In recent years the ACGME has mandated a move to a competency-based rather than time-based approach to medical residency training. Whereas in past years residents were expected and assumed to have achieved competence in their field simply by being present in a residency program and completing certain time-linked rotations (e.g., a month on the stroke service), the goal now will be the clear demonstration and documentation of competence in 6 core areas, the contents of which include elements that are both specialty-specific and specialty-independent (the “core competencies”). This movement towards the competencies is intended to satisfy a need for better accountability to the public, as well as a clearer demonstration of the successes and failures of residency education.
The six general core competencies are:
- Patient Care
- Medical Knowledge
- Interpersonal and Communication Skills
- Practice-Based Learning and Improvement
- Professionalism
- Systems-Based Practice
In addition, the ACGME mandates a certain level of residents’ scholarly activities, including: a curriculum that advances residents’ knowledge of research principles; resident participation in scholarly activities (e.g. evidence based neurology, journal clubs, and research projects); a framework of educational resources to facilitate the above activities.
The specific competencies as they apply to neurology (approved by the American Board of Psychiatry and Neurology) are included as an addendum at the end of the handbook. These specific competencies can be considered the appropriate scope of knowledge and behavior of residents on graduation from the program. Residents are evaluated on core competencies by their supervising faculty, nursing faculty, social workers and students while on clinical rotations.
Updated 7/21/25