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1 introduced by the Accreditation Council for Graduate Medical Education.
2 ndards through the Accreditation Council for Graduate Medical Education.
3 mpetency of residents as they complete their graduate medical education.
4 by potential changes in federal financing of graduate medical education.
5 accredited by the Accreditation Council for Graduate Medical Education.
6 s accredited by US Accreditation Council for Graduate Medical Education.
7 urology residents by the American Council of Graduate Medical Education.
8 acial and ethnic disparities at the level of graduate medical education.
9 tions to improve parity in assessment across graduate medical education.
10 l federal funding via Medicare that supports graduate medical education.
11 re would represent a critical advancement in graduate medical education.
12 ng rotation, augmenting clinical learning in graduate medical education.
13 s for payment-for-performance initiatives in graduate medical education.
14 ing Examination score, class rank, and prior graduate medical education.
15 tion System of the Accreditation Council for Graduate Medical Education.
16 to guide the optimal design and delivery of graduate medical education.
17 ies defined by the Accreditation Council for Graduate Medical Education.
18 Accreditation Council for Graduate Medical Education.
19 the underserved and suboptimal primary care graduate medical education.
20 as barriers toward changes in critical care graduate medical education.
22 cal Care Medicine, Accreditation Council for Graduate Medical Education, Accreditation Council for Co
23 yses if they were both Accreditation Council Graduate Medical Education accredited and available for
24 ician graduates of Accreditation Council for Graduate Medical Education-accredited family practice re
25 ogram directors of Accreditation Council for Graduate Medical Education-accredited fellowship program
26 idents training in Accreditation Council for Graduate Medical Education-accredited general surgery pr
29 sed to identify US Accreditation Council for Graduate Medical Education-accredited ophthalmology resi
30 ipants included US Accreditation Council for Graduate Medical Education-accredited ophthalmology resi
31 ectors (n = 67) of Accreditation Council for Graduate Medical Education-accredited pediatric critical
32 37%) of fellows in Accreditation Council for Graduate Medical Education-accredited positions responde
33 idency training at Accreditation Council for Graduate Medical Education-accredited programs between J
34 dult critical care Accreditation Council for Graduate Medical Education-accredited programs, we hypot
35 ogy, and pulmonary Accreditation Council for Graduate Medical Education-accredited subspecialty criti
36 ogram directors of Accreditation Council for Graduate Medical Education-accredited subspecialty progr
37 fellows employed by Accreditation Council on Graduate Medical Education-accredited training programs
38 ROLS: Faculty from Accreditation Council for Graduate Medical Education-accredited US ophthalmology r
39 established by the Accreditation Council for Graduate Medical Education (ACGME) and implemented on Ju
40 ompetencies of the Accreditation Council for Graduate Medical Education (ACGME) and the American Boar
41 ta reported to the Accreditation Council for Graduate Medical Education (ACGME) can be used to measur
43 ruments testing the Accreditation Council of Graduate Medical Education (ACGME) core competencies of
44 ated with the 2011 Accreditation Council for Graduate Medical Education (ACGME) duty hour reforms hav
45 ged after the 2011 Accreditation Council for Graduate Medical Education (ACGME) duty hour regulations
46 ssigned to current Accreditation Council for Graduate Medical Education (ACGME) duty-hour policies (s
48 recognized by the Accreditation Council for Graduate Medical Education (ACGME) for internal medicine
49 Milestones by the Accreditation Council for Graduate Medical Education (ACGME) has provided a common
52 as adopted by the Accreditation Council for Graduate Medical Education (ACGME) in July 2011, or to a
54 (GME), in 2020 the Accreditation Council of Graduate Medical Education (ACGME) launched the Barbara
58 der differences in Accreditation Council for Graduate Medical Education (ACGME) Milestones ratings, l
63 pressure from the Accreditation Council for Graduate Medical Education (ACGME) to emphasize competen
64 accredited by the Accreditation Council for Graduate Medical Education (ACGME) who participated in t
65 n number following Accreditation Council for Graduate Medical Education (ACGME) work-hour restriction
66 Medical Colleges, Accreditation Council for Graduate Medical Education (ACGME), Area Health Resource
67 of 2016 and 2017 at Accreditation Council of Graduate Medical Education (ACGME)-accredited internal m
68 he demographics of Accreditation Council for Graduate Medical Education (ACGME)-accredited NM residen
69 e obtained from 10 Accreditation Council for Graduate Medical Education (ACGME)-accredited ophthalmol
70 ians who completed Accreditation Council for Graduate Medical Education (ACGME)-accredited programs b
71 o were enrolled in Accreditation Council for Graduate Medical Education (ACGME)-accredited training p
72 s who completed an Accreditation Council for Graduate Medical Education (ACGME)-approved residency be
73 g in the study are Accreditation Council for Graduate Medical Education (ACGME)-approved US general s
75 , working with the Accreditation Council for Graduate Medical Education and American Board of Surgery
76 authors propose a link between primary care graduate medical education and care for the underserved
77 l published by the Accreditation Council for Graduate Medical Education and other specialty organizat
78 able data from the Accreditation Council for Graduate Medical Education and the Association of Americ
80 s rapidly expanding within undergraduate and graduate medical education, and we predict there will be
83 accredited by the Accreditation Council for Graduate Medical Education as well as combined specialty
84 of Ophthalmology, Accreditation Council for Graduate Medical Education, Association of American Medi
85 021, among 101 female resident physicians in graduate medical education at the University of Colorado
86 re mandated by the Accreditation Council for Graduate Medical Education but are administered at the d
87 ter and associated Accreditation Council for Graduate Medical Education Cardiovascular Disease fellow
88 esidents using the Accreditation Council for Graduate Medical Education case logs for academic years
89 CIPANTS: Review of Accreditation Council for Graduate Medical Education case logs from 1989-1990 thro
90 ostgraduate year 1 Accreditation Council for Graduate Medical Education case logs from the intern cla
91 Resident Matching Program, and the national Graduate Medical Education census, were used to review t
92 heir skill in a new Accreditation Council of Graduate Medical Education competency (such as systems-b
94 g, including the 6 Accreditation Council for Graduate Medical Education core competencies, were measu
97 hat none of the proposed changes to increase graduate medical education currently under consideration
100 iance with the new Accreditation Council for Graduate Medical Education duty-hour standards will comp
103 rent rates of medical student placement into graduate medical education exist by sex, race and ethnic
104 ke the NAA objectives more user friendly for graduate medical education faculty, they must be transla
105 cial and ethnic diversity in medical school, graduate medical education, faculty, and leadership posi
107 he requirements of Accreditation Council for Graduate Medical Education for resident supervision.
109 generations, and the potential decreases in graduate medical education funding suggest that there ma
110 ability of special payments to AMCs, such as graduate medical education funding, and the accountabili
111 article describes the allocation of TennCare graduate medical education funding, which is designed to
112 al Association (AMA) surveys all programs in graduate medical education (GME) accredited by the Accre
113 s who completed >=5 years of general surgery graduate medical education (GME) and became board-certif
116 Medical Association's national collection of graduate medical education (GME) data has evolved in its
118 n College of Physicians examine the state of graduate medical education (GME) financing in the United
122 cing the federal budget deficit, funding for graduate medical education (GME) has come under scrutiny
123 sident physicians, attending physicians, and graduate medical education (GME) institutions share a co
124 vides an estimated $14.6 billion annually in graduate medical education (GME) payments to teaching ho
125 urth of both the physician workforce and the graduate medical education (GME) population of the Unite
126 he characteristics of physicians training in graduate medical education (GME) portends the size and c
127 Furthermore, the length of training for graduate medical education (GME) precludes timely rectif
128 s created to examine the association between graduate medical education (GME) program specialty categ
129 for the general surgery residency match and Graduate Medical Education (GME) surveys of graduating g
130 le is known about food insecurity (FI) among graduate medical education (GME) trainees or how FI migh
131 a specialty to train in, physicians entering graduate medical education (GME) training provide advanc
132 continued unlimited governmental funding of graduate medical education (GME) would lead to a physici
134 nue to be concerned that unlimited growth in graduate medical education (GME)-principally fueled by u
139 hthalmology of the Accreditation Council for Graduate Medical Education has recently established guid
140 cedural proficiency is a core competency for graduate medical education; however, procedural reportin
141 March 2023 by the Accreditation Council for Graduate Medical Education in collaboration with America
142 ized clinical trial involving trainees in 26 graduate medical education institutions in 19 states was
143 es have evaluated the common assumption that graduate medical education is associated with increased
144 al Institutes of Health (NIH) and changes in graduate medical education make the training of the next
146 ity and community health in undergraduate or graduate medical education may promote students' motivat
147 l Colleges and the Accreditation Council for Graduate Medical Education Milestones (Milestones) asses
148 petencies, and the Accreditation Council for Graduate Medical Education Milestones help define compet
149 s than half the requirement estimated by the Graduate Medical Education National Advisory Committee i
150 introduced by the Accreditation Council for Graduate Medical Education of the American Medical Assoc
151 vist, clinical service, American College for Graduate Medical Education or Critical Care Medicine fel
153 ments were price-standardized to account for graduate medical education payments, disproportionate sh
154 ess the continuing underrepresentation among graduate medical education physicians, which adversely i
155 sanctioned by the Accreditation Council for Graduate Medical Education, pose safety hazards for inte
156 nt status of residents who were completing a graduate medical education program at the end of the 199
158 merican Medical Association Annual Survey of Graduate Medical Education Programs for 1998-1999, along
159 merican Medical Association Annual Survey of Graduate Medical Education Programs for 1999-2000 and co
160 number of residents (n = 22,444) entering US graduate medical education programs for the first time i
161 introduction of the ACGME duty hour limits, graduate medical education programs implemented a revise
162 al Medicine of the Accreditation Council for Graduate Medical Education, proposes a new outcomes-base
163 hip accreditation by the American College of Graduate Medical Education provides a venue for completi
165 constructed using Accreditation Council for Graduate Medical Education recommendations as a referenc
167 initiation of the Accreditation Council for Graduate Medical Education regulations despite responden
168 and the impact of Accreditation Council for Graduate Medical Education regulations on teaching and p
169 tized individuals remain underrepresented in graduate medical education relative to their proportion
173 Since 2003, the Accreditation Council for Graduate Medical Education requires residency programs t
174 tice habits on the Accreditation Council for Graduate Medical Education resident survey (87% vs 38%,
177 ensus data and the Accreditation Council for Graduate Medical Education's Data Resource Book from 200
179 used data from the Accreditation Council for Graduate Medical Education's publicly available online s
180 ndings support the Accreditation Council for Graduate Medical Education standards for professionalism
181 re society recommendations include increased graduate medical education support and expansion of the
182 s, we analyzed the Accreditation Council for Graduate Medical Education Surgical Operative Log data f
183 Service to General Surgery Residency and the Graduate Medical Education Survey of residents completin
184 as some of the recent and current changes in graduate medical education that pertain to surgical trai
185 ted in 2003 by the Accreditation Council for Graduate Medical Education to improve resident wellness,
186 triculant Data File, Student Records System, Graduate Medical Education Track Survey, and faculty ros
188 subspecialty training) was derived from the Graduate Medical Education Tracking Census of the Associ
190 gs in P and ICS may need more support during graduate medical education training or in the early part
193 creditation by the Accreditation Council for Graduate Medical Education, trauma fellowships do not.
194 physicians who have recently completed their graduate medical education using a national transparency
197 ograms accredited by the American Council of Graduate Medical Education who completed the 2019 ABSITE
198 ows as a result of Accreditation Council for Graduate Medical Education work hour regulations for cli
199 lementation of the Accreditation Council for Graduate Medical Education work rules, lifestyle and gen
200 support of the new Accreditation Council for Graduate Medical Education work-hour restrictions, we ex
201 ere extracted from Accreditation Council for Graduate Medical Education yearly reports from 2011 to 2