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To perform this job successfully, an individual must include specialty expertise must include current certification in the specialty for which they are the program director by the American Board of Dermatology; must include current medical licensure and appropriate medical staff appointment; must include ongoing clinical activity; and,
A program director is a role model for faculty members and residents. The program director must participate in clinical activity consistent with the specialty. This activity will allow the program director to role model the Core Competencies for the faculty members and residents.
Must demonstrate ongoing academic achievements in dermatology, including publications, the development of educational programs, or the conduct of research and at least three years of documented educational and/or administrative experience, or qualifications acceptable to the Review Committee.
Program Director Responsibilities
The program director must have responsibility, authority, and accountability for: administration and operations; teaching and scholarly activity; resident recruitment and selection, evaluation, and promotion of residents, and disciplinary action; supervision of residents; and resident education in the context of patient care.
The program director must: be a role model of professionalism;
The program director, as the leader of the program, must serve as a role model to residents in addition to fulfilling the technical aspects of the role. As residents are expected to demonstrate compassion, integrity, and respect for others, they must be able to look to the program director as an exemplar. It is of utmost importance, therefore, that the program director model outstanding professionalism, high quality patient care, educational excellence, and a scholarly approach to work. The program director creates an environment where respectful discussion is welcome, with the goal of continued improvement of the educational experience.
Design and conduct the program in a fashion consistent with the needs of the community, the mission(s) of the Sponsoring Institution, and the mission(s) of the program;
The mission of institutions participating in graduate medical education is to improve the health of the public. Each community has health needs that vary based upon location and demographics. Programs must understand the social determinants of health of the populations they serve and incorporate them in the design and implementation of the program curriculum, with the ultimate goal of addressing these needs and health disparities.
Administer and maintain a learning environment conducive to educating the residents in each of the
ACGME Competency domains.
The program director may establish a leadership team to assist in the accomplishment of program goals. Residency programs can be highly complex. In a complex organization, the leader typically has the ability to delegate authority to others, yet remains accountable. The leadership team may include physician and non-physician personnel with varying levels of education, training, and experience.
Develop and oversee a process to evaluate candidates prior to approval as program faculty members for participation in the residency program education and at least annually thereafter.
Have the authority to approve program faculty members for participation in the residency program education at all sites; have the authority to remove program faculty members from participation in the residency program education at all sites; have the authority to remove residents from supervising interactions and/or learning environments that do not meet the standards of the program;
The program director has the responsibility to ensure that all who educate residents effectively role model the Core Competencies. Working with a resident is a privilege that is earned through effective teaching and professional role modeling. This privilege may be removed by the program director when the standards of the clinical learning environment are not met.
There may be faculty in a department who are not part of the educational program, and the program director controls who is teaching the residents.
Submit accurate and complete information required and requested by the
DIO,
GMEC, and
ACGME;
Provide applicants who are offered an interview with information related to the applicant's eligibility for the relevant specialty board examination(s);
Provide a learning and working environment in which residents have the opportunity to raise concerns and provide feedback in a confidential manner as appropriate, without fear of intimidation or retaliation; ensure the program's compliance with the Sponsoring Institution's policies and procedures related to grievances and due process;
Ensure the program's compliance with the Sponsoring Institution's policies and procedures for due process when action is taken to suspend or dismiss, not to promote, or not to renew the appointment of a resident;
A program does not operate independently of its Sponsoring Institution. It is expected that the program director will be aware of the Sponsoring Institution's policies and procedures, and will ensure they are followed by the pro ram's leadership faculty members, support personnel, and residents.
Ensure the program's compliance with the Sponsoring Institution's policies and procedures on employment and non-discrimination;
Residents must not be required to sign a noncompetition guarantee or restrictive covenant.
Document verification of program completion for all graduating residents within 30 days; provide verification of an individual resident's completion upon the residents' request, within 30 days;
Primary verification of graduate medical education is important to credentialing of physicians for further training and practice. Such verification must be accurate and timely. Sponsoring Institution and program policies for record retention are important to facilitate timely documentation of residents who have previously completed the program. Residents who leave the program prior to completion also require timely documentation of their summative evaluation.
Obtain review and approval of the Sponsoring Institution's 010 before submitting information or requests to the
ACGME, as required in the Institutional Requirements and outlined in the
ACGME Program Director's Guide to the Common Program Requirements.
Faculty
Faculty members are a foundational element of graduate medical education - faculty members teach residents how to care for patients. Faculty members provide an important bridge al/owing residents to grow and become practice-ready, ensuring that patients receive the highest quality of care. They are role models for future generations of physicians by demonstrating compassion, commitment to excellence in teaching and patient care, professionalism, and a dedication to lifelong learning. Faculty members experience the pride and joy of fostering the growth and development of future colleagues. The care they provide is enhanced by the opportunity to teach. By employing a scholarly approach to patient care, faculty members, through the graduate medical education system, improve the health of the individual and the population.
Faculty members ensure that patients receive the level of care expected from a specialist in the field. They recognize and respond to the needs of the patients, residents, community, and institution. Faculty members provide appropriate levels of supervision to promote patient safety. Faculty members create an effective learning environment by acting in a professional manner and attending to the well-being of the residents and themselves.
"Faculty" refers to the entire teaching force responsible for educating residents. The term "faculty," including "core faculty," does not Imply or require an academic appointment or salary support. |
Rutgers University
life insurance, employee discount
Apr 09, 2026