Diversity, Equity, and Inclusion

The ACGME recognizes how increasing diversity in the physician workforce positively impacts health care access and patient outcomes, a key part of the organization's mission. To maintain and reaffirm its commitment to this initiative, the ACGME has charged its Department of Diversity, Equity, and Inclusion to develop and curate resources so the GME community has the knowledge and tools it needs to advance physician workforce diversity and build safe, inclusive, and equitable learning environments for physicians.

Increasing Diversity, Equity, and Inclusion through Accreditation

The ACGME has enacted several Common Program Requirements addressing issues of diversity, equity, and inclusion. Individual Review Committees review multiple data points provided by Sponsoring Institutions and programs annually to determine substantial compliance with all ACGME requirements including the following:

• Section I.C. Addresses recruitment and retention of a diverse and inclusive workforce.
• Requirement II.A.4.a).10. specifies the need for program directors to cultivate an environment in which residents and fellows can raise concerns and provide feedback without fear of intimidation or retaliation.
• Section V begins to address evaluation and asks programs to collect data on ultimate board certification rates of its graduates, with the intent of decreasing reliance on first time pass rates as a measure of excellence.
• Requirement VI.B.6. states that programs and Sponsoring Institutions must provide a professional, and respectful environment free from discrimination, harassment, mistreatment, abuse, or coercion.

Educating the GME Community

Everyone in the GME community should have an opportunity to work and be educated in an environment that reflects and respects diversity in all its facets. Conversely, everyone in the GME community has a responsibility to prioritize diversity, equity, and inclusion at all levels. Through the Department of Diversity, Equity, and Inclusion the ACGME is developing resources, tools, forums, and other avenues to help GME live up to this goal. Learn about the ACGME Equity Matters^TM initiative.

Outreach to Engage GME Stakeholders

Everyone in the GME community has a role to play to create welcoming clinical learning environments and help develop physicians attuned to the needs of patients and colleagues from all backgrounds and experiences. The department continuously reviews and evaluates resources to help individuals across the continuum connect, develop awareness, and build and enhance local programs and efforts in areas of diversity, equity, and inclusion. Resources will be developed for the following:

Institutional and Program Leadership
This includes designated institutional officials (DIOs), institutional coordinators, department chairs, program directors, and program coordinators.

Diversity, Equity, and Inclusion Leadership
This includes department deans, chairs and vice chairs of diversity and inclusion, diversity officers, and diversity advisory council and/or committee members.

Residents and Fellows
The ACGME believes clinical learning environments should be safe and supportive for all residents and fellows, and supports ensuring that residents and fellows learn to care for the diverse populations and demographics of their local institutional and programmatic setting.

• Report an Issue - Resident Services for Complaints and Concerns
  The ACGME addresses reports of program-related issues or allegations of non-compliance with ACGME requirements through the Office of the Ombudsperson or the Office of Complaints.

Specialty Associations
 

Volunteer Opportunities

The ACGME frequently has open opportunities to contribute comments on documents in development or revision, or to share your voice, expertise, and opinions by participating as a volunteer on a committee, task force, or other group. Volunteer opportunities are announced regularly in the ACGME’s weekly e-Communication. To sign up for this publication, email acgmecommunications@acgme.org, or view each issue on the ACGME Blog.