Past Meeting Notes

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• Focus on competency-based medical education (CBME) and transition to residency (TTR).
• AAMC emphasized learner development and stakeholder engagement.
• AACOM showcased community engagement efforts, including residency readiness bootcamps.
• AMA initiatives aimed to align medical education with healthcare delivery changes.
• Importance of clear, consistent language in competencies discussed.
• Emphasis on individualized student support during educational transitions.

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• Completion of international Milestones 2.0 with a focus on program evaluation.
• Ongoing evaluations projected to take several years.
• Introduction of the ACGME Remediation Toolkit to assist in learner evaluation.
• Expansion of faculty development resources to meet institutional needs.
• New subspecialty program requirements effective by FY25.
• Changes in faculty and administrative roles addressing unionization.
• New assessment process needed due to pandemic impact on program reviews.
• AACOM's focus on bridging education gaps from undergraduate to graduate medical education.
• ABIM introduces new nephrology board certification requirements.
• ACOI emphasizes free resources for osteopathic students.
• AMA's commitment to equity in medical education and diversity in residency programs.
• Ongoing collaborative discussions to enhance diversity, equity, and inclusion in medical training.

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Meeting objective: The advisory board discussed the evolving landscape of medical education, potential topics for future discussion, and met with the Procedural Research and Innovation for Medical Educators (PRIME) leads to learn more about its toolkit.

• Emphasis on diversity, equity, and inclusion (DEI) in medical initiatives.
• Discussion of DEI projects by key organizations, including mentoring programs and the ACGME Equity Matters Program.
• ABIM's commitment to addressing healthcare disparities.
• AAMC's resources aimed at promoting anti-racism in medical education.
• Highlighting the contributions and challenges of international medical graduates (IMGs).
• Concerns raised about academic privilege and the necessity for mental health initiatives in DEI efforts.

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• ACGME has launched the AIRE program with eight pilots.
• RC-IM is discussing changes to FTE Performance Requirements for subspecialty faculty.
• ABIM paused its Hospital Medicine Longitudinal Knowledge Assessment until 2024 due to misinformation concerns.
• ACOI is focusing on early student engagement and expanded learning opportunities.
• AAMC is working on DEI initiatives and improving residency readiness.
• Society of Hospital Medicine has developed core competencies for hospital medicine education.

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• The report highlights issues with USMLE scores for resident screening and UME to GME transition.
• Task forces are focusing on competencies, evaluation letters, learner handoff standards, and interview standards.
• Collaboration between UME and GME is essential for identifying key skillsets, especially for IMGs.
• Innovative assessment methods are being developed to enhance feedback for program directors.
• An Individual Learning Plan (ILP) is being piloted for residency preparation.
• There is a call to reassess virtual and in-person interview processes.
• Medical associations are committed to diversity, equity, and inclusion initiatives.

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• NBME transitions Step 1 scoring to pass/fail format starting January 26, 2022.
• USMLE revises eligibility requirements for Step 3 due to the discontinuation of Step 2 Clinical Skills exam.
• ECFMG expands pathways for international medical graduates and eases travel certification requirements.
• ACP launches new curricula focused on resident well-being and pain management.
• ACGME explores improvements in resident assessments and updates Milestones program.
• ABIM extends Maintenance of Certification deadlines and emphasizes diversity, equity, and inclusion.
• Collaboration among medical organizations to enhance transitions from education to residency.
• AMA supports innovative approaches to medical education.

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• The National Board of Medical Examiners suspended the Step 2 Clinical Skills exam for enhancements.
• A reduction in exam attempts was announced to align with state board limits.
• ECFMG created alternative pathways for international medical graduates due to the exam's discontinuation.
• ACP introduced resources for physicians during the pandemic, including a revamped Board Prep Portfolio.
• ACGME released new assessment tools and updated the Milestones report.
• AAMC launched a strategic plan and a pilot for resident readiness assessment.
• SGIM addressed structural racism in education.
• SHM provided best practices for training residents.
• ACOI promoted principle-centered medicine and announced exam pathway changes.

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• The COVID-19 pandemic has significantly impacted medical education institutions.
• NBME is addressing exam backlogs with web-based testing and transitioning Step 1 to a pass/fail system.
• ECFMG has created pathways for IMGs to meet certification requirements amid Step 2 CS suspension.
• ACP is conducting the IM-ITE virtually, linking it to USMLE performance.
• ACGME is revising resources on telehealth and public health, ensuring compliance with safety protocols.
• AAMC is developing new competencies focusing on equity, diversity, and telehealth.
• ABIM is offering additional exam dates and a longitudinal assessment pathway for recertification.
• SGIM and SHM are addressing social determinants of health and telemedicine impacts.

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