ACGME Program Requirements for Graduate Medical Education in Preventive Medicine

ACGME Program Requirements for Graduate Medical Education in ACGME-approved: September 26, 2010; effective: July 1, 2011 Revised Common Program Requirements effective: July 1, 2011 Revised Common Program Requirements effective: July 1, 2013 ACGME approved focused revision with categorization: June 9, 2013; effective: July 1, 2014 Revised Common Program Requirements effective: July 1, 2015 Revised Common Program Requirements effective: July 1, 2016 ACGME approved focused revision: February 8, 2016; effective: July 1, 2016 Revised Common Program Requirements effective: July 1, 2017

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.B.1. Int.B.2. Preventive medicine is the medical specialty which focuses on the promotion, protection, and maintenance of health and well-being, the prevention of disease and disability, and the premature death of individuals in defined populations. The identified areas in the field of preventive medicine and the populations on which they concentrate are: aerospace medicine, which focuses on the health of a population group consisting of the operational crews, passengers of air and space vehicles, and the support personnel who are required to operate such vehicles; occupational medicine, which focuses on the relationships among the health of workers, the arrangements of work, the physical, chemical and social environments in the workplace, and the health outcomes of environmental exposures; and, 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 1 of 41

Int.B.3. Int. C. public health and general preventive medicine, which focuses on health promotion and disease prevention in communities and other defined populations. The educational program in preventive medicine must be 24 months in length. This is to include broad-based education followed by focused preventive medicine education. (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 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 sponsoring institution must provide funds for each resident to attend at least one national professional meeting with the opportunity to present original scholarship. (Detail) 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) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 2 of 41

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.2. II.A.3. II.A.3.a) II.A.3.b) II.A.3.c) II.A.4. The program director must submit this change to the ACGME via the ADS. (Core) 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; and, (Core) current medical licensure and appropriate medical staff appointment. (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) II.A.4.d) II.A.4.e) II.A.4.f) II.A.4.g) 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) 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) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 3 of 41

II.A.4.g).(1) II.A.4.h) II.A.4.i) II.A.4.j) 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) II.A.4.m) II.A.4.n) 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 Requirements, for selection, evaluation and promotion of residents, disciplinary action, and supervision of residents; (Detail) 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 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 4 of 41

ACGME, including: (Core) 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) II.A.4.p) II.A.4.q) 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) prepare and distribute explicit written descriptions of supervisory lines of responsibility; and, (Detail) ensure the timely completion of each resident s Learning Portfolio. (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: II.B.1.a) 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; 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 5 of 41

and, (Core) II.B.1.b) II.B.2. 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) II.B.5.b).(4) II.B.5.c) II.C. 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) 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) Other Program Personnel 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 series at local, regional, or national professional and scientific society meetings; or, (Detail) participation in national committees or educational organizations. (Detail) Faculty should encourage and support residents in scholarly activities. (Core) 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.D. Resources The institution and the program must jointly ensure the availability of adequate resources for resident education, as defined in the specialty program requirements. (Core) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 6 of 41

II.D.1. II.E. Preventive medicine programs with a concentration in aerospace medicine must have a flight training program available, to develop aeronautical skills and serve as a source of clinical problems for the supervised management of those encountered in flight personnel and passengers. (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) 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) To be eligible for appointment at the PM-1 level residents must have successfully completed at least 12 months of clinical education in a residency program accredited by the ACGME, RCPSC, or the CFPC. (Core) III.A.1.a).(1).(a) Resident experience must include at least 10 months of direct patient care in both inpatient and outpatient settings. (Core) III.A.1.a).(1).(b) III.A.1.a).(1).(b).(i) III.A.1.a).(1).(b).(ii) Residents should develop competency in the following fundamental clinical skills during this experience: obtaining a comprehensive medical history; (Detail) performing a comprehensive physical 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 7 of 41

examination; (Detail) III.A.1.a).(1).(b).(iii) III.A.1.a).(1).(b).(iv) III.A.1.a).(1).(b).(v) III.A.1.a).(1).(b).(vi) III.A.1.a).(2) III.A.1.a).(2).(a) III.A.1.a).(2).(b) III.A.1.a).(3) III.A.1.a).(4) III.A.1.b) III.A.1.c) III.A.1.d) assessing a patient s medical conditions; (Detail) making appropriate use of diagnostic studies and tests; (Detail) integrating information to develop a differential diagnosis; and, (Detail) developing, implementing, and evaluating a treatment plan. (Detail) To be eligible for appointment at the PM-2 level, residents must have completed: an ACGME-accredited residency program; and, (Core) at least 50 percent of the requirements for a Master s degree. (Core) An individualized education plan must be developed for a resident entering the program at the PM-2 level that ensures the resident will complete all curricular requirements and have educational experiences needed to attain all required competencies. (Core) Prior to appointment to the program, residents must be provided with information that describes the program's current accreditation status, educational objectives, and structure. (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 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 8 of 41

eligibility requirements for residency education. (Core) III.A.2. 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) 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) 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 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 9 of 41

evaluation conducted at the conclusion of the residency program. (Core) III.A.2.b).(5).(a) 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) III.A.2.b).(6) ** 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- International-accredited residency program. 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 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 10 of 41

residents education. (Core) III.D.1. IV. IV.A. IV.A.1. IV.A.2. IV.A.3. IV.A.3.a) 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) Residents must complete a Master s in Public Health or other equivalent degree prior to completion of the residency program. (Core) IV.A.3.a).(1) IV.A.3.b) IV.A.3.b).(1) IV.A.3.b).(2) IV.A.3.b).(3) IV.A.3.c) IV.A.4. All residents must complete graduate level courses in epidemiology; biostatistics; health services management and administration; environmental health; and the behavioral aspects of health. (Core) Depending on the concentration of the program, residents should complete the following graduate level courses prior to completion of the program: aerospace medicine: toxicology; global health and travel medicine; principles of aviation and space medicine; and accident investigation/risk management and mitigation. (Detail) occupational medicine: toxicology; occupational epidemiology; industrial hygiene, safety and ergonomics; and risk/hazard control and communication. (Detail) public health and general preventive medicine: advanced applied epidemiology (to include acute and chronic disease); advanced biostatistics. (Detail) Didactic conferences must be structured to facilitate facultyresident interaction. (Detail) Delineation of resident responsibilities for patient care, progressive responsibility for patient management, and supervision of residents 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 11 of 41

over the continuum of the program; and, (Core) IV.A.5. 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).(a).(iv) IV.A.5.a).(2).(a).(v) IV.A.5.a).(2).(a).(vi) IV.A.5.a).(2).(a).(vii) IV.A.5.a).(2).(a).(viii) 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. Residents: Residents must be able to competently perform all medical, diagnostic, and surgical procedures considered essential for the area of practice. Residents: must demonstrate proficiency in the following core preventive medicine competencies, regardless of their specialty area: monitoring health status to identify community health problems; diagnosing and investigating medical problems and medical hazards in the community; informing and educating populations about health threats and risks; mobilizing community partnerships to identify and solve health problems; developing policies and plans to support individual and community health efforts; applying laws and regulations that protect health and ensure safety of populations; linking individuals to needed personal health services and ensuring the provision of health care when otherwise unavailable; evaluating the effectiveness, accessibility, and quality of individual and population- 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 12 of 41

based health services; IV.A.5.a).(2).(a).(ix) IV.A.5.a).(2).(a).(x) IV.A.5.a).(2).(a).(xi) IV.A.5.a).(2).(a).(xi).(a) IV.A.5.a).(2).(a).(xi).(b) IV.A.5.a).(2).(a).(xi).(c) IV.A.5.a).(2).(a).(xii) IV.A.5.a).(2).(a).(xiii) IV.A.5.a).(2).(a).(xiii).(a) IV.A.5.a).(2).(a).(xiii).(b) IV.A.5.a).(2).(a).(xiii).(c) conducting research for innovative solutions to health problems; progressive responsibility for patients and the clinical and administrative management of populations or communities; skills in clinical preventive medicine, including the ability to: develop, deliver, and implement appropriate clinical services for both individuals and populations in order to diagnose and treat medical problems and chronic conditions; apply primary, secondary, and tertiary preventive approaches to individual and population-based disease prevention and health promotion; and, develop, implement and evaluate the effectiveness of appropriate clinical preventive services for both individuals and populations. skills in occupational and environmental health, including assessing and responding to individual and population risks for common occupational and environmental disorders; and, skills in emergency preparedness programs, including: determining the nature and extent of injuries sustained and individuals need for subsequent treatment; planning emergency preparedness programs and training exercises; and, evaluating emergency preparedness training exercises to ensure the health and safety of those involved. 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 13 of 41

IV.A.5.a).(2).(b) IV.A.5.a).(2).(b).(i) 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).(b).(v) IV.A.5.a).(2).(b).(vi) IV.A.5.a).(2).(b).(vii) IV.A.5.a).(2).(b).(viii) IV.A.5.a).(2).(c) in programs with a concentration in aerospace medicine, must demonstrate proficiency in: managing aerospace and general medical problems in aerospace personnel; developing and applying medical standards, granting exceptions, and facilitating the prevention, early diagnosis, and treatment of health hazards; educating passengers and physicians about the hazards of flight with certain medical conditions and serving as passenger advocates to promote flight safety; identifying appropriate patients for aeromedical transport and providing guidance for safe aeromedical transport of patients with common medical problems; advising in the development of: air and space flight equipment, biomedical equipment, and vehicles for flight and space flight; techniques for enhancing human performance; and techniques of crew resource management; providing appropriate safety information and education and conducting the medical aspects of any mishap investigation, including making recommendations to prevent recurrences; conducting aeromedical research into health, safety, human factors, and biomedical engineering aspects of the flight environment; and, for programs with training in space medicine, developing and applying medical care standards and programs, evaluating the physiologic effects of spaceflight, and conducting and evaluating longitudinal studies on astronauts. in programs with a concentration in occupational medicine, must demonstrate proficiency in: 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 14 of 41

IV.A.5.a).(2).(c).(i) IV.A.5.a).(2).(c).(i).(a) IV.A.5.a).(2).(c).(i).(b) IV.A.5.a).(2).(c).(ii) IV.A.5.a).(2).(c).(iii) IV.A.5.a).(2).(c).(iv) IV.A.5.a).(2).(c).(iv).(a) IV.A.5.a).(2).(c).(iv).(b) IV.A.5.a).(2).(c).(v) IV.A.5.a).(2).(c).(v).(a) managing the health status of individuals employed in diverse work settings, including: supervising direct care of workers, to ensure competency in preventing, mitigating, and managing medical problems of workers; and, safeguarding employees and others in the workplace, using appropriate techniques to assess safe and unsafe work practices. monitoring and surveying workforces and interpreting monitoring and surveillance data for prevention of disease in workplaces to enhance the health and productivity of workers; planning at least one surveillance or monitoring program for different types of workforces; managing workers compensation insurance documentation and paperwork, including the ability to: open, manage, and direct workers compensation treatment plans, and close workers compensation injury/illness cases following the relevant state, federal, and public workers compensation insurance rules; and, apply evidence-based clinical practice guidelines in the treatment and management of workers compensation cases. recognizing and responding to outbreak events of public health significance, as they appear in workplace settings, including the ability to: assemble and work with a team to evaluate and identify workplace causes of injury and illness; 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 15 of 41

IV.A.5.a).(2).(c).(v).(b) IV.A.5.a).(2).(c).(v).(c) IV.A.5.a).(2).(c).(v).(d) IV.A.5.a).(2).(c).(vi) IV.A.5.a).(2).(c).(vi).(a) IV.A.5.a).(2).(c).(vi).(b) IV.A.5.a).(2).(c).(vi).(c) IV.A.5.a).(2).(c).(vii) IV.A.5.a).(2).(d) IV.A.5.a).(2).(d).(i) develop plans in response to sentinel events using primary, secondary, and tertiary prevention methods; recognize and evaluate potentially hazardous workplace and environmental conditions, and then recommend controls or programs to reduce exposure, to enhance the health and productivity of workers; and, apply toxicologic and risk assessment principles in the evaluation of hazards. approaching the practice of occupational medicine from an ethical base that promotes the health and welfare of the individual worker in the context of the workplace environment and public health and public safety, including the ability to: apply an ethical approach to workers rights and privacy in the context of overriding public health and safety; report outcome findings of clinical and surveillance evaluations to affected workers as ethically required; and, advise Management concerning summary results or trends in disability, disease, or risk that may have public health significance. participating in emergency preparedness programs in at least one workplace setting. in programs with a concentration in public health and general preventive medicine, must demonstrate proficiency in: public health practice, including the ability to: 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 16 of 41

IV.A.5.a).(2).(d).(i).(a) IV.A.5.a).(2).(d).(i).(b) IV.A.5.a).(2).(d).(i).(b).(i) IV.A.5.a).(2).(d).(i).(b).(ii) IV.A.5.a).(2).(d).(ii) IV.A.5.a).(2).(d).(ii).(a) IV.A.5.a).(2).(d).(ii).(b) IV.A.5.a).(2).(d).(ii).(c) IV.A.5.a).(2).(d).(ii).(d) investigate a disease outbreak, while assessing the medical needs of both individual patients and populations; and, implement programs to reduce the exposure to risk factors for an illness or condition in a population, with the ability to: conduct policy analyses to improve the health of a population, and, design and operate a surveillance system. clinical preventive medicine, including the ability to: select appropriate, evidence-based, clinical preventive services for individuals and populations; analyze evidence regarding the performance of proposed clinical preventive services for individuals and populations; manage and administer programs that provide recommended immunizations, chemoprophylaxis and screening tests to individuals and appropriate populations; and, counsel individuals regarding the appropriate use of clinical preventive services and health promoting behavior changes, and provide immunizations, chemoprophylaxis, and screening services, as appropriate. IV.A.5.b) Medical Knowledge 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: 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 17 of 41

IV.A.5.b).(1) IV.A.5.b).(2) IV.A.5.b).(2).(a) IV.A.5.b).(2).(b) IV.A.5.b).(2).(c) IV.A.5.c) must demonstrate expertise in their knowledge of all content areas included in the required graduate courses for completion of the program; and, in programs with a concentration in public health and general preventive medicine, must demonstrate knowledge of principles of: advanced health services management; risk/hazard control and communication; and, clinical preventive services. 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. 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) identify strengths, deficiencies, and limits in one s knowledge and expertise; set learning and improvement goals; identify and perform appropriate learning activities; systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement; incorporate formative evaluation feedback into daily practice; locate, appraise, and assimilate evidence from scientific studies related to their patients health problems; use information technology to optimize learning; participate in the education of patients, families, students, residents and other health professionals; 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 18 of 41

IV.A.5.c).(9) IV.A.5.c).(10) IV.A.5.c).(10).(a) IV.A.5.c).(10).(b) IV.A.5.c).(10).(c) IV.A.5.c).(10).(d) IV.A.5.c).(10).(e) IV.A.5.c).(10).(f) IV.A.5.c).(11) IV.A.5.c).(12) IV.A.5.d) use computers for reference retrieval, statistical analysis, graphic display, database management, and communication; use epidemiology principles and biostatistics methods, including the ability to: characterize the health of a community; evaluate a surveillance system; select and conduct appropriate statistical analyses; design and conduct a virtual or actual outbreak or cluster investigation; translate epidemiologic findings into a recommendation for a specific intervention; and, measure, organize, or improve public health care. design and conduct an epidemiologic study; and, conduct an advanced literature search for research on a preventive medicine topic. Interpersonal and Communication Skills Residents must demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals. Residents are expected to: IV.A.5.d).(1) IV.A.5.d).(2) IV.A.5.d).(3) IV.A.5.d).(4) communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds; communicate effectively with physicians, other health professionals, and health related agencies; work effectively as a member or leader of a health care team or other professional group; act in a consultative role to other physicians and health professionals; and, 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 19 of 41

IV.A.5.d).(5) IV.A.5.e) maintain comprehensive, timely, and legible medical records, if applicable. Professionalism Residents must demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles. Residents are expected to demonstrate: IV.A.5.e).(1) IV.A.5.e).(2) IV.A.5.e).(3) IV.A.5.e).(4) IV.A.5.e).(5) IV.A.5.f) compassion, integrity, and respect for others; responsiveness to patient needs that supersedes selfinterest; respect for patient privacy and autonomy; accountability to patients, society and the profession; and, sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation. 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. 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) work effectively in various health care delivery settings and systems relevant to their clinical specialty; coordinate patient care within the health care system relevant to their clinical specialty; incorporate considerations of cost awareness and risk-benefit analysis in patient and/or populationbased care as appropriate; advocate for quality patient care and optimal patient care systems; work in interprofessional teams to enhance patient 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 20 of 41

safety and improve patient care quality; IV.A.5.f).(6) IV.A.5.f).(7) IV.A.5.f).(8) IV.A.5.f).(9) IV.A.5.f).(10) IV.A.5.f).(11) IV.A.5.f).(11).(a) IV.A.5.f).(11).(b) IV.A.5.f).(11).(c) IV.A.5.f).(11).(d) IV.A.5.f).(11).(e) IV.A.5.f).(11).(f) IV.A.5.f).(12) IV.A.5.f).(13) IV.A.5.f).(14) participate in identifying system errors and implementing potential systems solutions; conduct program and needs assessments, and prioritize activities using objective, measurable criteria, including epidemiologic impact and cost-effectiveness; identify and review laws and regulations relevant to the resident s specialty area and assignments; identify organizational decision-making structures, stakeholders, styles, and processes; assess program and community resources, develop a plan for appropriate resources, and integrate resources for program implementation; demonstrate skills in management and administration, including the ability to: assess data and formulate policy for a given health issue; develop and implement a plan to address a specific health problem; conduct an evaluation or quality assessment based on process and outcome performance measures; manage the human and financial resources for the operation of a program or project; apply and use management information systems; and, plan, manage, and evaluate health services to improve the health of a defined population using quality improvement and assurance systems. assess organizational performances against stated goals; analyze policy options for their health impact and economic costs; and, evaluate applicants and the performance of staff, and understand the legal and ethical use of this information in 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 21 of 41

decisions for hiring, managing, and discharging staff. 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).(1).(b).(i) IV.A.6.a).(1).(b).(ii) IV.A.6.a).(1).(b).(iii) IV.A.6.a).(2) IV.A.6.a).(2).(a) IV.A.6.a).(2).(b) IV.A.6.a).(2).(b).(i) Curriculum Organization and Resident Experiences All Programs Each incoming resident must be assessed as to his/her knowledge, skills, and competencies in relationship to the educational goals for the program. (Core) The assessment should include a self-assessment, an in-service examination, and a structured interview or other method that assesses knowledge, skills, and competencies. (Detail) The assessment should be used by the program director and faculty to guide the development of an individualized educational plan for each resident. The plan must: (Detail) direct the acquisition of a core set of competencies, skills, and knowledge appropriate to the objectives of the individual resident based on assessment of each resident; (Detail) denote the courses, rotations, and activities to which the resident will be assigned in order to achieve the designated clinical skills, knowledge and competencies; and, (Detail) be reviewed as part of the semiannual evaluation. (Detail) Residents must have educational experiences within a patient care environment that address direct clinical issues relevant to their area of concentration. (Core) Each resident must have progressive responsibility for direct patient care. (Core) Each resident must have progressive responsibility for the management of health and provision of health care for a defined population, as specified for their area of preventive medicine. (Core) These patient care experiences must be appropriately supervised. (Core) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 22 of 41

IV.A.6.b) Aerospace Medicine Resident education must take place in a setting where operational aeromedical problems are routinely encountered and aerospace operations and human life support systems are under active study and development. (Core) IV.A.6.b).(1) IV.A.6.b).(2) IV.A.6.c) Resident experiences should include: pilot medical certification, operational flight medical support, disability assessment of pilots, and aircraft and/or spacecraft accident investigation of problems directly applicable to the specialty and the aviation/space environment. (Detail) Residents must have a minimum of four months of direct patient care experience during each year of the program. (Core) Occupational Medicine Resident education must take place in settings that provide opportunities for residents to manage the clinical, scientific, social, legal, and administrative issues from the perspectives of workers, employers, and regulatory or legal authorities. (Core) IV.A.6.c).(1) IV.A.6.c).(2) IV.A.6.d) Residents clinical experiences must include participation in learning activities based on the American College of Occupational and Environmental Medicine (ACOEM) Core Competencies and Skill Sets for Occupational and Environmental Medicine. (Core) Residents must have a minimum of four months of direct patient care experience in an occupational setting during each year of the program. (Core) Public Health and General Resident education must take place in settings where decisions about the health of defined populations are routinely made and where analyses and policies affecting the health of these individuals are under active study and development. (Core) IV.A.6.d).(1) IV.A.6.d).(2) IV.A.6.d).(3) Resident clinical experiences must include participation in learning activities related to the current recommendations of the US Preventive Services Task Force. (Core) Residents must have a minimum of two months of direct patient care experience during each year of the program. (Core) Residents should be assigned to sites appropriate for specific learning activities, including hospitals, managed 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 23 of 41

care organizations, health departments, non-governmental organizations, and community-based organizations. (Detail) IV.A.6.d).(4) IV.A.6.e) IV.A.6.e).(1) IV.A.6.e).(1).(a) IV.A.6.e).(2) IV.A.6.e).(2).(a) IV.A.6.e).(2).(b) IV.A.6.e).(3) IV.A.6.e).(3).(a) IV.A.6.e).(4) IV.A.6.e).(4).(a) IV.A.6.e).(5) IV.A.6.e).(5).(a) IV.A.6.e).(6) IV.A.6.e).(6).(a) IV.A.6.e).(7) IV.A.6.e).(7).(a) Residents must have a minimum of two months (or equivalent) experience at a governmental public health agency. (Core) All residents must maintain a Resident Learning Portfolio. This portfolio must be reviewed with the program director as part of the semiannual evaluation, and must include the following: (Core) Patient Care (Core) work products demonstrating competency-based outcomes; (Detail) Medical Knowledge (Core) documentation of performance in required courses, including course descriptions and transcripts; (Detail) documentation of performance on in-service examinations or other structured objective examinations; (Detail) Practice-based Learning and Improvement (Core) annual resident self-assessment and educational plan; (Detail) Interpersonal and Communication Skills (Core) formal faculty evaluation of presentations and report quality; (Detail) Professionalism (Core) documentation of compliance with institutional and program policies; (Detail) Systems-based Practice (Core) work products demonstrating required competencybased outcomes; and, (Detail) Evaluations (Core) faculty evaluations and multi-source evaluations. (Detail) IV.B. Residents Scholarly Activities 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 24 of 41

IV.B.1. IV.B.2. 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) 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 25 of 41

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).(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) 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 for each resident upon completion of the program. (Core) This evaluation must: V.A.3.b).(1) 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) 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 26 of 41

V.A.3.b).(2) V.A.3.b).(3) 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) V.C.1.a).(3).(c) V.C.1.a).(3).(d) V.C.2. 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) 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 2017 Accreditation Council for Graduate Medical Education (ACGME) Page 27 of 41