GMEC and ACGME.
Open
[  ]
2.6.g
Safe Feedback Environment
The program director must provide a learning and working environment in which residents have the opportunity to raise concerns report mistreatment and provide feedback in a confidential manner without fear of intimidation or retaliation.
Open
[  ]
2.6.h
Grievance Compliance
The program director must ensure the program's compliance with the Sponsoring Institution's policies and procedures related to grievances and due process.
Open
[  ]
2.6.i
Employment Policy Compliance
The program director must ensure the program's compliance with the Sponsoring Institution's policies and procedures on employment and non-discrimination.
Open
[  ]
2.6.j
Education Verification
The program director must document verification of education for all residents within 30 days of completion of or departure from the program.
Open
[  ]
2.6.k
Individual Verification
The program director must provide verification of an individual resident's education upon request within 30 days.
Open
[  ]
2.6.l
Board Eligibility Information
The program director must provide applicants who are offered an interview with information related to the applicant's eligibility for the relevant specialty board examination.
Open
[  ]
4
2.7.a
Specialty Instruction
Instruction in other specialties must be conducted by faculty members with appropriate expertise.
Open
[  ]
2.7.b
FMP Resident-Faculty Ratio
There must be a ratio of residents-to-faculty preceptors in the FMP not to exceed 4:1.
Open
2.7.b.1
2.7.c
Family Medicine Role Models
All programs must have family medicine physician faculty members serving as role models by teaching and providing broad spectrum family medicine care.
Open
[  ]
2.7.d
Scope of Practice Competence
All programs must have family medicine physician faculty members role modeling competence in their respective scope of practice.
Open
2.7.d.1
2.7.d.2
2.7.d.3
1
2.7.b.1
Single Resident Supervision
If only one resident is seeing patients in the FMP a single faculty member must devote at least 50 percent time to teaching and supervising that resident.
Open
[  ]
3
2.7.d.1
Adult Inpatient Care
Programs must have family medicine physician faculty members teaching and providing adult inpatient medicine care.
Open
[  ]
2.7.d.2
Maternity Care Faculty
Programs providing maternity care competency training to the level of independent practice must have family medicine physician faculty members teaching and providing family-centered pregnancy-related care.
Open
[  ]
2.7.d.3
Additional Care Settings
Programs should have family medicine physician faculty members providing care outside of an FMP including in inpatient pediatric pregnancy-related care skilled nursing and home-based care facilities and settings.
Open
[  ]
7
2.8.a
Quality Care Commitment
Faculty members must demonstrate commitment to the delivery of safe high-quality cost-effective patient-centered care.
Open
[  ]
2.8.b
Educational Interest
Faculty members must demonstrate a strong interest in the education of residents including devoting sufficient time to the educational program.
Open
[  ]
2.8.c
Educational Environment
Faculty members must administer and maintain an educational environment conducive to educating residents.
Open
[  ]
2.8.d
Educational Activities Participation
Faculty members must regularly participate in organized clinical discussions rounds journal clubs and conferences.
Open
[  ]
2.8.e
Faculty Development
Faculty members must pursue faculty development designed to enhance their skills at least annually.
Open
2.8.e.1
2.8.e.2
2.8.e.3
2.8.e.4
2.8.f
FMP Faculty Presence
Each FMP must have family medicine physician faculty members from the accredited program who see patients within that FMP.
Open
[  ]
2.8.g
Behavioral Health Faculty
There must be faculty members dedicated to the interprofessional integration of behavioral health into the educational program.
Open
[  ]
4
2.8.e.1
Educator Development
Faculty development as educators and evaluators.
Open
[  ]
2.8.e.2
Quality Improvement Development
Faculty development in quality improvement eliminating health care disparities and patient safety.
Open
[  ]
2.8.e.3
Well-Being Development
Faculty development in fostering their own and their residents' well-being.
Open
[  ]
2.8.e.4
Practice-Based Learning
Faculty development in patient care based on their practice-based learning and improvement efforts.
Open
[  ]
5
2.11.a
Faculty Survey
Core faculty members must complete the annual ACGME Faculty Survey.
Open
[  ]
2.11.b
Core Faculty Number
There must be at least one core family medicine physician faculty member in addition to the program director for every six residents in programs with 12 or fewer residents and one for every four residents in programs with more than 12 residents.
Open
[  ]
2.11.c
Time Commitment Large Programs
Core faculty members in programs with an approved complement of 13 or more residents should devote at least 60 percent time to the program exclusive of patient care without residents.
Open
[  ]
2.11.d
Time Commitment Small Programs
Core faculty members in programs with an approved complement of 12 or fewer residents should devote at least 40 percent time to the program exclusive of patient care without residents.
Open
[  ]
2.11.e
Effort Distribution
Core faculty members should devote the majority of this professional effort to teaching administration scholarly activity and supervising resident patient care within the program.
Open
[  ]
2
2.12.a
Coordinator Support
The program coordinator must be provided with dedicated time and support adequate for administration of the program based upon its size and configuration.
Open
[  ]
2.12.b
Coordinator Time Requirements
At a minimum the program coordinator must be provided with the dedicated time and support specified in the requirements table for administration of the program.
Open
[  ]
6
3.1
Non-Competition Prohibition
Residents must not be required to sign a non-competition guarantee or restrictive covenant.
Open
[  ]
3.2
Eligibility Requirements
An applicant must meet one of the eligibility qualifications to be eligible for appointment to an ACGME-accredited program.
Open
3.2.a
3.2.b
3.3
Prerequisite Training
All prerequisite post-graduate clinical education required for initial entry or transfer must be completed in ACGME-accredited AOA-approved RCPSC-accredited CFPC-accredited or ACGME-I Advanced Specialty Accredited programs.
Open
3.3.a
3.4
Resident Complement
The program director must not appoint more residents than approved by the Review Committee.
Open
3.4.a
3.4.b
3.5
Resident Transfers
The program must obtain verification of previous educational experiences and a summative competency-based performance evaluation prior to acceptance of a transferring resident.
Open
[  ]
3.6
Transfer Board Eligibility
Prior to accepting a transfer resident the program must obtain from the resident and retain written confirmation that the resident understands the impact of the transfer on their eligibility for their intended specialty board's initial certification.
Open
[  ]
2
3.2.a
US Medical School Graduation
Graduation from a medical school in the United States accredited by LCME or graduation from a college of osteopathic medicine accredited by AOACOCA.
Open
[  ]
3.2.b
International Medical School Graduation
Graduation from a medical school outside of the United States and meeting additional qualifications including ECFMG certificate or full unrestricted US license.
Open
[  ]
1
3.3.a
Competency Verification
Residency programs must receive verification of each resident's level of competency using ACGME CanMEDS or ACGME-I Milestones evaluations from the prior training program upon matriculation.
Open
[  ]
2
3.4.a
Minimum Positions
The program must offer at least two resident positions at each educational level.
Open
[  ]
3.4.b
Minimum Enrollment
The program should have at least six actively enrolled residents.
Open
[  ]
15
4.1
Length of Program
The educational program in family medicine must be 36 months in length.
Open
4.10.a
4.10.b
4.10.c
4.2
Educational Components
The curriculum must contain the required educational components.
Open
4.2.a
4.2.b
4.2.c
4.2.d
4.2.e
4.3
Professionalism Competency
Residents must demonstrate a commitment to professionalism and an adherence to ethical principles.
Open
4.3.a
4.3.b
4.3.c
4.3.d
4.3.e
4.3.f
4.3.g
4.3.h
4.4
Patient Care Competency
Residents must be able to provide patient care that is patient- and family-centered compassionate appropriate and effective for the treatment of health problems and the promotion of health.
Open
4.4.a
4.5
Procedural Skills Competency
Residents must be able to perform all medical diagnostic and surgical procedures considered essential for the area of practice.
Open
4.5.a
4.6
Medical Knowledge Competency
Residents must demonstrate knowledge of established and evolving biomedical clinical epidemiological and social-behavioral sciences including scientific inquiry and application to patient care.
Open
4.6.a
4.6.b
4.7
Practice-Based Learning Competency
Residents must demonstrate the ability to investigate and evaluate their care of patients to appraise and assimilate scientific evidence and to continuously improve patient care based on constant self-evaluation and lifelong learning.
Open
4.7.a
4.7.b
4.7.c
4.7.d
4.7.e
4.7.f
4.7.g
4.7.h
4.8
Communication Skills Competency
Residents must demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients their families and health professionals.
Open
4.8.a
4.8.b
4.8.c
4.8.d
4.8.e
4.8.f
4.8.g
4.8.h
4.9
Systems-Based Practice Competency
Residents must demonstrate an awareness of and responsiveness to the larger context and system of health care including the social determinants of health and the ability to call effectively on other resources to provide optimal health care.
Open
4.9.a
4.9.b
4.9.c
4.9.d
4.9.e
4.9.f
4.9.g
4.9.h
4.1
Curriculum Structure
The curriculum must be structured to optimize resident educational experiences the length of the experiences and the supervisory continuity.
Open
[  ]
4.11
Protected Didactic Time
Residents must be provided with protected time to participate in core didactic activities.
Open
4.11.a
4.11.b
4.11.c
4.11.d
4.11.e
4.11.f
4.11.g
4.11.h
4.11.i
4.11.j
4.11.k
4.11.l
4.11.m
4.11.n
4.11.o
4.11.p
4.11.q
4.11.r
4.11.s
4.11.t
4.11.u
4.12
Pain Management Education
The program must provide instruction and experience in pain management if applicable for the specialty including recognition of the signs of substance use disorder.
Open
4.12.a
4.13
Scholarship Program Responsibilities
The program must demonstrate evidence of scholarly activities consistent with its mission and aims.
Open
4.13.a
4.13.b
4.14
Faculty Scholarly Activity
Among their scholarly activity programs must demonstrate accomplishments in at least three specified domains.
Open
4.14.a
4.15
Resident Scholarly Activity
Residents must participate in scholarship.
Open
4.15.a
4.15.b
4.15.c
3
4.10.a
FMP Continuity
Clinical experiences must be scheduled to maintain continuity in each FMP expanding and enhancing on the experience in the continuity practice.
Open
[  ]
4.10.b
Rotation Length
Educational experiences should be structured to minimize the frequency of rotational transitions and rotations must be of sufficient length to provide a quality educational experience.
Open
[  ]
4.10.c
Interprofessional Teams
Clinical experiences should be structured to facilitate learning as part of an effective interprofessional team that works together longitudinally.
Open
4.10.c.1
5
4.2.a
Program Aims
A set of program aims consistent with the Sponsoring Institution's mission the needs of the community and the desired distinctive capabilities of its graduates which must be made available to program applicants residents and faculty members.
Open
[  ]
4.2.b
Competency-Based Goals
Competency-based goals and objectives for each educational experience designed to promote progress on a trajectory to autonomous practice distributed and reviewed with residents and faculty members.
Open
[  ]
4.2.c
Resident Responsibilities
Delineation of resident responsibilities for patient care progressive responsibility for patient management and graded supervision.
Open
[  ]
4.2.d
Didactic Activities
A broad range of structured didactic activities.
Open
[  ]
4.2.e
Patient Safety Education
Formal educational activities that promote patient safety-related goals tools and techniques.
Open
[  ]
8
4.3.a
Compassion and Respect
Compassion integrity and respect for others.
Open
[  ]
4.3.b
Patient Needs Priority
Responsiveness to patient needs that supersedes self-interest.
Open
[  ]
4.3.c
Cultural Awareness
Cultural awareness.
Open
[  ]
4.3.d
Patient Privacy
Respect for patient privacy and autonomy.
Open
[  ]
4.3.e
Accountability
Accountability to patients society and the profession.
Open
[  ]
4.3.f
Population Respect
Respect and responsiveness to heterogeneous patient populations.
Open
[  ]
4.3.g
Well-Being Recognition
Ability to recognize and develop a plan for one's own personal and professional well-being.
Open
[  ]
4.3.h
Conflict of Interest
Appropriately disclosing and addressing conflict or duality of interest.
Open
[  ]
1
4.4.a
Independent Competencies
Residents must demonstrate competence to independently perform specified clinical tasks.
Open
4.4.a.1
4.4.a.2
4.4.a.3
4.4.a.4
4.4.a.5
4.4.a.6
4.4.a.7
4.4.a.8
4.4.a.9
4.4.a.10
4.4.a.11
4.4.a.12
4.4.a.13
4.4.a.14
4.4.a.15
4.4.a.16
4.4.a.17
17
4.4.a.1
Family Medicine Approach
Integrate the family medicine approach to patients of all ages and life stages.
Open
4.4.a.1.a
4.4.a.1.b
4.4.a.1.c
4.4.a.2
Outpatient Care
Diagnose manage and integrate the care of patients of all ages in various outpatient settings.
Open
[  ]
4.4.a.3
Inpatient Care
Diagnose manage and integrate the care of patients of all ages in various inpatient settings.
Open
[  ]
4.4.a.4
Mental Illness Care
Diagnose manage and integrate care for common mental illness and behavioral issues including substance use disorders.
Open
[  ]
4.4.a.5
Risk Stratification
Identify risk level of patients in panels and connect with appropriate preventive care coordination through team-based support.
Open
[  ]
4.4.a.6
Referral Recognition
Identify the need for a higher level of care setting and/or subspecialty referral in the undifferentiated patient.
Open
[  ]
4.4.a.7
Biopsychosocial Model
Apply the biopsychosocial model of health to patients.
Open
[  ]
4.4.a.8
Telehealth Use
Use technology to provide accessible care via telehealth.
Open
[  ]
4.4.a.9
Newborn Care
Provide routine newborn care including neonatal care following birth.
Open
[  ]
4.4.a.10
Pediatric Preventive Care
Deliver preventive health care to children.
Open
[  ]
4.4.a.11
Pediatric Acute Care
Provide the recognition triage stabilization and management of ill children.
Open
[  ]
4.4.a.12
Pregnancy-Related Care
Provide care to patients who may become pregnant.
Open
4.4.a.12.a
4.4.a.13
Prenatal Care
Low-risk prenatal care.
Open
4.4.a.13.a
4.4.a.13.b
4.4.a.13.c
4.4.a.13.d
4.4.a.14
Surgical Patient Care
Provide care to patients undergoing surgical intervention.
Open
4.4.a.14.a
4.4.a.14.b
4.4.a.14.c
4.4.a.15
Personal Care Planning
Use multiple information sources to develop a personal care plan for patients based on current medical evidence and the biopsychosocial model.
Open
[  ]
4.4.a.16
Life Transitions
Identify and address significant life transitions in their full biopsychosocial and spiritual dimensions.
Open
[  ]
4.4.a.17
Suffering Management
Address suffering in all its dimensions for patients and patients' families.
Open
[  ]
3
4.4.a.1.a
Whole Person Care
Whole person care family-centeredness community-focused care prioritizing continuity of care first-contact access coordination of complex care and understanding allostatic load and social determinants of health.
Open
[  ]
4.4.a.1.b
Family Dynamics
Understanding family dynamics including impact of adverse childhood experiences.
Open
[  ]
4.4.a.1.c
Behavioral Health
Addressing behavioral health needs and outcomes.
Open
[  ]
1
4.4.a.12.a
Early Pregnancy Care
Diagnosing pregnancy and managing early pregnancy complications.
Open
[  ]
4
4.4.a.13.a
Pregnancy Complications
Care of common medical problems arising from pregnancy or coexisting with pregnancy.
Open
[  ]
4.4.a.13.b
Vaginal Delivery
Performing an uncomplicated spontaneous vaginal delivery.
Open
[  ]
4.4.a.13.c
Obstetrical Emergencies
Demonstrating basic skills in managing obstetrical emergencies.
Open
[  ]
4.4.a.13.d
Postpartum Care
Postpartum care including screening and treatment for postpartum depression breastfeeding support and family planning.
Open
[  ]
3
4.4.a.14.a
Perioperative Care
Providing pre- and post-operative care.
Open
[  ]
4.4.a.14.b
Acute Surgical Recognition
Recognizing patients requiring acute surgical intervention.
Open
[  ]
4.4.a.14.c
Surgical Diagnosis
Diagnosing surgical problems.
Open
[  ]
1
4.5.a
Procedure Learning
Residents must learn common procedures and appropriate new technologies benefitting and improving patient care and access.
Open
[  ]
2
4.6.a
Clinical Disorder Knowledge
Residents must demonstrate proficiency in their knowledge of the broad spectrum of clinical disorders seen in family medicine.
Open
[  ]
4.6.b
Social Context Recognition
Residents must recognize the impact of the intersection of social and governmental contexts on health and health care received.
Open
[  ]
8
4.7.a
Self-Assessment
Residents must demonstrate competence in identifying strengths deficiencies and limits in one's knowledge and expertise.
Open
[  ]
4.7.b
Goal Setting
Residents must demonstrate competence in setting learning and improvement goals.
Open
[  ]
4.7.c
Learning Activities
Residents must demonstrate competence in identifying and performing appropriate learning activities.
Open
[  ]
4.7.d
Quality Improvement
Residents must demonstrate competence in systematically analyzing practice using quality improvement methods and implementing changes with the goal of practice improvement.
Open
[  ]
4.7.e
Feedback Incorporation
Residents must demonstrate competence in incorporating feedback and formative evaluation into daily practice.
Open
[  ]
4.7.f
Evidence Appraisal
Residents must demonstrate competence in locating appraising and assimilating evidence from scientific studies related to their patients' health problems.
Open
[  ]
4.7.g
Career Planning
Residents must demonstrate competence in recognizing and pursuing individual career goals that incorporate consideration of local community needs and resources.
Open
[  ]
4.7.h
Practice Gap Response
Residents must demonstrate durable personal processes to respond to indicators of individual practice gaps and opportunities for improvement.
Open
[  ]
8
4.8.a
Patient Communication
Residents must demonstrate competence in communicating effectively with patients and patients' families across a broad range of socioeconomic circumstances cultural backgrounds and language capabilities.
Open
[  ]
4.8.b
Professional Communication
Residents must demonstrate competence in communicating effectively with physicians other health professionals and health-related agencies.
Open
[  ]
4.8.c
Team Collaboration
Residents must demonstrate competence in working effectively as a member or leader of a health care team or other professional group.
Open
[  ]
4.8.d
Teaching Skills
Residents must demonstrate competence in educating patients patients' families students other residents and other health professionals.
Open
[  ]
4.8.e
Consultation Skills
Residents must demonstrate competence in acting in a consultative role to other physicians and health professionals.
Open
[  ]
4.8.f
Health Record Documentation
Residents must demonstrate competence in maintaining comprehensive timely and legible health care records if applicable.
Open
[  ]
4.8.g
Care Goals Communication
Residents must learn to communicate with patients and patients' families to partner with them to assess their care goals including when appropriate end-of-life goals.
Open
4.8.g.1
4.8.h
Trusted Relationships
Residents must demonstrate competence in establishing a trusted relationship with patients and patients' caregivers and/or families to elicit shared prioritization and decision-making.
Open
[  ]
1
4.8.g.1
End-of-Life Communication
Residents must learn to address end-of-life goals and align with patient treatment preferences in the outpatient setting for advanced or serious illness.
Open
[  ]
8
4.9.a
Health Care Delivery Settings
Residents must demonstrate competence in working effectively in various health care delivery settings and systems relevant to their clinical specialty.
Open
[  ]
4.9.b
Care Coordination
Residents must demonstrate competence in coordinating patient care across the health care continuum and beyond as relevant to their clinical specialty.
Open
[  ]
4.9.c
Quality Advocacy
Residents must demonstrate competence in advocating for quality patient care and optimal patient care systems.
Open
[  ]
4.9.d
System Error Participation
Residents must demonstrate competence in participating in identifying system errors and implementing potential systems solutions.
Open
[  ]
4.9.e
Value Considerations
Residents must demonstrate competence in incorporating considerations of value cost awareness delivery and payment and risk-benefit analysis in patient and/or population-based care.
Open
[  ]
4.9.f
Health Care Finance Understanding
Residents must demonstrate competence in understanding health care finances and its impact on individual patients' health decisions.
Open
[  ]
4.9.g
Patient Safety Tools
Residents must demonstrate competence in using tools and techniques that promote patient safety and disclosure of patient safety events.
Open
[  ]
4.9.h
Patient Advocacy
Residents must learn to advocate for patients within the health care system to achieve the patient's and patient's family's care goals including when appropriate end-of-life goals.
Open
4.9.h.1
1
4.9.h.1
Community Resources
Residents must recognize and utilize community resources to promote the health of the population and partner with those resources to respond to community needs.
Open
[  ]
1
4.10.c.1
Non-Physician Integration
Integration of multiple non-physician professionals to augment education and interprofessional team clinical services.
Open
[  ]
21
4.11.a
Foundational Education
The curriculum must include education on the foundational tenets of family medicine and the role of the specialty in the health care system.
Open
[  ]
4.11.b
Evidence Analysis Forum
The program must provide a regularly scheduled forum for residents to explore and analyze evidence pertinent to family medicine.
Open
[  ]
4.11.c
Primary FMP Assignment
Each resident must be assigned to a primary FMP that serves as the foundation for that resident's education.
Open
4.11.c.1
4.11.c.2
4.11.c.3
4.11.c.4
4.11.c.5
4.11.d
Care Team Leadership
Residents should participate in appropriate leadership of care teams to coordinate and optimize care for a panel of continuity patients.
Open
[  ]
4.11.e
Newborn Experience
Residents must have experience dedicated to the care of newborns including well and ill newborns.
Open
4.11.e.1
4.11.f
Pediatric Ambulatory Experience
Residents must have 200 hours or two months of experience dedicated to the care of children in the ambulatory setting.
Open
[  ]
4.11.g
Pediatric Acute Care Experience
Residents must have at least 100 hours or one month of experience with the care of acutely ill children in the hospital and/or emergency setting.
Open
4.11.g.1
4.11.g.2
4.11.h
Gynecologic Experience
Residents must have at least 100 hours or one month dedicated to the care of patients with gynecologic issues.
Open
[  ]
4.11.i
Pregnancy Care Experience
Residents must have at least 200 hours or two months dedicated to participating in pregnancy-related care.
Open
4.11.i.1
4.11.i.2
4.11.j
Adult Inpatient Experience
Residents must have at least 600 hours or six months and 750 patient encounters dedicated to the care of hospitalized adults.
Open
4.11.j.1
4.11.j.2
4.11.j.3
4.11.k
Emergency Department Experience
Residents must have at least 100 hours of emergency department experience and at least 125 patient encounters dedicated to the care of acutely ill or injured adults.
Open
[  ]
4.11.l
Geriatric Experience
Residents must have dedicated experience in the care of older adults of at least 100 hours or one month and at least 125 patient encounters.
Open
4.11.l.1
4.11.l.2
4.11.m
Surgical Patient Experience
Residents must have an experience dedicated to the care of surgical patients.
Open
4.11.m.1
4.11.n
Musculoskeletal Experience
Residents must have an experience dedicated to the care of patients with a breadth of musculoskeletal problems.
Open
4.11.n.1
4.11.n.2
4.11.n.3
4.11.o
Dermatology Experience
Residents must have experience evaluating dermatologic presentations and managing common dermatologic conditions.
Open
4.11.o.1
4.11.p
Behavioral Health Integration
The curriculum must incorporate behavioral health into all aspects of patient care including experience in integrated interprofessional behavioral health care in the FMP.
Open
4.11.p.1
4.11.p.2
4.11.q
Population Health Experience
There must be a structured experience in which residents address population health including the evaluation of health problems in the community.
Open
4.11.q.1
4.11.q.2
4.11.q.3
4.11.r
Subspecialty Curriculum
There must be a specific subspecialty curriculum to address the breadth of patients seen in family medicine.
Open
4.11.r.1
4.11.r.2
4.11.s
Health System Management
Residents must have a dedicated experience in health system management.
Open
4.11.s.1
4.11.s.2
4.11.s.3
4.11.s.4
4.11.t
Diagnostic Imaging Experience
Residents must have experience in diagnostic imaging interpretation pertinent to family medicine.
Open
4.11.t.1
4.11.u
Elective Experiences
Residents must have six months dedicated to elective experiences.
Open
4.11.u.1
4.11.u.2
4.11.u.3
5
4.11.c.1
FMP Time Minimum
Residents should provide care for patients in an FMP for a minimum of 40 weeks during each year of the educational program.
Open
[  ]
4.11.c.2
Continuity Interruption Limit
Residents' other assignments should not interrupt continuity for more than eight weeks at any given time or in any one year.
Open
[  ]
4.11.c.3
Interruption Spacing
The periods between interruptions in continuity should be at least four weeks in length.
Open
[  ]
4.11.c.4
FMP Care Scope
FMP experience must include acute care chronic care and wellness care for patients of all ages.
Open
[  ]
4.11.c.5
Panel Responsibility
Residents must be primarily responsible for a panel of continuity patients integrating each patient's care across all settings.
Open
4.11.c.5.a
4.11.c.5.b
4.11.c.5.c
4.11.c.5.d
4.11.c.5.e
4.11.c.5.f
4.11.c.5.g
4.11.c.5.h
4.11.c.5.i
4.11.c.5.j
4.11.c.5.k
4.11.c.5.l
4.11.c.5.m
13
4.11.c.5.a
Long-Term Care Duration
Long-term care experiences should occur over a minimum of 24 months.
Open
[  ]
4.11.c.5.b
Panel Volume
Each resident's panel of continuity patients must be of sufficient volume and variety to ensure adequate education as well as patient access and continuity of care.
Open
[  ]
4.11.c.5.c
FMP Hours Minimum
Programs must ensure that each graduate has completed a minimum of 1000 hours dedicated to caring for FMP patients.
Open
[  ]
4.11.c.5.d
Patient-Sided Continuity PGY-2
Annual patient-sided continuity should be at least 30 percent at the end of the PGY-2.
Open
[  ]
4.11.c.5.e
Patient-Sided Continuity PGY-3
Annual patient-sided continuity should be at least 40 percent at the end of the PGY-3.
Open
[  ]
4.11.c.5.f
Resident-Sided Continuity PGY-2
Annual resident-sided continuity should be at least 30 percent at the end of the PGY-2.
Open
[  ]
4.11.c.5.g
Resident-Sided Continuity PGY-3
Annual resident-sided continuity should be at least 40 percent at the end of the PGY-3.
Open
[  ]
4.11.c.5.h
Pediatric Panel Minimum
Panels must include a minimum of 10 percent pediatric patients younger than 18 years of age.
Open
[  ]
4.11.c.5.i
Geriatric Panel Minimum
Panels must include a minimum of 10 percent older adult patients older than 65 years of age.
Open
[  ]
4.11.c.5.j
Panel Assessment
Panel size and composition for each resident must be regularly assessed and rebalanced as needed.
Open
[  ]
4.11.c.5.k
Panel Recalculation
Resident panels should be calculated and readjusted for the appropriate size demographics and medical conditions every 12 months.
Open
[  ]
4.11.c.5.l
Team Coverage
The FMP should utilize team-based coverage for patients when the continuity resident is unavailable.
Open
[  ]
4.11.c.5.m
Concurrent Commitments
Residents must be able to maintain concurrent commitments to their FMP patients during rotations in other areas/services.
Open
[  ]
1
4.11.e.1
Newborn Settings
This experience should include inpatient and ambulatory settings including in the continuity practice.
Open
[  ]
2
4.11.g.1
Pediatric Inpatient Encounters
This experience should include a minimum of 50 inpatient encounters with children.
Open
[  ]
4.11.g.2
Pediatric ED Encounters
This experience should include a minimum of 50 emergency department patient encounters with children.
Open
[  ]
2
4.11.i.1
Pregnancy Curriculum
This experience must include a structured curriculum in prenatal intrapartum and postpartum care.
Open
4.11.i.1.a
4.11.i.1.b
4.11.i.1.c
4.11.i.1.d
4.11.i.2
Advanced Maternity Training
Residents who seek the option to incorporate comprehensive pregnancy-related care into independent practice must complete at least 400 hours or four months dedicated to training on labor and delivery and perform or directly supervise at least 80 deliveries.
Open
[  ]
4
4.11.i.1.a
Prenatal Care
Residents must care for pregnant patients in the outpatient setting including prenatal care and care of medical issues that arise in pregnancy.
Open
[  ]
4.11.i.1.b
Delivery Experience
Each resident must have experience with a minimum of 20 vaginal deliveries.
Open
[  ]
4.11.i.1.c
Postpartum Care
Each resident should care for postpartum patients including care for parental-baby pairs.
Open
[  ]
4.11.i.1.d
Maternity Continuity
Some of the maternity experience should include the prenatal intrapartum and postpartum care of the same patient in a continuity care relationship.
Open
[  ]
3
4.11.j.1
Critical Care Participation
Residents must participate in the care of patients hospitalized in a critical care setting.
Open
[  ]
4.11.j.2
Longitudinal Inpatient Care
Residents must provide care for hospitalized adults throughout their residency.
Open
[  ]
4.11.j.3
Hospital-Outpatient Continuity
The experience should include the care of patients through hospitalization and transition of care to outpatient follow-up of the same patient in a continuity relationship.
Open
[  ]
2
4.11.l.1
Geriatric Care Components
The experience must include functional assessment disease prevention health promotion and management of adults with multiple chronic conditions.
Open
[  ]
4.11.l.2
Geriatric Settings
The experience should incorporate care of older adults across a continuum of sites.
Open
[  ]
1
4.11.m.1
Surgical Care Components
This experience should include pre-operative assessment post-operative care coordination and identifying the need for surgery.
Open
[  ]
3
4.11.n.1
Orthopaedic and Rheumatologic Care
Orthopaedic and rheumatologic conditions.
Open
[  ]
4.11.n.2
Sports Medicine
A structured sports medicine experience.
Open
[  ]
4.11.n.3
Musculoskeletal Procedures
Experience in common outpatient musculoskeletal procedures.
Open
[  ]
1
4.11.o.1
Dermatologic Procedures
This experience should include training in common dermatologic procedures.
Open
[  ]
2
4.11.p.1
Mental Health Training
Residents must have a dedicated experience in the diagnosis and management of common mental illness including interprofessional training in cognitive behavioral therapy motivational interviewing and psychopharmacology.
Open
[  ]
4.11.p.2
Substance Use Disorder Training
This experience should include identification and treatment of substance use disorders including alcohol use disorder and Opioid Use Disorder.
Open
4.11.p.2.a
1
4.11.p.2.a
Substance Use Treatment Methods
Treatment should include pharmacologic and non-pharmacologic methods and an interprofessional team.
Open
[  ]
3
4.11.q.1
Underserved Population Care
Each resident must have experience with providing clinical care to underserved populations.
Open
[  ]
4.11.q.2
Health Disparities Education
The curriculum should incorporate education and integration of assessment of disparities in health care.
Open
[  ]
4.11.q.3
Community-Oriented Primary Care
Residents should incorporate community-oriented primary care model linking their clinical care to the needs of the community.
Open
[  ]
2
4.11.r.1
Gap Addressing
The curriculum should address any gaps in the clinical experience through other required structured rotations and FMP continuity.
Open
[  ]
4.11.r.2
Subspecialty Exposure
Every resident must have exposure to a variety of medical and surgical subspecialties throughout the educational program.
Open
[  ]
4
4.11.s.1
Leadership Preparation
This curriculum should prepare residents to be active participants and leaders in their panel teams practices communities and the profession of medicine.
Open
[  ]
4.11.s.2
Committee Membership
Each resident should be a member of a health system or professional group committee.
Open
[  ]
4.11.s.3
FMP Business Meetings
Residents must attend regular FMP business meetings with staff and faculty members to discuss practice-related policies and procedures business and service goals and practice efficiency and quality.
Open
[  ]
4.11.s.4
Data Reporting
Residents must receive regular data reports of individual/panel and practice patterns as well as the training needed to analyze these reports.
Open
4.11.s.4.a
1
4.11.s.4.a
Report Components
Reports should include clinical quality health disparities patient safety patient satisfaction continuity with patient panel and referral diagnostic utilization rates and financial performance.
Open
[  ]
1
4.11.t.1
Point-of-Care Ultrasound
Residents should have experience in using point-of-care ultrasound in clinical care.
Open
[  ]
3
4.11.u.1
Elective Curriculum Approval
The curriculum for each elective experience must be approved by the program director and developed in consultation with a faculty member.
Open
[  ]
4.11.u.2
Individualized Electives
These elective experiences should be driven by each resident's individualized education plan and address needs of future practice goals.
Open
[  ]
4.11.u.3
Elective Evaluation
The elective experiences should be developed with faculty mentor guidance and evaluated through a structured approach using multiple assessment methods.
Open
[  ]
1
4.12.a
Holistic Pain Management
The program must provide instruction in a holistic pain management approach that includes pharmacologic and non-pharmacologic methods and an interprofessional team.
Open
[  ]
2
4.13.a
Scholarship Resources
The program in partnership with its Sponsoring Institution must allocate adequate resources to facilitate resident and faculty involvement in scholarly activities.
Open
[  ]
4.13.b
Evidence-Based Approach
The program must advance residents' knowledge and practice of the scholarly approach to evidence-based patient care.
Open
[  ]
1
4.14.a
Scholarship Dissemination
The program must demonstrate dissemination of scholarly activity within and external to the program by specified methods including faculty participation in educational activities and peer-reviewed publication.
Open
[  ]
3
4.15.a
Scholarly Activity Number
Residents should complete two scholarly activities at least one of which should be a quality improvement project.
Open
[  ]
4.15.b
Team-Based Scholarship
Residents should work in teams to complete scholarship partnering with interdisciplinary colleagues faculty members and peers.
Open
[  ]
4.15.c
Scholarship Dissemination
Residents should disseminate scholarly activity through presentation or publication in local regional or national venues.
Open
[  ]
6
5.1
Feedback and Evaluation
Faculty members must directly observe evaluate and frequently provide feedback on resident performance during each rotation or similar educational assignment.
Open
5.1.a
5.1.b
5.1.c
5.1.d
5.1.e
5.1.f
5.1.g
5.1.h
5.1.i
5.1.j
5.2
Final Evaluation
The program director must provide a final evaluation for each resident upon completion of the program.
Open
5.2.a
5.2.b
5.2.c
5.2.d
5.3
Clinical Competency Committee
A Clinical Competency Committee must be appointed by the program director.
Open
5.3.a
5.3.b
5.3.c
5.3.d
5.3.e
5.4
Faculty Evaluation
The program must have a process to evaluate each faculty member's performance as it relates to the educational program at least annually.
Open
5.4.a
5.4.b
5.4.c
5.4.d
5.5
Program Evaluation Committee
The program director must appoint the Program Evaluation Committee to conduct and document the Annual Program Evaluation.
Open
5.5.a
5.5.b
5.5.c
5.5.d
5.5.e
5.5.f
5.5.g
5.5.h
5.6
Board Certification Pass Rate
For specialties with annual written exams the program's aggregate pass rate of those taking the examination for the first time in the preceding three years must be higher than the bottom fifth percentile.
Open
5.6.a
5.6.b
5.6.c
5.6.d
5.6.e
10
5.1.a
Documented Evaluation
Evaluation must be documented at the completion of the assignment.
Open
5.1.a.1
5.1.a.2
5.1.a.3
5.1.b
Milestone-Based Evaluation
The program must provide an objective performance evaluation based on the Competencies and the specialty-specific Milestones.
Open
5.1.b.1
5.1.b.2
5.1.c
Semi-Annual Review
The program director or their designee with input from the Clinical Competency Committee must meet with and review with each resident their documented semi-annual evaluation of performance.
Open
[  ]
5.1.d
Individualized Learning Plans
The program director or their designee with input from the Clinical Competency Committee must assist residents in developing individualized learning plans to capitalize on strengths and identify areas for growth.
Open
[  ]
5.1.e
Remediation Plans
The program director or their designee with input from the Clinical Competency Committee must develop plans for residents failing to progress following institutional policies and procedures.
Open
[  ]
5.1.f
Annual Summative Evaluation
At least annually there must be a summative evaluation of each resident that includes their readiness to progress to the next year of the program if applicable.
Open
[  ]
5.1.g
Evaluation Access
The evaluations of a resident's performance must be accessible for review by the resident.
Open
[  ]
5.1.h
In-Training Examination
The program director or their designee with input from the Clinical Competency Committee must administer an in-training examination annually.
Open
[  ]
5.1.i
Annual Learning Plan
The program director or their designee with input from the Clinical Competency Committee must create and document an individualized learning plan at least annually.
Open
[  ]
5.1.j
Learning Plan Support System
The program director or their designee with input from the Clinical Competency Committee must provide a system to assist residents in the individualized learning plan process.
Open
5.1.j.1
5.1.j.2
3
5.1.a.1
Long Block Evaluation
For block rotations of greater than three months in duration evaluation must be documented at least every three months.
Open
[  ]
5.1.a.2
Longitudinal Evaluation
Longitudinal experiences such as continuity clinic must be evaluated at least every three months and at completion.
Open
[  ]
5.1.a.3
FMP Evaluation Components
Evaluation of the FMP continuity experience should include assessment of quality measures EHR management and care coordination.
Open
[  ]
2
5.1.b.1
Multiple Evaluators
The program must use multiple evaluators including faculty members peers patients self and other professional staff members.
Open
[  ]
5.1.b.2
CCC Information Provision
The program must provide that information to the Clinical Competency Committee for its synthesis of progressive resident performance.
Open
[  ]
2
5.1.j.1
Faculty Mentorship
Faculty mentorship to help residents create learning goals as well as educational experiences to meet those goals.
Open
[  ]
5.1.j.2
Progress Tracking Systems
Systems for tracking and monitoring progress toward completing the individualized learning plan.
Open
[  ]
4
5.2.a
Milestones for Autonomous Practice
The specialty-specific Milestones and when applicable specialty-specific Case Logs must be used as tools to ensure residents are able to engage in autonomous practice upon completion.
Open
[  ]
5.2.b
Permanent Record
The final evaluation must become part of the resident's permanent record maintained by the institution and must be accessible for review by the resident.
Open
[  ]
5.2.c
Autonomous Practice Verification
The final evaluation must verify that the resident has demonstrated the knowledge skills and behaviors necessary to enter autonomous practice.
Open
[  ]
5.2.d
Completion Sharing
The final evaluation must be shared with the resident upon completion of the program.
Open
[  ]
5
5.3.a
CCC Membership
At a minimum the Clinical Competency Committee must include three members of the program faculty at least one of whom is a core faculty member.
Open
[  ]
5.3.b
Additional CCC Members
Additional members must be faculty members from the same program or other programs or other health professionals who have extensive contact and experience with the program's residents.
Open
[  ]
5.3.c
CCC Review Frequency
The Clinical Competency Committee must review all resident evaluations at least semi-annually.
Open
[  ]
5.3.d
Milestone Progress Determination
The Clinical Competency Committee must determine each resident's progress on achievement of the specialty-specific Milestones.
Open
[  ]
5.3.e
CCC Program Director Advising
The Clinical Competency Committee must meet prior to the residents' semi-annual evaluations and advise the program director regarding each resident's progress.
Open
[  ]
4
5.4.a
Faculty Evaluation Components
This evaluation must include a review of the faculty member's clinical teaching abilities engagement with the educational program participation in faculty development clinical performance professionalism and scholarly activities.
Open
[  ]
5.4.b
Resident Faculty Evaluation
This evaluation must include written anonymous and confidential evaluations by the residents.
Open
[  ]
5.4.c
Faculty Feedback
Faculty members must receive feedback on their evaluations at least annually.
Open
[  ]
5.4.d
Faculty Development Integration
Results of the faculty educational evaluations should be incorporated into program-wide faculty development plans.
Open
[  ]
8
5.5.a
PEC Composition
The Program Evaluation Committee must be composed of at least two program faculty members at least one of whom is a core faculty member and at least one resident.
Open
[  ]
5.5.b
Goal Review
Program Evaluation Committee responsibilities must include review of the program's self-determined goals and progress toward meeting them.
Open
[  ]
5.5.c
Program Improvement Guidance
Program Evaluation Committee responsibilities must include guiding ongoing program improvement including development of new goals based upon outcomes.
Open
[  ]
5.5.d
Operating Environment Review
Program Evaluation Committee responsibilities must include review of the current operating environment to identify strengths challenges opportunities and threats.
Open
[  ]
5.5.e
Data Consideration
The Program Evaluation Committee should consider the outcomes from prior Annual Program Evaluations aggregate resident and faculty written evaluations and other relevant data in its assessment.
Open
[  ]
5.5.f
Mission and Aims Evaluation
The Program Evaluation Committee must evaluate the program's mission and aims strengths areas for improvement and threats.
Open
[  ]
5.5.g
APE Distribution
The Annual Program Evaluation including the action plan must be distributed to and discussed with the residents and the members of the teaching faculty and be submitted to the DIO.
Open
[  ]
5.5.h
Self-Study
The program must complete a Self-Study and submit it to the DIO.
Open
[  ]
5
5.6.a
Biennial Written Exam Pass Rate
For specialties with biennial written exams the program's aggregate pass rate in the preceding six years must be higher than the bottom fifth percentile.
Open
[  ]
5.6.b
Annual Oral Exam Pass Rate
For specialties with annual oral exams the program's aggregate pass rate in the preceding three years must be higher than the bottom fifth percentile.
Open
[  ]
5.6.c
Biennial Oral Exam Pass Rate
For specialties with biennial oral exams the program's aggregate pass rate in the preceding six years must be higher than the bottom fifth percentile.
Open
[  ]
5.6.d
80 Percent Exception
Any program whose graduates over the specified time period have achieved an 80 percent pass rate will have met this requirement regardless of percentile rank.
Open
[  ]
5.6.e
Seven-Year Certification Reporting
Programs must report in ADS board certification status annually for the cohort of board-eligible residents that graduated seven years earlier.
Open
[  ]
28
6.1
Culture of Safety Participation
The program its faculty residents and fellows must actively participate in patient safety systems and contribute to a culture of safety.
Open
6.10.a
6.2
Safety Event Reporting
Residents fellows faculty members and other clinical staff members must know their responsibilities in reporting patient safety events and unsafe conditions at the clinical site.
Open
6.2.a
6.3
Safety Activity Participation
Residents must participate as team members in real and/or simulated interprofessional clinical patient safety and quality improvement activities.
Open
[  ]
6.4
Quality Metrics Access
Residents and faculty members must receive data on quality metrics and benchmarks related to their patient populations.
Open
[  ]
6.5
Role Communication
Residents and faculty members must inform each patient of their respective roles in that patient's care when providing direct patient care.
Open
[  ]
6.6
Appropriate Supervision Level
The program must demonstrate that the appropriate level of supervision is in place for all residents based on each resident's level of training and ability as well as patient complexity and acuity.
Open
[  ]
6.7
Direct Supervision
The supervising physician is physically present with the resident during the key portions of the patient interaction or is concurrently monitoring through telecommunication technology.
Open
6.7.a
6.8
Physical Presence Requirements
The program must define when physical presence of a supervising physician is required.
Open
[  ]
6.9
Progressive Authority
The privilege of progressive authority and responsibility conditional independence and a supervisory role in patient care delegated to each resident must be assigned by the program director and faculty members.
Open
6.9.a
6.9.b
6.9.c
6.1
Communication Guidelines
Programs must set guidelines for circumstances and events in which residents must communicate with the supervising faculty member.
Open
[  ]
6.11
Supervision Duration
Faculty supervision assignments must be of sufficient duration to assess the knowledge and skills of each resident and to delegate the appropriate level of patient care authority and responsibility.
Open
[  ]
6.12
Professionalism Education
Programs in partnership with their Sponsoring Institutions must educate residents and faculty members concerning the professional and ethical responsibilities of physicians.
Open
6.12.a
6.12.b
6.12.c
6.12.d
6.12.e
6.12.f
6.12.g
6.13
Well-Being Responsibility
The responsibility of the program in partnership with the Sponsoring Institution must include attention to well-being.
Open
6.13.a
6.13.b
6.13.c
6.13.d
6.13.e
6.14
Absence Accommodation
There are circumstances in which residents may be unable to attend work and each program must allow an appropriate length of absence for residents unable to perform their patient care responsibilities.
Open
6.14.a
6.14.b
6.15
Fatigue Mitigation
Programs must educate all residents and faculty members in recognition of the signs of fatigue and sleep deprivation alertness management and fatigue mitigation processes.
Open
[  ]
6.16
Sleep and Transportation
The program in partnership with its Sponsoring Institution must ensure adequate sleep facilities and safe transportation options for residents who may be too fatigued to safely return home.
Open
[  ]
6.17
Clinical Responsibilities
The clinical responsibilities for each resident must be based on PGY level patient safety resident ability severity and complexity of patient illness/condition and available support services.
Open
6.17.a
6.18
Teamwork
Residents must care for patients in an environment that maximizes communication and promotes safe interprofessional team-based care.
Open
[  ]
6.19
Transitions of Care
Programs must design clinical assignments to optimize transitions in patient care including their safety frequency and structure.
Open
6.19.a
6.19.b
6.2
80-Hour Work Week
Clinical and educational work hours must be limited to no more than 80 hours per week averaged over a four-week period including all in-house clinical and educational activities clinical work done from home and all moonlighting.
Open
[  ]
6.21
Eight Hours Off
Residents should have eight hours off between scheduled clinical work and education periods.
Open
6.21.a
6.21.b
6.22
24-Hour Maximum Shift
Clinical and educational work periods for residents must not exceed 24 hours of continuous scheduled clinical assignments.
Open
6.22.a
6.23
Voluntary Additional Hours
In rare circumstances after handing off all other responsibilities a resident on their own initiative may elect to remain or return to the clinical site to continue care to a single severely ill patient provide humanistic attention or attend unique educational events.
Open
6.23.a
6.24
Rotation-Specific Exceptions
A Review Committee may grant rotation-specific exceptions for up to 10 percent or a maximum of 88 clinical and educational work hours to individual programs based on a sound educational rationale but the Review Committee for Family Medicine will not consider requests for exceptions to the 80-hour limit.
Open
[  ]
6.25
Moonlighting Rules
Moonlighting must not interfere with the ability of the resident to achieve the goals and objectives of the educational program and must not interfere with the resident's fitness for work nor compromise patient safety.
Open
6.25.a
6.25.b
6.26
Night Float Requirements
Night float must occur within the context of the 80-hour and one-day-off-in-seven requirements.
Open
6.26.a
6.27
In-House Call Frequency
Residents must be scheduled for in-house call no more frequently than every third night when averaged over a four-week period.
Open
[  ]
6.28
At-Home Call
Time spent on patient care activities by residents on at-home call must count toward the 80-hour maximum weekly limit and the frequency must satisfy the requirement for one day in seven free of clinical work and education.
Open
6.28.a
1
6.10.a
Authority Limits Knowledge
Each resident must know the limits of their scope of authority and the circumstances under which the resident is permitted to act with conditional independence.
Open
[  ]
1
6.2.a
Safety Report Summaries
Residents fellows faculty members and other clinical staff members must be provided with summary information of their institution's patient safety reports.
Open
[  ]
1
6.7.a
PGY-1 Direct Supervision
PGY-1 residents must initially be supervised directly as defined in the direct supervision requirement.
Open
[  ]
3
6.9.a
Milestone-Based Evaluation
The program director must evaluate each resident's abilities based on specific criteria guided by the Milestones.
Open
[  ]
6.9.b
Care Delegation
Faculty members functioning as supervising physicians must delegate portions of care to residents based on the needs of the patient and the skills of each resident.
Open
[  ]
6.9.c
Senior Resident Supervision
Senior residents or fellows should serve in a supervisory role to junior residents in recognition of their progress toward independence.
Open
[  ]
7
6.12.a
Non-Physician Obligations
The learning objectives of the program must be accomplished without excessive reliance on residents to fulfill non-physician obligations.
Open
[  ]
6.12.b
Manageable Patient Care
The learning objectives of the program must ensure manageable patient care responsibilities.
Open
[  ]
6.12.c
Meaningful Physician Experience
The learning objectives of the program must include efforts to enhance the meaning that each resident finds in the experience of being a physician.
Open
[  ]
6.12.d
Professionalism Culture
The program director in partnership with the Sponsoring Institution must provide a culture of professionalism that supports patient safety and personal responsibility.
Open
[  ]
6.12.e
Personal Safety Role
Residents and faculty members must demonstrate an understanding of their personal role in the safety and welfare of patients entrusted to their care.
Open
[  ]
6.12.f
Professional Environment
Programs in partnership with their Sponsoring Institutions must provide a professional respectful and civil environment that is psychologically safe and free from discrimination harassment mistreatment abuse or coercion.
Open
[  ]
6.12.g
Unprofessional Behavior Process
Programs in partnership with their Sponsoring Institutions should have a process for education of residents and faculty regarding unprofessional behavior and a confidential process for reporting investigating and addressing such concerns.
Open
[  ]
5
6.13.a
Scheduling Impact
Attention to scheduling work intensity and work compression that impacts resident well-being.
Open
[  ]
6.13.b
Workplace Safety
Evaluating workplace safety data and addressing the safety of residents and faculty members.
Open
[  ]
6.13.c
Well-Being Policies
Policies and programs that encourage optimal resident and faculty member well-being.
Open
6.13.c.1
6.13.d
Well-Being Education
Education of residents and faculty members in well-being topics.
Open
6.13.d.1
6.13.d.2
6.13.d.3
6.13.e
Mental Health Access
Providing access to confidential affordable mental health assessment counseling and treatment including access to urgent and emergent care 24 hours a day seven days a week.
Open
[  ]
1
6.13.c.1
Medical Appointment Access
Residents must be given the opportunity to attend medical mental health and dental care appointments including those scheduled during their working hours.
Open
[  ]
3
6.13.d.1
Symptom Identification
Identification of the symptoms of burnout depression substance use disorders suicidal ideation or potential for violence including means to assist those who experience these conditions.
Open
[  ]
6.13.d.2
Self-Recognition
Recognition of these symptoms in themselves and how to seek appropriate care.
Open
[  ]
6.13.d.3
Self-Screening Tools
Access to appropriate tools for self-screening.
Open
[  ]
2
6.14.a
Coverage Policies
The program must have policies and procedures in place to ensure coverage of patient care and ensure continuity of patient care.
Open
[  ]
6.14.b
No Negative Consequences
These policies must be implemented without fear of negative consequences for the resident who is or was unable to provide the clinical work.
Open
[  ]
1
6.17.a
Patient Cap Authority
The program director must have the authority and responsibility to set appropriate clinical responsibilities (patient caps) for each resident.
Open
[  ]
2
6.19.a
Hand-Off Processes
Programs in partnership with their Sponsoring Institutions must ensure and monitor effective structured hand-off processes to facilitate both continuity of care and patient safety.
Open
[  ]
6.19.b
Hand-Off Competence
Programs must ensure that residents are competent in communicating with team members in the hand-off process.
Open
[  ]
2
6.21.a
Post-Call Time Off
Residents must have at least 14 hours free of clinical work and education after 24 hours of in-house call.
Open
[  ]
6.21.b
One Day in Seven
Residents must be scheduled for a minimum of one day in seven free of clinical work and required education when averaged over four weeks and at-home call cannot be assigned on these free days.
Open
[  ]
1
6.22.a
Additional Four Hours
Up to four hours of additional time may be used for activities related to patient safety such as providing effective transitions of care and/or resident education with no additional patient care responsibilities assigned during this time.
Open
[  ]
1
6.23.a
Exception Hour Counting
These additional hours of care or education must be counted toward the 80-hour weekly limit.
Open
[  ]
2
6.25.a
Moonlighting Hour Counting
Time spent by residents in internal and external moonlighting must be counted toward the 80-hour maximum weekly limit.
Open
[  ]
6.25.b
PGY-1 Moonlighting Prohibition
PGY-1 residents are not permitted to moonlight.
Open
[  ]
1
6.26.a
Night Float Limit
Night float experiences must not exceed 50 percent of a resident's inpatient experiences.
Open
[  ]
1
6.28.a
At-Home Call Reasonableness
At-home call must not be so frequent or taxing as to preclude rest or reasonable personal time for each resident.
Open
[  ]
6
1
Oversight
Section 1: Oversight
Open
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.1
2
Personnel
Section 2: Personnel
Open
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.1
2.11
2.12
2.13
3
Resident Appointments
Section 3: Resident Appointments
Open
3.1
3.2
3.3
3.4
3.5
3.6
4
Educational Program
Section 4: Educational Program
Open
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.1
4.11
4.12
4.13
4.14
4.15
5
Evaluation
Section 5: Evaluation
Open
5.1
5.2
5.3
5.4
5.5
5.6
6
Learning and Working Environment
Section 6: The Learning and Working Environment
Open
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.1
6.11
6.12
6.13
6.14
6.15
6.16
6.17
6.18
6.19
6.2
6.21
6.22
6.23
6.24
6.25
6.26
6.27
6.28
⁠


Gallery
 
Want to print your doc?
This is not the way.
Try clicking the ··· in the right corner or using a keyboard shortcut (
CtrlP
) instead.