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Medical Teacher Volume 34, 2012 - Issue 11
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Research Article

Quality evaluation reports: Can a faculty development program make a difference?

Nancy L. DudekUniversity of Ottawa, Canada; NANCY DUDEK, MD, MEd, is an associate professor, Faculty of Medicine, University of Ottawa and the director for the University of Ottawa's Physical Medicine and Rehabilitation Residency Program, Ottawa, Canada.Correspondence[email protected]
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Meridith B. MarksUniversity of Ottawa, Canada; MERIDITH MARKS, MD, MEd, is a professor, Faculty of Medicine, and the assistant dean of the Academy for Innovation in Medical Education (AIME), University of Ottawa, Ottawa, Canada.
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Timothy J. WoodUniversity of Ottawa, Canada; TIMOTHY WOOD, PhD, is an assistant professor, Department of Medicine, University of Ottawa, and a PhD educator with the Academy for Innovation in Medical Education (AIME), Ottawa, Canada.
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Suzan DojeijiUniversity of Ottawa, Canada; SUZAN DOJEIJI, MD, MEd, is an associate professor, Faculty of Medicine, University of Ottawa, and the physiatrist-in-chief The Ottawa Hospital Rehabilitation Centre (TOHRC), chief of Department of Physical Medicine and Rehabilitation Bruyère Continuing Care, and Chair of Division of Physical Medicine and Rehabilitation in the Faculty of Medicine, Ottawa, Canada.
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Glen BandieraUniversity of Toronto, Canada; GLEN BANDIERA, MD, MEd, is an associate professor of Medicine, associate dean, Postgraduate Medical Education, University of Toronto, and Chief of Emergency Medicine, St. Michael's Hospital, Toronto, Canada.
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Rose HatalaUniversity of British Columbia, Canada; ROSE HATALA, MD, MEd, is a clinical associate professor of Medicine and an associate program director for the Internal Medicine Residency Program, Faculty of Medicine, University of British Columbia, Vancouver, Canada.
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Lara CookeUniversity of Calgary, Canada; LARA COOKE, MD, MSc, is an assistant professor of Clinical Neurosciences and the program director, Neurology Residency Training Program, University of Calgary, Calgary, Canada.
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Leslie SadownikUniversity of British Columbia, Canada; LESLIE SADOWNIK, MD, MEd, is an assistant professor in the Department of Obstetrics and Gynaecology and the project lead for the Office for Faculty Development and Educational Support, Faculty of Medicine University of British Columbia, Vancouver, Canada.
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Pages e725-e731 | Published online: 12 Nov 2012

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Teresa Chan, Anna Oswald, Karen E. Hauer, Holly A. Caretta-Weyer, Markku T. Nousiainen & Warren J. Cheung. (2021) Diagnosing conflict: Conflicting data, interpersonal conflict, and conflicts of interest in clinical competency committees. Medical Teacher 43:7, pages 765-773.
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Nancy Dudek & Suzan Dojeiji. (2014) Twelve tips for completing quality in-training evaluation reports. Medical Teacher 36:12, pages 1038-1042.
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Articles from other publishers (21)

Christopher J. Mooney, Robert Thompson Stone, Lu Wang, Amy E. Blatt, Jennifer M. Pascoe & Valerie J. Lang. (2023) Examining Generalizability of Faculty Members’ Narrative Assessments. Academic Medicine 98:11S, pages S210-S210.
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Karen E. HauerYoon Soo ParkJustin L. BullockAra Tekian. (2023) “My Assessments Are Biased!” Measurement and Sociocultural Approaches to Achieve Fairness in Assessment in Medical Education. Academic Medicine 98:8S, pages S16-S27.
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Molk Chakroun, Vincent R. Dion, Kathleen Ouellet, Ann Graillon, Valérie Désilets, Marianne Xhignesse & Christina St-Onge. (2023) Quality of Narratives in Assessment: Piloting a List of Evidence-Based Quality Indicators. Perspectives on Medical Education 12:1, pages XX-XX.
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Jennifer R. Kogan, C. Jessica Dine, Lisa N. Conforti & Eric S. Holmboe. (2022) Can Rater Training Improve the Quality and Accuracy of Workplace-Based Assessment Narrative Comments and Entrustment Ratings? A Randomized Controlled Trial. Academic Medicine 98:2, pages 237-247.
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Christopher J. Mooney, Jennifer M. Pascoe, Amy E. Blatt, Valerie J. Lang, Michael S. Kelly, Melanie K. Braun, Jaclyn E. Burch & Robert Thompson Stone. (2022) Predictors of faculty narrative evaluation quality in medical school clerkships. Medical Education 56:12, pages 1223-1231.
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Christopher J. Mooney, Stephen Joseph PowellSpencer DahlCarly EidusonBenjamin ReinhardtRobert Thompson Stone. (2022) Education Research: A Long-term Faculty Development Initiative Improves Specificity and Usefulness of Narrative Evaluations of Clerkship Students. Neurology Education 1:1.
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Paul Kukulski & James Ahn. (2021) Validity Evidence for the Emergency Medicine Standardized Letter of Evaluation. Journal of Graduate Medical Education 13:4, pages 490-499.
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Kaitlin Endres, Nancy Dudek, Meghan McConnell & Warren J. Cheung. (2021) Comparing the Ottawa Emergency Department Shift Observation Tool (O-EDShOT) to the traditional daily encounter card: measuring the quality of documented assessments. Canadian Journal of Emergency Medicine 23:3, pages 383-389.
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Ashley Vergis, Caleb Leung & Reagan Roberston. (2020) Rater Training in Medical Education: A Scoping Review. Cureus.
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Shiphra GinsburgJennifer R. KoganAndrea GingerichMeghan LynchChristopher J. Watling. (2019) Taken Out of Context: Hazards in the Interpretation of Written Assessment Comments. Academic Medicine 95:7, pages 1082-1088.
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Valérie Dory, Beth-Ann Cummings, Mélanie Mondou & Meredith Young. (2019) Nudging clinical supervisors to provide better in-training assessment reports. Perspectives on Medical Education 9:1, pages 66-70.
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Ara TekianYoon Soo ParkSarette TiltonPatrick F. PruntyEric AbasoloFred ZarDavid A. Cook. (2019) Competencies and Feedback on Internal Medicine Residents’ End-of-Rotation Assessments Over Time: Qualitative and Quantitative Analyses. Academic Medicine 94:12, pages 1961-1969.
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W. Dale Dauphinee, John R. Boulet & John J. Norcini. (2018) Considerations that will determine if competency-based assessment is a sustainable innovation. Advances in Health Sciences Education 24:2, pages 413-421.
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Kerry Wilbur. (2017) Does faculty development influence the quality of in-training evaluation reports in pharmacy?. BMC Medical Education 17:1.
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Warren J Cheung, Nancy L Dudek, Timothy J Wood & Jason R Frank. (2017) Supervisor-trainee continuity and the quality of work-based assessments. Medical Education 51:12, pages 1260-1268.
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Stefanie S. Sebok-SyerDon A. KlingerJonathan SherbinoTeresa M. Chan. (2017) Mixed Messages or Miscommunication? Investigating the Relationship Between Assessors’ Workplace-Based Assessment Scores and Written Comments. Academic Medicine 92:12, pages 1774-1779.
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Rose HatalaAdam P. SawatskyNancy DudekShiphra GinsburgDavid A. Cook. (2017) Using In-Training Evaluation Report (ITER) Qualitative Comments to Assess Medical Students and Residents: A Systematic Review. Academic Medicine 92:6, pages 868-879.
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Warren J. CheungNancy DudekTimothy J. WoodJason R. Frank. (2016) Daily Encounter Cards—Evaluating the Quality of Documented Assessments. Journal of Graduate Medical Education 8:4, pages 601-604.
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Renée M van der Leeuw, Mirjam P Schipper, Maas Jan Heineman & Kiki M J M H Lombarts. (2016) Residents' narrative feedback on teaching performance of clinical teachers: analysis of the content and phrasing of suggestions for improvement. Postgraduate Medical Journal 92:1085, pages 145-151.
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David A Cook, Ryan Brydges, Shiphra Ginsburg & Rose Hatala. (2015) A contemporary approach to validity arguments: a practical guide to Kane's framework. Medical Education 49:6, pages 560-575.
Crossref
Ramprasad Bismil, Nancy L Dudek & Timothy J Wood. (2014) In-training evaluations: developing an automated screening tool to measure report quality. Medical Education 48:7, pages 724-732.
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