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Teacher educators act as a conduit to student teachers of policy and this has an impact on practice. Changes in policy affect how subjects are viewed in terms of their importance. This research seeks to explore the apparent increase in emphasis on wellbeing development in policy which influences the work of arts teacher educators, alongside a declining focus on the arts, and a separation of wellbeing from the arts in policy lexicon. Adopting a self-study approach, this article explores if wellbeing features in our practice as arts teacher educators and how our arts education practice aligns with national policy and curriculum development in the Republic of Ireland. The results of the study outline ways in which arts teacher educators are shaped by policy. Recommendations are made for a broader view of wellbeing in policy, and an experience of wellbeing and arts which is embedded into learning processes in teacher education. [ABSTRACT FROM AUTHOR]

The article evaluates the program outcomes required for internal medicine and other medical school programs under the Next Accreditation System (NAS) of the U.S. Accreditation Council for Graduate Medical Education (ACGME). It indicates the involvement of a program director and a resident from a program. A list of required ACGME documents to review is provided, including an evaluation, clinical/procedural experiences and program curriculum.