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Institutional Responsibility in Graduate Medical Education and Highlights of Historical Data

Carlos J. M. Martini, MD, MPH, MSc; Gary Grenholm, PhD
JAMA. 1993;270(9):1053-1060. doi:10.1001/jama.1993.03510090037008.
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THIS year's report on graduate medical education (GME) is based on information maintained in the American Medical Association's (AMA's) Medical Education Research and Information (MERI) database, which consists of extensive, current information about the residents, programs, and institutions that constitute the GME enterprise in the United States (Table 1). The report includes

• special analyses of selected educational characteristics, resident workload, benefits, compensation, and program outcomes (described below) of specialties and subspecialties by type of institutional control and

• descriptive statistics (Appendix II), published annually on all three categories (residents, programs, and institutions) of the database, using similar variables from year to year to permit viewing GME data over time.

Most of the MERI database is updated through the AMA Annual Survey of GME Programs (which contains the Census of Graduate Medical Trainees [CGMT]) and the companion AMA Annual Survey of GME Teaching Institutions. The first survey, sent in August


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