Submission Deadline: 8:00 am CT, Tuesday, October 14, 2025

The Journal of Graduate Medical Education (JGME) is seeking novel graduate medical education (GME) interventions or assessments that have been implemented at least once and appear successful in preliminary evaluations. These interventions can be an innovation in curricula, teaching, assessment, quality and safety, program evaluation, supervision, faculty development, or other topics relevant to GME (eg, transitions to GME, transitions to practice). We particularly encourage submissions highlighting climate and planetary health related initiatives in GME.

Selected papers will be published in the June 2026 issue of JGME.

This call is

ABSTRACT

Background The care of lesbian, gay, bisexual, transgender, queer, and other sexual and gender minority (LGBTQ+) patients is heavily influenced by clinician training, but the landscape of LGBTQ+ health teaching in graduate medical education is poorly understood.

Objective To describe the current state of LGBTQ+ health teaching across specialties within graduate medical education in the United States.

Methods In February 2024, the authors performed a scoping review of the literature across 6 databases. Two authors extracted and synthesized data on the amount, scope, and modality of LGBTQ+ didactic and clinical teaching across residency programs, as well as educational interventions designed for resident learners.

Results Fifty-two articles met inclusion criteria. In the past decade, the number of specialties with data on LGBTQ+ health teaching in residency increased from 4 to 12, encompassing both medical and surgical fields. Curricular hours and topics covered were highly variable even within specialties, but there were common educational gaps in transgender health and clinical exposure. Program director attitudes, region of training, and presence of LGBTQ+ identifying faculty were frequently linked to curricular inclusion of LGBTQ+ health. Surgical specialties appeared to lag medical specialties in amount and breadth of teaching, but had a stronger focus on gender-affirming surgical care. Educational interventions analyzed were highly diverse and trended toward inclusion of actual or simulated patient care alongside didactic teaching.

Conclusions While attention to LGBTQ+ health in graduate medical education is increasing, critical gaps remain in the amount, scope, and delivery of LGBTQ+ health content across and within specialties.

ABSTRACT

Background While many factors influence clinician supply and distribution, community-based training is an influential policy lever to increase health care access in underserved settings. The Teaching Health Center Graduate Medical Education (THCGME) program funds training in community-based settings. Recognizing the program’s impact, Congress created the Teaching Health Center Planning and Development (THCPD) program to provide start-up funding to support community-based organizations in establishing new residency programs. To date, limited data are available on THCPD outcomes.

Objective To describe THCPD program outcomes and training sites and compare characteristics of teaching health center (THC) counties to other eligible counties.

Methods We analyzed differences in county-level characteristics among communities with THCs (THCGME [n=85] and/or THCPD [n=92] programs with training sites in 180 counties) to counties with community health centers that were not participating in THCGME/PD. We conducted univariate and multivariate regressions to identify county characteristics associated with having a THC program.

Results THCPD is supporting the development of new residency programs, projected to create 900 resident positions, in 13 states and 73 counties that previously did not have a THC. Thirty-nine THCPD-supported programs have attained accreditation, totaling 501 accredited positions at full complement. Forty-seven of the 180 counties (26.1%) with THCGME/PD sites are rural. In contrast to other eligible counties, THCs serve counties with greater proportions of Medicaid beneficiaries (adjusted OR=1.06; 95% CI, 1.04-1.08) and mental health professional shortage areas (adjusted OR=5.00; 95% CI, 1.10-22.7).

Conclusions THCPD is increasing the number of accredited residency programs in community-based settings with higher rates of Medicaid eligibility and a shortage of mental health care workforce.

ABSTRACT

Background Graduate medical education programs have implemented strategies to enhance recruitment of diverse applicants who value inclusive training environments, yet there are few published fellowship recruitment strategies.

Objective To assess the acceptability and feasibility of a virtual recruitment and engagement program for internal medicine (IM) fellowship applicants.

Methods In 2020, we developed a virtual recruitment program (RYSEFAX) centered on IM fellowship applicants. From 2020 to 2022, fellowship programs invited all self-declared underrepresented in medicine applicants who interviewed in their respective programs; since 2023, the program expanded to all interviewed applicants. Participants met with current fellows, faculty, and leadership in one-on-one sessions and groups. Program components included introduction to the department chair, discussions with fellowship and diversity, equity, and inclusion leaders, breakouts with current fellows, and conversations with mentor-mentee teams. Applicant participation rates, fellowship Match outcomes, and 2022-2023 participant surveys were used to examine perceptions of program value.

Results From 2020 to 2023, 721 individuals were invited, 158 attended, and 50 (31%) matched with one of our fellowship programs. In 2022 and 2023 feedback surveys, respondents (n=22) indicated increased interest and ranking of one of our fellowship programs after RYSEFAX: 19 (86%) indicated that participation increased their likelihood of seeking employment with us, and all 22 ranked our institution following attendance. Open-ended feedback described perceptions that RYSEFAX strengthened our reputation as an inclusive training environment.

Conclusions A virtual fellowship recruitment and engagement program for subspecialty medical fellowship programs is feasible and appears to positively influence applicant perceptions of the program.

Setting and Problem

The University of Washington’s Graduate Medical Education (UW GME) Office oversees 126 Accreditation Council for Graduate Medical Education (ACGME)–accredited programs, all required to complete an annual program evaluation. Each annual program evaluation assesses program effectiveness, faculty performance, trainee outcomes, and compliance with ACGME standards.

Previously, the GME Office manually reviewed these evaluations, requiring more than 100 hours annually because of the institution’s size. Each evaluation required focused review, and inconsistent interpretations by reviewers introduced variability, impacting the objectivity and quality of the evaluations.

Intervention

In 2023, the UW GME Office implemented an artificial intelligence (AI)–enhanced review process