Emergency Medicine Milestones - The Accreditation Council for Graduate Medical Education - ACGME
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Emergency Medicine Milestones
The Accreditation Council for Graduate Medical Education
Implementation Date: July 1, 2021
Second Revision: February 2021
First Revision: December 2012
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.Emergency Medicine Milestones
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 competence 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.
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.
IEmergency Medicine Milestones
Work Group
Michael Beeson, MD Douglas McGee, DO, FACEP
Wallace Carter, MD Tiffany Murano, MD
Robert Cooney, MD, MSMedEd Donald Phillips, DO
Laura Edgar, EdD, CAE Hope Ring, MD
Jo Anna Leuck, MD Ryan Starr, DO
Valerie Lober, PhD
The ACGME would like to thank the following organizations for their continued support in the
development of the Milestones:
American Board of Emergency Medicine
Association of American Medical Colleges
Council of Residency Directors in Emergency Medicine
Emergency Medicine Residents’ Association
Review Committee for Emergency Medicine
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.
IIUnderstanding 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).
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.
iiiAdditional 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.
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.
ivThe 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).
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.
vVersion 2 Emergency Medicine, ACGME Report Worksheet
Patient Care 1: Emergency Stabilization
Level 1 Level 2 Level 3 Level 4 Level 5
Detects when a patient’s Identifies a patient who is Identifies a patient with Ascertains, in a timely
vital signs are abnormal unstable and requires occult presentation that is fashion, when further
immediate intervention at risk for instability or clinical intervention for a
deterioration patient is futile
Assesses a patient’s Addresses the unstable Reassesses the patient’s Integrates hospital Manages patients with
ABCs and performs vital signs and initiates status after support services into rare or complex
basic interventions advanced resuscitation implementing a stabilizing the management of presentations requiring
procedures and protocols intervention critically-ill or -injured emergency stabilization
patients
Comments:
Not Yet Completed Level 1
Not Yet Assessable
©2021 Accreditation Council for Graduate Medical Education (ACGME)
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1Version 2 Emergency Medicine, ACGME Report Worksheet
Patient Care 2: Performance of a Focused History and Physical Exam
Level 1 Level 2 Level 3 Level 4 Level 5
Elicits and Elicits and communicates Prioritizes essential Using all potential Models the effective use
communicates a reliable a focused patient history components of a patient sources of data, gathers of a patient history and
comprehensive patient and performs a focused history and physical those that are necessary physical exam to
history and performs a physical exam that exam, given a limited or for the beneficial minimize the need for
physical exam effectively address the dynamic circumstance management of patients further diagnostic testing
patient’s chief complaint
and urgent issues
Comments:
Not Yet Completed Level 1
Not Yet Assessable
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.
2Version 2 Emergency Medicine, ACGME Report Worksheet
Patient Care 3: Diagnostic Studies
Level 1 Level 2 Level 3 Level 4 Level 5
Determines the need for Selects appropriate Given a limited or Practices cost-effective Proposes alternatives
diagnostic studies diagnostic studies and dynamic circumstance, ordering of diagnostic when barriers exist to
reviews the risks, prioritizes the diagnostic studies specific diagnostic studies
benefits, and studies that are essential
contraindications of them
Demonstrates Interprets results of Orders and performs Considers the factors In the context of the
understanding of diagnostic testing (e.g., diagnostic testing, that impact post-test patient presentation,
diagnostic testing electrocardiogram (EKG), considering the pre-test probability discriminates between
principles diagnostic radiology, probability of disease and subtle and/or conflicting
point-of-care ultrasound) the likelihood of test diagnostic results
results altering
management
Comments:
Not Yet Completed Level 1
Not Yet Assessable
©2021 Accreditation Council for Graduate Medical Education (ACGME)
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3Version 2 Emergency Medicine, ACGME Report Worksheet
Patient Care 4: Diagnosis
Level 1 Level 2 Level 3 Level 4 Level 5
Constructs a list of Provides a prioritized Provides a diagnosis for Provides a diagnosis for Serves as a role model
potential diagnoses differential diagnosis common medical patients with multiple and educator to other
based on the patient’s conditions and comorbidities or learners for deriving
chief complaint and initial demonstrates the ability uncommon medical diagnoses and
assessment to modify a diagnosis conditions, recognizing recognizing errors in
based on a patient’s errors in clinical clinical reasoning
clinical course and reasoning
additional data
Comments:
Not Yet Completed Level 1
Not Yet Assessable
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.
4Version 2 Emergency Medicine, ACGME Report Worksheet
Patient Care 5: Pharmacotherapy
Level 1 Level 2 Level 3 Level 4 Level 5
Describes the different Selects appropriate agent Considers array of drug Selects the appropriate Participates in developing
classifications of for therapeutic therapy and selects agent based on patient departmental and/or
pharmacologic agents intervention appropriate agent based preferences, allergies, institutional policies on
on mechanism of action cost, policies, and pharmacy and
and intended effect clinical guidelines therapeutics
Consistently asks Evaluates for potential Recognizes and acts Recognizes and acts
patients for drug adverse effects of upon common adverse upon uncommon and
allergies pharmacotherapy and effects and interactions unanticipated adverse
drug-to-drug interactions effects and interactions
Comments:
Not Yet Completed Level 1
Not Yet Assessable
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.
5Version 2 Emergency Medicine, ACGME Report Worksheet
Patient Care 6: Reassessment and Disposition
Level 1 Level 2 Level 3 Level 4 Level 5
Describes basic Makes a disposition Makes a disposition Makes disposition Participates in institutional
resources available (e.g., decision for patients with decision for patients with decision for patients committees to develop
follow-up care, routine conditions routine conditions, with with complex systems that enhance
rehabilitation, transfer needing minimal resource utilization conditions, with safe patient disposition
centers) resources resource utilization and maximizes resources
Describes basic patient Educates patients on Educates patients Educates patients on
education plans simple discharge and regarding diagnosis, complex discharge and
admission plans treatment plan, admission plans,
medication review and including complex
primary care transfers
physician/consultant
appointments
Identifies the need for Monitors that necessary Identifies which patients Evaluates changes in Participates in the
patient re-evaluation diagnostic and will require ongoing clinical status during a development of protocols
therapeutic interventions emergency department patient’s emergency to enhance patient safety
are performed evaluation and evaluates department course
the effectiveness of
diagnostic and
therapeutic interventions
Comments:
Not Yet Completed Level 1
Not Yet Assessable
©2021 Accreditation Council for Graduate Medical Education (ACGME)
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6Version 2 Emergency Medicine, ACGME Report Worksheet
Patient Care 7: Multitasking (Task-Switching)
Level 1 Level 2 Level 3 Level 4 Level 5
Manages a single patient Task-switches between Employs task-switching in Employs task-switching Employs task switching in
amidst distractions different patients of an efficient manner to in an efficient manner to an efficient manner to
similar acuity manage multiple patients manage the emergency manage the emergency
of varying acuity and at department department under high-
varying stages of work-up volume or surge
situations
Comments:
Not Yet Completed Level 1
Not Yet Assessable
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7Version 2 Emergency Medicine, ACGME Report Worksheet
Patient Care 8: General Approach to Procedures
Level 1 Level 2 Level 3 Level 4 Level 5
Identifies indications for Assesses indications, Assesses indications, Acts to mitigate
a procedure and risks, benefits, and risks, and benefits and modifiable risk factors in
pertinent anatomy and alternatives and obtains weighs alternatives in high-risk situations
physiology informed consent in low- high-risk situations
to moderate-risk
situations
Performs basic Performs and interprets Performs and interprets Independently performs Teaches advanced
therapeutic procedures basic procedures, with advanced procedures, and interprets advanced procedures and
(e.g., suturing, splinting) assistance with guidance procedures independently performs
rare, time-sensitive
procedures
Recognizes common Manages common Independently Performs procedural peer
complications complications recognizes and review
manages complex and
uncommon
complications
Comments:
Not Yet Completed Level 1
Not Yet Assessable
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.
8Version 2 Emergency Medicine, ACGME Report Worksheet
Medical Knowledge 1: Scientific Knowledge
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates scientific Demonstrates scientific Integrates scientific Integrates scientific Pursues and integrates
knowledge of common knowledge of complex knowledge of comorbid knowledge of new and emerging
presentations and presentations and conditions for complex uncommon, atypical, or knowledge
conditions conditions presentations complex comorbid
conditions for complex
presentations
Comments:
Not Yet Completed Level 1
Not Yet Assessable
©2021 Accreditation Council for Graduate Medical Education (ACGME)
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9Version 2 Emergency Medicine, ACGME Report Worksheet
Medical Knowledge 2: Treatment and Clinical Reasoning
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Demonstrates knowledge Demonstrates knowledge Demonstrates Contributes to the body of
knowledge of treatment of treatment of patients of the impact of patient comprehensive knowledge on the varying
of common conditions with complex conditions factors on treatment knowledge of the patterns of disease
varying patterns of presentation, and
disease presentation alternative and adjuvant
and alternative and treatments of patients
adjuvant treatments of
patients
Identifies types of clinical Identifies types of clinical Applies clinical reasoning Continually re-appraises Coaches others to
reasoning errors within reasoning errors within principles to one’s clinical reasoning recognize and avoid
patient care, with patient care retrospectively identify to prospectively cognitive errors
substantial guidance cognitive errors minimize cognitive
errors and manage
uncertainty
Comments:
Not Yet Completed Level 1
Not Yet Assessable
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.
10Version 2 Emergency Medicine, ACGME Report Worksheet
Systems-Based Practice 1: Patient Safety
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Identifies system factors Participates in analysis of Conducts analysis of Actively engages teams
knowledge of common that lead to patient safety patient safety events patient safety events and processes to modify
patient safety events events (simulated or actual) and offers error systems for preventing
prevention strategies patient safety events
(simulated or actual)
Demonstrates Reports patient safety Participates in disclosure Discloses patient safety Acts as a role model
knowledge of how to events through of patient safety events to events to patients and and/or mentor for others
report patient safety institutional reporting patients and families families (simulated or in the disclosing of patient
events systems (simulated or (simulated or actual) actual) safety events
actual)
Comments:
Not Yet Completed Level 1
©2021 Accreditation Council for Graduate Medical Education (ACGME)
All rights reserved except the copyright owners grant third parties the right to use the Emergency Medicine Milestones on a non-exclusive basis for educational purposes.
11Version 2 Emergency Medicine, ACGME Report Worksheet
Systems-Based Practice 2: Quality Improvement
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Describes local quality Participates in local Demonstrates the skills Creates, implements, and
knowledge of basic improvement initiatives quality improvement required for identifying, assesses quality
quality improvement (e.g., emergency initiatives developing, improvement initiatives at
methodologies and department throughput, implementing, and the institutional or
metrics testing turnaround times) analyzing a quality community level
improvement project
Comments:
Not Yet Completed Level 1
©2021 Accreditation Council for Graduate Medical Education (ACGME)
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12Version 2 Emergency Medicine, ACGME Report Worksheet
Systems-Based Practice 3: System Navigation for Patient-Centered Care
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates In routine clinical In complex clinical Serves as a role model, Analyzes the process of
knowledge of care situations, effectively situations, effectively effectively coordinates care coordination and
coordination coordinates patient care coordinates patient care patient-centered care leads in the design and
integrating the roles of by integrating the roles of among different implementation of
interprofessional teams the interprofessional disciplines and improvements
teams specialties
Identifies key elements In routine clinical In complex clinical Serves as a role model, Improves quality of
for safe and effective situations, enables safe situations, enables safe advocates for safe and transitions of care within
transitions of care and and effective transitions of and effective transitions of effective transitions of and across health care
hand-offs care/hand-offs care/hand-offs care/hand-offs within delivery systems to
and across health care optimize patient outcomes
delivery systems,
including outpatient
settings
Demonstrates Identifies specific Effectively uses local Participates in changing Leads innovations and
knowledge of population population and resources 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 their population and specific populations health care inequities
local population community
Comments:
Not Yet Completed Level 1
©2021 Accreditation Council for Graduate Medical Education (ACGME)
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13Version 2 Emergency Medicine, ACGME Report Worksheet
Systems-Based Practice 4: Physician Role in Health Care Systems
Level 1 Level 2 Level 3 Level 4 Level 5
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
complex health care health care system are broader system (e.g., complex health care enhances high value,
system (e.g., hospital, interrelated, and how this length of stay, system to provide efficient, and effective
skilled nursing facility, impacts patient care readmission rates, clinical efficient and effective patient care, and the
finance, personnel, efficiency) patient care and the transition of care
technology) transition of care
Describes basic health Delivers care with Engages patients in Advocates for patient Participates in health
payment systems, consideration of each shared decision making, care needs with policy advocacy activities
including (e.g., patient’s payment model informed by each consideration of the
government, private, (e.g., insurance type) patient’s payment models limitations of each
public, uninsured care) patient’s payment
practice models model
Identifies basic Demonstrates efficient Describes core Analyzes individual
knowledge domains integration of information administrative practice patterns and
required for medical technology required for knowledge needed for professional requirements
practice (e.g., information medical practice (e.g., the transition to practice
technology, legal, billing, electronic health record, (e.g., contract
coding, financial, and documentation required negotiation, malpractice
personnel aspects) for billing and coding) insurance, government
regulation, compliance)
Comments:
Not Yet Completed Level 1
©2021 Accreditation Council for Graduate Medical Education (ACGME)
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14Version 2 Emergency Medicine, ACGME Report Worksheet
Practice-Based Learning and Improvement 1: Evidence-Based and Informed Practice
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates how to Articulates the clinical Locates and applies the Critically appraises and Coaches others to
access and use available questions that are best available evidence, applies evidence even critically appraise and
evidence necessary to guide integrating it with patient in the face of apply evidence for
evidence-based care preference, to the care of uncertainty and of complex patients, and/or
complex patients conflicting evidence to participates in the
guide care that is development of guidelines
tailored to the individual
patient
Comments:
Not Yet Completed Level 1
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15Version 2 Emergency Medicine, ACGME Report Worksheet
Practice-Based Learning and Improvement 2: Reflective Practice and Commitment to Personal Growth
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates an Demonstrates an Seeks and accepts Using performance Acts as a role model for
openness to openness to performance performance data for data, continually the development of
performance data data and uses it to developing personal and improves and measures personal and professional
(feedback and other develop personal and professional goals the effectiveness of goals
input) professional goals one’s personal and
professional goals
Identifies the factors that Analyzes and reflects Analyzes, reflects on, Coaches others on
contribute to the gap(s) upon the factors that and institutes behavioral reflective practice
between expectations and contribute to gap(s) change(s) to narrow the
actual performance between expectations and gap(s) between
actual performance expectations and actual
performance
Comments:
Not Yet Completed Level 1
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16Version 2 Emergency Medicine, ACGME Report Worksheet
Professionalism 1: Professional Behavior and Ethical Principles
Level 1 Level 2 Level 3 Level 4 Level 5
Demonstrates Identifies and describes Exhibits professional Sets apart those Coaches others when
professional behavior in potential triggers and behavior in complex situations that might their behavior fails to
routine situations and in takes responsibility for and/or stressful situations trigger professionalism meet professional
how to report professionalism lapses lapses and intervenes expectations
professionalism lapses to prevent them in
oneself and others
Demonstrates Analyzes straightforward Analyzes complex Uses appropriate Identifies and addresses
knowledge of the ethical situations using ethical situations using ethical resources for managing system-level factors that
principles underlying principles principles, and recognizes and resolving ethical either induce or
patient care the need to seek help in dilemmas exacerbate ethical
managing and resolving problems or impede their
them resolution
Comments:
Not Yet Completed Level 1
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17Version 2 Emergency Medicine, ACGME Report Worksheet
Professionalism 2: Accountability/Conscientiousness
Level 1 Level 2 Level 3 Level 4 Level 5
In routine situations, In routine situations, In complex or stressful Recognizes situations Takes ownership of
performs tasks and performs tasks and situations, performs tasks that might impact system outcomes
responsibilities with responsibilities in a timely and responsibilities in a others’ ability to
appropriate attention to manner with appropriate timely manner with complete tasks and
detail attention to detail appropriate attention to responsibilities
detail
Responds promptly to Takes responsibility for Recognizes situations Proactively implements
requests and reminders failure to complete tasks that might impact one’s strategies to ensure that
to complete tasks and and responsibilities own ability to complete the needs of patients,
responsibilities tasks and responsibilities teams, and systems are
in a timely manner, and met
describes strategies for
ensuring timely task
completion in the future
Comments:
Not Yet Completed Level 1
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Professionalism 3: Self-Awareness and Well-Being
Level 1 Level 2 Level 3 Level 4 Level 5
Recognizes, with Independently recognizes With assistance, Independently develops Coaches others when
assistance, the status of the status of one’s proposes a plan to a plan to optimize one’s their emotional responses
one’s personal and personal and professional optimize personal and personal and or level of
professional well-being well-being and engages in professional well-being professional well-being knowledge/skills fail to
help-seeking behaviors meet professional
expectations
Comments:
Not Yet Completed Level 1
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 affect well-being, the mechanisms by which those factors affect well-being, and available resources
and tools to improve well-being.
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Interpersonal and Communication Skills 1: Patient- and Family-Centered Communication
Level 1 Level 2 Level 3 Level 4 Level 5
Uses language and non- Establishes a therapeutic Establishes a therapeutic Easily establishes Acts as a mentor to others
verbal behavior to reflect relationship in relationship therapeutic relationships in situational awareness
respect and establish straightforward encounters in challenging patient with patients, regardless and critical self-reflection
rapport while accurately with patients using active encounters of the complexity of with the aim of consistently
communicating one’s own listening and clear cases developing positive
role within the health care language therapeutic relationships
system and minimizing
communication barriers
Identifies common Identifies complex barriers When prompted, reflects Independently
barriers to effective to effective communication on one’s personal biases, recognizes personal
communication (e.g., (e.g., health literacy, while attempting to biases of patients, while
language, disability) cultural, technology) minimize communication attempting to proactively
barriers minimize communication
barriers
With insight gained Organizes and initiates With guidance, sensitively Independently uses Acts as a role model to
through an assessment of communication with a and compassionately shared decision making exemplify shared decision
patient/family patient/family by clarifying delivers medical with a patient/family to making in patient/family
expectations coupled with expectations and verifying information to patients, align their values, goals, communication that
an understanding of their one’s understanding of the elicits patient/family values, and preferences with embodies various degrees
health status and clinical situation learns their goals and potential treatment of uncertainty/conflict
treatment options, adjusts preferences, and options and ultimately to
one’s communication acknowledges uncertainty achieve a personalized
strategies and conflict care plan
Comments:
Not Yet Completed Level 1
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Interpersonal and Communication Skills 2: Interprofessional and Team Communication
Level 1 Level 2 Level 3 Level 4 Level 5
Respectfully requests a Clearly and concisely Integrates Acts as a role model for
consultation requests a consultation or recommendations made flexible communication
other resources for by various members of strategies, i.e., those
patient care the health care team to strategies that value
optimize patient care input from all health
care team members
and that resolve conflict
when needed
Uses language that Communicates Engages in active Uses effective Acts as a role model for
reflects the values all information effectively listening to adapt to the communication to lead communication skills
members of the health with all health care team communication styles of or manage health care necessary to lead or
care team members the team teams manage health care
teams
Receives feedback in a Solicits feedback on Communicates concerns Communicates In complex situations,
respectful manner performance as a and provides feedback to feedback and facilitates regular health
member of the health peers and learners constructive criticism to care team-based
care team superiors feedback
Comments:
Not Yet Completed Level 1
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21Version 2 Emergency Medicine, ACGME Report Worksheet
Interpersonal and Communication Skills 3: Communication within Health Care Systems
Level 1 Level 2 Level 3 Level 4 Level 5
Accurately documents Demonstrates organized Concisely reports Communicates clearly, Models feedback to
information in the diagnostic and diagnostic and concisely, and improve others’ written
patient’s record and therapeutic reasoning therapeutic reasoning in contemporaneously in communication
safeguards the patient’s through the patient record the patient record an organized written
personal information in a timely manner form, including
anticipatory guidance
Communicates through Respectfully Uses appropriate Initiates difficult Facilitates dialogue
appropriate channels as communicates concerns channels to offer clear conversations with regarding systems issues
required by institutional about the system and constructive appropriate among larger community
policy (e.g., patient suggestions for improving stakeholders to improve stakeholders (e.g.,
safety reports, cell the system the system institution, the health care
phone/pager usage) system, and/or the field)
Comments:
Not Yet Completed Level 1
©2021 Accreditation Council for Graduate Medical Education (ACGME)
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