Even Better Together.The quality and quantity of tools such as workshops, presentations and curriculum support is magnified when we work together.
In This Section
- Application Inflation
- CCC Faculty Development Toolkit
- Curated Milestones Evaluation Exhibit
- FAQs About the ACGME Resident Survey for Program Directors
- Guidelines for a Standardized Fellowship Letter of Recommendation
- Post Interview Communication Guidelines
- DOM Letters Guidelines
- Uniform Fellowship Start Date
- Verification of GME Training Form Clarification
- CDIM Internal Medicine Subinternship Curriculum
- E-Learning Reviews
Residency and Fellowship Program Directors Report Benefits of AAIM PD LOR Guidelines for Fellowship Applicants
In April 2017, AAIM endorsed new standards for program director letters of recommendation (LOR) for fellowship applicants. Based on national survey results, residency program directors reported a high level of awareness (90%) and wide adoption (60%) of AAIM guidelines. 80% of fellowship program directors was satisfied or very satisfied with letters based on the AAIM guidelines as compared to 50% for other letter types. Applicant unique characteristics (e.g. level of engagement, degree of initiative) and serious performance-related issues were elements deemed most helpful.
Published in the May 2017 issue of The American Journal of Medicine, these guidelines seek to improve reliability and efficiency through standardization, while continuing to allow advocacy and discussion of applicant characteristics. Supported by APDIM Council, ASP Council, and the AAIM Resident to Fellow Interface Committee, they reflect efforts to overcome challenges of the current LOR involving variation in terminology, length, interpretation, and meaningful comparison.
AAIM appreciates the contributions of the following members from the Standardized LOR Workgroup: Nancy Day Adams, MD, Richard L. Alweis, MD, Karen M. Chacko, MD, Frances A. Collichio, MD, Bhavin Dalal, MD, Solomon Liao, MD, Caroline Milne, MD, Elaine Muchmore, MD, Teresa K. Roth, Melanie Sulistio, MD, and Gopal Yadavalli, MD.
I. Paragraph describing your program
II. Resident's achievement in all six core competencies
• Patient Care
Whether applicant has engaged in/become independent in/mastered clinical management. Provide a representative example/faculty comment, if possible
• Medical Knowledge
Whether applicant is achieving/has achieved/or excels in medical knowledge in all or specific aspects of internal medicine, with particular note made of the chosen subspecialty
The In-training Examination is protected data limited to learner assessment and program evaluation and items unrelated to residency that are accessible in other documents, such as USMLE scores, should not be included.
• Interpersonal and Communication Skills
Effectiveness of communication with team members and patients, timeliness of written documentation, and quality of teaching junior residents and students, supported by:
Whether applicant is achieving/has achieved/or excels in communication with team members, patients and their families providing a representative example, if possible. b. Examples to demonstrate whether applicant is learning/has achieved independence/has mastered the ability to communicate clearly in progress notes, histories and discharge summaries c. Examples of assessments of their teaching activities
• Systems-Based Practice
Team leadership skills, interdisciplinary team interactions, and management of transitions of care, is achieving/has achieved/or excels in to include one or more of the following:
a. Success of applicant in building team relationships
b. Examples of recognition of system errors and identification of need for system improvements
c. Identification of forces that impact the cost of health care and mitigation strategies
d. Examples of efficient transitioning of patients across health care delivery systems
• Practice-Based Learning and Improvement
Willingness to accept and act upon feedback from physicians and other team members, such as:
a. Analysis of individual performance data and demonstration of self-improvements
b. Demonstration that applicant is learning/is independent in/has mastery in the skill of assessing data at point of care, including examples
Peer and staff interactions, completion of required tasks within expected time-frame, including:
a. Usually/always completes chart documentation in timely manner
b. Shows up for meetings and conferences on time
c. Promptly responds to calls from teammates and patients
III. Describe scholarly contributions during and prior to residency training, highlighting
i. Involvement of resident in formulation of questions regarding quality improvement, patient safety, education or clinical research
ii. Types of scholarly activities (such as oral abstract presentations, peer-reviewed publications)
IV. Details that provide deeper insight and clarity about personal characteristics of the resident, such as level of engagement in assigned activities and degree of initiative, should be included
V. If applicable describe skills the resident has sought to master that are beyond the residency requirements, such as exemplary teaching
VI. If applicable, describe any performance-related extensions in training, curtailment of clinical privileges, or formal probation
VII. Provide an overall assessment of the resident’s suitability as a candidate for fellowship training in the subspecialty of choice
Please contact firstname.lastname@example.org or (703) 341-4540 with questions or comments.