• All data obtained from trainees regarding faculty teachers and teaching programs is and will be confidential.
• The strict maintenance of the confidentiality of trainee evaluations of faculty and lecture material is essential to facilitate openness in trainee disclosure as subordinates evaluating superiors.
• Trainees are provided with the opportunity to make evaluations without oversight of those being evaluated.
• Trainees are required to provide evaluation of all clinical faculty teachers at the end of each rotation, and of the program on an annual basis.
• Trainee evaluations are collected online. Results are compiled and forwarded to individual faculty after removal of all trainee identification parameters on an annual basis. This timing ensures the confidentiality of individual residents.
• Evaluations of specific parameters use a numeric scale with definition of ratings as follows:
  • 1-2-3 Unsatisfactory
  • 4-5-6 Satisfactory
  • 7-8-9 Superior
• Trainees are specifically required to provide evaluation of the following parameters using the numeric scale for rating
  • Provision of competency in patient care
  • Provision of appropriate respect towards patient in clinical interactions
  • Maintains a calm and professional manner in the clinical setting
  • Displays rational and scientific deduction in clinical care
  • Displays solid knowledge of the anesthesia literature
  • Displays an active attempt to teach trainees
  • Stimulates the interest of the trainee in material presented
  • Clearly presents the goals to be achieved in the teaching sessions
  • Clearly presents the goals to be achieved in the teaching sessions
  • Presents material in an organized manner
  • Encourages independent thinking of trainees
  • Establishes a climate of mutual respect
  • Provides consecutive criticism to trainees
  • Provides prompt and frequent feedback to trainees
• Provision is made for confidential written comments from trainees directly to the Program Director.
• Residents are always able to meet with the Program Director

Evaluation of the Program

Continuous program improvement is a key component of program success.

The program participates in the Annual ACGME sponsored resident survey. The results of this survey are distributed to the faculty and discussed at residency steering committee meetings as well as the Annual Program Evaluation meeting (see below)

In addition, all residents and faculty are required to submit an evaluation of the program at the end of the year. The form used for this evaluation is attached below.

An evaluation of the program is also an important part of the resident's semi-annual review meeting of the program director with each resident.

In addition to resident evaluations of all clinical experiences, there is a separate and distinct formal meeting held annually: the Annual Program Evaluation (APE), to systematically evaluate the overall performance and effectiveness of the educational program, the faculty and residents. This meeting is documented and the minutes are kept on file. The attached template is used for this meeting and includes review of

Collective resident performance in meeting the Competency-based goals and objectives of the curriculum

a. Trainees’ performance during rotations

b. Inservice exams and case logs

c. Number and quality of presentations, publications

d. Involvement of residents in patient safety and quality of care education and improvement activities

e. Participation in committees involving their own education and/or affecting patient care

f. Compliance with required policies and procedures of the hospital department, program and institution, including completion of required education related to patient privacy, medical records, and personal and patient safety.

g. Participation in educational activities related to physician impairment, including substance abuse and sleep deprivation.

Faculty Development Activities

Compilation of the key faculty members’ activities such as participation in professional society development programs, continuing medical education programs, and departmental or specialty sessions designed to further their clinical, educational, administrative, leadership, and research skills. This is in
addition to the review of collective faculty performance.

Graduate Performance

This includes at a collation of Board pass rate and postgraduate activities, including current position and involvement in clinical, research, administrative or educational endeavors.

Program Quality

This includes the annual survey of both residents and faculty about rotations, program support, organization and quality, as well as written evaluation of the program by graduates 1 and 5 years after completion. It may include an assessment by the graduates of how well the program prepared them for their current practice. There must also be discussion of the results of GME Internal Reviews and most recent Letter of Notification and RRC Communication. Evaluation: Residents/Fellows, Faculty and Program

Findings from the APE are analyzed and discussed to identify any areas for improvement and innovation. An action plan must be developed, approved by the teaching faculty, and documented in meeting minutes. The action plan must be implemented over the next academic year, and results discussed at the following APE.