The repeated calls for change in the last 80 years regarding how we ed
ucate medical students have met with resistance and inertia. Position
papers on why change should occur and what the outcomes should be have
been presented since the 1930s, but the missing essential ingredient
in each of those documents has been how to implement change within the
context of the medical school organization and environment. Recognizi
ng this deficiency, the Association of American Medical Colleges conve
ned a task force, which, among other things, surveyed medical school a
dministrators to determine how they were effecting change in their own
institutions. Based on results from respondents, the task force publi
shed the ACME-TRI report, an acronym for assessing change in medical e
ducation-the road to implementation. This article offers suggestions o
n how to implement parts of the ACME-TRI report.