Standards FAQs

ACGC developed this resource to provide answers to commonly asked questions about the 2026 Standards of Accreditation. An additional resource is the 2026 Standards Change Guide, which illustrates the differences between the 2023 Standards and 2026 Standards.

All information on this page is updated as of February 2026.

2026 Standards - Frequently Asked Questions

1. Why was the diversity, equity, inclusion, and justice language from the previous Standards maintained?

During the public comment review period, there was broad support from the community and the ACGC DEIJ Committee to maintain the language as it was in the 2023 Standards. The community felt that the language in the 2023 Standards reflected the values and educational needs of the genetic counseling field.

2. Which Standards were revised?

Section A
A1.1.3, A1.2.1, A1.3.2
A2.1.1, A2.1.2, A2.2, A2.2.1, A2.2.2, A2.2.3, A2.3, A2.3.1, A2.3.2, A2.4.1, A2.4.2, A2.4.3, A2.4.4, A2.5, A2.5.3, A2.6, A2.6.2, A2.7
A3.2.1, A3.2.2, A3.2.6

Section B
B1.4, B1.5, B1.6
B2.1.1, B2.1.2, B2.1.3, B2.1.5, B2.1.8
B3.1.1, B3.1.2, B3.1.4, B3.1.5, B3.2.2, B3.3, B3.4, B3.5
B4.1, B4.2.1, B4.2.2, B5.1.1

Section C
Section C Introduction
C1.1, C1.2, C1.3, C1.4
C2.1, C2.4, C2.4.1, C2.5.1

3. When is the next full revision?

Excluding the possibility of any off-cycle revision needs, the next full revision will begin in 2031 and historically has taken 24 months to complete. This process includes input from the ACGC Board of Directors, identification and survey of community partners, and a public comment period.

Why were the Program Leadership Personnel Change Policy and Program Leadership Leave of Absence removed from the Standards?

ACGC concluded that Program Leadership Personnel Changes and Program Leadership Leaves of Absence are related to the Standards but are not Standards themselves. Therefore, processes were created for notifying ACGC regarding these changes. These policies and processes are now documented in the Accreditation Manual. Program Leadership Personnel changes invariably affect a program’s compliance with the Standards; thus, notification to ACGC of how a program will maintain compliance with the Standards following a change in leadership personnel continues to be required.

5. What is the difference between Standards that have lists presented with bullet points and lists that use letters?

The list format used in the Standards of Accreditation distinguishes a single Standard that is made up of multiple, interconnected components from a Standard that has distinct, individual sub-standards. This distinction is important for how compliance is determined. A single Standard with multiple components (such as A2.5.2) can only be met if all the items specified by bullet points are demonstrated. A Standard with distinct sub-standards (such as A3.2.6) can be partially met if some but not all the listed areas are demonstrated. Ultimately, all Standards must be met in full for a program to be in compliance, unless the Board has granted a program a variance.

Compliance

1. When are programs required to be in compliance with the 2026 revisions?

At the time of application submission: All Candidacy and New Program applications accepted by ACGC must be in compliance with the 2026 Standards.

All Accredited Programs must be in compliance with the 2026 Standards by August 1, 2027.

Terminology

1. What does it mean to incorporate DEIJ principles?

This means including DEIJ principles when developing and delivering every aspect of a program fromrecruitment and admissions to curriculum, clinical training, and research. Some examples includehaving diverse staff and students, creating opportunities to learn about DEIJ topics, practicing culturalhumility, protecting and amplifying the needs and voices of individuals in vulnerable positions, andprioritizing self-reflection. Incorporating DEIJ should not entail a single event, lecture, course, etc., though these are examples of ways to incorporate these principles within a program’s structure. The Association of American Medical Colleges provides a description of what equity-mindedness looks like in academic medicine here.

2.Where can I find terms and phrases defined as intended to be interpreted within these Standards?

In the Appendices of the Standards. If you feel that you need further clarification, or thesematerials have not answered your question, please contact the ACGC Executive Office.

3.Why has the word “fieldwork” been changed to “practicum” throughout the Standards?

During the public comment review period, it was noted that the word “practicum” is a more inclusive term that many academic and professional institutions have already started using to replace the word “fieldwork”.

Programs are not obligated to replace the word fieldwork with practicum in their program materials, such as position titles, handbooks, course titles, evaluation forms, etc. in order to be in compliance with the Standards.

4.Why has the term “standardized patient” been changed to “simulated patient” throughout the Standards?

During the public comment review period, it was noted that the term “simulated patients” is a more inclusive term within healthcare simulation pedagogy and aligns with the best practices of health care simulation education.

Programs are not obligated to replace the words ‘standardized patient’ with the words ‘simulated patient’ in their program materials, such as handbooks, evaluation forms, etc. in order to be in compliance with the Standards.

5. What is meant by “multiple specialties”?

In the context of the ACGC Standards, this is referring to a minimum of three specialties (e.g. prenatal, cancer, biochemical, etc.) within the field of genetic counseling.

6. What is meant by "settings”?

This can include clinical, laboratory, research, industry, and/or simulated environments.

Section A

1. What types of activities would fulfill the annual continuing education requirements in diversity, equity, inclusion, and justice?

● Individuals are encouraged to engage in a variety of activities related to DEIJ, which could include but are not limited to:

Lectures, seminars, webinars, and related talks
Workshops, retreats, and focus groups

● Can be found through resources such as:

Employer or school-sponsored programs (either in person or online)
Professional organizations, such as: NSGC’s resources: https://www.nsgc.org/Pol-icy-Research-and-Publications/Justice-Equity-Diversity-and-Inclusion-JEDI/DEI-Re-sources and AMA’s online classes for DEIJ: https://www.amanet.org/training-topics/ diversity-and-inclusion/

● Documented completion of learning/training activities focused on DEIJ topics, such as the Journal of Genetic Counseling (JOGC) CEU articles, books, podcasts;
● Committee, advisory board, task force, community engagement.

2. How should programs determine if they are in compliance with applicable policies and legislation about privacy, accessibility, and non-discrimination?

All programs are required to be in compliance with federal, state, and provincial laws regarding student privacy, accessibility, and non-discrimination. It is encouraged to consult with your university’s office for disability/accessibility services for applicable federal, provincial, and state legislation. Some examples include (but are not limited to): FERPA (Family Educational Rights and Privacy Act), The Accessible Canada Act, Title IX, and the Americans with Disabilities Act.

3. Why was ‘Standard A2 Program Personnel and Faculty’ revised?

The ACGC Board of Directors recognized the need to revise Standard A2 to reduce barriers in hiring qualified program leaders. The Board determined that a means of promoting greater inclusivity within genetic counseling leadership teams required extensive changes to this Standard.

Standard A2 was restructured such that the same attributes, experiences, and qualifications previously required of one person (the Program Director) may now be held collectively by the leadership team. This maintains the integrity of the high-caliber qualifications of the team directing genetic counseling programs. These changes give programs more flexibility in their hiring decisions for members of their leadership team. The Board of Directors wants to impress upon programs that the revised Standard A2 simply redistributes the minimum attributes, experiences, and qualifications of the leadership team; however, programs may elect to exceed these Standards and require additional experience in their own hiring practices.

4. What are the training requirements if an individual serves as both Instructional Faculty/Staff and as a Practicum Supervisor?

If someone is fulfilling both roles, they will be held to the expectations outlined in Standard A2.4.1c.

5. What are the expectations for guest lecturers?

A guest lecturer is an individual who provides instruction for limited class sessions (typically one to two sessions) within a course but is not responsible for course design, student assessment, grading, or ongoing instructional oversight. Guest lecturers supplement the curriculum with specialized expertise under the supervision of primary instructional faculty/course directors. Guest lecturers are not required to meet Standard A2.4.1. The primary instructor is responsible for ensuring that content presented by guest lecturers supports the course learning objectives and fosters an inclusive learning environment.

6. Are students still required to submit vaccination records for compliance with Standard A3.2.6?

Students are required to submit any health records to fulfill institutional and practicum related requirements. This includes vaccination records per the legal agreements and contracts as set up with the practicum sites.

Section B

1. What does it mean to review content for bias and diversity?

Programs may identify a variety of means to review curricular content for bias, gaps, demonstration of balanced representation of diverse populations, and elucidate disparities in healthcare. Programs have discretion on how to perform such reviews, but one example of a tool that can be used is the TACCT (Tool for Assessing Cultural Competency Training) created by the American Association of Medical Colleges. Programs may wish to consult with their Office of Multicultural Affairs/Diversity Office for guidance.

2. What are examples of areas intended for discussion for B2.1.3h?

● Roles and responsibilities: Involvement in the performance and interpretation of genetic/genomic tests, test development and implementation, customer liaison support, sales and marketing, etc.
● Laboratory settings: Commercial, academic, research, and/or public health screening laboratories, etc.
● Industry settings: Biotechnology and pharmaceutical companies, medical and educational affairs, product design and management, regulatory bodies.
● Public health setting: Advocacy, ethical considerations, population screening, health equity and access

Section C

1. Why was the benchmark for the overall pass rate determined to be above or within five percentage points of the national overall pass rate in at least four of the last six exam cycles (ie. the most recent three-year period) selected as the threshold for submitting an examination report?

Several health professions establish pass rate benchmarks with thresholds. For instance, nursing programs typically achieve 88-90% pass rates on the NCLEX exam, with accrediting standards requiring a minimum of 80%. Similarly, pharmacy programs have pass rates of 75-85%, with institutional benchmarks commonly set at 80-85%. Drawing from these precedents, the Board initially established a threshold of 10 percentage points below the national mean as the acceptable margin for genetic counseling programs. Following review of public comments, however, the Board revised this Standard to 5 percentage points below the national average pass rate to ensure more rigorous program oversight.

If a program falls below this benchmark, they are required to complete a Remediation Plan, which is an additional instrument in Armature. This allows the program an opportunity to determine if there are any changes which could be made to their curriculum that could enhance student performance on the board examination and develop a plan to address these issues.

2. How can programs measure utility, effectiveness, and satisfaction with diversity, equity, inclusion, and justice-related efforts and education?

Programs may utilize a variety of tools including (but not limited to) graduate exit interviews, alumni surveys, employer surveys, advisory board input, and faculty feedback to assess these metrics. Programs may wish to see the NSGC Professional Status Survey Professional Diversity, Inclusion, and Satisfaction reports for example questions. Programs may wish to consult with their Office of Multicultural Affairs/Diversity Office for guidance.