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    AAMC Research and Innovations Supporting the Residency Application Process

    The AAMC regularly explores ways to improve the residency application process through initiating its own research, supporting research led by other stakeholders in the academic medicine community, and making improvements to the Residency Explorer™ and ERAS® programs. Not all research yields changes to the application process, but each project has the potential to inform the AAMC — and its partners — in creating future innovations.   

    Active AAMC research and innovations 

    • New Data Dashboard Now Available on the ERAS Statistics Page: The AAMC added a dashboard to the ERAS Statistics webpage, offering new insights into signal-to-interview trends across participating specialties. It incorporates Thalamus interview data from residency and fellowship programs that accept applicants’ program signals. The dashboard provides insight on how signals shaped interview offers, compares signaling approaches, and explores trends across MD, DO, and international medical graduate applicants. The dashboards will continue to be updated monthly.

    • New AAMC Data on Transition to Residency Courses at U.S. and Canadian Medical Schools: 

      The transition to residency (TTR) represents a critical developmental period for learners. Data from the 2023-2024 AAMC AACOM Curriculum SCOPE Survey reveal that most medical schools (68.7%) required at least one TTR course. A new Data Snapshot explores required TTR course timing, duration, and content covered. It highlights common priorities as well as institutional differences and outlines future research needs to support this important learner transition.

    • New Study on Surgical PGY-1 Residents: A new study published in the Journal of the American College of Surgeons using four years of national AAMC Resident Readiness Survey data offers insights for surgical education leaders in UME, GME program directors, and medical school curriculum committees. Most (96.6%) of the 6,710 surgical PGY-1 residents included in the study had met or exceeded program directors’ overall expectations in their first six months of training. Graduates from schools with required, specialty-specific transition-to-residency courses were rated more favorably, compared to graduates from schools without such courses, in meeting/exceeding program director expectations. Among residents not meeting overall expectations, the most frequently cited area in which residents were not meeting expectations was “Performed overall tasks and responsibilities in an organized and timely manner with appropriate attention to detail.” These findings reinforce the importance of strong UME-GME partnerships to align expectations, inform curriculum design, and ensure smoother transitions into surgical training. National data feedback loops like the AAMC Resident Readiness Survey are critical to guiding quality improvement and advancing evidence-based improvements in the transition to residency for all.

    • New Study on Transition to Residency Courses and Preparedness for the Start of Residency: The new study published in the July 2026 issue of Medical Science Educator utilized AAMC Resident Readiness Survey Program data for more than 9,000 medical school graduates. Program directors across a range of specialties assessed graduates’ readiness for residency more favorably for graduates of schools with (compared to without) Transition to Residency courses.
    • Data Snapshot on Accelerated MD Programs: A recent AAMC data snapshot provides the first national, five-year look at accelerated MD program graduates across U.S. MD-granting medical schools. Accelerated MD graduates made up just under 1% of all MD graduates annually. The number of schools reporting these graduates increased over this 5-year period from 16 to 24 , with most schools reporting small cohorts (with a median of 4–7 graduating students per year). These data can help inform decision-making across academic medicine, from undergraduate and graduate medical education to institutional strategy.
    • New Study in Pediatric Specialty Choice: A new studey on Pediatrics Specialty Choice Among Matriculants of MD-Granting US Medical Schools , examines factors associated with medical school graduates’ choice of pediatrics. The study provides comprehensive, recent national data on the characteristics, experiences, and career plans associated with U.S. MD graduates’ choice of pediatrics as their intended specialty. Among the key findings, intention to pursue pediatrics at matriculation was associated with choosing pediatrics at graduation, as were higher-rated pediatrics clerkship quality and plans for patient care–focused careers. Strengthening the pediatrics workforce requires, among other strategies, upstream action, such as pre-medical school exposure, high‑quality clerkships, and intentional advising. 
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    • 2025-26 Resident Readiness Survey Open for Programs: The 2025-26 Resident Readiness Survey is a national standardized survey for program directors to share the preparedness of PGY-1 residents with their respective graduating medical schools. All residency programs with 2025-2026 graduates from the 185 participating medical schools (153 MD schools and 32 DO schools) are invited to complete the surveys in GME Track® by February 20. For more information, visit the Resident Readiness Survey Program webpage or email ResidentReadiness@aamc.org.

    • Responsible AI in Medical School and Residency Selection: 

      Many medical schools, residency and fellowship programs are exploring the use of artificial intelligence (AI) in their admissions and selections processes. The AAMC, together with its AI in Admissions and Selection Technical Advisory Committee, has developed resources to assist schools and programs in their journey to AI implementation, including: 

      • Guide to Assessing Your Institution’s Readiness for Implementing AI in Selection  

      • Guide to Evaluating Vendors on AI Capabilities and Offerings  

      • Essential AI Terms and Definitions for Implementing AI in the Selection Process

    Learn more about the AAMC’s new AI resources and how your medical school or residency program can use them at Artificial Intelligence Resources for Admission and Selection Processes.

    • Foundational Competencies Available: The AAMC, the American Association of Colleges of Osteopathic Medicine (AACOM), and the Accreditation Council for Graduate Medical Education (ACGME) have published Foundational Competencies for Undergraduate Medical Education. The three organizations collected input through forums and focused sessions with a community of more than 1,000 medical educators, physicians, medical students, residents, caregivers, patients, and patient advocates from 47 U.S. states, Washington, D.C., Puerto Rico, and 15 countries. This shared competency framework for both DO and MD medical students establishes six foundational competencies —Professionalism, Patient Care and Procedural Skills, Medical Knowledge, Practice-Based Learning and Improvement, Interpersonal and Communication Skills, and Systems-Based Practice—complemented by 45 subcompetencies for MD and DO students and four additional subcompetencies for DO students. 
    • Successful Launch of the National Collaborative to Improve the Transition to Residency (NCITTR) Lays Groundwork for Continued Progress: No single organization can make significant progress on improving the transition to residency. This is why the AAMC created the National Collaborative to Improve the Transition to Residency (NCITTR) and on December 5, 2024, over 50 forward-thinking representatives from national medical organizations, specialty societies, and learners came together to identify and accelerate progress on shared priorities and enhance communications across the transition to residency ecosystem. For more information email ttr@aamc.org. 
    • The Future of Careers in Medicine® and the Residency Explorer™ Tool: Advisors and students reported that while the Careers in Medicine (CiM) program and the Residency Explorer tool are both powerful resources, the experience can feel disconnected. Learners often move between tools to explore specialties, complete self-assessments, and research individual residency programs. To address this feedback, the AAMC will integrate CiM and the Residency Explorer tool into one learner-first platform that connects the journey from self-discovery to residency exploration. This transition will take place gradually over the next two years in two phases (Note: Timelines may evolve as planning progresses).
      • Phase 1 — Anticipated for Summer 2026: The Residency Explorer tool will expand while CiM keeps its core tools. Specialty profiles will move into the Residency Explorer tool (previously in CiM) with refreshed, source-verified data and new personalization features.
      • Phase 2 — Anticipated for Summer 2027: CiM and the Residency Explorer tool will both be hosted on a single platform to streamline the experience for aspiring physicians.
    • AAMC and Thalamus Introduce New Application Programming Interface: Programs in the 2025 ERAS July fellowship program cycle were the first to use the new AAMC-Thalamus application programming interface (API) when they began reviewing applications on July 17. The API streamlines data and document transfer between the ERAS Program Director’s WorkStation (PDWS) and Thalamus products and provides a single sign-on (applicants and program users will be able to use their AAMC username and password, and Thalamus credentials, to log in to Thalamus products).
    • Updates to the Program Directors Association Guide for Residency Applicants: Members of the Organization of Program Directors Association (OPDA), the Association of American Medical Colleges (AAMC), and American Medical Association (AMA) collaborated to improve the process and clarity of information collected in the annual guide for residency applicants, which is designed to increase transparency in the residency application process and provide guidance on key specialty-specific application information and resources for the upcoming residency application cycle. Survey questions were reviewed, revised, and adapted to a standardized web form. The information was shared in both specialty-specific reports and a condensed summary table. Twenty-six specialties participated in the 2026 application cycle survey. All guides for participating specialties can be found on the ERAS 2026 Participating Specialties and Programs webpage .  
    • New research study on the impact of research and publications: The AAMC has a forthcoming research study on examining the impact of research and publications on residency interview invitations, challenging common myths about the “research arms race.” Through data analysis, our work aims to provide medical students and advisors with evidence-based guidance, reframing research from a perceived requirement to a purposeful and meaningful academic pursuit. Findings were shared with the community during a recorded webinar on June 18, 2025.
    • Program Signaling: The AAMC’s longitudinal evaluation of program signals is ongoing. Research continues to show that both applicants and program have positive reactions to signals and that sending a signal increases probability of interview invitations in all three approaches to signaling. Results are summarized on the ERAS Statistics page and in multiple publications. The AAMC, NRMP®, and NBME have also partnered to examine multiple years of signaling data across specialties as it relates to match outcomes. Preliminary results also show that sending a signal increases the probability of matching in all three approaches to signaling.

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    Past AAMC research and innovations 

    The following projects are no longer active, though relevant resources remain available. 

    • USMLE Step 1 Exam and COMLEX-USA LEVEL 1 Pass-Fail Transition Collaborative Research: In February 2020, the National Board of Medical Examiners (NBME) announced that it would only report pass/fail outcomes for USMLE Step 1 exams taken on or after January 26, 2022, with the National Board of Osteopathic Medical Examiners (NBOME) following with a similar announcement for COMLEX-USA LEVEL 1 exam scores. This, in part, led the AAMC, NBME, National Resident Matching Program® (NRMP®), American Association of Colleges of Osteopathic Medicine (AACOM), and NBOME to collaborate on a research program that evaluates the impact of this change both during and after the transition to residency. The multi-year research agenda will establish a baseline before pass/fail outcomes are reported for all applicants and explore changes over time. Research results will provide the community with information about current and planned future practices for students and advisors and identify any need for training and guidance regarding best practices for appropriate use, fairness, and validity in selection.
    • Virtual interviews and anti-bias training: The AAMC’s team of selection experts developed training materials and best practices to help applicants and program directors navigate virtual interviews. These free resources included strategies to help applicants prepare for virtual interviews and guidance for program directors about setting up and implementing a fair virtual interview process. These resources continue to help students and program directors.
    • Interview Resources: The AAMC developed interview resource hubs that will help both applicants and programs prepare for residency interviews.
      • The Interview Resources for Residency Applicants page shows applicants what they can expect throughout the interview process, including tips for preparing for interviews, a guide to virtual interviews, and advice from current residents.
      • The Interview Resources for Residency Programs page helps program directors and faculty participating in interviews to prepare for, conduct, and review interviews to ensure an experience that is beneficial, fair, and consistent for both programs and applicants.

    • Research study on a curricular resource to prepare students for surgery residency: AAMC staff, along with staff at the American College of Surgeons and other surgical educators, co-authored a study, Piloting a National Curricular Resource for the Transition to Surgical Residency: Characteristics of Participating Schools and Their Students, that was published in the Journal of Surgical Education in March 2024. The study showed that a high proportion of U.S. MD-granting schools chose to pilot this curricular resource, which proved equally accessible among students planning to enter surgery residency.

    • Supplemental ERAS Application: For the 2024 ERAS cycle, content from the Supplemental ERAS Application was moved into the main ERAS application. This updated application content is designed to help students share more about themselves and assist program directors in finding applicants that fit their programs’ setting and mission.  

    • Supplemental ERAS Application Data: The current analysis of the supplemental ERAS application for Year 2 is available on the Data and Reports page including resources to assist in understanding interview yield. 

    • July 2022 Transition to Residency Workshop: In July 2022, the AAMC convened a two-day workshop to create evidence-based action plans for four complex and urgent challenges during the transition to residency: away rotations, the GME interactive informational database, holistic review in residency selection, and interview protocols. This report summarizes the proceedings, discussions, priority activities, and next steps from the workshop. 

    • Data to help students reduce number of applications: From 2017-2021, the AAMC provided annual data to help students anchor their initial thinking about the number of residency programs they should apply to. There is a point of diminishing returns (which varied by specialty, USMLE Step 1 score, and applicant type) where submitting one more application did not necessarily increase the student’s likelihood of entering a residency program. The association also provided data showing overall entrance rates for each specialty, the portion of applicants who enter training in another specialty, and entrance rates for applicants who fail their first attempt of the USMLE Step 1 exam.  

    • Video or virtual interviewing: The AAMC completed a multiyear Standardized Video Interview pilot project to explore how to create a uniform video interview process for residency applicants and programs. The project informed future work supporting unbiased virtual interview experiences.  

    • Application caps: Using archival data, the AAMC has been modeling the implications of different levels of application caps on the probability of entering training in general and for specific demographic groups. The goal of this work is to identify any unintended consequences of application caps and to use empirical evidence to inform changes to the residency application process. In 2022, this research has been extended to a broader sample of specialties, and work will continue to refine preliminary models. Despite certain limitations regarding model fit and available data, preliminary findings show that it is possible to reduce the number of applications submitted without impacting estimated entry rates, although implementing caps may disadvantage DO and IMG applicants. Further details on these preliminary findings were shared at the Learn Serve Lead meeting in 2022.  

    Recent AAMC studies on the Core EPAs 

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    Resources from Academic Medicine 

    Below are some recent highlights of the transition to residency resources published in Academic Medicine. Visit our website and follow us on LinkedIn, Bluesky, and Twitter for more.

    Artificial intelligence–assisted shared decision-making training for medical students transitioning to residency  
    This pilot showed the feasibility and educational value of AI-assisted shared decision-making simulation training, suggesting future integration into undergraduate curricula or transition programs to offer experiential learning in AI-supported clinical decision-making. 

    Examining residency match outcomes: a comparison of regional and main campus students at a U.S. MD-granting medical school 
    As the largest MD granting institution in the US, Indiana University School of Medicine has 8 regional medical campuses (RMC) and a main medical campus (MMC) in Indianapolis. RMC students comprise more than half of each class and can choose to spend 2 years or all 4 years at their RMC. While RMC students gain unique benefits compared to MMC students, concerns exist about inequities in residency match outcomes. The authors analyzed 8 years of residency placement data (2,653 students) focusing on highly competitive specialties (HCS), primary care (PC), and unmatched status. Students from RMCs and MMCs had no difference in unmatched and PC match rates. However, students who spent all 4 years at an RMC were less likely to match into HCS compared to those who spent their clinical years at the MMC. The authors discuss possible explanations for their findings and offer recommendations for schools with RMC systems. 

    “It’s such a shock at the beginning”: a multispecialty qualitative interview study exploring first-year resident perspectives on the transition to residency 
    This study explores how new residents experienced the transition to residency, examines factors that made the transition process more or less difficult, and identifies potentially modifiable program features that enhanced or would have enhanced transition experiences. 

    Reimagining residency selection: a lottery among the qualified 
    The metrics currently used in residency selection are nonpredictive of future success. So why not try a lottery among the qualified instead? A modified lottery for interview positions among students deemed on track to be qualified by their medical schools to begin residency based on competency-based criterion would ensure more optimal preparedness for residency while also facilitating student choice and enhanced equality. 

    Updates to the AAMC Electronic Residency Application Service application to promote efficient, effective, and fair mission-aligned resident selection 
    Residency programs face barriers to conducting mission-aligned selection despite increasing interest. Changes to the ERAS application, including an updated experiences section, the addition of an optional impactful experiences essay question, and the addition of geographic preferences and program signaling, have shown promise for improving programs’ ability to conduct effective and efficient mission-aligned review and may improve fairness in the selection process. 

    Comparing faculty and artificial intelligence in grading ophthalmology residency applications 
    The residency application process is growing increasingly complex as applicant volume and emphasis on holistic review continue to rise, placing significant strain on faculty reviewers. Artificial intelligence (AI) has the potential to augment human judgment by improving efficiency and objectivity in resident selection. In this prospective study of over 500 U.S. allopathic applicants in the 2023–2024 ophthalmology SF Match cycle, we evaluated whether an AI model could predict match outcomes using complete application data. AI-generated rankings were prospectively compared with faculty rankings created using a standardized rubric. Both approaches were significantly predictive of match success. These findings demonstrate that AI can meaningfully support residency application review, offering a scalable adjunct to faculty assessment that may reduce administrative burden and help mitigate human bias while preserving faculty oversight. 

    The power of a signal: the impact of preference signaling on matching in the top 10 most competitive specialties 
    Preference signaling is reshaping the medical residency application process. This multispecialty analysis demonstrates that although signaling enhances the odds of matching at signaled programs, its effectiveness diminishes with abundance. Therefore, there remains value in other formats for demonstrating interest in this evolving process. 

    Exploring the alignment between medical school outcomes with residency competencies: a modified Delphi study 
    Aligning medical school assessments with residency performance is important for feedback, competency development, and patient safety during the transition. Using a modified Delphi approach, Santen et al. explored a priori and anticipated associations between medical school assessments and GME milestones. The study demonstrated anticipated strong a priori relationships across UME and GME assessments, especially in patient care and medical knowledge. Notably, Practice Based Learning and Improvement (PBLI) and Systems-Based Practice (SBP) anticipated weaker associations. The associations offer a granular perspective on how UME outcomes could be associated with GME performance and might be used in programmatic assessment. 

    De-escalating the research arms race in the residency application process 
    This article outlines 5 actionable measures to shift the incentives driving rising research productivity pressure among medical students with the goal of promoting a fairer and more authentic residency application process. 

    Hybrid residency interviews: using standardized questions to promote consistent evaluation  
    With the rise of virtual interviews in the post-COVID-19 era, many residency programs have adopted hybrid interview formats. This study aimed to elucidate the presence of potential bias in in-person vs virtual residency interviews. 

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    ERAS data supporting transition to residency research initiatives 

    ERAS data are used to support a variety of internal and external research initiatives, including studies promoting equal opportunity in graduate medical education.   

    • The AAMC continues to work with national organizations and agencies, including the National Institutes of Health, which has leveraged ERAS data by conducting specialty-specific analyses. These analyses examined ERAS applicant trends for specific specialties to determine applicant characteristics that are correlated with successful matriculation. Studies thus far have included specialties of urology, pediatric surgery, colon and rectal surgery, thoracic surgery, and complex general surgical oncology. 

    • ERAS data are also used to identify inequities in the medical education continuum. For example, Dowin Boatright, MD, MBA, MHS, analyzed ERAS data to determine racial disparities in Alpha Omega Alpha honor society selection.  

    • The AAMC makes data available that display historical and current ERAS data for applicants, GME programs, and researchers. These tables, which present data by applicant type, medical school type, and other identifiers, are used to understand applicant trends by specialty as well as the total applicant population as a whole. For example, research examined data in surgery residency and fellowship programs. 

    • Other AAMC data, such as GME Track® and Faculty Roster information, are used by academic medicine researchers to examine issues in residency related to the diversity of backgrounds and viewpoints. For example, recent articles examined the effect of surgery faculty diversity on general surgery resident attrition and women in leadership and their influence on gender diversity in plastic surgery programs. 

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