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Resident Evaluation

Our residents will be evaluated on their learning experiences performance and these evaluations must be documented in written or electronic format. (New Innovations) 
 
Evaluation is an integral part of each resident’s education. It is the process by which teachers assess knowledge, skills and attitudes. There is an on-going evaluation, by assigned faculty, of residents’ performance in every residency related activity (general rotations, continuity clinics, In-House calls, case presentations, seminars, didactics, journals, etc.). Also nurses, clerical personnel, patients, peers, and the resident him/herself can be consulted to fill out evaluations (ACGME – 360º Evaluation Requirement). The Competency-Based Evaluation (CBE) document shall be the instrument used by all programs to document achievement of these core competencies.

Multiple evaluators will be evaluated in the use of the assessment methods during the annual review of the curriculum and ‘as needed’ based on their request.

Our evaluators, faculty and residents must be oriented to the evaluation tools, forms and are given instruction on scaling.Scoring will be monitored over time and if global inconsistencies are noted, meeting time (resident and faculty) will be used to correct these. If individuals are noted to score inappropriately high or low, they are brought in for individualized instruction. In addition, the clinical providers meeting are used to develop normative data for the practice. We have excellent, structured and interactive regular learning activities that enable the evaluators to develop skills in both teaching and evaluation of the competencies. Residents will be informed of the performance criteria during the orientation lessons and during the review and discussion of the residency manual. Each resident will be provided with specific instructions on the evaluation methods, the expected performance goals, and the consequences of not meeting these goals. The residents must be provided with a copy of the residency manual that encloses the curriculum, with detailed explanation of how the performance indicators will be measured and evaluated by the use of assessment forms. The residents will be required to review specific rotation goals prior to beginning each rotation. The residents shall be given precise information prior to beginning work on their practice improvement project. Residents’ meeting will be used as a setting to clarify any concern or information. The residents will be informed that one assessment form must be completed after each experience/rotation to ensure achievement of all graduation requirements.

 
In order for the training program to assess its ability to meet its goals and objectives, it is essential that the program have a comprehensive evaluation process, including formative and summative evaluations of the residents, and an evaluation process of the program and the faculty.
 
Formative evaluations will occur at the completion of any substantive interaction with a specific faculty member or specific rotation. For each clinical rotation, an evaluation form will be completed by the supervising faculty member (also we will have New Innovations Electronic Evaluation System). The faculty is required to complete the form prior to the completion of the rotation and review their impressions directly with the fellow. All completed evaluation forms are returned to the Program Director for review and placed in the resident’s permanent file. During the research phase of training, an evaluation form will be completed by the resident’s research faculty mentor. These evaluations forms will be completed every 4-6 months, reviewed with the resident by the faculty research mentor, and submitted to the Program Director for placement in the resident’s permanent file.
 
Completed evaluation forms submitted to the Program Director will be immediately reviewed upon their receipt. Any forms that contain a rating less than satisfactory in any category will require an immediate conference between the resident and the Program Director to identify causes for the poor performance and identify means for improving the deficiency. All residents will be required to keep a procedures log, identifying the procedure, date, indication, outcome, complication, and name of supervising physician. A copy of this log will be provided to the Program Director semi-annually for placement in the learner’s file.
 
Summative Evaluation:
The program director will be required to provide a summative evaluation for each resident upon completion of the program. This evaluation will become part of the resident’s permanent record maintained by the institution, and shall be accessible for review by the resident in accordance with institutional policy.
This evaluation must:
a) Document the resident’s performance during the final period of education, and
b) Verify that the resident has demonstrated sufficient competence to enter practice without direct supervision.
c) Include a summary of any documented evidence of unethical behavior, unprofessional behavior, or clinical incompetence or a statement that none such has occurred. Where there is such evidence, it must be comprehensively recorded, along with the resident’s response(s) to such evidence.
 
Evaluations Committee This committee is asked to monitor the performance of our residents and assess the level of competence for each resident. The committee’s assessment will be written and recorded in the program files for future reference purposes. Any adverse judgments or evaluations regarding the resident’s level of performance or competence will first be directed to the Program Director.
 
All teaching faculty shall be confidentially evaluated annually. This will include evaluation of teaching ability, clinical knowledge, attitudes, and communication skills. There willbe a mechanism for anonymous input by the residents.
 
Program Effectiveness In addition, residents will evaluate confidentially the educational effectiveness of the Program once a year in a paper written or via electronic format and at a formal meeting coordinated by the Program Director. Residents’ representatives of each level of training and Faculty will participate in this meeting. Recommendations will be considered for the improvement of the Training Program.
 
The program must provide objective assessments of competence in patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems based practice; use multiple evaluators (e.g., faculty, peers, patients, self, and other professional staff); document progressive resident performance improvement appropriate to educational level; and provide each resident with documented semiannual evaluation of performance with feedback. The evaluations of resident performance will be accessible for review by the resident, in accordance with institutional policies. Our program has paper based evaluation forms and evaluations in electronic format. The DIO or designee will prepare, for the Program Director, all the assessment or evaluation for each resident at the end of the month. These forms will be ready for the faculty at the end of the rotation or month. Each faculty member involved in the direct teaching of the resident will be required to complete, sign and date each form. Furthermore, our program shall use the electronic evaluation software New Innovations for this purpose. The evaluator for each experience will be identified and the software contacts them via e-mail at the completion and approximately every 5 days after the evaluation is submitted. We will offer evidence either via traditional paper-based evaluation forms or print-outs of electronic evaluations.
The following Core Competencies shall be required of all residents to successfully complete a residency in psychiatry. The program shall be responsible for implementation and documentation. The Competency-Based Evaluation (CBE) document shall be the instrument used by all programs to document achievement of these core competencies.
Patient Care
Medical Knowledge
Practice-based Learning and Improvement
Interpersonal and Communication Skills
Professionalism
Systems-based Practice
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