Residents' perception of a novel end-of-rotation evaluation method

Abstract

Rationale and objectives: With the advent of the new core and certifying examinations, a need has arisen to restructure learning and assessment to better reflect the emphasis on continuous learning throughout residency. We developed a multiparametric end-of-rotation (EOR) evaluation tool to assess medical knowledge, oral presentation, and written communication skills administered to the residents at the end of each core subspecialty rotation. The benefit of continual assessment is obvious from a program perspective; the purpose of this article is to evaluate the residents' perception of the process.

Materials and methods: All residents (n = 31, 28 postgraduate years two through five and 3 postgraduate year one) participate in the mandatory EOR evaluation as a required component of the residency program. After receiving Institutional Review Board approval, informed consent was obtained from the residents wishing to participate in quarterly 16-question online surveys assessing their experience. Each survey consists of 15 questions with Likert scale responses (1 through 5 from strongly disagree to strongly agree) and one free text answer. Data are collected quarterly, starting in September 2011.

Results: Overall, the residents' response has been positive. The new evaluation method is felt to be more meaningful than (average 3.9, standard deviation 0.9) and is favored by the residents over the traditional competency-based evaluation (average 4.0, standard deviation 1.0). However, residents retain neutral attitudes regarding preparation for boards or changes in study habits (average score 3.6, standard deviation 0.9 and 3.6, and standard deviation 1.1, respectively).

Conclusion: Residents rate the EOR evaluation experience positively, although they do not report changes in study habits or increased preparedness for the new certifying examination.