Internal Medicine Milestones: The Accreditation Council For Graduate Medical Education

Internal Medicine Milestones
The Accreditation Council for Graduate Medical Education
Implementation Date: July 1, 2021

Second Revision: November 2020
First Revision: July 2013
©2020 Accreditation Council for Graduate Medical Education (ACGME)

All rights reserved except the copyright owners grant third parties the right to use the Internal Medicine Milestones on a non-exclusive basis for educational purposes.
The Milestones are designed only for use in evaluation of residents in the context of their participation in
ACGME-accredited residency programs. The Milestones provide a framework for the assessment of the
development of the resident in key dimensions of the elements of physician competency in a specialty or
subspecialty. They neither represent the entirety of the dimensions of the six domains of physician competency,
nor are they designed to be relevant in any other context.

i
Work Group
Eva Aagaard, MD, FACP Jonathan Lim, MD
Cinnamon Bradley, MD Monica Lypson, MD, MHPE
Fred Buckhold, MD Allan Markus, MD, MS, MBA, FACP
Alfred Burger, MD, MS, FACP, SFHM Bernadette Miller, MD
Stephanie Call, MD, MSPH Attila Nemeth, MD
Shobhina Chheda, MD, MPH Jacob Perrin, MD
Davoren Chick, MD, FACP Raul Ramirez Velazquez, DO
Jack DePriest, MD, MACM Rachel Robbins, MD
Benjamin Doolittle, MD, MDiv Jacqueline Stocking, PhD, MBA, RN
Laura Edgar, EdD, CAE Jane Trinh, MD
Christin Giordano McAuliffe, MD Mark Tschanz, DO, MACM
Neil Kothari, MD Asher Tulsky, MD
Heather Laird-Fick, MD, MPH, FACP Eric Warm, MD
Advisory Group
Mobola Campbell-Yesufu, MD, MPH Subha Ramani, MBBS, MMed, MPH
Gretchen Diemer, MD Brijen Shah, MD
Jodi Friedman, MD C. Christopher Smith, MD
Janae Heath, MD Abby Spencer, MD, MS
Benjamin Kinnear, MD Nicole Swallow, MD, FACP

ii
The ACGME would like to thank the following organizations for their continued support in the
development of the Milestones:
Alliance for Academic Internal Medicine

American Board of Internal Medicine
American College of Physicians
Association of Medical Colleges
Review Committee for Internal Medicine
Society of Hospital Medicine
Society of General Internal Medicine

iii
Understanding Milestone Levels and Reporting
This document presents the Milestones, which programs use in a semi-annual review of resident performance, and then report to
the ACGME. Milestones are knowledge, skills, attitudes, and other attributes for each of the ACGME Competencies organized in a
developmental framework. The narrative descriptions are targets for resident performance throughout their educational program.
Milestones are arranged into levels. Tracking from Level 1 to Level 5 is synonymous with moving from novice to expert resident in
the specialty or subspecialty. For each reporting period, the Clinical Competency Committee will review the completed evaluations
to select the milestone levels that best describe each learner’s current performance, abilities, and attributes for each
subcompetency.
These levels do not correspond with post-graduate year of education. Depending on previous experience, a junior resident may
achieve higher levels early in his/her educational program just as a senior resident may be at a lower level later in his/her
educational program. There is no predetermined timing for a resident to attain any particular level. Residents may also regress in
achievement of their milestones. This may happen for many reasons, such as over scoring in a previous review, a disjointed
experience in a particular procedure, or a significant act by the resident.
Selection of a level implies the resident substantially demonstrates the milestones in that level, as well as those in lower levels
(see the diagram on page vi).

iv
Additional Notes
Level 4 is designed as a graduation goal but does not represent a graduation requirement. Making decisions about readiness for
graduation and unsupervised practice is the purview of the program director. Furthermore, Milestones 2.0 include revisions and
changes that preclude using Milestones as a sole assessment in high-stakes decisions (i.e., determination of eligibility for
certification or credentialing). Level 5 is designed to represent an expert resident whose achievements in a subcompetency are
greater than the expectation. Milestones are primarily 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. Please note: the examples are not the required element or
outcome; they are provided as a way to share the intent of the element.
Some milestone descriptions include statements about performing independently. These activities must occur in conformity to
ACGME supervision guidelines as described in the Program Requirements, as well as to institutional and program policies. For
example, a resident who performs a procedure independently must, at a minimum, be supervised through oversight.
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 the program director and Clinical Competency Committee, 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.

v
The diagram below presents an example set of milestones for one sub-competency in the same format as the ACGME
Report Worksheet. For each reporting period, a resident’s performance on the milestones for each sub-competency will be
indicated by selecting the level of milestones that best describes that resident’s performance in relation to those milestones.
Selecting a response box in the Selecting a response box on the line in

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

vi
Version 2 Internal Medicine, ACGME Report Worksheet
Patient Care 1: History
Level 1 Level 2 Level 3 Level 4 Level 5

Elicits and reports a Elicits and concisely Elicits and concisely Efficiently elicits and Efficiently and effectively
comprehensive history reports a hypothesis- reports a hypothesis- concisely reports a tailors the history taking,
for common patient driven patient history for driven patient history for patient history, including relevant
presentations, with common patient complex patient incorporating pertinent historical subtleties,
guidance presentations presentations psychosocial and other based on patient, family,
determinants of health and system needs
Seeks data from Independently obtains Reconciles current data Uses history and Models effective use of
secondary sources, with data from secondary with secondary sources secondary data to guide history to guide the need
guidance sources the need for further for further diagnostic
diagnostic testing testing
Comments:
Not Yet Completed Level 1
Not Yet Assessable

7
Patient Care 2: Physical Examination

Performs a general Performs a hypothesis- Performs a hypothesis- Uses advanced Models effective
physical examination driven physical driven physical maneuvers to elicit evidence-based physical
while attending to patient examination for a examination for a subtle findings examination technique
comfort and safety common patient complex patient
presentation presentation
Identifies common Interprets common Identifies and interprets Integrates subtle Teaches the predictive
abnormal findings abnormal findings uncommon and complex physical examination values of the examination
abnormal findings findings to guide findings to guide
diagnosis and diagnosis and
management management
Comments:
Not Yet Assessable

8
Patient Care 3: Clinical Reasoning

Organizes and Integrates information Develops a thorough and Develops prioritized Coaches others to
accurately summarizes from all sources to prioritized differential differential diagnoses in develop prioritized
information obtained develop a basic diagnosis for common complex patient differential diagnoses in
from the patient differential diagnosis for patient presentations presentations and complex patient
evaluation to develop a common patient incorporates subtle, presentations
clinical impression presentations unusual, or conflicting
findings
Identifies clinical Retrospectively applies Continually re-appraises Models how to recognize

reasoning errors within clinical reasoning one’s own clinical errors and reflect upon
patient care, with principles to identify reasoning to improve one’s own clinical
guidance errors patient care in real time reasoning
Comments:
Not Yet Assessable

9
Patient Care 4: Patient Management – Inpatient

Formulates management Develops and implements Develops and implements Uses shared decision Develops and implements
plans for common management plans for value-based (high value) making to develop and comprehensive
conditions, with guidance common conditions, management plans for implement value-based management plans for
recognizing acuity, and patients with multisystem (high value) patients with rare or
modifies based on the disease and comorbid comprehensive ambiguous presentations
clinical course conditions; modifies management plans for or unusual comorbid
based on the clinical patients with comorbid conditions
course and multisystem
disease, including those
patients requiring critical
care
Identifies opportunities to Develops and implements Independently develops Independently develops

maintain and promote management plans to and implements plans to and implements
health maintain and promote maintain and promote comprehensive plans to
health, with guidance health, incorporating maintain and promote
pertinent psychosocial health, incorporating
and other determinants of pertinent psychosocial
health and other determinants
of health
Comments:
Not Yet Assessable

10
Patient Care 5: Patient Management – Outpatient

Identifies opportunities to Develops and implements Develops and implements Develops and
maintain and promote management plans to plans to maintain and implements value-
health maintain and promote promote health, based (high-value)
health incorporating pertinent comprehensive plans to
psychosocial and other maintain and promote
determinants of health health
Formulates management Develops and implements Develops and implements Develops and Creates and leads a
plans for a common management plans for management plans for implements value- comprehensive patient-
chronic condition, with common chronic multiple chronic based (high value) centered management
guidance conditions conditions comprehensive plan for the patient with
management plans for highly complex chronic
multiple chronic conditions, integrating
conditions, recommendations from
incorporating pertinent multiple disciplines
psychosocial and other
determinants of health
Formulates management Develops and implements Develops and implements Develops and Develops and implements
plans for acute common management plans for an initial management implements value- management plans for
conditions, with guidance common acute conditions plan for patients with based (high value) patients with subtle
urgent or emergent management plans for presentations, including
conditions in the setting of patients with acute rare or ambiguous
chronic comorbidities conditions conditions
Comments:
Not Yet Assessable

11
Patient Care 6: Digital Health

Uses electronic health Expands use of EHR to Effectively uses EHR Uses EHR to facilitate Leads improvements to
record (EHR) for routine include and reconcile capabilities in managing achievement of quality the EHR
patient care activities secondary data sources acute and chronic care of targets for patient panels
in patient care activities patients
Identifies the required Performs assigned Identifies clinical Integrates telehealth Develops and innovates
components for a telehealth visits using situations that can be effectively into clinical new ways to use
telehealth visit approved technology managed through a practice for the emerging technologies to
telehealth visit management of acute augment telehealth visits
and chronic illness
Comments:
Not Yet Assessable
Patient Care
The resident is demonstrating satisfactory development of the knowledge, skill, and attitudes/behaviors needed to advance in the training
program. The resident is demonstrating a learning trajectory that anticipates the achievement of competency for unsupervised practice that
includes the delivery of safe, effective, patient-centered, timely, efficient, and equitable care.
_____ Yes _____ No _____ Conditional on Improvement

12
Medical Knowledge 1: Applied Foundational Sciences

Explains the scientific Explains the scientific Integrates scientific Integrates scientific Demonstrates a nuanced
knowledge (e.g., knowledge for complex knowledge to address knowledge to address understanding of the
physiology, social medical conditions comorbid conditions uncommon, atypical, or scientific knowledge
sciences, mechanism of within the context of complex comorbid related to uncommon,
disease) for normal multisystem disease conditions within the atypical, or complex
function and common context of multisystem conditions
medical conditions disease
Comments:
Not Yet Assessable

13
Medical Knowledge 2: Therapeutic Knowledge

Explains the scientific Explains the indications, Integrates knowledge of Integrates knowledge of Demonstrates a nuanced
basis for common contraindications, risks, therapeutic options in therapeutic options understanding of
therapies and benefits of common patients with comorbid within the clinical and emerging, atypical, or
therapies conditions, multisystem psychosocial context of complex therapeutic
disease, or uncertain the patient to formulate options
diagnosis treatment options
Comments:
Not Yet Assessable

14
Medical Knowledge 3: Knowledge of Diagnostic Testing

Explains the rationale, Explains the rationale, Integrates value and test Integrates value and Demonstrates a nuanced
risks, and benefits for risks, and benefits for characteristics of various test characteristics of understanding of
common diagnostic complex diagnostic diagnostic strategies in various diagnostic emerging diagnostic tests
testing testing patients with common strategies in patients and procedures
diseases with comorbid
conditions or
multisystem disease
Interprets results of Interprets complex Integrates complex Anticipates and

common diagnostic tests diagnostic data diagnostic data accurately accounts for limitations
to reach high-probability when interpreting
diagnoses diagnostic data
Comments:
Not Yet Assessable
Medical Knowledge

15
Systems-Based Practice 1: Patient Safety and Quality Improvement

Demonstrates Identifies system factors Contributes to the Conducts analysis of Leads teams and
knowledge of common that lead to patient safety analysis of patient safety patient safety events processes to modify
patient safety events events events (simulated or and offers error systems to prevent
actual) prevention strategies patient safety events
(simulated or actual)
Demonstrates Reports patient safety Participates in disclosure Discloses patient safety Models the disclosure of
knowledge of how to events through of patient safety events to events to patients and patient safety events
report patient safety institutional reporting patients and families families (simulated or
events systems (actual or (simulated or actual) actual)
simulated)
Demonstrates Describes local quality Contributes to local Demonstrates the skills Creates, implements, and
knowledge of basic improvement initiatives quality improvement required to identify, assesses sustainable
quality improvement (e.g., community initiatives develop, implement, quality improvement
methodologies and vaccination rate, infection and analyze a quality initiatives at the
metrics rate, smoking cessation) improvement project institutional or community
level
Comments:

16
Systems-Based Practice 2: System Navigation for Patient-Centered Care

Demonstrates Coordinates care of Coordinates care of Models effective Analyzes the process of
knowledge of care patients by effectively patients by effectively coordination of patient- care coordination and
coordination engaging engaging centered care among leads in the design and
interprofessional teams in interprofessional teams in different disciplines and implementation of
routine clinical situations complex clinical situations specialties improvements
Identifies key elements Performs safe and Performs safe and Models and advocates Improves quality of
for safe and effective effective transitions of effective transitions of for safe and effective transitions of care within
transitions of care and care/hand-offs in routine care/hand-offs in complex transitions of care/hand- and across health care
hand-offs clinical situations clinical situations offs within and across delivery systems to
health care delivery optimize patient outcomes
systems, including
outpatient settings
Demonstrates Identifies specific Uses local resources Participates in changing Leads innovations and
knowledge of population population and effectively to meet the and adapting practice to advocates for populations
and community health community health needs needs of a patient provide for the needs of and communities with
needs and disparities and inequities for the local population and specific populations health care inequities
population community
Comments:

17
Systems-Based Practice 3: Physician Role in Health Care Systems

Identifies key Describes how Discusses how individual Manages various Advocates for or leads
components of the components of a complex practice affects the components of the systems change that
health care system health care system are regional and national complex health care enhances high-value,
interrelated, and how this health care system system to provide efficient, and effective
impacts patient care efficient and effective patient care
patient care
Describes basic health Delivers care with Engages with patients in Advocates for patient Actively engaged in
payment systems consideration of each shared decision making, care needs with influencing health policy
patient’s payment model informed by each consideration of the through advocacy
patient’s payment models limitations of each activities at the local,
patient’s payment regional, or national level
model
Comments:
Systems-Based Practice

18
Practice-Based Learning and Improvement 1: Evidence-Based and Informed Practice

Demonstrates how to Articulates clinical Critically appraises and Applies evidence, even Coaches others to
access, categorize, and questions and elicits applies the best available in the face of critically appraise and
analyze clinical patient preferences and evidence, integrated with uncertainty and apply evidence to patient
evidence, with guidance values to guide evidence- patient preference, to the conflicting evidence, to care
based care care of complex patients guide care, tailored to
the individual patient
Comments:

19
Practice-Based Learning and Improvement 2: Reflective Practice and Commitment to Personal Growth

Accepts responsibility for Demonstrates openness Seeks performance data Seeks performance Models consistently
personal and to performance data episodically, with data consistently with seeking performance data
professional (feedback and other adaptability, and humility adaptability, and with adaptability and
development by input) to inform goals humility humility
establishing goals
Identifies the factors that Analyzes and reflects on Institutes behavioral Challenges one’s own Coaches others on
contribute to gap(s) the factors which change(s) to narrow the assumptions and reflective practice
between ideal and actual contribute to gap(s) gap(s) between ideal and considers alternatives in
performance, with between ideal and actual actual performance narrowing the gap(s)
guidance performance, with between ideal and
guidance actual performance
Actively seeks Designs and implements Independently creates Uses performance data to
opportunities to improve an individualized learning and implements an measure the
plan, with prompting individualized learning effectiveness of the
plan individualized learning
plan and when necessary,
improves it
Comments:
Practice-Based Learning and Improvement


20
Professionalism 1: Professional Behavior

Demonstrates Identifies potential Demonstrates a pattern of Recognizes situations Coaches others when
professional behavior in triggers for professional behavior in that may trigger their behavior fails to
routine situations professionalism lapses complex or stressful professionalism lapses meet professional
and accepts responsibility situations and intervenes to expectations
for one’s own prevent lapses in
professionalism lapses oneself and others
Comments:

21
Professionalism 2: Ethical Principles

Demonstrates Applies basic principles to Analyzes complex Analyzes complex Identifies and seeks to
knowledge of basic address straightforward situations using ethical situations and engages address system-level
ethical principles ethical situations principles and identifies with appropriate factors that induce or
the need to seek help in resources for managing exacerbate ethical
addressing complex and addressing ethical problems or impede their
ethical situations dilemmas as needed resolution
Comments:

22
Professionalism 3: Accountability/Conscientiousness

Performs administrative Performs administrative Performs administrative Proactively implements Creates strategies to
tasks and patient care tasks and patient care tasks and patient care strategies to ensure that enhance other’s ability to
responsibilities, with responsibilities in a timely responsibilities in a timely the needs of patients, efficiently complete
prompting manner in routine manner in complex or teams, and systems are administrative tasks and
situations stressful situations met patient care
responsibilities
Comments:

23
Professionalism 4: Knowledge of Systemic and Individual Factors of Well-Being*

Recognizes the Lists resources to support With prompting, reflects Reflects on actions in real Participates in
importance of getting personal and professional on how personal and time to proactively institutional changes to
help when needed to well-being professional well-being respond to the inherent promote personal and
address personal and may impact one’s clinical emotional challenges of professional well-being
professional well-being practice physician work
Recognizes that Describes institutional Suggests potential

institutional factors affect factors that affect well- solutions to institutional
well-being being factors that affect well-
being
Comments:
*This subcompetency is not intended to evaluate a resident’s well-being. Rather, the intent is to ensure that each resident has the fundamental knowledge of
factors that impact well-being, the mechanism by which those factors impact well-being, and available resources and tools to improve well-being.
Professionalism

24
Interpersonal and Communication Skills 1: Patient- and Family-Centered Communication

Uses language and non- Establishes and maintains Establishes and maintains Establishes and Coaches others in
verbal behavior to a therapeutic relationship a therapeutic relationship maintains therapeutic developing and
demonstrate respect and using effective using effective relationships using maintaining therapeutic
establish rapport communication behaviors communication behaviors shared decision making, relationships and
in straightforward in challenging patient regardless of complexity mitigating communication
encounters encounters barriers
Identifies common Identifies complex Mitigates Models the mitigation of

barriers to effective barriers to effective communication barriers communication barriers
communication communication, including
personal bias
Comments:

25
Interpersonal and Communication Skills 2: Interprofessional and Team Communication

Respectfully requests Clearly and concisely Checks own and others’ Coordinates Facilitates conflict
and responds to a requests and responds to understanding of recommendations from resolution between and
consultation a consultation recommendations when different consultants to amongst consultants
providing or receiving optimize patient care when disagreement exists
consultation
Uses verbal and non- Communicates Facilitates Adapts communication Models flexible
verbal communication information, including interprofessional team style to fit communication strategies
that values all members basic feedback with all communication to interprofessional team that facilitate excellence
of the interprofessional interprofessional team reconcile conflict and needs and maximizes in interprofessional
team members provides difficult feedback impact of feedback to teamwork
the team
Comments:

26
Interpersonal and Communication Skills 3: Communication within Health Care Systems

Accurately documents Documents clinical Documents clinical Documents clinical Guides departmental or
comprehensive and encounter, including encounter through encounter clearly, institutional
current information reasoning, through concise and thorough concisely, timely, and in communication policies
organized notes notes an organized form, and procedures
including anticipatory
guidance
Communicates using Selects direct (e.g., Appropriately selects Models effective written
formats specified by telephone, in-person) and direct and indirect forms and verbal
institutional policy to indirect (e.g., progress of communication based communication
safeguard patient notes, text messages) on context
personal health forms of communication
information based on context, with
assistance
Comments:
Interpersonal and Communication Skills


27
Overall Clinical Competence
This rating represents the assessment of the resident’s development of overall clinical competence during this year of training:
____Superior: Far exceeds the expected level of development for this year of training
____Satisfactory: Always meets and occasionally exceeds the expected level of development for this year of training
____Conditional on Improvement: Meets some developmental milestones but occasionally falls short of the expected level of development for
this year of training. An improvement plan is in place to facilitate achievement of competence appropriate to the level of training.
____Unsatisfactory: Consistently falls short of the expected level of development for this year of training.

28

Internal Medicine Milestones: The Accreditation Council For Graduate Medical Education

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Internal Medicine Milestones: The Accreditation Council For Graduate Medical Education

Uploaded by

Copyright:

Available Formats

Internal Medicine Milestones

The Accreditation Council for Graduate Medical Education

Implementation Date: July 1, 2021

©2020 Accreditation Council for Graduate Medical Education (ACGME)

©2020 Accreditation Council for Graduate Medical Education (ACGME)

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Alliance for Academic Internal Medicine

©2020 Accreditation Council for Graduate Medical Education (ACGME)

©2020 Accreditation Council for Graduate Medical Education (ACGME)

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Selecting a response box in the Selecting a response box on the line in

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 1: History

Level 1 Level 2 Level 3 Level 4 Level 5

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 2: Physical Examination

Level 1 Level 2 Level 3 Level 4 Level 5

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 3: Clinical Reasoning

Level 1 Level 2 Level 3 Level 4 Level 5

Identifies clinical Retrospectively applies Continually re-appraises Models how to recognize

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 4: Patient Management – Inpatient

Level 1 Level 2 Level 3 Level 4 Level 5

Identifies opportunities to Develops and implements Independently develops Independently develops

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 5: Patient Management – Outpatient

Level 1 Level 2 Level 3 Level 4 Level 5

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 6: Digital Health

Level 1 Level 2 Level 3 Level 4 Level 5

_____ Yes _____ No _____ Conditional on Improvement

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Medical Knowledge 1: Applied Foundational Sciences

Level 1 Level 2 Level 3 Level 4 Level 5

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Medical Knowledge 2: Therapeutic Knowledge

Level 1 Level 2 Level 3 Level 4 Level 5

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Medical Knowledge 3: Knowledge of Diagnostic Testing

Level 1 Level 2 Level 3 Level 4 Level 5

Interprets results of Interprets complex Integrates complex Anticipates and

_____ Yes _____ No _____ Conditional on Improvement

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Systems-Based Practice 1: Patient Safety and Quality Improvement

Level 1 Level 2 Level 3 Level 4 Level 5

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Systems-Based Practice 2: System Navigation for Patient-Centered Care

Level 1 Level 2 Level 3 Level 4 Level 5

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Systems-Based Practice 3: Physician Role in Health Care Systems

Level 1 Level 2 Level 3 Level 4 Level 5

_____ Yes _____ No _____ Conditional on Improvement

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Practice-Based Learning and Improvement 1: Evidence-Based and Informed Practice

Level 1 Level 2 Level 3 Level 4 Level 5

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Level 1 Level 2 Level 3 Level 4 Level 5

Practice-Based Learning and Improvement

_____ Yes _____ No _____ Conditional on Improvement

©2020 Accreditation Council for Graduate Medical Education (ACGME)

Professionalism 1: Professional Behavior

Level 1 Level 2 Level 3 Level 4 Level 5

___ Yes _ No ___ Conditional on Improvement

___ Yes _ No ___ Conditional on Improvement

___ Yes _ No ___ Conditional on Improvement

___ Yes _ No ___ Conditional on Improvement

___ Yes _ No ___ Conditional on Improvement

___ Yes _ No ___ Conditional on Improvement