Louisiana state university health science center new orleans emergency medicine residency program policies to supplement lsuhsc house officer manual



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Evaluations



Resident Evaluation


  • Resident Monthly Rotation Evaluation

  • Resident 6 Month Faculty Advisor Evaluation

  • Resident End of the Year Evaluation

  • Resident 360 Evaluation: filled out by peers, faculty and nurses

  • Resident Post Graduate Survey and Evaluation



Program Evaluations


  • Rotation and Special Topic Evaluations

  • EM Lecture Evaluation

  • EM Resident Anonymous Annual Faculty Evaluations

  • End of the Year Program Evaluation

  • GME End of the Year Questionnaire

  • EM Faculty Peer Review



Emergency Department Resident Monthly Evaluation


FROM: LSUHSC-New Orleans Emergency Medicine Residency Program (or may be complete online in ResidencyPartner)

(504) 903-3594 Fax: 903-0321

TRAINEE_________________________________ __ SERVICE: _______________

DATE OF ROTATION__________________________ LOCATION: _____________________________


Scale: (na) Not Applicable, not observed, Unacceptable, Acceptable, Outstanding If Unacceptable or Outstanding, please provide example.

MEDICAL KNOWLEDGE :

□ na


□ Inadequate: Does not display understanding of basic science or clinical information, or unable to relate knowledge to cases. Does not recognize life-threatening conditions. Unable to sequence critical actions.

Example:



□ Acceptable. Has appropriate knowledge base for level of training and is able to relate it to clinical setting. Recognizes life-threatening conditions; may require assistance in sequencing critical actions.


□ Outstanding. Superior knowledge & mature application of knowledge to clinical setting. Consistently able to sequence critical actions for patient care and generate a differential diagnosis for an undifferentiated patient.

Example:




PATIENT CARE: H&P, Differential Diagnosis

□ na


□ Inadequate: Incomplete or inaccurate, misses major problems.

Unable to make appropriate differential diagnosis or problem list.

Example:


□ Acceptable. Usually complete and accurate, identifying major & minor problems with an appropriate differential diagnosis list.



□ Outstanding. Comprehensive information, thorough, precise. Mature analysis & synthesis of data by priority, extensive differential diagnosis.

Example:


PATIENT CARE: Procedural Skills

□ na

□ Inadequate: Doesn’t use proper technique, awkward, bypasses steps, avoids procedures or disorganized.

Example:



□ Adequate: Uses proper technique, organizes equipment; Occasional difficulty with complicated procedures.


□ Outstanding. Precise, efficient performance with ease & dexterity, puts patient at ease

Example:


PATIENT CARE: Diagnostic Tests & Consultations

□ na

□ Inadequate: Overlooks basic tests, unable to interpret results, consults are inappropriate or untimely.

Example:



□ Adequate: Orders & interprets diagnostic tests, consults appropriately.



□ Outstanding. Has planned alternative strategies based on pending diagnostic test results. Consultations are timely and well-coordinated with plan of care.

Example:



PATIENT CARE: Decision-making

□ na

□ Inadequate: Decisions are risky, unsafe or inappropriate.

Example:



□ Adequate: Decisions typically accurate and safe, uses common sense. Able to triage patients and problems by level of acuity.


□ Outstanding. Mature, safe, decisions based on sound integration of data & reason. Prioritizing and critical actions are consistently appropriate.

Example:


PRACTICE-BASED LEARNING: Evidence Based Medicine And Self-Education

□ na

□ Inadequate: Doesn’t know patients, no reading or online learning evident.

Example:



□ Adequate: Supplements patient care with current literature, textbooks or online readings.



□ Outstanding. Extensive supplemental reading, knows disease process of own and other patients.

Example:


PRACTICE-BASED LEARNING: Teaching

□ na

□ Inadequate: Does not participate in teaching students or other residents.

Example:


□ Adequate: Participates in teaching opportunities. Actively teaches students & junior residents, motivates learning.


□ Outstanding. Develops teaching opportunities, motivates, and teaches with enthusiasm and dedication.

Example:


SYSTEMS-BASED PRACTICE: Resource Utilization

□ na

□ Inadequate: Unable to formulate an appropriate, resource- or cost-effective management plan.

Example:



□ Adequate: Management and discharge plan is appropriate for patient, with consideration given to patient and hospital resources.



□ Outstanding. Management plan is typically comprehensive, precise, and resource- & cost-effective.

Example:



PROFESSIONALISM: Work Habits

□ na

□ Inadequate: Poor attendance, shirks responsibility, frequently late, prolonged absence on shifts. Prevaricates.

Example:



□ Adequate: Attends required activities, accepts responsibility, usually punctual and organized. Occasionally performs extra functions, showing some independent initiative.

□ Outstanding. Consistently attends extra functions, displays leadership role, highly efficient. Stays late to help.

Example:


PROFESSIONALISM: Insight And Self-Assessment

□ na

□ Inadequate: Doesn’t accept criticism, displays little insight.

Example:


□ Adequate: Accepts constructive criticism, appropriately asks for assistance and feedback.



□ Outstanding. Assesses own limitations & responds constructively to feedback.

Example:


PROFESSIONALISM: Ethical and cultural sensitivity

□ na

□ Inadequate: Not responsive to patient’s age, culture, disability or gender issues. Unaware of patient as a person.

Example:


□ Adequate: Responsive to patient’s age, culture or gender issues. Demonstrates respect, compassion and integrity.


□ Outstanding. Consistently acts as an outstanding role model, demonstrating compassion and integrity in response to cultural, gender, age or disability issues.

Example:



INTERPERSONAL & COMMUNICATION SKILLS: Team Member

□ na

□ Inadequate: Doesn’t work well with others. Alienating, disrespectful to nurses, peers, consultants.

Example:



□ Adequate: Maintains good working relationship with team. Respected by nurses, peers, consultants.


□ Outstanding. Highly regarded by team. Consensus-builder. Role model.

Example:


INTERPERSONAL & COMMUNICATION SKILLS: Verbal, nonverbal and documentation skills

□ na

□ Inadequate: Unable to create or sustain a therapeutic or ethical relationship with patients. Ineffective listener. Unacceptable documentation.

Example:



□ Adequate: Creates and sustains therapeutic and ethical relationships with patients and families. Effective listening, verbal, nonverbal and writing skills.



□ Outstanding. Excellent verbal, nonverbal and writing skills. A role model

Example:


SUMMARY RATING:

□ na

□ Inadequate

□ Adequate



□ Outstanding

EVALUATOR: ______ SIGNATURE____________________________________ DATE:


ADDITIONAL COMMENTS:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

360 degree Annual Evaluation


To be complete online via residencypartner.

MEDICAL KNOWLEDGE :

□ na


□ Inadequate: Does not display understanding of basic science or clinical information, or unable to relate knowledge to cases. Does not recognize life-threatening conditions. Unable to sequence critical actions.

Example:



□ Acceptable. Has appropriate knowledge base for level of training and is able to relate it to clinical setting. Recognizes life-threatening conditions; may require assistance in sequencing critical actions.


□ Outstanding. Superior knowledge & mature application of knowledge to clinical setting. Consistently able to sequence critical actions for patient care and generate a differential diagnosis for an undifferentiated patient.

Example:




PATIENT CARE: H&P, Differential Diagnosis

□ na


□ Inadequate: Incomplete or inaccurate, misses major problems.

Unable to make appropriate differential diagnosis or problem list.

Example:


□ Acceptable. Usually complete and accurate, identifying major & minor problems with an appropriate differential diagnosis list.



□ Outstanding. Comprehensive information, thorough, precise. Mature analysis & synthesis of data by priority, extensive differential diagnosis.

Example:


PATIENT CARE: Procedural Skills

□ na

□ Inadequate: Doesn’t use proper technique, awkward, bypasses steps, avoids procedures or disorganized.

Example:



□ Adequate: Uses proper technique, organizes equipment; Occasional difficulty with complicated procedures.


□ Outstanding. Precise, efficient performance with ease & dexterity, puts patient at ease

Example:


PATIENT CARE: Diagnostic Tests & Consultations

□ na

□ Inadequate: Overlooks basic tests, unable to interpret results, consults are inappropriate or untimely.

Example:



□ Adequate: Orders & interprets diagnostic tests, consults appropriately.



□ Outstanding. Has planned alternative strategies based on pending diagnostic test results. Consultations are timely and well-coordinated with plan of care.

Example:



PATIENT CARE: Decision-making

□ na

□ Inadequate: Decisions are risky, unsafe or inappropriate.

Example:



□ Adequate: Decisions typically accurate and safe, uses common sense. Able to triage patients and problems by level of acuity.


□ Outstanding. Mature, safe, decisions based on sound integration of data & reason. Prioritizing and critical actions are consistently appropriate.

Example:


PRACTICE-BASED LEARNING: Evidence Based Medicine And Self-Education

□ na

□ Inadequate: Doesn’t know patients, no reading or online learning evident.

Example:



□ Adequate: Supplements patient care with current literature, textbooks or online readings.



□ Outstanding. Extensive supplemental reading, knows disease process of own and other patients.

Example:


PRACTICE-BASED LEARNING: Teaching

□ na

□ Inadequate: Does not participate in teaching students or other residents.

Example:


□ Adequate: Participates in teaching opportunities. Actively teaches students & junior residents, motivates learning.


□ Outstanding. Develops teaching opportunities, motivates, and teaches with enthusiasm and dedication.

Example:


SYSTEMS-BASED PRACTICE: Resource Utilization

□ na

□ Inadequate: Unable to formulate an appropriate, resource- or cost-effective management plan.

Example:



□ Adequate: Management and discharge plan is appropriate for patient, with consideration given to patient and hospital resources.



□ Outstanding. Management plan is typically comprehensive, precise, and resource- & cost-effective.

Example:



PROFESSIONALISM: Work Habits

□ na

□ Inadequate: Poor attendance, shirks responsibility, frequently late, prolonged absence on shifts. Prevaricates.

Example:



□ Adequate: Attends required activities, accepts responsibility, usually punctual and organized. Occasionally performs extra functions, showing some independent initiative.

□ Outstanding. Consistently attends extra functions, displays leadership role, highly efficient. Stays late to help.

Example:


PROFESSIONALISM: Insight And Self-Assessment

□ na

□ Inadequate: Doesn’t accept criticism, displays little insight.

Example:


□ Adequate: Accepts constructive criticism, appropriately asks for assistance and feedback.



□ Outstanding. Assesses own limitations & responds constructively to feedback.

Example:


PROFESSIONALISM: Ethical and cultural sensitivity

□ na

□ Inadequate: Not responsive to patient’s age, culture, disability or gender issues. Unaware of patient as a person.

Example:


□ Adequate: Responsive to patient’s age, culture or gender issues. Demonstrates respect, compassion and integrity.


□ Outstanding. Consistently acts as an outstanding role model, demonstrating compassion and integrity in response to cultural, gender, age or disability issues.

Example:



INTERPERSONAL & COMMUNICATION SKILLS: Team Member

□ na

□ Inadequate: Doesn’t work well with others. Alienating, disrespectful to nurses, peers, consultants.

Example:



□ Adequate: Maintains good working relationship with team. Respected by nurses, peers, consultants.


□ Outstanding. Highly regarded by team. Consensus-builder. Role model.

Example:


INTERPERSONAL & COMMUNICATION SKILLS: Verbal, nonverbal and documentation skills

□ na

□ Inadequate: Unable to create or sustain a therapeutic or ethical relationship with patients. Ineffective listener. Unacceptable documentation.

Example:



□ Adequate: Creates and sustains therapeutic and ethical relationships with patients and families. Effective listening, verbal, nonverbal and writing skills.



□ Outstanding. Excellent verbal, nonverbal and writing skills. A role model

Example:


SUMMARY RATING:

□ na

□ Inadequate

□ Adequate



□ Outstanding



Annual Self-Evaluation





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