The Clinician Educator Milestone Project

A Joint Initiative of
The Accreditation Council for Graduate Medical Education
The Accreditation Council for Continuing Medical Education
The Association of American Medical Colleges
The American Association of Colleges of Osteopathic Medicine

August 2022

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
purposes.
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Version 1 Clinician Educator Milestones, ACGME, ACCME, AAMC, AACOM Worksheet

Clinician Educator Milestones

Work Group
Thomas Boyle, DO, MBA Lisa Howley, PhD
Calvin Chou, MD, PhD Joseph Kaczmarczyk, DO, MPH, MBA
Nicole Croom, MD, MPH John D. Mahan, MD
Tyler Cymet, DO Katie Marney, OMS-III
Rebecca Daniel, MD, FACP Amy Miller Juve, MEd, EdD
Nancy Davis, PhD Brijen Shah, MD
Daniel Dent, MD Janine Shapiro, MD
Laura Edgar, EdD, CAE Christine Stabler, MD, MBA
Janae Heath, MD, MSCE

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
purposes.
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Intent of the Clinician Educator Milestones

The Clinician Educator Milestones are a joint effort of the ACGME, the Accreditation Council for Continuing Medical
Education, the Association of American Medical Colleges, and the American Association of Colleges of Osteopathic
Medicine. This series of subcompetencies is designed to aid in the development and improvement of teaching and
learning skills across the continuum of medical education.

The Clinician Educator Milestones are not an accreditation requirement and are not intended to become one in
the future.

The Clinician Educator Milestones provide a framework for assessment of educational skills of faculty members who
teach undergraduate, graduate, or continuing medical education. Faculty members can use these milestones for their own
self-assessment as educators, or with a trusted peer to provide feedback and assessment. The ultimate goal of these
milestones is to provide faculty members with tools to help them with lifelong growth and development as educators. They
are designed for:

• Educators
• Educational scholars
• Educational leaders (administrators, program directors)

Each subcompetency covers a different area of professional development and offers stand-alone assessment of a specific
teaching skill or method. Individuals may choose to focus on one or more of the milestones, but do not need to assess
against all the milestones.

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Understanding Milestone Levels

This document presents the Clinician Educator Milestones. Milestones are knowledge, skills, attitudes, and other
attributes organized in a developmental framework. The narrative descriptions are targets for performance. Milestones are
arranged into levels. Tracking from Level 1 to Level 5 is synonymous with moving from novice to expert.

Selection of a level implies the educator substantially demonstrates the milestones in that level, as well as those in lower
levels (see the diagram on page 4).

Level 1 represents a novice

Level 2 represents the learner who demonstrates the attributes of an advanced beginner
Level 3 represents the competent learner
Level 4 represents the proficient learner
Level 5 represents an expert
Milestones are designed for formative, developmental purposes to support continuous quality improvement for individual
learners, education programs, and the specialty. The ACGME and its partners will continue to evaluate and perform
research on the Milestones to assess their impact and value. Examples are provided for some milestones within this
document. Note: the examples are not a required element or outcome; they are provided to share the intent of the
element.

A Supplemental Guide is also available to provide the intent of each subcompetency, examples for each level,
assessment methods or tools, and other available resources. The Supplemental Guide, like examples contained within
the Milestones, is designed only to assist in assessment and is not meant to demonstrate any required element or
outcome.

Additional resources are available in the Milestones section of the ACGME website. Follow the links under “What We Do”
at www.acgme.org.

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
purposes.
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The diagram below presents an example set of milestones for one subcompetency. Performance on the milestones for
each subcompetency will be indicated by selecting the level of milestones that best describes knowledge, skill, and/or
ability in relation to those milestones.

Selecting a response box in the middle Selecting a response box on the line in
of a level implies that milestones in between levels indicates that milestones
that level and in lower levels have in lower levels have been substantially
been substantially demonstrated. demonstrated as well as some
milestones in the higher level(s).

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Version 1 Clinician Educator Milestones, ACGME, ACCME, AAMC, AACOM Worksheet

Competency Statements
Universal Pillars for All Clinician Educators
Demonstrate the commitment to lifelong learning and enhancing one's own behaviors as a clinician educator.

Administration
Demonstrate administrative skills relevant to their professional role, program management, and the learning environment that leads
to best health outcomes.

Diversity, Equity, and Inclusion in the Learning Environment

Acknowledge and address the complex intrapersonal, interpersonal, and systemic influences of diversity, power, privilege, and
inequity in all settings so all educators and learners can thrive and succeed.

Educational Theory and Practice

Ensure the optimal development of competent learners through the application of the science of teaching and learning to practice.

Well-Being
Apply principles of well-being to develop and model a learning environment that supports behaviors which promote personal and
learner psychological, emotional, and physical health.

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
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Version 1 Clinician Educator Milestones, ACGME, ACCME, AAMC, AACOM Report Worksheet

Universal Pillar 1: Reflective Practice and Commitment to Personal Growth

Level 1 Level 2 Level 3 Level 4 Level 5

Accepts responsibility for Demonstrates Seeks performance data Consistently solicits Role models
personal and openness to episodically, with specific performance consistently seeking
professional performance data adaptability and humility data, with adaptability performance data with
development by (feedback from and humility, including adaptability and humility
establishing goals learners and other from learners, that and making positive
input) to inform goals leads to behavior behavior changes
change

Identifies the factors that Analyzes and reflects Analyzes, reflects on, Challenges personal Coaches others on
contribute to gap(s) on the factors that and institutes behavioral assumptions and reflective practice
between expectations contribute to gap(s) change(s) to narrow the considers alternatives
and actual performance between expectations gap(s) between in narrowing the
and actual expectations and actual gap(s) between
performance performance expectations and
actual performance

Actively seeks Designs and Independently creates Uses performance Facilitates the design
opportunities to improve implements a learning and implements a data to measure the and implementation of
plan, with prompting learning plan effectiveness of the learning plans for others
learning plan and,
when necessary,
improves it

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
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Universal Pillar 2: Well-Being

Level 1 Level 2 Level 3 Level 4 Level 5

Recognizes the Lists resources to Assesses how personal Proactively responds Role models pursuit of
importance of support personal and and professional well- to the inherent optimal personal and
addressing personal and professional well-being being impact one’s own emotional challenges professional well-being
professional well-being clinical practice and of the clinician
teaching educator’s work and
develops a plan to
optimize personal and
professional well-
being

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Universal Pillar 3: Recognition and Mitigation of Bias

Level 1 Level 2 Level 3 Level 4 Level 5

Identifies common and Proactively seeks to Identifies strategies to Addresses personal Mentors others on
complex biases to assess and reflect on mitigate the effects of biases and proactively recognition and
effective education and one’s personal biases, bias on effective mitigates the effects mitigation of bias
patient care (e.g., both explicit and implicit education and patient of personal bias in
language, disability, care effective education
cultural differences, and patient care
internalized oppression)

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Universal Pillar 4: Commitment to Professional Responsibilities

Level 1 Level 2 Level 3 Level 4 Level 5

Demonstrates the basic Is timely in the Takes responsibility for Recognizes personal Consistently role
standards of the performance of duties errors/professional risks to professional models professional
profession and presents and takes responsibility lapses and initiates behavior and behaviors in the
"fit for duty" for follow-up on details corrective action when effectively manages learning and working
indicated those risks to produce environment
the best outcome

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Educational Theory and Practice 1: Teaching and Facilitating Learning

Level 1 Level 2 Level 3 Level 4 Level 5

Identifies various Delivers instruction in Teaches in a way that Uses scholarly Serves as a coach to
techniques for teaching unidirectional manner invites active learning teaching methods for other educators on
resulting in passive and encourages critical varied levels of effective teaching
learning appraisal learners across practices
settings

Discusses lessons Identifies that own Intentionally role models Intentionally role Works collaboratively to
implicitly learned (e.g., behavior (role modeling) desired practice models desired develop educators’
hidden curriculum) is part of the hidden behaviors to aid behaviors to aid ability to demonstrate
curriculum learners learners across evidence-based
multiple settings teaching behaviors

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Educational Theory and Practice 2: Professionalism in the Learning Environment

Level 1 Level 2 Level 3 Level 4 Level 5

Understands rights, Demonstrates respect Recognizes potential Applies strategies to Develops
feelings, traditions, and for learners, patients, obstacles to unbiased mitigate against organizational and
wishes of learners, and team members and respectful obstacles to produce institutional processes
patients, and team through behavior and communication, outcomes that are and strategies to
members communication leadership, and always in the facilitate respectful and
educational practice learner’s best interest unbiased
communication and
problem solving

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Educational Theory and Practice 3: Learner Assessment

Level 1 Level 2 Level 3 Level 4 Level 5

Discusses the goals and Uses appropriate Uses assessment data Educates others, and Designs and
principles of both methods and tools for to identify strengths and when necessary, implements evidence-
formative and assessment in a specific opportunities for advises on selection based assessment
summative assessment setting improvement of learners and use of appropriate methods and tools
assessment methods
and tools

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Educational Theory and Practice 4: Feedback

Level 1 Level 2 Level 3 Level 4 Level 5

Describes timing, content, Elicits learners’ goals and Identifies reinforcing and Consistently engages Guides others to conduct
and approaches to gives predominantly modifying data to give in challenging feedback effective feedback
conducting feedback reinforcing feedback feedback that initiates conversations that conversations
conversations based on goals behavior change results in desired
behavior change

Describes importance of Reviews feedback about Actively solicits general Consistently solicits Guides others to solicit,
soliciting feedback in self, manages emotional feedback from learners specific feedback from reflect on, and
developing a growth reactions to feedback, learners that leads to incorporate feedback
mindset and incorporates relevant behavior change
items

Describes importance of Role models exemplary Role models exemplary Supports learning Demonstrates expertise
establishing a learning feedback practices feedback practices and environment in which in explicitly constructing
environment that values without explicitly setting explicitly states all learners and faculty and maintaining learning
feedback up the learning importance of feedback engage in actionable environment in which all
environment in the learning feedback learners give and receive
environment feedback to improve
performance

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Education Theory and Practice 5: Performance Improvement and Remediation

Level 1 Level 2 Level 3 Level 4 Level 5

Identifies a learner who In conjunction with the Implements learning Develops and Guides others in
needs improvement learner, identifies plans and follow-up implements a formal remediation recognition
factors that contribute to strategies and remediation plan with and management (in all
poor performance, successfully guides a outcome measures four remediation
identifies helpful learner who is struggling domains: identification,
resources, and toward a short-term clarification,
develops individualized goal, separate from intervention,
learning plans formal remediation assessment)

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
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Educational Theory and Practice 6: Programmatic Evaluation

Level 1 Level 2 Level 3 Level 4 Level 5

Contributes to Describes the Conducts Uses theory or Develops and
programmatic importance and comprehensive frameworks to guide implements multi-site
evaluation as directed elements of programmatic programmatic evaluations or meta-
by others comprehensive evaluation for curricular evaluation evaluations
programmatic areas of responsibility
evaluation

Carries out an action Describes how to create Creates an action plan Uses varied Disseminates
plan designed by others an action plan to address areas approaches to interventions that
to address areas identified as needing address programmatic support programmatic
identified as needing improvement areas of improvement improvement
improvement

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
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Educational Theory and Practice 7: Learner Professional Development

Level 1 Level 2 Level 3 Level 4 Level 5

Describes differences Identifies approaches or Employs a variety of Implements best Demonstrates expertise
between coaching, strategies (e.g., learning approaches or practices for coaching, (e.g., teaching,
sponsoring, advising, plan) for different strategies for coaching, sponsoring, advising, researching) for
and/or mentoring in learners to provide sponsoring, advising, and/or mentoring coaching, sponsoring,
relationship to coaching, sponsoring, and/or mentoring advising, and/or
continuous professional advising, and/or mentoring
development of mentoring
learners

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Educational Theory and Practice 8: Science of Learning

Level 1 Level 2 Level 3 Level 4 Level 5

Describes scholarly Incorporates theories Routinely incorporates Role models and Contributes to new
approaches for science and strategies for variety of approaches coaches for scholarly knowledge in the
of learning, teaching, teaching and promoting derived from literature approach to science of science of learning
fostering intellectual intellectual curiosity for and other high-quality learning, teaching,
curiosity, and learning different learning sources to improve fostering intellectual
preferences preferences teaching practices and curiosity of learners,
promote intellectual and incorporation of
curiosity best practice

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Educational Theory and Practice 9: Medical Education Scholarship

Level 1 Level 2 Level 3 Level 4 Level 5

Defines scholarship in Participates in medical Expands medical Serves as the Demonstrates expertise
medical education education scholarship education scholarship or principal investigator in the field of medical
and the dissemination of evidence through for medical education education scholarship
educational regular dissemination of scholarship and provides guidance,
approaches, curricula, educational consultation, and
and/or research approaches, curricula, mentoring across
and/or research findings medical education

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Educational Theory and Practice 10: Learning Environment

Level 1 Level 2 Level 3 Level 4 Level 5

Defines learning Describes elements of Employs best practices Works collaboratively Leads system-level
environment an effective learning in fostering an effective and leads others to strategic efforts to
environment learning environment foster effective improve learning
learning environments environments

Defines different roles Describes the value of Engages effectively in Creates and manages Coaches others in
and how they contribute an interprofessional interprofessional effective development of
to the interprofessional team-based approach in learning environments interprofessional effective
learning environment the learning learning environments interprofessional
environment learning environments

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Educational Theory and Practice 11: Curriculum

Level 1 Level 2 Level 3 Level 4 Level 5

Identifies the elements, Participates in Adapts a curriculum to Leads development of Coaches others to
types, and purpose of a developing a curriculum meet the needs of the a curriculum develop a curriculum for
curriculum learners the needs of their
learners

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
purposes.
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Well-Being: Well-Being of Learners and Colleagues

Level 1 Level 2 Level 3 Level 4 Level 5

Describes relationship Shares approaches to Employs various Employs system- Uses experiences with
between well-being, support well-being approaches that support based approaches learners to assess,
burnout, learning, and and foster well-being that foster well-being reimagine, and create
patient safety and reduce burnout and reduce burnout new system-based
and consistently interventions and
provides support and structures to support
resources to foster well-being
well-being and reduce
burnout

Describes signs of Recognizes learners or Intervenes and identifies Guides learners or Guides others in
physical, emotional, colleagues in apparent resources for a specific colleagues in distress recognizing learners in
and/or professional distress situation and provides on-going distress and educates
distress support them in available
resources

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Diversity, Equity, and Inclusion in the Learning Environment

Level 1 Level 2 Level 3 Level 4 Level 5

Defines diversity, Identifies inequities and Applies best practices in Designs learning Role models and
equity, inclusion, applies strategies to diversity, equity, experiences that advocates for best
racism, and oppression mitigate racism and inclusion, and anti- engage and support practices in diversity,
(structural, institutional, oppression and develop oppression in one’s own persons from diverse equity, and inclusion in
interpersonal, and a diverse, inclusive, and learning environment backgrounds, the learning
internalized) and their equitable learning orientations, abilities, environment, and works
impact on the learning environment experiences, and to systemically address
environment perspectives inequities

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
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Administration 1: Administration Skills

Level 1 Level 2 Level 3 Level 4 Level 5

Describes Identifies best Employs best Consistently Leads and guides
administrative domains administrative practices administrative practices demonstrates best others for best
of program for effective program for effective program practices across administrative practices
management management management administrative for effective program
domains management

Describes components Identifies relevant Employs effective Consistently integrates Leads and guides
of legal, regulatory, and resources for legal, approaches to perform legal, regulatory, and others in legal,
accreditation functions regulatory, and legal, regulatory, and accreditation functions regulatory, and
accreditation functions accreditation functions into practice accreditation functions

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
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Administration 2: Leadership Skills

Level 1 Level 2 Level 3 Level 4 Level 5

Identifies essential Identifies own Independently assesses Leads others to Leads diverse
styles, skills, and leadership style and situations and achieve intended individuals and teams to
attributes for leadership develops leadership determines which outcomes in complex achieve program- or
skills with guidance leadership skills are and dynamic system-level outcomes
needed to achieve situations
intended outcomes in
routine situations

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
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Administration 3: Change Management

Level 1 Level 2 Level 3 Level 4 Level 5

Describes why change Participates in change Facilitates and manages Implements change Coaches others to
management is management initiatives change management and reviews outcomes create and implement
important in medical initiatives effective change
education

Comments:
Not Yet Completed Level 1

©2022 Accreditation Council for Graduate Medical Education (ACGME), Accreditation Council for Continuing Medical Education (ACCME), Association of
American Medical Colleges (AAMC), American Association of Colleges of Osteopathic Medicine (AACOM)
All rights reserved except the copyright owners grant third parties the right to use the Clinician Educator Milestones on a non-exclusive basis for educational
purposes.
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