About this issue. Issue 1 predates FULGME’s ISSN and DOI registration. The published PDF carries neither. The issue and article DOIs shown here come from the FULGME DOI archive, which was compiled afterwards.
A Message from the Board
Welcome to the inaugural edition of the Forum for United Leaders in Graduate Medical Education (FULGME). This platform is designed to foster a collaborative and innovative environment for graduate medical education professionals.
In this edition, you can look forward to scholarly exchanges that add to the body of knowledge in graduate medical education, showcasing of best practices, innovative ideas and strategies, process improvement strategies, and the building of a supportive community of graduate medical education professionals who learn from each other, collaborate on initiatives, and support each other’s growth and development.
We believe that by sharing our collective wisdom and experiences, we can make a significant impact on the future of graduate medical education. Our goal is to create a dynamic and inclusive platform where every voice is heard, and every contribution is valued.
Thank you for joining us on this journey. We look forward to your active participation and to the many exciting discussions and collaborations that lie ahead.
“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”
Maya Angelou
Articles in this issue
Process ImprovementA1
Amy Bailey, MBA, Barbara Gohre, BSHA, CHPM, CLSSBB
Phoenix Children’s · Phoenix Children’s; FULGME
DOI 10.70785/JJQQ5831
Challenges persist in merging ACGME and non-ACGME or non-standard training programs within GME institutions due to differing program characteristics, such as work hour monitoring, supervision, salary structure, and career advancement opportunities, along with accreditation requirements and timelines. Some non-standard training programs may also face restrictive covenants, prohibiting trainees from using the skills, knowledge, and possibly patients they gained during the program in the same geographical area to directly compete against the program or institution that trained them. In institutions where ACGME and non-ACGME programs co-exist, these fundamental differences can be challenging to navigate. Program leaders and administrators may have to apply different standards to each type of program, and trainees may notice inequity if training under different guidelines than their peers within the same institution. Ultimately, programs that operate in silos, rather than cohesively, have the potential to undermine the strength of the GME enterprise. Integration of ACGME and non-ACGME program operations within a single sponsoring institution has great benefits for GME, program leaders, administrators, and trainees. However, current models for seamless integration are lacking. Our goal is to present an adaptable “Program Integration Roadmap” (PIR) that promotes consistency and synergy between both program types, fostering a richer learning environment and enhanced trainee development, while retaining the unique qualities of each.
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PerspectiveA2
Brooke Moore
Thalamus
DOI 10.70785/ESCS1465
Graduate Medical Education (GME) program coordinators hold a pivotal role in understanding the historical context, current landscape, and future prospects of the physician workforce. As central figures in the residency and fellowship processes, they shape the trajectory of future healthcare providers. A comprehensive understanding of GME’s evolution, such as that chronicled in Let Me Heal by Kenneth Ludmerer, combined with insights into current physician workforce trends, equips coordinators to contribute meaningfully to the success of residency programs and the broader healthcare system.
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Process ImprovementA3
Dora Miller, C-TAGME, CHPM
Dept. of EM, Washington University, St. Louis
DOI 10.70785/IWNJ7045
Continuing Medical Education (CME) is a fundamental component in the ongoing professional development of physicians and allied healthcare professionals, ensuring that they maintain and update their knowledge, competencies, and skills to provide the highest quality of care to their patients (1). Within the context of Graduate Medical Education (GME) programs, CME activities are essential in supporting the education and training of medical residents and fellows as they transition into independent practitioners (2). Despite the crucial role CME plays in GME, there are persistent challenges related to effectively tracking, documenting, and verifying the completion of CME activities for trainees enrolled in residency and fellowship programs. The absence of a standardized and efficient system for monitoring CME participation can lead to difficulties in assessing trainees’ progress, identifying learning gaps, and ensuring that educational requirements are met. This study aims to critically analyze the current state of CME tracking and documentation within GME programs, delving into the complexities and challenges faced by program directors, educators, and trainees alike. Furthermore, the study seeks to identify potential strategies and best practices for standardizing and enhancing the CME tracking process to create a more consistent and reliable system for monitoring the educational progress of medical trainees. Through a comprehensive review of existing literature, case studies, and real-world experiences, this study will explore various methods for improving CME tracking, including the implementation of digital platforms, the use of centralized databases, and the integration of needs assessments to guide the selection of CME activities. By examining the strengths and weaknesses of different approaches, the study aims to provide valuable insights and recommendations for optimizing the management of CME within GME programs, ultimately contributing to the betterment of medical education and patient care.
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