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Guide to Graduate Medical Education

Hannah L. Hedrick, PhD
JAMA. 1995;274(9):773-774. doi:10.1001/jama.1995.03530090109034.
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While teachers themselves may be born with a natural inclination to educate others, those who also administer graduate medical education (GME) must be amenable to a grueling learning process that no amount of talent can circumvent. Orientation to their many tasks is frequently by trial and error, assisted by homegrown guides or pieces of information gleaned from a variety of sources.

GME administrators have multiple files for the accreditation process (ACGME? RRC? PIF? CAAR? IRD? ARGGGH!*) and the National Residency Matching Program (NRMP). (When do we have to return our agreements to the NRMP? Is there a handbook for students, similar to the institutional handbook?) They struggle with developing a housestaff manual that contains all the required items and a few that are useful but optional. GME administrative staff are responsible for orienting resident physicians to the institution, the program department, and related departments; for helping residents enter and exit


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The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
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