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Annual Call for New Ideas Submissions 2022

Have you been looking for a way to turn your everyday medical education innovation work into a publication, but haven’t found the time?

The JGME New Ideas submission process is simple—all you need is a brief abstract (see below for details). For example, have you developed a new process for assessing key resident competencies, new curricula to meet an important deficiency, or an innovative approach to increasing the diversity of your residents?  

We are seeking novel 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.

Selected abstracts will be published in the June 2022 issue of JGME.

Selection Criteria:
•    New Ideas must describe an intervention that is novel—not just locally but to GME broadly.
•    The intervention must have been implemented at least once; longer implementation is preferable. While outcomes data may be preliminary, feasibility (effort, costs) and acceptability (to subjects) must be discussed.
•    Preliminary evidence should suggest that the intervention is successful.
•    The intervention potentially could be replicated in other specialties.

New Ideas manuscripts requirements:
•    Must be no more than 600 words, including 1 reference.
•    Must be organized into 3 parts: Setting and Problem, Intervention (the “New Idea”), and Outcomes to Date.
•    May include 1 figure or table.
•    May include 1 reference but should not include a literature review.
•    Must be submitted by 8:00 a.m. Central, Monday, October 18, 2021.

Acceptance decisions will be communicated by Friday, January 21, 2022. NOTE: Due to the brevity of these submissions, manuscripts that are not accepted will not receive editor comments. Manuscripts not following the required submission format and/or submission deadline will not be considered.

E-mail additional questions to the JGME office at

JGME is Open Access

Beginning in 2021, all articles in the Journal of Graduate Medical Education are open access. With the support of the ACGME, JGME removed the paywall that had been in place for research articles during the first year of publication. This move aligns with the ACGME mission of enhancing the quality of resident and fellow education by providing easy access, regardless of an institution's or individual's resource level, the evidence-based, data-driven research and innovation conducted at institutions across the country and around the world. By eliminating financial barriers to access, JGME also opens its doors to more diversity, equity, and inclusion, and further establishes itself as a vital service to the GME community. Submission and publication of manuscripts continue to be free of charge to authors.

"The Editorial Board is absolutely thrilled as well as extremely grateful that the ACGME publishing model for this journal is completely altruistic and not for profit," said JGME Editor-in-Chief Gail M. Sullivan, MD, MPH. "This is a service that ACGME wants to provide."



Call for Papers on Diversity, Equity, Inclusion, and Justice

The Journal of Graduate Medical Education is seeking submissions related to diversity, equity, inclusion, and justice in graduate medical education (GME). These manuscripts may be submitted in any JGME category. Topics can range from recruitment, selection, and onboarding to curriculum, teaching, learning, assessment, clinical learning environment, and faculty development. 

As the GME community strives to promote diversity, equity, inclusion, and justice, there are many unanswered questions, such as: 

  1. How can the community increase the diversity of GME learning environments?
  2. Do GME environments foster inclusiveness, respect, and a culture of safety?
  3. Is there health equity in GME?
  4. What organizational systems are in place to address diversity, equity, inclusion, and or justice and are members of the organization aware of these systems?
  5. Which interventions are successful in creating more diversity in GME?
  6. How have organizations successfully retained their diverse residents/fellows? Faculty members?
  7. What factors hinder and promote professional growth and work satisfaction in under-represented in medicine (UiM) residents, fellows, and faculty?
  8. How have GME organizations identified policies and procedures that have disparate effects on minoritized groups and how have the worked to eliminate these policies and practices?


Authors may submit work in any article category here. Please indicate in the cover letter that the submission is in response to the diversity, equity, inclusion, and justice call. Papers on this topic will be reviewed preferentially at any time.


We recommend reviewing the standards for publishing on health inequities prior to submitting manuscripts. Suggested resources for doing so include:



Diversity as a core value embodies inclusiveness, mutual respect, and multiple perspectives and serves as a catalyst for change resulting in health equity. In this context, we are mindful of all aspects of human differences such as socioeconomic status, race, ethnicity, language, nationality, sex, gender identity, sexual orientation, religion, geography, disability, and age. 

Health Equity1
Health equity is the principle of providing everyone the opportunity to attain their full health potential while no one is disadvantaged from achieving this potential because of their social position or other socially determined circumstance. 

Inclusion is a core element for successfully achieving diversity. Inclusion is achieved by nurturing the climate and culture of the institution through professional development, fostering difficult conversations, education, policy, and practice. The objective is creating a climate that fosters belonging, respect, and value for all and encourages engagement and connection throughout the institution and community.

Justice is defined as eliminating practices and policies that have disparate impact on minority groups.


  1. Association of American Medical Colleges. Diversity, Inclusion, and Health Equity Collection. Accessed May 29, 2020.


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