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Resident Evaluation

RESIDENT EVALUATION

Continuous, individual evaluation is an integral part of the residents' education throughout their four years of training. Residents are formally evaluated by the faculty after each rotation and on specific encounters during that rotation.  Faculty are also encouraged to provide ongoing feedback to the residents on their attitudes, knowledge, and skills throughout their time of interaction.

At the six month evaluation intervals, residents and their designated academic advisors are provided with a written evaluation summary that has been prepared by the Program Director. This summary is based on residents' performance in their assigned rotations, their CREOG examination scores, and any other issues deemed important by the resident or the faculty.

An anonymous, formal written evaluation of the faculty by the residents is conducted on a yearly basis.  The residents and faculty are also encouraged to evaluate the program.  The residents also evaluate the teaching skills of the faculty each year.

Residents are encouraged to to a self-assessment on a yearly basis and the progress of this self-assessment is discussed on a quarterly basis with their faculty advisor.  Each resident is encouraged to communicate with his/her faculty advisors weekly to offer assistance with professional development.

Resident performance, in general, is also discussed at the semiannual Clinical Competency Committee meetings as the basis for promotion to the next level and graduation of the chief residents. Medical students and nurses routinely submit their evaluations of the residents' concerning their teaching performance and this is included in the committee review process. Patients also evaluate the residents on professionalism and communication.  Finally the residents are evaluated by their peers.  This 360-degree evaluation process evaluates the residents' competency in interpersonal and communication skills and teaching skills.

Complaints concerning resident performance are referred immediately to the Program Director who meets with the individual resident for constructive counseling. Residents regularly meet with the Director and the Associate Director to discuss organizational issues, progress in training, performance, and professional development. As a result of this process, most conflicts are prevented or resolved and the Director continues to personally monitor progress. If deemed necessary, more formal confidential counseling is available at the medical school. When required, remedial work is assigned.

It should be noted that the Director places equal importance in rewarding good performance and this is stressed at the periodic meetings with individual residents as well as during case conferences.


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