Writing Medical Student and Resident Performance Evaluations: Beyond “Performed as Expected”

Holmes, Alison; Peltier, Christopher; Hanson, Janice L.; Lopreiato, Joseph

doi:10.1542/peds.2014-0418

Cited by 17 publications

(12 citation statements)

References 4 publications

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“…In psychiatry programs, direct observation of clinical work is an excellent opportunity to provide formative feedback to residents. Dalack and co-coworkers suggested that regular and proper use of random sampling of clinical work followed by immediate feedback could help to develop, enhance, and encourage good clinical skills or highlight the need for remediation [24], [25]. This strategy would be enhanced by including the verbal feedback provided in the written summative faculty evaluation.…”

Section: Discussionmentioning

confidence: 99%

What are the associations between the quantity of faculty evaluations and residents’ perception of quality feedback?

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Shah

Barnett

et al. 2017

Annals of Medicine &Amp; Surgery

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ObjectivesTo determine if there is a correlation between the numbers of evaluations submitted by faculty and the perception of the quality of feedback reported by trainees on a yearly survey.Method147 ACGME-accredited training programs sponsored by a single medical school were included in the analysis. Eighty-seven programs (49 core residency programs and 38 advanced training programs) with 4 or more trainees received ACGME survey summary data for academic year 2013–2014. Resident ratings of satisfaction with feedback were analyzed against the number of evaluations completed per resident during the same period. R-squared correlation analysis was calculated using a Pearson correlation coefficient.Results177,096 evaluations were distributed to the 87 programs, of which 117,452 were completed (66%). On average, faculty submitted 33.9 evaluations per resident. Core residency programs had a greater number of evaluations per resident than fellowship programs (39.2 vs. 27.1, respectively, p = 0.15). The average score for the “satisfied with feedback after assignment” survey questions was 4.2 (range 2.2–5.0). There was no overall correlation between the number of evaluations per resident and the residents' perception of feedback from faculty based on medical, surgical or hospital-based programs.ConclusionsResident perception of feedback is not correlated with number of faculty evaluations. An emphasis on faculty summative evaluation of resident performance is important but appears to miss the mark as a replacement for on-going, data-driven, structured resident feedback. Understanding the difference between evaluation and feedback is a global concept that is important for all medical educators and learners.

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Section: Discussionmentioning

confidence: 99%

What are the associations between the quantity of faculty evaluations and residents’ perception of quality feedback?

Blankush

Shah

Barnett

et al. 2017

Annals of Medicine &Amp; Surgery

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“…While we did not find compendia of letter features, applicant attributes, or common phrases, we used the available concepts from the literature describing LORs. 14,[16][17][18][19][20][21][22][23][24][25][26][27] Six pediatrics residency and fellowship PDs and members of the intern and fellowship selection committees at 1 institution (each with 10 or more years of experience reviewing letters) created individual lists of specific letter features, applicant abilities, and commonly used phrases. We limited the number of features, abilities, and phrases to those that achieved consensus within the group.…”

Section: Methodsmentioning

confidence: 99%

Dear Program Director: Deciphering Letters of Recommendation

Saudek

Treat

et al. 2018

Journal of Graduate Medical Education

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“…The teacher gathers evidence by observing the student in clinical encounters, coaching the student around presentations, and asking for the student's self-reflection after clinical encounters. The teacher provides evidence to the clerkship director by writing short examples of the student's performance that explain the teacher's judgment 13 and by choosing from a list of options that state how much supervision was needed. Although making judgments about students is a familiar task for many preceptors, it is often something that is done intuitively, without deliberate decision-making.…”

Section: Teaching and Assessment Based On Epasmentioning

confidence: 99%

To Trust or Not to Trust? An Introduction to Entrustable Professional Activities

Hanson

Bannister

2016

Pediatrics

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Writing Medical Student and Resident Performance Evaluations: Beyond “Performed as Expected”

Cited by 17 publications

References 4 publications

What are the associations between the quantity of faculty evaluations and residents’ perception of quality feedback?

What are the associations between the quantity of faculty evaluations and residents’ perception of quality feedback?

Dear Program Director: Deciphering Letters of Recommendation

To Trust or Not to Trust? An Introduction to Entrustable Professional Activities

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