Residency evaluation programs

If individuals are noted to score unsatisfactorily, 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 encompasses the curriculum, with detailed explanation of how the performance indicators will be measured and evaluated by the use of assessment forms. The residents are required to review specific rotation goals prior to starting each rotation.

The residents are given precise information prior to beginning work on their practice improvement project. Be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health. Are expected to communicate effectively and demonstrate caring and respectful behaviours when interacting with patients and their families.

Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment. Perform competently all medical and invasive procedures considered essential for the area of practice. Work with health care professionals, including those from other disciplines, to provide patient care. Demonstrate knowledge about established and evolving biomedical, clinical, and cognate e.

Know and apply the basic and clinically supportive sciences which are appropriate to their discipline. Residents must be able to investigate and evaluate their patient care practices, appraise and assimilate scientific evidence, and improve their patient care practices. Residents are expected to:.

Analyze practice experience and perform practice-based improvement activities using a systematic methodology. Obtain and use information about their population of patients and the larger population from which their patients are drawn. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness.

Use information technology to manage information, access on-line medical information; and support their education. Residents must be able to demonstrate interpersonal and communication skills that result in effective information exchange and teaming with patients, their patients families, and professional associates. Feedback from faculty members in the context of routine clinical care should be frequent, and need not always be formally documented [CPR.

Formative evaluation is monitoring resident learning and providing ongoing feedback that can be used by residents to improve their learning in the context of the provision of patient care or other educational opportunities. More specifically, formative evaluations help:.

Summative evaluation is utilized to make decisions about promotion to the next level of training, or program completion. End-of-rotation and end-of-year evaluations have both summative and formative components. Information from a summative evaluation can be used formatively when residents or faculty members use it to guide their efforts and activities in subsequent rotations and to successfully complete the residency program. Feedback, formative evaluation, and summative evaluation compare intentions with accomplishments, enabling the transformation of a neophyte physician to one with growing expertise.

An individualized learning plan ILP is documented personal roadmap for learning developed by a resident with the help of a program director, mentor, faculty member, or facilitator.

It is a tool designed to help create self-directed learning skills for residents, which also support lifelong learning. ILP is not set in stone. Research often finds that generating specific, measurable, and achievable objectives is a challenge for residents.

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Residency programs are required to integrate learning and assessment of these six competencies throughout the process of preparing trainees for initial certification. To enable training programs to more effectively evaluate performance in these six core competency areas, milestones related to each residency competency have been developed. Similar to developmental milestones used to evaluate normal development in childhood, training milestones in medicine are developmental outcomes involving acquisition of specific knowledge, skills, and attitudes, and the ability to apply them to the care of patients.

They can be measured across training and it is expected that progression to more advanced milestones may vary by competency and learner, but that a resident must be considered prepared for unsupervised practice in each competency by the end of training. Training milestones are specialty-specific; in internal medicine, the 6 competency areas are further defined by 22 subcompetencies 5 for patient care, 2 for medical knowledge, 4 for systems-based practice, 4 for practice-based learning and improvement, 4 for professionalism, and 3 for interpersonal and communication skills.