Your program should document and demonstrate:

1. Learning opportunities in each competency domain
• Provide clear learning objectives and learning opportunities for each of the competencies throughout your curriculum.
  
  
2. Evidence of multiple assessment methods
• Assessment of competency-based learning objectives should provide evidence of your program’s ability to prepare residents for practice. One assessment tool will not fully  measure a resident’s performance so you will need to use multiple assessment methods ( an assessment system). A portfolio reflects the use of multiple assessment methods and, thus, is an assessment system. The following description represents the core assessment system you should have in place:
  
  • global evaluation tool with behavioral anchors;
  • 360 degree evaluation (Peer and Professional Associate rating);
  • focused observation tool;
  • cognitive test (in-training exam or board scores); and
  • case logs (if applicable).
    
3. Use of aggregate data to improve the educational program  
   • Aggregate data reflects how residents, as a group, are performing in specific areas.
   • Aggregated performance data refers to summary resident assessment results, such as. 
     • percentage of residents passing the certification exam on the first attempt or  the program’s percentile rank on in-training exams by PGY level; and
     • the extent to which residents are advancing in capabilities across the years of residency. 
     • The aggregate results should be specific areas of resident competence that programs are targeting for improvement through educational interventions.

New Program Requirements

Formative Evaluation

The faculty must evaluate resident performance in a timely manner during each rotation or similar educational assignment, and document this evaluation at completion of the assignment.

The program must:

• provide objective assessments of competence in patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice.
• use multiple evaluators like faculty, peers, patients, self, and other professional staff
• document progressive resident performance improvement appropriate to educational level
• provide each resident with documented semiannual evaluation of performance with feedback

The evaluations of resident performance must be accessible for review by the resident, in accordance with institutional policy.

Summative Evaluation

The Program Director must provide a summative evaluation for each resident upon completion of the program.  This evaluation must become part of the resident’s permanent record maintained by the institution, and must be accessible for review by the resident in accordance with institutional policy. 

This evaluation must:

• document the resident’s performance during the final period of education
• verify that the resident has demonstrated sufficient competence to enter practice without direct supervision