For a multidimensional evaluation

Abstract

The methods of evaluating programs, residents and teachers are all interrelated. Although this may appear to be an over-inclusive statement, good training programs designed by competent teachers will produce competent residents. These residents in turn will become good teachers and clinicians. It is therefore in the interest of both residents and teachers to constantly evaluate each other and the programs. The goal of residency training is to promote the acquisition of both theoretical and clinical skills. The final examination evaluates the resident's theoretical knowledge, but his clinical skills can only be evaluated in his day-to-day practice. Recommendations: combine these evaluations at the end of training, allowing 50 per cent for the final theoretical examination and 50 per cent for his clinical work during his training. Some steps to minimize the subjectivity of this clinical assessment follow: 1) Use the average of ratings from a number of supervisors. 2) The criteria to be evaluated should include theoretical knowledge, therapeutic abilities, interpersonal relations and initiative. 3) Periodic evaluations at regular intervals. 4) Feedback to the resident regarding his evaluation. Taking into account the right and the duty of the teacher to evaluate his residents, and considering its aforementioned difficulties, it is essential that the resident also evaluate his teachers. This is a delicate but necessary task. Criteria for evaluating teachers are: 1) Theoretical knowledge. 2) Clinical skills. 3) Interpersonal relationships. 4) Ability to communicate knowledge, both theoretical and clinical. 5) Motivation to teach. 6) Ability to inspire (‘feu sacre’). 7) Availability. This continual evaluation by the residents of the department in which they are working will act as a constant stimulus for the improvement of programs, especially if it is assumed that the resident has a choice in determining his assignment. To justify the assigning of 50 per cent of the assessment as clinical skills, a uniformity in the quality of training is necessary. This is seen as a uniformity in quality while maintaining differences in approach, and leads to the criteria for accreditation of hospitals. Recommendations: a) Formation of an autonomous committee responsible for accrediting the programs in various universities. b) Plan for continuing research.