Intealth ECFMG

Educational Commission for Foreign Medical Graduates


ECFMG|FAIMER, Other GME Leaders Collaborate on Toolkit for Transition to Residency

Transition in a Time of Disruption: Practical Guidance to Support the Move from Undergraduate Medical Education to Graduate Medical EducationECFMG|FAIMER President and CEO William W. Pinsky, MD recently joined forces with other national leaders in graduate medical education (GME) and medical school student leaders to develop a new toolkit of resources to support medical school graduates and U.S. GME programs in the transition to the first year of GME during the COVID-19 pandemic. The final product, titled Transition in a Time of Disruption: Practical Guidance to Support the Move from Undergraduate Medical Education to Graduate Medical Education, was announced Wednesday as a follow-up to last Friday’s Main Residency Match®.

The toolkit of resources is designed to support residents and their residency programs in delivering safe, high-quality patient care during the pandemic and beyond. In addition to ECFMG|FAIMER, the toolkit was developed by the American Association of Colleges of Osteopathic Medicine (AACOM), the Association of American Medical Colleges (AAMC), and the Accreditation Council for Graduate Medical Education (ACGME). FAIMER President Jeanette Mladenovic, MD, and Tracy Wallowicz, Assistant Vice President for U.S. Graduate Medical Education Services at ECFMG|FAIMER, joined Dr. Pinsky on the committee developing the toolkit.

“The COVID-19 global pandemic has disrupted almost all aspects of life and medical education has been no exception,” Dr. Pinsky said. “Supporting the well-being, professional development, and equitable treatment of incoming residents is critical as they begin their journey to the independent practice of medicine, especially during this time of disruption. These resources will help with that transition.”

This toolkit is divided into three sections:

  • Section I provides a framework and list of questions medical schools, residencies, and learners should review during this transition.
  • Section II provides a matrix of possible activities to help learners and residency programs implement a successful transition.
  • Section III provides a compendium of resources to support the transition for both learners and programs.

“The primary goal of the toolkit is to facilitate a successful and seamless transition from medical school to residency, and to create the necessary conditions to fully support young physicians’ early professional development during unprecedented times,” Dr. Pinsky said. “Investing in supporting all incoming physicians can help to facilitate their success throughout the entire residency.”

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