A fair and constructive process of resident evaluation and feedback should be a cornerstone of any residency program, and we believe the system we have worked hard to develop meets these criteria.

On entry to our Program, you will be assigned a Faculty Advisor, who will meet with you on a regular basis and follow your progress throughout residency. A copy of the "Resident’s Manual," containing an outline of clearly stated performance criteria for each stage of training is available on-line. In addition, prior to the start of each clinical rotation, you will receive a set of rotation objectives and a summary of our expectations of you during the rotation. We believe our residents should understand at all times what is expected of them.

While we encourage daily feedback by the supervising attending to the resident, the formal evaluation process consists of a written assessment, generated by the subspecialty faculty for that rotation. Categories of patient care, medical knowledge, interpersonal and communication skills, practice-based learning and improvement, professionalism, and systems-based practice are considered individually. After   three and twelve months of training, and once every year after that (and more often when needed), you and your Faculty Advisor will meet and review these evaluations, talk over any issues that arise, and discuss career planning. In addition you will meet with the Program Directors on a regular basis to review your progress.

Our Clinical Competency Committee meets twice a year to review resident performance, and individual Faculty Advisors are asked to participate whenever matters involving their advisee arise. We attempt to discover any weaknesses as early in training as possible and work closely with the resident to improve. We also want to recognize strengths in performance and help the resident build upon these. We are here to stand behind our residents and do our best to make sure that they can do their best.

Residents have the opportunity to evaluate anonymously the faculty members they work with, and the clinical divisions they rotate through, with the aim of providing constructive feedback that will lead to improvements in either an approach to teaching or in the quality of the clinical rotations.