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J Grad Med Educ. 2016 May; 8(2): 285.
PMCID: PMC4857520

The ACGME-I Effect

Accreditation by the Accreditation Council for Graduate Medical Education–International (ACGME-I) has been an exciting time for academic medical centers in Abu Dhabi. Since accreditation, the entire educational framework and educational outcomes have significantly improved. Residents have greatly benefited from better program organization and structure. A new era of contemporary terminologies has begun, for example, competencies, feedback, outcomes, milestones, and entrustable professional activities. Residents and faculty are completing evaluation forms, and the nursing staff and patients have begun to evaluate residents.

It is also important to keep in mind that there are a few residents who show dissatisfaction with the new changes implemented by the ACGME-I. One resident thanked me for improving the organization and structure of our program, but clearly expressed dissatisfaction for competency-based medical education. This view is not shared by many residents. In 1 study from Saudi Arabia, 50% of the residents in a Saudi board-accredited program were not satisfied with their training and felt that they were not adequately trained, especially in the procedural competency.1

Prior to ACGME-I accreditation, the Arab board programs in the United Arab Emirates have lacked clearly stated outcome requirements, as well as ongoing oversight within the sponsoring institution; as a result, the Arab board pass rates were low.2,3 Notably, now there is evidence that competency-based medical education did improve resident performance and patient outcomes in the United Arab Emirates.3

The ACGME-I effect is growing in strength. In our program, the Arab Board pass rate has risen to more than 90%. Resident publications and poster presentations at national and international conferences are on the rise, and quality improvement projects are increasingly becoming part of resident training. The journey has just begun.


1. AlGhamdi KM. Current status of dermatology residency training in Saudi Arabia: trainees' perspectives. Eastern Mediterr Health J. 2008; 14 5: 1185– 1191. [PubMed]
2. Abdel-Razig S, Alameri H. Restructuring graduate medical education to meet the health care needs of Emirati citizens. J Grad Med Educ. 2013; 5 2: 195– 200. [PMC free article] [PubMed]
3. Ibrahim H, Al Tatari H, Holmboe E. The transition to competency-based pediatric training in the United Arab Emirates. BMC Med Educ. 2015; 15: 65. [PMC free article] [PubMed]

Articles from Journal of Graduate Medical Education are provided here courtesy of Accreditation Council for Graduate Medical Education