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Optimizing Graduate Medical Education: Phase II

Out of the initial work of the Optimizing GME initiative, and through feedback from stakeholders across the academic medicine community, the AAMC identified two areas of critical concern in which to focus our efforts and resources:

  • The experience and process of a learner’s transition to residency; and
  • The current state of the learning environment 

The AAMC is now entering into a second phase of the Optimizing GME initiative, with a particular focus on finding solutions to those two challenges.

Learning Environment - October 2017

Learning Environment

Understanding how people learn, create, and care for others and for themselves is only the beginning of optimizing the environment for learning, care, and discovery. More exploration and evaluation to define and yield the optimal environment for learning, care, and discovery are needed.

Projects supporting the Learning Environment effort:

Transition to Residency

Working in collaboration with member medical schools and teaching hospitals, and with other organizations invested in GME (including the NRMP and ACGME), the AAMC is developing resources and tools to support all involved in a learner’s transition to residency.

The AAMC is working to improve the transition to residency process by identifying resources and tools that will help:

  • Applicants to Apply Smart
  • Medical schools and advisors to Advise Smart
  • Program directors to Select Smart
  • Smooth an individual’s transition between stages of learning

Projects supporting the Transition to Residency effort:

  • Introduction of new research into residency application strategies and the relationship between the number of applications submitted and the likelihood of entry into residency.
  • Creation of an “Apply Smart to Residency” webpage providing applicants with various resources and information on how to devise their residency application strategy.
  • Development of a research study and subsequent pilot program with the emergency medicine community to evaluate the use of a Standardized Video Interview as a potential tool in the residency application and selection process.
  • Creation of guidelines around a set of activities that all medical students should be able to perform upon entering residency, regardless of their future career specialty.
  • Analysis of a national survey of residency program directors to understand their applicant evaluation and selection process, and pain points experienced in that process.
  • Creation of an overview of interview practices and processes  to support program directors and enable both the applicant and the interviewer to have a more efficient and informative interview.
  • Recommendations for a new Medical Student Performance Evaluation format, endorsed by the Council of Deans (COD) Administrative Board, which allows for a holistic approach to both evaluating and reviewing an applicant.