Improving Health Care through Medical Education

AHME is a “how to” organization and has always been the source I go to when I want to learn best practices in any area in hospital medical education.

Jeff Levine, PhDAtlantic Health


The Association for Hospital Medical Education supports five Councils. The Councils represent interest groups for individuals with a similar professional role that involves a substantial portion of the membership of the Association. Further information regarding each of the Councils can be accessed in the Members Area of the AHME website. Please note that membership in AHME is required to join any of the Councils.

COIL (Council of Institutional Leaders)

The mission of the Council of Institutional Leaders is to provide a network of support, information, and education for its members; to promote the professional development of its members; and to enhance the ability of its members to provide high quality administrative direction of medical education programs.

COE (Council of Osteopathic Educators)

The mission of the Council of Osteopathic Educators is to provide a forum to share resources for achieving osteopathic recognition, assisting osteopathic educators with ACGME accreditation, and promoting education in Osteopathic Principles and Practice as a contribution to health care focusing on advocacy for patient wellness, manipulative treatment, and wellness and resilience for health care providers. This council includes chief academic officers, designated institutional officials, directors of medical education, administrative directors of medical education, program directors, core faculty, and others with an interest in osteopathic training.

COPAC (Council of Program Administrators and Coordinators)

The mission of the Council of Program Administrators and Coordinators is to serve as a resource to share best practices and provide a forum for peer support for graduate medical education program administrators and coordinators in matters affecting medical education.  COPAC’s emphasis is on information-sharing among colleagues in various specialties; understanding accreditation issues and the ACGME; effectively managing the ERAS and NRMP systems; and developing effective relationships with colleagues and resident physicians. AHME recognizes that residency and fellowship coordinators provide support that is integral to not only the operation, but to the success of residency training programs nationwide. In addition, COPAC is dedicated to providing program administrators and coordinators with opportunities for professional development through COPAC-directed presentations at the annual AHME Institute, the COPAC web page Digital Resources Library and annual webinars.  In 2017, COPAC established COPAC Connections, a formal member-to-member mentoring program, a valuable resource to those new in the field.

CPFD (Council on Professional and Faculty Development)

The mission of the Council on Professional and Faculty Development is to improve the knowledge, competence, performance, resilience, and leadership of physicians and other professionals across the UME/GME/CME continuum at AHME member institutions. CPFD activities focus on continuing professional development, faculty development, performance improvement, accreditation, strategic planning, management, and evaluation of medical education programs for physicians and other members of the healthcare team. Faculty development efforts may include topics such as simulation, immersive learning, leadership, professionalism, feedback, physician well-being, mentoring, and accreditation.

CTYPD (Council of Transitional Year Program Directors)

The mission for the Council of Transitional Year Program Directors is to:

  • Serve as an advocate for Transitional Year programs and the physicians who direct these programs;
  • Communicate the purpose and unique features of the Transitional Year to deans, student affairs offices, medical students, specialty program directors and other interested parties;
  • Provide networking and educational opportunities for Transitional Year program directors, with specific emphasis on accreditation issues, resident recruitment and curriculum development;
  • Provide a forum for addressing important issues regarding preparatory clinical training;
  • Provide effective liaison for Transitional Year program directors with ACGME, the Transitional Year Review Committee, the AAMC Group on Student Affairs, associations of specialty program directors and other organizations;
  • Collect and distribute information on Transitional Year programs and preparatory clinical training opportunities; and
  • Alert Transitional Year directors about important issues which will impact their programs and/or their sponsoring institutions.