ACGME Program Requirements for Graduate Medical Education in Medical Genetics and Genomics

Transcription

1 ACGME Program Requirements for Graduate Medical Education in ACGME approved focused revision: September 24, 2017; effective: July 1, 2018

2 ACGME Program Requirements for Graduate Medical Education in Common Program Requirements are in BOLD Where applicable, text in italics describes the underlying philosophy of the requirements in that section. These philosophic statements are not program requirements and are therefore not citable. Introduction Int.A. Residency is an essential dimension of the transformation of the medical student to the independent practitioner along the continuum of medical education. It is physically, emotionally, and intellectually demanding, and requires longitudinally-concentrated effort on the part of the resident. The specialty education of physicians to practice independently is experiential, and necessarily occurs within the context of the health care delivery system. Developing the skills, knowledge, and attitudes leading to proficiency in all the domains of clinical competency requires the resident physician to assume personal responsibility for the care of individual patients. For the resident, the essential learning activity is interaction with patients under the guidance and supervision of faculty members who give value, context, and meaning to those interactions. As residents gain experience and demonstrate growth in their ability to care for patients, they assume roles that permit them to exercise those skills with greater independence. This concept--graded and progressive responsibility--is one of the core tenets of American graduate medical education. Supervision in the setting of graduate medical education has the goals of assuring the provision of safe and effective care to the individual patient; assuring each resident s development of the skills, knowledge, and attitudes required to enter the unsupervised practice of medicine; and establishing a foundation for continued professional growth. Int.B. Int.C. Medical genetics and genomics provides comprehensive diagnostic, management, treatment, risk assessment, interpretation of genetic and genomic testing, and genetic counseling services for patients who have or are at risk for having genetic disorders or disorders with a genetic component. The educational program in medical genetics and genomics must be 24 months in length. (Core) * I. Institutions I.A. Sponsoring Institution One sponsoring institution must assume ultimate responsibility for the program, as described in the Institutional Requirements, and this responsibility extends to resident assignments at all participating sites. (Core) The sponsoring institution and the program must ensure that the program 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 1 of 36

3 director has sufficient protected time and financial support for his or her educational and administrative responsibilities to the program. (Core) I.A.1. I.B. I.B.1. The program director must be provided at least one full day per week or 0.2 full time equivalent (FTE) protected time and financial support for his or her educational and administrative responsibilities to the program. (Core) Participating Sites There must be a program letter of agreement (PLA) between the program and each participating site providing a required assignment. The PLA must be renewed at least every five years. (Core) The PLA should: I.B.1.a) I.B.1.b) I.B.1.c) I.B.1.d) I.B.2. identify the faculty who will assume both educational and supervisory responsibilities for residents; (Detail) specify their responsibilities for teaching, supervision, and formal evaluation of residents, as specified later in this document; (Detail) specify the duration and content of the educational experience; and, (Detail) state the policies and procedures that will govern resident education during the assignment. (Detail) The program director must submit any additions or deletions of participating sites routinely providing an educational experience, required for all residents, of one month full time equivalent (FTE) or more through the Accreditation Council for Graduate Medical Education (ACGME) Accreditation Data System (ADS). (Core) II. II.A. II.A.1. Program Personnel and Resources Program Director There must be a single program director with authority and accountability for the operation of the program. The sponsoring institution s GMEC must approve a change in program director. (Core) II.A.1.a) II.A.1.b) II.A.1.b).(1) The program director must submit this change to the ACGME via the ADS. (Core) An interim program director must be appointed for a temporary absence of the program director of one or more months. (Core) The interim program director must have current American Board of (ABMGG) certification in the specialty and at least two years of 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 2 of 36

4 experience following the completion of graduate medical education. (Detail) II.A.1.b).(2) II.A.2. II.A.3. II.A.3.a) II.A.3.b) II.A.3.b).(1) II.A.3.b).(2) II.A.3.c) II.A.3.c).(1) II.A.3.d) II.A.4. If the absence of the regularly-appointed program director extends beyond nine months, a permanent replacement must be appointed. (Detail) The program director should continue in his or her position for a length of time adequate to maintain continuity of leadership and program stability. (Detail) Qualifications of the program director must include: requisite specialty expertise and documented educational and administrative experience acceptable to the Review Committee; (Core) current certification in the specialty by the American Board of, or specialty qualifications that are acceptable to the Review Committee; (Core) The Review Committee accepts only current ABMGG certification in clinical genetics. (Core) The program director must meet the requirements for Maintenance of Certification in clinical genetics through the ABMGG. (Core) current medical licensure and appropriate medical staff appointment; and, (Core) The program director must have a full-time faculty appointment. (Detail) at least four years of experience as an attending genetics faculty member following completion of all graduate medical education. (Core) The program director must administer and maintain an educational environment conducive to educating the residents in each of the ACGME competency areas. (Core) The program director must: II.A.4.a) II.A.4.b) II.A.4.c) oversee and ensure the quality of didactic and clinical education in all sites that participate in the program; (Core) approve a local director at each participating site who is accountable for resident education; (Core) approve the selection of program faculty as appropriate; (Core) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 3 of 36

5 II.A.4.d) II.A.4.e) II.A.4.f) II.A.4.g) II.A.4.g).(1) II.A.4.h) II.A.4.i) II.A.4.j) evaluate program faculty; (Core) approve the continued participation of program faculty based on evaluation; (Core) monitor resident supervision at all participating sites; (Core) prepare and submit all information required and requested by the ACGME. (Core) This includes but is not limited to the program application forms and annual program updates to the ADS, and ensure that the information submitted is accurate and complete. (Core) ensure compliance with grievance and due process procedures as set forth in the Institutional Requirements and implemented by the sponsoring institution; (Detail) provide verification of residency education for all residents, including those who leave the program prior to completion; (Detail) implement policies and procedures consistent with the institutional and program requirements for resident duty hours and the working environment, including moonlighting, (Core) and, to that end, must: II.A.4.j).(1) II.A.4.j).(2) II.A.4.j).(3) II.A.4.j).(4) II.A.4.k) II.A.4.l) distribute these policies and procedures to the residents and faculty; (Detail) monitor resident duty hours, according to sponsoring institutional policies, with a frequency sufficient to ensure compliance with ACGME requirements; (Core) adjust schedules as necessary to mitigate excessive service demands and/or fatigue; and, (Detail) if applicable, monitor the demands of at-home call and adjust schedules as necessary to mitigate excessive service demands and/or fatigue. (Detail) monitor the need for and ensure the provision of back up support systems when patient care responsibilities are unusually difficult or prolonged; (Detail) comply with the sponsoring institution s written policies and procedures, including those specified in the Institutional 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 4 of 36

6 Requirements, for selection, evaluation and promotion of residents, disciplinary action, and supervision of residents; (Detail) II.A.4.m) II.A.4.n) II.A.4.n).(1) II.A.4.n).(2) II.A.4.n).(3) II.A.4.n).(4) II.A.4.n).(5) II.A.4.n).(6) II.A.4.n).(7) II.A.4.n).(8) II.A.4.o) II.A.4.o).(1) II.A.4.o).(2) be familiar with and comply with ACGME and Review Committee policies and procedures as outlined in the ACGME Manual of Policies and Procedures; (Detail) obtain review and approval of the sponsoring institution s GMEC/DIO before submitting information or requests to the ACGME, including: (Core) all applications for ACGME accreditation of new programs; (Detail) changes in resident complement; (Detail) major changes in program structure or length of training; (Detail) progress reports requested by the Review Committee; (Detail) requests for increases or any change to resident duty hours; (Detail) voluntary withdrawals of ACGME-accredited programs; (Detail) requests for appeal of an adverse action; and, (Detail) appeal presentations to a Board of Appeal or the ACGME. (Detail) obtain DIO review and co-signature on all program application forms, as well as any correspondence or document submitted to the ACGME that addresses: (Detail) program citations, and/or, (Detail) request for changes in the program that would have significant impact, including financial, on the program or institution. (Detail) II.B. II.B.1. Faculty At each participating site, there must be a sufficient number of faculty with documented qualifications to instruct and supervise all residents at that location. (Core) The faculty must: 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 5 of 36

7 II.B.1.a) II.B.1.b) II.B.2. II.B.2.a) II.B.2.b) II.B.2.c) II.B.2.d) II.B.3. II.B.4. II.B.5. II.B.5.a) II.B.5.b) II.B.5.b).(1) II.B.5.b).(2) II.B.5.b).(3) devote sufficient time to the educational program to fulfill their supervisory and teaching responsibilities; and to demonstrate a strong interest in the education of residents; and, (Core) administer and maintain an educational environment conducive to educating residents in each of the ACGME competency areas. (Core) The physician faculty must have current certification in the specialty by the American Board of, or possess qualifications judged acceptable to the Review Committee. (Core) Faculty members responsible for resident education in biochemical genetics must have current ABMGG certification in biochemical genetics. (Core) Faculty members responsible for resident education in molecular genetics must have current certification in molecular genetics by the ABMGG or the American Board of Pathology. (Core) Faculty members responsible for resident education in clinical cytogenetics must have current ABMGG certification in clinical cytogenetics. (Core) Faculty members responsible for resident education during laboratory rotations must meet local and state requirements for directing a clinical laboratory. (Core) The physician faculty must possess current medical licensure and appropriate medical staff appointment. (Core) The nonphysician faculty must have appropriate qualifications in their field and hold appropriate institutional appointments. (Core) The faculty must establish and maintain an environment of inquiry and scholarship with an active research component. (Core) The faculty must regularly participate in organized clinical discussions, rounds, journal clubs, and conferences. (Detail) Some members of the faculty should also demonstrate scholarship by one or more of the following: peer-reviewed funding; (Detail) publication of original research or review articles in peer-reviewed journals, or chapters in textbooks; (Detail) publication or presentation of case reports or clinical 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 6 of 36

8 series at local, regional, or national professional and scientific society meetings; or, (Detail) II.B.5.b).(4) II.B.5.c) II.B.5.d) II.B.6. II.C. participation in national committees or educational organizations. (Detail) Faculty should encourage and support residents in scholarly activities. (Core) Faculty members must maintain a continuing involvement in scholarly activities, including but not limited to participating in key national scientific human genetics meetings, and contributing to graduate medical education, both locally and nationally. (Detail) There must be at least three FTE faculty members, including the program director, who are members of the medical staff of participating sites. At least two of these individuals must have current ABMGG certification in clinical genetics. (Core) Other Program Personnel The institution and the program must jointly ensure the availability of all necessary professional, technical, and clerical personnel for the effective administration of the program. (Core) II.C.1. II.C.2. II.D. Resources Genetic counselors, nurses, nutritionists, and other health care professionals who are involved in the provision of clinical medical genetics and genomics services must be available to work on a regular basis with residents. (Detail) There must be a dedicated program coordinator to assist the program director in effectively fulfilling the administrative requirements of the program. (Detail) The institution and the program must jointly ensure the availability of adequate resources for resident education, as defined in the specialty program requirements. (Core) II.D.1. II.D.2. II.D.3. II.D.4. Laboratory facilities must include a clinical cytogenetics laboratory, a clinical biochemical genetics laboratory, and a clinical molecular genetics laboratory. (Core) Clinical facilities must include space for patient care activities and facilities for record storage and retrieval. (Core) Education facilities must include office space, meeting rooms, classrooms, laboratory space, and research facilities. (Core) There should be patients of all ages and both sexes, including women 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 7 of 36

9 who are pregnant, with wide range of genetic disorders, and disorders with a genetic component. (Core) II.D.4.a) II.D.4.b) II.D.5. II.E. This must include at least 150 different patients or families per year averaged over two years for each resident. (Detail) Patients and families must be seen in both outpatient and inpatient settings. (Detail) Residents should have access to computer-based genetic diagnostic systems and audiovisual resources. (Core) Medical Information Access Residents must have ready access to specialty-specific and other appropriate reference material in print or electronic format. Electronic medical literature databases with search capabilities should be available. (Detail) III. III.A. Resident Appointments Eligibility Criteria The program director must comply with the criteria for resident eligibility as specified in the Institutional Requirements. (Core) III.A.1. III.A.1.a) III.A.1.a).(1) III.A.1.a).(1).(a) Eligibility Requirements Residency Programs All prerequisite post-graduate clinical education required for initial entry or transfer into ACGME-accredited residency programs must be completed in ACGME-accredited residency programs, or in Royal College of Physicians and Surgeons of Canada (RCPSC)-accredited or College of Family Physicians of Canada (CFPC)-accredited residency programs located in Canada. Residency programs must receive verification of each applicant s level of competency in the required clinical field using ACGME or CanMEDS Milestones assessments from the prior training program. (Core) Prior to appointment in the program, residents must have successfully completed at least one year of a residency program accredited by the ACGME, or a program located in Canada and accredited by the RCPSC, including at least 12 months of direct patient care experience. (Core) This patient care experience must include responsibility, under proper supervision and commensurate with their ability, for decisionmaking and for direct patient care in all settings. (Core) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 8 of 36

10 III.A.1.a).(1).(a).(i) III.A.1.b) III.A.1.c) III.A.1.d) III.A.2. These responsibilities should include taking a complete history, performing a complete physical examination, ordering and interpreting appropriate diagnostic testing, the planning of care, and the writing of orders, progress notes and relevant records, subject to review and approval by senior residents and attending physicians. (Detail) A physician who has completed a residency program that was not accredited by ACGME, RCPSC, or CFPC may enter an ACGME-accredited residency program in the same specialty at the PGY-1 level and, at the discretion of the program director at the ACGME-accredited program may be advanced to the PGY-2 level based on ACGME Milestones assessments at the ACGME-accredited program. This provision applies only to entry into residency in those specialties for which an initial clinical year is not required for entry. (Core) A Review Committee may grant the exception to the eligibility requirements specified in Section III.A.2.b) for residency programs that require completion of a prerequisite residency program prior to admission. (Core) Review Committees will grant no other exceptions to these eligibility requirements for residency education. (Core) Eligibility Requirements Fellowship Programs All required clinical education for entry into ACGME-accredited fellowship programs must be completed in an ACGME-accredited residency program, or in an RCPSC-accredited or CFPC- accredited residency program located in Canada. (Core) III.A.2.a) III.A.2.b) Fellowship programs must receive verification of each entering fellow s level of competency in the required field using ACGME or CanMEDS Milestones assessments from the core residency program. (Core) Fellow Eligibility Exception A Review Committee may grant the following exception to the fellowship eligibility requirements: An ACGME-accredited fellowship program may accept an exceptionally qualified applicant**, who does not satisfy the eligibility requirements listed in Sections III.A.2. and III.A.2.a), but who does meet all of the following additional qualifications and conditions: (Core) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 9 of 36

11 III.A.2.b).(1) III.A.2.b).(2) III.A.2.b).(3) III.A.2.b).(4) III.A.2.b).(5) III.A.2.b).(5).(a) Assessment by the program director and fellowship selection committee of the applicant s suitability to enter the program, based on prior training and review of the summative evaluations of training in the core specialty; and (Core) Review and approval of the applicant s exceptional qualifications by the GMEC or a subcommittee of the GMEC; and (Core) Satisfactory completion of the United States Medical Licensing Examination (USMLE) Steps 1, 2, and, if the applicant is eligible, 3, and; (Core) For an international graduate, verification of Educational Commission for Foreign Medical Graduates (ECFMG) certification; and, (Core) Applicants accepted by this exception must complete fellowship Milestones evaluation (for the purposes of establishment of baseline performance by the Clinical Competency Committee), conducted by the receiving fellowship program within six weeks of matriculation. This evaluation may be waived for an applicant who has completed an ACGME International-accredited residency based on the applicant s Milestones evaluation conducted at the conclusion of the residency program. (Core) If the trainee does not meet the expected level of Milestones competency following entry into the fellowship program, the trainee must undergo a period of remediation, overseen by the Clinical Competency Committee and monitored by the GMEC or a subcommittee of the GMEC. This period of remediation must not count toward time in fellowship training. (Core) ** An exceptionally qualified applicant has (1) completed a non-acgme-accredited residency program in the core specialty, and (2) demonstrated clinical excellence, in comparison to peers, throughout training. Additional evidence of exceptional qualifications is required, which may include one of the following: (a) participation in additional clinical or research training in the specialty or subspecialty; (b) demonstrated scholarship in the specialty or subspecialty; (c) demonstrated leadership during or after residency training; (d) completion of an ACGME-Internationalaccredited residency program Accreditation Council for Graduate Medical Education (ACGME) Page 10 of 36

12 III.B. Number of Residents The program s educational resources must be adequate to support the number of residents appointed to the program. (Core) III.B.1. III.C. III.C.1. III.C.2. III.D. The program director may not appoint more residents than approved by the Review Committee, unless otherwise stated in the specialty-specific requirements. (Core) Resident Transfers Before accepting a resident who is transferring from another program, the program director must obtain written or electronic verification of previous educational experiences and a summative competency-based performance evaluation of the transferring resident. (Detail) A program director must provide timely verification of residency education and summative performance evaluations for residents who may leave the program prior to completion. (Detail) Appointment of Fellows and Other Learners The presence of other learners (including, but not limited to, residents from other specialties, subspecialty fellows, PhD students, and nurse practitioners) in the program must not interfere with the appointed residents education. (Core) III.D.1. IV. IV.A. IV.A.1. IV.A.2. IV.A.3. Educational Program The program director must report the presence of other learners to the DIO and GMEC in accordance with sponsoring institution guidelines. (Detail) The curriculum must contain the following educational components: Overall educational goals for the program, which the program must make available to residents and faculty; (Core) Competency-based goals and objectives for each assignment at each educational level, which the program must distribute to residents and faculty at least annually, in either written or electronic form; (Core) Regularly scheduled didactic sessions; (Core) IV.A.3.a) IV.A.3.a).(1) The didactic curriculum must include: clinical teaching conferences distinct from the basic science lectures and didactic sessions, which should include formal didactic sessions on clinical laboratory 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 11 of 36

13 topics, medical genetics and genomics rounds, journal clubs, and follow-up conferences for genetic clinics, and, (Core) IV.A.3.a).(2) IV.A.3.a).(2).(a) IV.A.3.a).(2).(b) IV.A.3.a).(2).(c) IV.A.3.a).(2).(d) IV.A.3.a).(2).(e) IV.A.3.a).(2).(f) IV.A.3.a).(2).(g) IV.A.3.a).(2).(h) IV.A.3.a).(2).(i) IV.A.3.a).(2).(j) IV.A.3.a).(2).(k) IV.A.3.a).(2).(l) IV.A.3.a).(2).(m) IV.A.3.a).(2).(n) IV.A.3.a).(2).(o) lectures or other didactic sessions, on the following topics: (Detail) basic mechanisms of inheritance, including sex chromosomes, autosomes, and mitochondrial DNA; (Detail) basic molecular biology techniques pertinent to clinical testing and understanding genetic research; (Detail) Bayesian analysis and other methods of genetic risk assessment; (Detail) behavior of genes in a population, including Hardy- Weinberg equilibria of alleles; (Detail) bioinformatic approaches to interpreting molecular test results, including methods to assign causation to novel findings; (Detail) the cell cycle and molecular genetics of cancer; (Detail) DNA, RNA, and protein chemistry, including DNA repair; (Detail) gene expression and mechanisms of regulation of genes and genomes, including epigenetic regulation; (Detail) genetic counseling; (Detail) genetic linkage, mapping, and association studies; (Detail) human embryology and development; (Detail) inheritance of complex traits and genetic variation; (Detail) mechanisms of chromosomal rearrangement; (Detail) molecular organization of the genome, including molecular evolution mechanisms; (Detail) principles of biochemical genetics and metabolism; 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 12 of 36

14 and, (Detail) IV.A.3.a).(2).(p) IV.A.3.b) IV.A.4. IV.A.5. principles of replication, recombination and segregation of alleles during meiosis. (Detail) Research seminars should be provided as part of the educational experience. (Detail) Delineation of resident responsibilities for patient care, progressive responsibility for patient management, and supervision of residents over the continuum of the program; and, (Core) ACGME Competencies The program must integrate the following ACGME competencies into the curriculum: (Core) IV.A.5.a) IV.A.5.a).(1) IV.A.5.a).(2) IV.A.5.a).(2).(a) IV.A.5.a).(2).(a).(i) IV.A.5.a).(2).(a).(ii) IV.A.5.a).(2).(a).(iii) IV.A.5.a).(2).(b) IV.A.5.a).(2).(b).(i) Patient Care and Procedural Skills Residents must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health. (Outcome) Residents must be able to competently perform all medical, diagnostic, and surgical procedures considered essential for the area of practice. Residents: (Outcome) must demonstrate competence in: completing comprehensive genetics physical examinations; (Outcome) selecting diagnostic studies including interpreting laboratory data generated from biochemical genetic, cytogenetic, and molecular genetic analyses; and, (Outcome) conducting medical interviews including taking and interpreting a complete family history, including construction of a pedigree. (Outcome) must demonstrate competence in making informed decisions about diagnostic and therapeutic interventions based on patient and family information and preferences, up-to-date scientific evidence, and clinical judgment by: (Outcome) appropriately using consultants and 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 13 of 36

15 referrals; (Outcome) IV.A.5.a).(2).(b).(ii) IV.A.5.a).(2).(b).(iii) IV.A.5.a).(2).(b).(iv) IV.A.5.a).(2).(c) IV.A.5.a).(2).(c).(i) IV.A.5.a).(2).(c).(ii) IV.A.5.b) Medical Knowledge demonstrating awareness of the limits in their own knowledge and expertise; (Outcome) demonstrating effective and appropriate clinical problem-solving skills; and, (Outcome) using information technology to support patient care decisions and patient education. (Outcome) must demonstrate competence in developing and implementing patient management plans, including: (Outcome) prescribing medications and performing medical interventions essential for the care of patients with heritable disorders; and, (Outcome) assisting patients in accomplishing their personal health goals. (Outcome) Residents must demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and socialbehavioral sciences, as well as the application of this knowledge to patient care. Residents: (Outcome) IV.A.5.b).(1) IV.A.5.b).(1).(a) IV.A.5.b).(1).(b) IV.A.5.b).(1).(c) IV.A.5.b).(2) IV.A.5.b).(3) IV.A.5.b).(3).(a) IV.A.5.b).(3).(b) must demonstrate expertise in their knowledge and use of current medical information and scientific evidence for patient care, including: (Outcome) results from genetics and genomics laboratory tests; (Outcome) quantitative risk assessment; and, (Outcome) bioinformatics. (Outcome) must demonstrate expertise in their knowledge of basic economic and business principles needed to function effectively in the practice setting; and, (Outcome) must demonstrate expertise in their knowledge of: biochemical genetics; (Outcome) cytogenetics; (Outcome) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 14 of 36

16 IV.A.5.b).(3).(c) IV.A.5.b).(3).(d) IV.A.5.b).(3).(e) IV.A.5.b).(3).(f) IV.A.5.c) mendelian and non-mendelian genetics; (Outcome) molecular genetics; (Outcome) population and quantitative genetics; and, (Outcome) genomics. (Outcome) Practice-based Learning and Improvement Residents must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning. (Outcome) Residents are expected to develop skills and habits to be able to meet the following goals: IV.A.5.c).(1) IV.A.5.c).(2) IV.A.5.c).(3) IV.A.5.c).(4) IV.A.5.c).(5) IV.A.5.c).(6) IV.A.5.c).(7) IV.A.5.c).(8) IV.A.5.c).(9) IV.A.5.d) identify strengths, deficiencies, and limits in one s knowledge and expertise; (Outcome) set learning and improvement goals; (Outcome) identify and perform appropriate learning activities; (Outcome) systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement; (Outcome) incorporate formative evaluation feedback into daily practice; (Outcome) locate, appraise, and assimilate evidence from scientific studies related to their patients health problems; (Outcome) use information technology to optimize learning; (Outcome) participate in the education of patients, families, students, residents and other health professionals; and, (Outcome) obtain and use information about their own patients and the larger population from which their patients are drawn. (Outcome) Interpersonal and Communication Skills 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 15 of 36

17 Residents must demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals. (Outcome) Residents are expected to: IV.A.5.d).(1) IV.A.5.d).(2) IV.A.5.d).(3) IV.A.5.d).(4) IV.A.5.d).(5) IV.A.5.d).(6) IV.A.5.d).(7) IV.A.5.d).(7).(a) IV.A.5.d).(7).(b) IV.A.5.d).(7).(c) IV.A.5.e) communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds; (Outcome) communicate effectively with physicians, other health professionals, and health related agencies; (Outcome) work effectively as a member or leader of a health care team or other professional group; (Outcome) act in a consultative role to other physicians and health professionals; (Outcome) maintain comprehensive, timely, and legible medical records, if applicable; (Outcome) create and sustain a professional and therapeutic relationship with patients and their families; and, (Outcome) counsel and educate patients and their families in order to assist them to: (Outcome) Professionalism take measures needed to enhance or maintain health and function, and to prevent disease and injury; (Outcome) participate actively in their care; and, (Outcome) make informed decisions, interpret risk assessment, and understand the use of predictive testing. (Outcome) Residents must demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles. (Outcome) Residents are expected to demonstrate: IV.A.5.e).(1) IV.A.5.e).(2) compassion, integrity, and respect for others; (Outcome) responsiveness to patient needs that supersedes self Accreditation Council for Graduate Medical Education (ACGME) Page 16 of 36

18 interest; (Outcome) IV.A.5.e).(3) IV.A.5.e).(4) IV.A.5.e).(5) IV.A.5.e).(6) IV.A.5.e).(7) IV.A.5.f) respect for patient privacy and autonomy; (Outcome) accountability to patients, society and the profession; (Outcome) sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation; (Outcome) commitment to excellence and ongoing professional development; and, (Outcome) commitment to ethical principles pertaining to the provision or withholding of clinical care, confidentiality of patient information, informed consent, conflict of interest, and business practices. (Outcome) Systems-based Practice Residents must demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care. (Outcome) Residents are expected to: IV.A.5.f).(1) IV.A.5.f).(2) IV.A.5.f).(3) IV.A.5.f).(4) IV.A.5.f).(5) IV.A.5.f).(6) IV.A.5.f).(7) work effectively in various health care delivery settings and systems relevant to their clinical specialty; (Outcome) coordinate patient care within the health care system relevant to their clinical specialty; (Outcome) incorporate considerations of cost awareness and risk-benefit analysis in patient and/or populationbased care as appropriate; (Outcome) advocate for quality patient care and optimal patient care systems; (Outcome) work in interprofessional teams to enhance patient safety and improve patient care quality; (Outcome) participate in identifying system errors and implementing potential systems solutions; (Outcome) assist patients in navigating the complexities of a health care system; and, (Outcome) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 17 of 36

19 IV.A.5.f).(8) IV.A.6. IV.A.6.a) IV.A.6.a).(1) IV.A.6.a).(1).(a) IV.A.6.a).(1).(b) IV.A.6.a).(2) IV.A.6.a).(2).(a) IV.A.6.a).(2).(a).(i) IV.A.6.a).(2).(a).(ii) IV.A.6.a).(2).(a).(iii) IV.A.6.a).(2).(a).(iv) IV.A.6.a).(2).(b) IV.A.6.a).(2).(b).(i) IV.A.6.a).(2).(b).(ii) promote optimal patient health and function, and prevent disease and injury in populations. (Outcome) Curriculum Organization and Resident Experiences The curriculum must include: at least 18 months of broad-based, clinically-oriented medical genetics and genomics experiences; and, (Core) This must include experiences with pediatric, adult, prenatal, and cancer patients. (Detail) For metabolic patients, residents must have experience in both inpatient and outpatient settings. (Detail) a minimum of two continuous weeks in each of the required laboratory settings. (Core) Experiences in the clinical biochemical genetics laboratory must include: interpreting the results of acylcarnitine analysis; (Detail) interpreting the results of analyses of enzymes by any methodology; (Detail) interpreting the results of tests for plasma amino acid and urine organic acid; and, (Detail) observing diagnostic techniques utilized by the laboratory. (Detail) Experiences in the clinical cytogenetics laboratory should include: interpreting karyotyping (G-banding) and analysis of interphase and metaphase cells using fluorescence in situ hybridization (FISH); (Detail) interpreting the results of testing for copy number gains and losses, including techniques to detect deletions, duplications, and other copy number variations or changes in gene expression; and, (Detail) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 18 of 36

20 IV.A.6.a).(2).(b).(iii) IV.A.6.a).(2).(c) IV.A.6.a).(2).(c).(i) IV.A.6.a).(2).(c).(ii) IV.A.6.a).(2).(c).(iii) IV.A.6.a).(2).(c).(iv) IV.A.6.a).(2).(c).(v) IV.A.6.a).(2).(c).(vi) IV.A.6.a).(2).(d) IV.A.6.b) IV.A.6.c) IV.A.6.d) IV.A.6.e) observing diagnostic techniques utilized by the laboratory. (Detail) Experiences in the clinical molecular genetics laboratory should include: gaining experience in quality assurance/quality control procedures; (Detail) interpreting the results of genotyping, including techniques to assess for known variants; (Detail) interpreting the results of sequencing techniques used to discover known and novel variants; (Detail) interpreting the results of testing for copy number gains and losses, including techniques to detect deletions, duplications, and other copy number variations or changes in gene expression; (Detail) interpreting the results of genomic testing; and, (Detail) observing diagnostic techniques utilized by the laboratory. (Detail) Residents must not be assigned clinical responsibilities at the same time they are participating in the required laboratory experiences. (Detail) Residents must participate in the working conferences of laboratories, as well as in discussion of laboratory data during other clinical conferences. (Core) Residents must be directly involved in providing continuity of patient care, including decision making regarding that care. (Core) Residents must have responsibility for direct patient care in all settings, including planning, management, and treatment, both diagnostic and therapeutic, subject to review and approval by the physician faculty. (Core) Residents must enter into the ACGME Case Log System all cases in which they directly participated. (Core) IV.B. Residents Scholarly Activities 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 19 of 36

21 IV.B.1. IV.B.2. IV.B.2.a) IV.B.3. The curriculum must advance residents knowledge of the basic principles of research, including how research is conducted, evaluated, explained to patients, and applied to patient care. (Core) Residents should participate in scholarly activity. (Core) Each resident must demonstrate scholarship through submission of at least one scientific presentation, abstract, or publication. (Detail) The sponsoring institution and program should allocate adequate educational resources to facilitate resident involvement in scholarly activities. (Detail) V. Evaluation V.A. V.A.1. V.A.1.a) V.A.1.a).(1) Resident Evaluation The program director must appoint the Clinical Competency Committee. (Core) At a minimum the Clinical Competency Committee must be composed of three members of the program faculty. (Core) The program director may appoint additional members of the Clinical Competency Committee. V.A.1.a).(1).(a) V.A.1.a).(1).(b) V.A.1.b) V.A.1.b).(1) V.A.1.b).(1).(a) V.A.1.b).(1).(b) These additional members must be physician faculty members from the same program or other programs, or other health professionals who have extensive contact and experience with the program s residents in patient care and other health care settings. (Core) Chief residents who have completed core residency programs in their specialty and are eligible for specialty board certification may be members of the Clinical Competency Committee. (Core) There must be a written description of the responsibilities of the Clinical Competency Committee. (Core) The Clinical Competency Committee should: review all resident evaluations semi-annually; (Core) prepare and ensure the reporting of Milestones evaluations of each resident semi-annually to ACGME; and, (Core) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 20 of 36

22 V.A.1.b).(1).(c) V.A.2. V.A.2.a) V.A.2.b) V.A.2.b).(1) V.A.2.b).(1).(a) V.A.2.b).(1).(a).(i) V.A.2.b).(2) V.A.2.b).(3) V.A.2.b).(4) V.A.2.c) V.A.3. V.A.3.a) V.A.3.b) Formative Evaluation advise the program director regarding resident progress, including promotion, remediation, and dismissal. (Detail) The faculty must evaluate resident performance in a timely manner during each rotation or similar educational assignment, and document this evaluation at completion of the assignment. (Core) The program must: provide objective assessments of competence in patient care and procedural skills, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice based on the specialty-specific Milestones; (Core) Residents must take the ABMGG in-service exam each year. (Core) Use of the results must be limited to identifying areas that need improvement for individual residents as well as program curriculum areas that need improvement. (Detail) use multiple evaluators (e.g., faculty, peers, patients, self, and other professional staff); (Detail) document progressive resident performance improvement appropriate to educational level; and, (Core) provide each resident with documented semiannual evaluation of performance with feedback. (Core) The evaluations of resident performance must be accessible for review by the resident, in accordance with institutional policy. (Detail) Summative Evaluation The specialty-specific Milestones must be used as one of the tools to ensure residents are able to practice core professional activities without supervision upon completion of the program. (Core) The program director must provide a summative evaluation 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 21 of 36

23 for each resident upon completion of the program. (Core) This evaluation must: V.A.3.b).(1) V.A.3.b).(2) V.A.3.b).(3) become part of the resident s permanent record maintained by the institution, and must be accessible for review by the resident in accordance with institutional policy; (Detail) document the resident s performance during the final period of education; and, (Detail) verify that the resident has demonstrated sufficient competence to enter practice without direct supervision. (Detail) V.B. V.B.1. V.B.2. V.B.3. V.C. V.C.1. V.C.1.a) V.C.1.a).(1) V.C.1.a).(2) V.C.1.a).(3) Faculty Evaluation At least annually, the program must evaluate faculty performance as it relates to the educational program. (Core) These evaluations should include a review of the faculty s clinical teaching abilities, commitment to the educational program, clinical knowledge, professionalism, and scholarly activities. (Detail) This evaluation must include at least annual written confidential evaluations by the residents. (Detail) Program Evaluation and Improvement The program director must appoint the Program Evaluation Committee (PEC). (Core) The Program Evaluation Committee: must be composed of at least two program faculty members and should include at least one resident; (Core) must have a written description of its responsibilities; and, (Core) should participate actively in: V.C.1.a).(3).(a) V.C.1.a).(3).(b) planning, developing, implementing, and evaluating educational activities of the program; (Detail) reviewing and making recommendations for revision of competency-based curriculum goals and objectives; (Detail) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 22 of 36

24 V.C.1.a).(3).(c) V.C.1.a).(3).(d) V.C.2. addressing areas of non-compliance with ACGME standards; and, (Detail) reviewing the program annually using evaluations of faculty, residents, and others, as specified below. (Detail) The program, through the PEC, must document formal, systematic evaluation of the curriculum at least annually, and is responsible for rendering a written, annual program evaluation. (Core) The program must monitor and track each of the following areas: V.C.2.a) V.C.2.b) V.C.2.c) V.C.2.c).(1) V.C.2.c).(2) V.C.2.d) V.C.2.d).(1) V.C.2.d).(2) V.C.2.e) V.C.3. V.C.3.a) resident performance; (Core) faculty development; (Core) graduate performance, including performance of program graduates on the certification examination; (Core) At least 75% of those completing the program in the preceding six years must have taken the ABMGG clinical genetics certifying examination. (Outcome) At least 75% of a program s graduates from the preceding six years taking the ABMGG clinical genetics certifying examination for the first time must pass. (Outcome) program quality; and, (Core) Residents and faculty must have the opportunity to evaluate the program confidentially and in writing at least annually, and (Detail) The program must use the results of residents and faculty members assessments of the program together with other program evaluation results to improve the program. (Detail) progress on the previous year s action plan(s). (Core) The PEC must prepare a written plan of action to document initiatives to improve performance in one or more of the areas listed in section V.C.2., as well as delineate how they will be measured and monitored. (Core) The action plan should be reviewed and approved by the teaching faculty and documented in meeting minutes. (Detail) VI. The Learning and Working Environment 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 23 of 36

25 Residency education must occur in the context of a learning and working environment that emphasizes the following principles: Excellence in the safety and quality of care rendered to patients by residents today Excellence in the safety and quality of care rendered to patients by today s residents in their future practice Excellence in professionalism through faculty modeling of: o o the effacement of self-interest in a humanistic environment that supports the professional development of physicians the joy of curiosity, problem-solving, intellectual rigor, and discovery Commitment to the well-being of the students, residents, faculty members, and all members of the health care team VI.A. VI.A.1. Patient Safety, Quality Improvement, Supervision, and Accountability Patient Safety and Quality Improvement All physicians share responsibility for promoting patient safety and enhancing quality of patient care. Graduate medical education must prepare residents to provide the highest level of clinical care with continuous focus on the safety, individual needs, and humanity of their patients. It is the right of each patient to be cared for by residents who are appropriately supervised; possess the requisite knowledge, skills, and abilities; understand the limits of their knowledge and experience; and seek assistance as required to provide optimal patient care. Residents must demonstrate the ability to analyze the care they provide, understand their roles within health care teams, and play an active role in system improvement processes. Graduating residents will apply these skills to critique their future unsupervised practice and effect quality improvement measures. It is necessary for residents and faculty members to consistently work in a well-coordinated manner with other health care professionals to achieve organizational patient safety goals. VI.A.1.a) VI.A.1.a).(1) Patient Safety Culture of Safety A culture of safety requires continuous identification of vulnerabilities and a willingness to transparently 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 24 of 36

26 deal with them. An effective organization has formal mechanisms to assess the knowledge, skills, and attitudes of its personnel toward safety in order to identify areas for improvement. VI.A.1.a).(1).(a) VI.A.1.a).(1).(b) VI.A.1.a).(2) The program, its faculty, residents, and fellows must actively participate in patient safety systems and contribute to a culture of safety. (Core) The program must have a structure that promotes safe, interprofessional, team-based care. (Core) Education on Patient Safety Programs must provide formal educational activities that promote patient safety-related goals, tools, and techniques. (Core) VI.A.1.a).(3) Patient Safety Events Reporting, investigation, and follow-up of adverse events, near misses, and unsafe conditions are pivotal mechanisms for improving patient safety, and are essential for the success of any patient safety program. Feedback and experiential learning are essential to developing true competence in the ability to identify causes and institute sustainable systemsbased changes to ameliorate patient safety vulnerabilities. VI.A.1.a).(3).(a) VI.A.1.a).(3).(a).(i) VI.A.1.a).(3).(a).(ii) VI.A.1.a).(3).(a).(iii) VI.A.1.a).(3).(b) Residents, fellows, faculty members, and other clinical staff members must: know their responsibilities in reporting patient safety events at the clinical site; (Core) know how to report patient safety events, including near misses, at the clinical site; and, (Core) be provided with summary information of their institution s patient safety reports. (Core) Residents must participate as team members in real and/or simulated interprofessional clinical patient safety activities, such as root cause analyses or other activities that include 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 25 of 36

27 analysis, as well as formulation and implementation of actions. (Core) VI.A.1.a).(4) Resident Education and Experience in Disclosure of Adverse Events Patient-centered care requires patients, and when appropriate families, to be apprised of clinical situations that affect them, including adverse events. This is an important skill for faculty physicians to model, and for residents to develop and apply. VI.A.1.a).(4).(a) VI.A.1.a).(4).(b) VI.A.1.b) VI.A.1.b).(1) Quality Improvement All residents must receive training in how to disclose adverse events to patients and families. (Core) Residents should have the opportunity to participate in the disclosure of patient safety events, real or simulated. (Detail) Education in Quality Improvement A cohesive model of health care includes qualityrelated goals, tools, and techniques that are necessary in order for health care professionals to achieve quality improvement goals. VI.A.1.b).(1).(a) VI.A.1.b).(2) Residents must receive training and experience in quality improvement processes, including an understanding of health care disparities. (Core) Quality Metrics Access to data is essential to prioritizing activities for care improvement and evaluating success of improvement efforts. VI.A.1.b).(2).(a) VI.A.1.b).(3) Residents and faculty members must receive data on quality metrics and benchmarks related to their patient populations. (Core) Engagement in Quality Improvement Activities Experiential learning is essential to developing the ability to identify and institute sustainable systemsbased changes to improve patient care. VI.A.1.b).(3).(a) Residents must have the opportunity to participate in interprofessional quality 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 26 of 36