Radiologic Resident Education Strengthening the Clinical Learning Environment by Mandate— Implementing the ACGME Common Program Requirements Amy Oliveira, MD, Priscilla J. Slanetz, MD, MPH, Tara M. Catanzano, MD, David Sarkany, MD, Kristina Siddall, MD, Karen Johnson, MD, Sheryl G. Jordan, MD Rationale: Three years ago, the Accreditation Council for Graduate Medical Education (ACGME) introduced updated Common Program Requirements in recognition of the need to further promote resident and faculty member well-being and patient safety. The ACGME acknowledged residencies would need time to comply with new requirements. This grace period, however, concluded as of July 1, 2019, and programs now risk citations for failure to implement new requirements. Methods and Results: The authors, members of the Association of Program Directors in Radiology Common Program Requirements Ad Hoc committee, developed downloadable resources provided in the Appendix delineating the 2019 Common Program Requirements and offering sample resources as compliant solutions. Conclusion: The resources offer a national standardized approach to educating trainees in these essential skills and should be especially helpful to programs with access to fewer resources. In addition to achieving compliance, incorporation of these resources into residency training will ensure the next generation of radiologists are equipped to add value while remaining physically and emotionally healthy. © 2020 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved. BACKGROUND I n 1965, with the passage of the Medicare Bill, residency education transformed from a poorly organized appren- tice-type model to a structured and organized system developed and monitored by the Accreditation Council for Graduate Medical Education (ACGME). In 1999, the ACGME implemented the six core competencies—medical knowledge, patient care, professionalism, communication, practice-based learning, and systems-based practice—with the expectation that every trainee would graduate with these essential skills (1,2). A decade later, the ACGME introduced the next accreditation system (NAS), which mandates that programs evaluate trainees’ performance using developmental milestones (2,3) in each of these core competencies. In addi- tion, this system consists of a program self-study and an ACGME institutional visit to review the clinical learning environment, commonly referred to as the CLER visit (2,4). The ACGME originally developed Common Program Requirements (CPR) to structure a successful environment for medical residents and fellows in all specialties to learn, hone clin- ical skills, and care for patients under the effective support and guidance of faculty members (5,6). In order to continue to meet these goals as medical training circumstances change, these standards have adapted over time. Three years ago, the ACGME introduced updated CPR in recognition of the need to further promote resident and faculty member well-being and patient safety (6). The ACGME acknowledged residencies would need time to comply with new requirements, specifically those related to patient safety, quality improvement, and well-being. This grace period, however, concluded as of July 1, 2019, and pro- grams now risk citations for failure to implement these new requirements (7). The CPRs, though universally mandated across all specialties and subspecialties, are not all as applicable to fields with unique clinical structures and workflow, including radiology. Acad Radiol 2020; &:1–5 From the Department of Radiology, University of Massachusetts Medical School-Baystate, Springfield, MA (A.O., T.M.C.); Department of Radiology, Boston University School of Medicine, Boston, Massachusetts (P.J.S.); Department of Radiology, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Staten Island, New York (D.S.); Department of Radiology, Florida International University Herbert Wertheim College of Medicine, Miami, Florida (K.S.); Department of Radiology, Duke University School of Medicine, Durham, North Carolina (K.J.); Department of Radiology, University of North Carolina School of Medicine, Chapel Hill, North Carolina (S.G.J.). Received October 20, 2020; revised November 21, 2020; accepted November 25, 2020. Address correspondence to: A.O. e-mail: amy.oliveira@baystatehealth.org © 2020 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved. https://doi.org/10.1016/j.acra.2020.11.019 1 ARTICLE IN PRESS