The Residency Coordinators Handbook, Third Edition

Quick Overview

This expanded version provides insight into the ACGME’s Next Accreditation System (NAS), the Clinical Learning Environment Review (CLER), and how to manage a medical fellowship program.           

Availability: In stock

Pubcode: RESHB3
Price: $155

The Residency Coordinators Handbook, Third Edition

Alice Gordon, BA; Janet J. Harszlak, PhD; Ruth Nawotniak, MS, C-TAGME; Paige Rinehart, BS, C-TAGME, CPS; Amy K Romandine, C-TAGME; Jeri L. Whitten, C-TAGME

Your desktop companion for managing an efficient medical residency program.

The Residency Coordinator’s Handbook, Third  Edition is a comprehensive manual and training resource for residency and fellowship program coordinators. This newly updated and expanded version provides insight into the ACGME’s Next Accreditation System (NAS), clinical competency committees, and Milestones. New and veteran coordinators will benefit from the guidance, sample policies, and program tools they can implement immediately. This book and downloadable toolkit offers residency program coordinators the education and field-tested solutions to ensure a successful and efficiently run residency/fellowship program.

What’s new in this edition?

All chapters have been fully updated to reflect any changes that pertain to residency coordinators, including:

  • A new chapter on the residency coordinator’s role in the Next Accreditation System.
  • A new chapter on managing a medical fellowship program.

This product will help residency program coordinators:

  • Identify the key components and structure of NAS
  • Interpret the language of NAS
  • Manage their everyday responsibilities
  • Define the role of the coordinator
  • Understand GME and GME terminology
  • Manage the recruitment, orientation, and credentialing process
  • Create a work environment in compliance with ACGME requirements
  • Develop a stronger relationship with program directors

Take a look at the Table of Contents:

Chapter 1: What Is Medical Education?

  • Undergraduate Medical Education
  • Graduate Medical Education
  • Continuing Medical Education]


Chapter 2: The Role of the ACGME

  • The Accreditation Process
  • Communications With the ACGME
  • The ACGME and Your Institution

Chapter 3: The Next Accreditation System

  • Rationale
  • Components
  • Structure
  • Annual Accreditation Status
  • Effects on Institution
  • Language of NAS
  • Outcomes

Chapter 4: The Program Director-Program Coordinator  Relationship

  • Navigating the Program Director-Coordinator Relationship
  • Ways to Build Better Relationships With Program Directors

Chapter 5: Roles and Expectations of the Program Coordinator

  • Perceptions of the Coordinator’s Role
  • Nine Learning Activities for Coordinators

Chapter 6: Managing Graduate Medical Education Training Programs

  • Case Management
  • Rotation Scheduling
  • Curriculum
  • Evaluation Structure
  • Data Reporting
  • Monitoring Resident Activities

Chapter 7: Managing a Surgical Residency Program

  • Recruitment
  • Case Management
  • Rotation Scheduling
  • Curriculum

Chapter 8: Managing a Medical Specialties Residency Program

Chapter 9: Managing a Hospital-Based Specialties Residency  Program

Chapter 10: Managing a Fellowship Program

Chapter 11: Recruitment

Chapter 12: Orientation of Residents, Program Directors,  Faculty, and Coordinators

  • New Resident Orientation
  • Faculty Orientation
  • Program Coordinator Orientation
  • Coordinator’s Role in New Program Director Orientation

Chapter 13: Credentialing Residents

  • Internal Credentialing: New Residents
  • Internal Credentialing: Existing Residents
  • External Credentialing Requests
  • How to Respond to Verification Requests


Chapter 14: Resident Work Environment

Chapter 15: Coordinator’s Guide to Educational Terms and Curriculum

  • Traditional vs. Competency-Based Education
  • How Residents Acquire Knowledge
  • Evaluation
  • Basic Terms of Curriculum Building

Chapter 16: Educational Enhancement: A Remediation Strategy

  • Terminology Is Key: Educational Development Programs
  • What Is Educational Enhancement?
  • The Role of the Coordinator

Chapter 17: Financing GME

Appendix: Apply Your Knowledge


About  the Authors

Ruth Nawotniak, MS, C-TAGME, is cofounder of the National Board for Certification of Training Administrators of Graduate Medical Education and training program administrator for the general surgery residency program at the University of Buffalo-State University of New York. She is an instructor for the HCPro Residency Coordinator Boot Camp.

Amy K. Romandine, C-TAGME, is cofounder of the National Board for Certification of Training Administrators of Graduate Medical Education and program manager for the radiology graduate medical education program at the University of Wisconsin Hospital in Madison. She is an instructor for the HCPro Residency Coordinator Boot Camp.

Jeri L. Whitten, C-TAGME, is cofounder of the National Board for Certification of Training Administrators of Graduate Medical Education and education coordinator for the Department of Pediatrics at West Virginia University, Charleston Division.

Janet J. Harszlak, PhD, is program administrator for the University at Buffalo Fellowship Programs for Colon-Rectal, Vascular, and Adult Reconstructive Orthopaedic Surgery, as well as for the Vascular Surgery Integrated Residency Program and adjunct assistant professor at the University at Buffalo (SUNY).

Alice Gordon, BA, is program administrator for the internal medicine residency program at University of Rochester Medical Center.

Paige Rinehart, BS, C-TAGME, CPS, is anesthesiology medical administrative coordinator for the Department of Anesthesia at The University of Tennessee Graduate School of Medicine and is chair of the TAGME anesthesiology review board.

Published: March 2014