Evaluation of an online faculty appraisal instrument: comparison of resident and faculty perceptions

Our purpose was to compare faculty and resident perceptions regarding an online faculty appraisal instrument and the potential impact of the appraisal process.

Faculty members and residents at an academic medical center diagnostic radiology department were asked to complete anonymous surveys that sought feedback regarding an online faculty appraisal form and process. Questions were asked regarding the relative importance of various faculty performance measures, preferences for narrative versus quantitative components of the instrument, and the likely impact of the evaluation process on future faculty behavior.

The survey was completed by 19 (45%) of 42 faculty members and by 16 (80%) of 20 residents who participated in the initial faculty appraisal process. Residents and faculty both assigned generally high rankings to the six measures of faculty performance. The vast majority (86 %) of faculty and residents found the narrative component of the survey (either alone or in combination with quantitative data) most helpful. Based on the appraisal process, 74% of the faculty planned to modify one or two aspects of their behavior, whereas a significant minority (44%) of residents thought that the faculty would not make any changes.

Faculty and residents generally agree on a core set of faculty performance measures, and both groups show a preference for an appraisal instrument that incorporates a narrative component. Concerning the perceived impact of the appraisal process, faculty members were slightly more optimistic than residents regarding its ability to serve as an impetus for faculty behavioral changes.