Original Publication
Open Access

Completing a Quality Evaluation Report – What Clinical Supervisors Need to Know – A Faculty Development Workshop

Published: January 25, 2013 | 10.15766/mep_2374-8265.9320

Included in this publication:

  • Instructor Guide.docx
  • Completed Clinical Evaluation Report Rating.docx
  • Completing a Quality Evaluation Report.ppt
  • In-Training Evaluation Report - End of Rotation A.docx
  • In-Training Evaluation Report - End of Rotation B.docx
  • In-Training Evaluation Report - End of Rotation C.docx
  • In-Training Evaluation Report - End of Rotation D.docx
  • Workshop Outline.docx

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

Introduction: For medical students and residents completing the clinical portion of their training, clinical supervisors complete a large part of their learning assessment through the use of in-training evaluation (ITE). The supervisors document their evaluation on an in-training evaluation report (ITER). Physicians who supervise medical trainees have indicated that they want faculty development (FD) programs to help them improve their ability to complete the in-training evaluation reports that they are required to provide to trainees and their program directors. Based on both perceived and observed needs we chose to develop a FD workshop to teach clinical supervisors how to complete better quality ITERs. Methods: The workshop can been given using different timelines. The workshop outline document describes the suggested timelines depending on if you want to plan a 1.5-hour, 2-hour, 2.5-hour or 3-hour workshop. The main changes are to the introductions and the amount of time for discussion and practice. Results: This workshop has been evaluated as part of a multi-site research study. Two types of evaluation were used. First, a validated CME rating scale was used to assess participant satisfaction with the workshop. Second, we compared the quality of clinical supervisors’ completed evaluation reports pre-workshop to those that they completed in the six months following the workshop. The quality of the evaluation reports was assessed using a validated tool, the completed clinical evaluation report rating (CCERR). Participants were highly satisfied with our workshop. We found a significant improvement in evaluation report quality following the workshop. Discussion: This workshop focuses solely on the completion of evaluation reports. Many other barriers to accurately reporting training performance such as a lack of time for observation, limited trainee contact, etc. exist. Users of this workshop may want to incorporate it into a broader faculty development program that addresses more aspects of trainee assessment.


Educational Objectives

By the end of this workshop, learners will be able to:

  1. Describe the importance of well-completed evaluation reports in supporting trainee learning.
  2. Discuss the features of a well-completed evaluation report.
  3. Identify challenges and potential solutions to enhancing the quality of the evaluation reports they complete within their current education system.

Author Information

  • Nancy Dudek, MD, MEd: University of Ottawa Faculty of Medicine
  • Suzan Dojeiji, MD, MEd: University of Ottawa
  • Meridith Marks, MD, MEd: University of Ottawa

Disclosures
None to report.

Funding/Support
None to report.



Citation

Dudek N, Dojeiji S, Marks M. Completing a quality evaluation report – what clinical supervisors need to know – a faculty development workshop. MedEdPORTAL. 2013;9:9320. https://doi.org/10.15766/mep_2374-8265.9320