ACGME 2019 Faculty Development Requirements
MedEdPearls August 2019: How might you make faculty development more digestible and feasible for busy clinical faculty?
The Accreditation Council for Graduate Medical Education (ACGME) updated Common Program Requirements (CPRs) for faculty development in July 2019. Moving forward, all core faculty who educate, supervise, and evaluate trainees will be required to participate in at least four (4) faculty development areas annually: as educators; in quality improvement and patient safety; in fostering their own and their trainees’ well-being; and, in patient care based on their practice-based learning and improvement efforts.
The intention of this requirement is to ensure faculty in academic medical centers enhance transference of knowledge and skills that will continually foster and promote a culture of inquiry in the training program.
- Check out MedEdPortal to access peer-reviewed materials to develop and deliver workshops for Educators
- Check out the IHI Open School for online training materials on QI and Patient Safety
- Check out the AMA StepsForward program for addressing Wellness
- Check out the Trip Database and search peer-reviewed and non-peer-reviewed literature using the PICO format for practice-based learning
With these accreditation requirements for faculty development, it is vital for all stakeholders to agree upon which programming constitutes faculty development and best-practices for ensuring effective training, learning outcomes, and completion processes.
What ideas do you have to make faculty development digestible and feasible for busy clinical faculty members at your institution? Let’s start this conversation rolling!!
Special thanks to the MedEdPearls team for their great teamwork in designing this pearl!!
Megan M. Haak, MA, is the Program Manager for Graduate Medical Education with the Medical College of Wisconsin Affiliated Hospitals (MCWAH), Inc. Megan’s areas of professional interest are faculty development, teaching and learning, measurement and evaluation, and survey design.
Additional Information
The MedEdPearls are a collaborative, peer-reviewed, monthly brief intended to provide practical tips and strategies for medical and health professions educators to enhance teaching and learning.
- Jean Bailey, PhD – Virginia Commonwealth University School of Medicine
- Carrie Bowler, EdD, MS, MLSCM (ASCP) – Mayo Clinic School of Continuous Professional Development
- Kristina Dzara, PhD, MMSc (Educators ’16; Assessment ’16; HCE 2.0 ’17) – Saint Louis University School of Medicine
- Shanu Gupta, MD, SFHM – University of South Florida Morsani College of Medicine and Tampa General Hospital
- Jennifer Hillyer, PhD – Northeast Ohio Medical University
- Larry Hurtubise, PhD, MA (HCE 2.0 '16) – The Ohio State University
- Anna Lama, EdD, MA – West Virginia University School of Medicine
- Machelle Linsenmeyer, EdD, NAOME (Assessment ’07) – West Virginia School of Osteopathic Medicine
- Skye McKennon, PharmD, BCPS, ACSM-GEI – Washington State University Elson S. Floyd College of Medicine
- Rachel Moquin, EdD, MA – Washington University School of Medicine
- Stacey Pylman, PhD – Michigan State University College of Human Medicine
- Leah Sheridan, PhD – Northeast Ohio Medical University
- Lonika Sood, MBBS, MHPE – Washington State University Elson S. Floyd College of Medicine
- Mark Terrell, EdD – Lake Erie College of Osteopathic Medicine
- Stacey Wahl, PhD – Virginia Commonwealth University School of Medicine
Harvard Macy Institute
Harvard Macy Institute
The Harvard Macy Institute educates, connects, and serves health care leaders around the globe by providing advanced faculty development programs, thought leadership, and impactful networking opportunities.
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