Otolaryngologymilestones 2022

Otolaryngology – Head and Neck
Surgery Milestones
The Accreditation Council for Graduate Medical Education
Implementation Date: July 1, 2022

Second Revision: July 2021
First Revision: October 2013
©2021 Accreditation Council for Graduate Medical Education (ACGME)

All rights reserved except the copyright owners grant third parties the right to use the Otolaryngology – Head and Neck Surgery Milestones on a non-exclusive basis for
educational purposes.
Otolaryngology – Head and Neck Surgery 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.

ii
Otolaryngology – Head and Neck Surgery Milestones
Work Group
Cristina Cabrera-Muffly, MD R. Peter Manes, MD
Cristen Cusumano, MD Bradley Marple, DM
Laura Edgar, EdD, CAE Liana Puscas, MD
Michael Freeman, MD Maja Svrakic, MD, MSEd
Dinchen Jardine, MD Marc Thorne, MD, MPH
Judith Lieu, MD, MSPH Thomas Worsley
The ACGME would like to thank the following organizations for their continued support in the
development of the Milestones:
American Board of Otolaryngology – Head and Neck Surgery
Otolaryngology Program Directors Organization
Review Committee for Otolaryngology – Head and Neck Surgery

iii
Understanding 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).

iv
Additional 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.

v
The 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).

vi
Version 2 Otolaryngology – Head and Neck Surgery Milestones, ACGME Report Worksheet
Patient Care 1: Airway Emergency and Management
Level 1 Level 2 Level 3 Level 4 Level 5

Identifies potential airway Performs airway Assists in straightforward Performs Performs complex airway
emergencies as part of assessment and focused airway emergency straightforward airway emergency procedures
an evaluation team history and physical procedures emergency procedures
Escalates care of Describes the airway Initiates the airway Implements airway Develops anticipatory
emergency airway (e.g., management algorithm management algorithm management plan airway management plan
alerts airway team) from least to most from least to most
invasive invasive
Comments:
Not Yet Completed Level 1
Not Yet Assessable

1
Patient Care 2: Facial Trauma

Performs a history and Formulates a diagnostic Explains the risks and Describes typical Adapts standard
physical examination in and treatment plan for a benefits of treatment treatment plan treatment plans and
patients with a facial patient with facial trauma plans for facial trauma techniques to special
trauma circumstances
Assists with routine peri- Provides routine peri- Assists with routine Performs routine Performs operative
operative care for facial operative care for facial surgical management for surgical management management of complex
trauma patients trauma patients facial trauma for facial trauma, assists facial trauma
with complex facial
trauma
Recognizes common Initiates work-up of Manages common Manages Serves as a peer

complications common complications complications and uncommon/infrequent resource for managing
recognizes complications uncommon/infrequent
uncommon/infrequent complications
complications
Comments:
Not Yet Assessable

2
Patient Care 3: Head and Neck Neoplasm

Performs a history and Formulates a diagnostic Explains the risks and Describes typical Adapts standard
physical examination in plan for a patient with benefits of treatment treatment plan treatment plans and
patients with head and head and neck neoplasm plans for head and neck techniques to special
neck neoplasm neoplasm circumstances
operative care for operative care for patients surgical management for surgical management management of complex
patients with head and with head and neck head and neck neoplasm for head and neck head and neck neoplasm
neck neoplasm neoplasm disease, assists with
complex head and neck
neoplasm

complications
Comments:
Not Yet Assessable

3
Patient Care 4: Otologic Disease

Performs a history and Formulates a diagnostic Orders routine diagnostic Explains the risks, Adapts standard
physical examination in and treatment plan for a studies for ear disease benefits, and treatment plans and
patients with ear disease patient with ear disease and/or hearing loss alternatives of medical interventions to special
and/or hearing loss and/or hearing loss and surgical circumstances
interventions for ear
disease and/or hearing
loss
Assists with set-up, Elevates tympanomeatal Begins to perform middle Dissects middle ear Skeletonizes facial nerve,
performs placement of flap, performs cortical ear dissection structures, performs a sigmoid sinus, and dura,
ventilation tubes, and mastoidectomy facial recess approach, and begins to perform
opens and closes and performs an lateral temporal bone
postauricular incisions ossicular reconstruction resection
and cholesteatoma
dissection
Interprets routine Identifies surgical and Identifies normal and Interprets specialized Leads an otology patient
audiograms disease-relevant anatomy disease-relevant anatomy audiometric and care conference
on a computerized on a magnetic resonance vestibular testing
tomography (CT) scan imaging (MRI)
Comments:
Not Yet Assessable

4
Patient Care 5: Rhinologic Disease

Performs a history and Formulates a diagnostic Explains the risks and Identifies when typical Adapts standard
physical examination in a and treatment plan for a benefits of treatment treatment plans should treatment plans and
patient with rhinologic patient with rhinologic plans for rhinologic be modified techniques to special
disease disease disease circumstances
Assists with routine Provides routine Assists with routine Performs routine Performs complex
perioperative care for perioperative care for surgical management for surgical management surgical management for
patients with rhinologic patients with rhinologic patients with rhinologic and assists with patients with rhinologic
disease disease disease complex surgical disease
management for
patients with rhinologic
disease

complications associated common complications complications and uncommon/infrequent resource for managing
with rhinologic disease associated with rhinologic recognizes complications uncommon/infrequent
disease uncommon/infrequent associated with complications associated
complications associated rhinologic disease with rhinologic disease
with rhinologic disease
Comments:
Not Yet Assessable

5
Patient Care 6: Laryngologic Disease

Performs a history and Formulates a diagnostic Explains the risks and Identifies when typical Adapts standard
physical examination in and treatment plan for a benefits of treatment treatment plans should treatment plans and
patients with laryngologic patient with laryngologic plans for laryngologic be modified techniques to special
disease disease disease circumstances
Assists with routine Provides routine Assists with routine Performs routine Performs complex
perioperative care for perioperative care for surgical management for surgical management surgical management for
patients with laryngologic patients with laryngologic patients with laryngologic and assists with patients with laryngologic
disease disease, including both disease, including direct complex surgical disease, including
direct and indirect laryngoscopy, management for laryngotracheal
laryngoscopy microlaryngeal patients with reconstruction and
techniques, and vocal fold laryngologic disease arytenoid procedures
injections

complications associated common complications complications and uncommon/infrequent resource for managing
with laryngologic disease associated with recognizes complications uncommon/infrequent
laryngologic disease uncommon/infrequent associated with complications associated
complications associated laryngologic disease with laryngologic disease
with laryngologic disease
Comments:
Not Yet Assessable

6
Patient Care 7: Pediatric Otolaryngology

Performs an age- Formulates a diagnostic Explains the risks and Adapts standard Actively participates in
appropriate history and and treatment plan for a benefits of pediatric treatment plans to discussion at an
physical examination pediatric patient procedures; adapts special circumstances interdisciplinary pediatric
with developmental diagnoses to age-related (e.g., syndromic case conference or
assessment variations children and infants) specialty clinic
Assists with pediatric Performs routine pediatric Performs routine pediatric Performs airway and Performs complex
otolaryngology procedures on typical procedures on atypical soft tissue pediatric pediatric otolaryngology
procedures patients (e.g., ear tube patients (e.g., syndromic), procedures; assists with procedures
placement, tonsillectomy, and airway and soft tissue complex pediatric
adenoidectomy) pediatric otolaryngology procedures
procedures (e.g.,
bronchoscopy, branchial
cleft excision)
Provides routine peri- Recognizes and initiates Manages routine Manages uncommon Serves as a peer
operative care for work-up of routine complications and complications of resource for managing
pediatric otolaryngology complications of treatment recognizes complex treatment uncommon/infrequent
procedures complications of treatment complications associated
with pediatric procedures
Comments:
Not Yet Assessable

7
Patient Care 8: Facial Plastic and Reconstructive Surgery

Performs a history and Formulates a diagnostic Explains the risks and Identifies best treatment Adapts standard
physical examination in and treatment plan for a benefits of treatment plan to address patient treatment plans and
patients with patient with plans for concerns techniques to special
aesthetic/functional aesthetic/functional aesthetic/functional circumstances
concerns concerns surgery
operative care for operative care for patients surgical management for surgical management management of complex
patients receiving head receiving head and neck head and neck for patients requiring head and neck
and neck aesthetic/functional aesthetic/functional head and neck aesthetic/functional
aesthetic/functional surgery surgery aesthetic/functional surgery
surgery surgery

complications
Comments:
Not Yet Assessable

8
Patient Care 9: Sleep

Performs a history and Formulates a diagnostic Explains the risks and Identifies when standard Adapts standard
physical examination in a and treatment plan for a benefits of treatment sleep interventions treatment plans for sleep
patient with sleep patient with sleep plans for sleep disorders should be modified disorders to individual
concerns concerns circumstances
Assists with routine peri- Provides routine peri- Assists with routine Performs common Performs complex
operative care for sleep operative care for sleep surgical management of surgical management of surgical management of
surgery patients surgery patients sleep disorders sleep disorders sleep disorders

complications of sleep common complications complications and uncommon/infrequent resource for managing
surgery and sleep associated with sleep recognizes complications uncommon/infrequent
disorders surgery and sleep uncommon/infrequent associated with sleep complications
disorders complications associated surgery and sleep
with sleep surgery and disorders
sleep disorders
Comments:
Not Yet Assessable

9
Medical Knowledge 1: Anatomy

Identifies normal Identifies variations in Identifies normal anatomy Identifies variations in Leads anatomy instruction
anatomy during common anatomy during common during complex anatomy during for students and co-
operations operations operations complex operations residents
Articulates the steps of Articulates the Articulates the steps of Articulates the Teaches complex
common operations implications of varying complex operations implications of varying variations of anatomy and
anatomy on the steps of anatomy on the steps of implications for surgical
common operations complex operations approaches
Comments:
Not Yet Assessable

10
Medical Knowledge 2: Allergy

Demonstrates Discusses Demonstrates knowledge Interprets data from Reliably resolves
knowledge of allergic pathophysiology of of interventions, including allergy in-vitro or skin discrepancies between
hypersensitivity and immunoglobulin E (IgE) – avoidance, testing testing results and clinical
resulting clinical mediated hypersensitivity pharmacotherapy, and findings
manifestations and roles of exposure and antigen-specific
sensitization immunotherapy
Explains common clinical Explains common Articulates a treatment Determines Synthesizes data to
manifestations of complications and plan for clinical appropriateness of modify testing strategies
hypersensitivity and comorbid conditions manifestations of allergic antigen-specific and treatment for
allergic disease associated with allergic rhinitis immunotherapy difficult/high-risk patients
disease
Describes the potential Demonstrates knowledge Describes the early signs Describes the basic Describes advanced
severity of severe of risk factors associated of anaphylaxis and/or intervention and treatment of anaphylaxis
allergic responses with systemic reaction to systemic reaction treatment of
allergen exposure anaphylaxis
Comments:
Not Yet Assessable

11
Medical Knowledge 3: Pathophysiology

Demonstrates Demonstrates basic Demonstrates advanced Demonstrates Contributes new
knowledge of normal knowledge of knowledge of knowledge of knowledge for
physiology, pathophysiology and pathophysiology and pathophysiology and pathophysiology and
pathophysiology, and clinical findings for clinical findings for clinical findings for clinical findings for
clinical findings for common otolaryngologic commonly encountered uncommon otolaryngologic conditions
otolaryngologic conditions otolaryngologic conditions otolaryngologic (e.g., publication,
conditions routinely conditions curriculum development)
managed by non-
otolaryngologists
Comments:
Not Yet Assessable

12
Systems-Based Practice 1: Patient Safety and Quality Improvement

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 to prevent patient
prevention strategies safety events
(simulated or actual)
Demonstrates Reports patient safety Participates in disclosure Discloses patient safety Role models or mentors
knowledge of how to events through of patient safety events to events to patients and others in the disclosure of
report patient safety institutional reporting patients and families families (simulated or patient safety events
events systems (simulated or (simulated or actual) actual)
actual)
Demonstrates Describes local quality Participates in local Demonstrates the skills Creates, implements, and
knowledge of basic improvement initiatives quality improvement required to identify, assesses quality
quality improvement initiatives develop, implement, improvement initiatives at
methodologies and and analyze a quality the institutional or
metrics improvement project community level
Comments:

13
Systems-Based Practice 2: System Navigation for Patient-Centered Care

Demonstrates Coordinates care of Coordinates care of Role models effective Analyzes the process of
knowledge of care patients in routine clinical patients in complex coordination of patient- care coordination and
coordination situations effectively using clinical situations centered care among leads in the design and
the roles of the effectively using the roles different disciplines and implementation of
interprofessional teams of their interprofessional specialties improvements
teams
Identifies key elements Performs safe and Performs safe and Role models and Improves quality of
for safe and effective effective transitions of effective transitions of advocates for safe and transitions of care within
transitions of care and care/hand-offs in routine care/hand-offs in complex effective transitions of and across health care
hand-offs clinical situations clinical situations care/hand-offs within delivery systems to
and across health care optimize patient outcomes
delivery systems
including outpatient
settings
Demonstrates Identifies specific Uses local resources Participates in changing Leads innovations and
knowledge of population population and community effectively to meet the and adapting practice to advocates for populations
and community health health needs and needs of a patient provide for the needs of and communities with
needs and disparities inequities for their local population and community specific populations health care inequities
population
Comments:

14
Systems-Based Practice 3: Physician Role in Health Care Systems

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 transition
finance, personnel, efficiency) patient care and of care
technology) transition of care
Describes basic health Delivers care with Engages with patients in Advocates for patient Participates in health
payment systems, consideration of each shared decision making, care needs (e.g., policy advocacy activities
including government, patient’s payment model informed by each patient’s community resources,
private, public, uninsured (e.g., insurance type) payment models patient assistance
care, and practice resources) with
models consideration of the
limitations of each
patient’s payment model
Identifies basic Describes core Demonstrates use of Analyzes individual Educates others to
knowledge domains for administrative knowledge information technology practice patterns and prepare them for
effective transition to needed for transition to required for medical professional transition to practice
practice (e.g., practice (e.g., contract practice (e.g., electronic requirements in
information technology, negotiations, malpractice health record, preparation for practice
legal, billing and coding, insurance, government documentation required
financial, personnel) regulation, compliance) for billing and coding)
Comments:

15
Practice-Based Learning and Improvement 1: Evidence-Based and Informed Practice

Demonstrates how to Articulates clinical Locates and applies the Critically appraises and Coaches others to
access available questions and elicits best available evidence, applies evidence even critically appraise and
evidence, and patient preferences and integrated with patient in the face of apply evidence for
incorporate patient values to guide evidence- preference, to the care of uncertainty and complex patients; and/or
preferences and values based care complex patients conflicting evidence to participates in the
to take care of a routine guide care to the development of guidelines
patient individual patient
Comments:

16
Practice-Based Learning and Improvement 2: Reflective Practice and Commitment to Personal Growth

Accepts responsibility for Demonstrates openness Seeks performance data Intentionally seeks Role models consistently
personal and to performance data episodically, with performance data seeking performance data
professional (feedback and other input) adaptability consistently with with adaptability
development by to inform goals adaptability
establishing goals
Identifies the factors Analyzes and reflects on Analyzes, reflects on, and Challenges Coaches others on
which contribute to the factors which institutes behavioral assumptions and reflective practice
gap(s) between contribute to gap(s) change(s) to narrow the considers alternatives in
expectations and actual between expectations and gap(s) between narrowing the gap(s)
performance actual performance expectations and actual between expectations
performance and actual performance
Actively seeks Designs and implements Independently creates Uses performance data Facilitates the design and
opportunities to improve a learning plan, with and implements a to measure the implementing learning
prompting learning plan effectiveness of the plans for others
learning plan and when
necessary, improves it
Comments:

17
Professionalism 1: Professional Behavior and Ethical Principles

Identifies and describes Demonstrates insight into Demonstrates Recognizes situations Coaches others when
potential triggers for professional behavior in professional behavior in that may trigger their behavior fails to
professionalism lapses routine situations and complex or stressful professionalism lapses meet professional
how to appropriately situations and intervenes to expectations
report professionalism prevent lapses in self
lapses and others
Demonstrates Analyzes straightforward Analyzes complex Recognizes and uses Identifies and seeks to
knowledge of the ethical situations using ethical situations using ethical appropriate resources address system-level
principles underlying principles principles and recognizes for managing and factors that induce or
patient care, including need to seek help in resolving ethical exacerbate ethical
informed consent, managing and resolving dilemmas as needed problems or impede their
surrogate decision complex ethical situations resolution
making, advance
directives, confidentiality,
error disclosure,
stewardship of limited
resources, and related
topics
Comments:

18
Professionalism 2: Accountability/Conscientiousness

Takes responsibility for Performs tasks and Performs tasks and Recognizes situations Leads system outcomes
failure to complete tasks responsibilities in a timely responsibilities in a timely that may impact others’
and responsibilities, manner with appropriate manner with appropriate ability to complete tasks
identifies potential attention to detail in attention to detail in and responsibilities in a
contributing factors, and routine situations complex or stressful timely manner
describes strategies for situations
ensuring timely task
completion in the future
Responds promptly to Recognizes situations that Proactively implements

requests or reminders to may impact own ability to strategies to ensure that
complete tasks and complete tasks and the needs of patients,
responsibilities responsibilities in a timely teams, and systems are
manner met
Comments:

19
Professionalism 3: Knowledge of Systemic and Individual Factors of Well-Being

Recognizes the Lists resources o support With prompting, reflects Reflects on actions in Participates in institutional
importance of getting personal and professional on how personal and real time to proactively changes to promote
help when needed to well-being professional well-being respond to the inherent personal and professional
address personal and may impact one’s clinical emotional challenges of well-being
professional well-being practice physician work
Recognizes that Describes institutional Suggests potential

institutional factors affect factors that affect well- solutions to institutional
well-being being factors that affect well-
being
Comments:
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.

20
Interpersonal and Communication Skills 1: Patient- and Family-Centered Communication

Uses language and Establishes a therapeutic Establishes a therapeutic Easily establishes Mentors others in
nonverbal behavior to relationship in relationship therapeutic relationships, situational awareness and
demonstrate respect and straightforward encounters in challenging patient with attention to critical self-reflection to
establish rapport using active listening and encounters patient/family concerns consistently develop
clear language and context, regardless positive therapeutic
of complexity relationships
Identifies common barriers Identifies complex barriers When prompted, reflects Independently Role models self-
to effective to effective communication on personal biases while recognizes personal awareness while identifying
communication (e.g., (e.g., health literacy, attempting to minimize biases while attempting a contextual approach to
language, disability) while cultural) communication barriers to proactively minimize minimize communication
accurately communicating communication barriers barriers
own role within the health
care system
Identifies the need to Organizes and initiates With guidance, sensitively Independently, uses Role models shared
adjust communication communication with and compassionately shared decision making decision making in
strategies based on patient/family by delivers medical to align patient/family patient/family
assessment of introducing stakeholders, information, elicits values, goals, and communication including
patient/family expectations setting the agenda, patient/family values, preferences with those with a high degree of
and understanding of their clarifying expectations, and goals, and preferences, treatment options to uncertainty/conflict
health status and verifying understanding of and acknowledges make a personalized
treatment options the clinical situation uncertainty and conflict care plan
Comments:

21
Interpersonal and Communication Skills 2: Interprofessional and Team Communication

Respectfully Clearly and concisely Receives follow-up and Coordinates Role models flexible
requests/receives a requests/responds to a feedback on the outcome recommendations from communication strategies
consultation consultation of the consultation different members of the that value input from all
health care team to health care team
optimize patient care members, resolving
conflict when needed
Uses language that Communicates Uses active listening to Communicates Facilitates health care
values all members of information effectively adapt communication feedback and team-based feedback in
the health care team with all health care team style to fit team needs constructive criticism to complex situations
members superiors
Respectfully receives Solicits feedback on Communicates Facilitates teaching of

feedback on performance performance as a concerns and provides team-based
as a member of the health member of the health care feedback to peers and communication and
care team team learners feedback
Comments:

22
Interpersonal and Communication Skills 3: Communication within Health Care Systems

Accurately records Demonstrates organized Concisely reports Communicates clearly, Models feedback to
information in the patient diagnostic and therapeutic diagnostic and therapeutic concisely, timely, and in improve others’ written
record reasoning through notes reasoning in the patient an organized written communication
in the patient record record form, including
anticipatory guidance
Safeguards patient Documents required data Appropriately selects Achieves written or Guides departmental or
personal health in formats specified by direct (e.g., telephone, in- verbal communication institutional
information institutional policy person) and indirect (e.g., (e.g., patient notes, communication around
progress notes, text email) that serves as an policies and procedures
messages) forms of example for others to
communication based on follow
context
Comments:

23

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Otolaryngology – Head and Neck

Implementation Date: July 1, 2022

©2021 Accreditation Council for Graduate Medical Education (ACGME)

©2021 Accreditation Council for Graduate Medical Education (ACGME)

©2021 Accreditation Council for Graduate Medical Education (ACGME)

©2021 Accreditation Council for Graduate Medical Education (ACGME)

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Selecting a response box in the Selecting a response box on the line in

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 1: Airway Emergency and Management

Level 1 Level 2 Level 3 Level 4 Level 5

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 2: Facial Trauma

Level 1 Level 2 Level 3 Level 4 Level 5

Recognizes common Initiates work-up of Manages common Manages Serves as a peer

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 3: Head and Neck Neoplasm

Level 1 Level 2 Level 3 Level 4 Level 5

Recognizes common Initiates work-up of Manages common Manages Serves as a peer

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 4: Otologic Disease

Level 1 Level 2 Level 3 Level 4 Level 5

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 5: Rhinologic Disease

Level 1 Level 2 Level 3 Level 4 Level 5

Recognizes common Initiates work-up of Manages common Manages Serves as a peer

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 6: Laryngologic Disease

Level 1 Level 2 Level 3 Level 4 Level 5

Recognizes common Initiates work-up of Manages common Manages Serves as a peer

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 7: Pediatric Otolaryngology

Level 1 Level 2 Level 3 Level 4 Level 5

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 8: Facial Plastic and Reconstructive Surgery

Level 1 Level 2 Level 3 Level 4 Level 5

Recognizes common Initiates work-up of Manages common Manages Serves as a peer

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Patient Care 9: Sleep

Level 1 Level 2 Level 3 Level 4 Level 5

Recognizes common Initiates work-up of Manages common Manages Serves as a peer

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Medical Knowledge 1: Anatomy

Level 1 Level 2 Level 3 Level 4 Level 5

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Medical Knowledge 2: Allergy

Level 1 Level 2 Level 3 Level 4 Level 5

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Medical Knowledge 3: Pathophysiology

Level 1 Level 2 Level 3 Level 4 Level 5

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Systems-Based Practice 1: Patient Safety and Quality Improvement

Level 1 Level 2 Level 3 Level 4 Level 5

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Systems-Based Practice 2: System Navigation for Patient-Centered Care

Level 1 Level 2 Level 3 Level 4 Level 5

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Systems-Based Practice 3: Physician Role in Health Care Systems

Level 1 Level 2 Level 3 Level 4 Level 5

©2021 Accreditation Council for Graduate Medical Education (ACGME)

Practice-Based Learning and Improvement 1: Evidence-Based and Informed Practice

Level 1 Level 2 Level 3 Level 4 Level 5

©2021 Accreditation Council for Graduate Medical Education (ACGME)