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The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time
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Twelve tips for completing quality in-training evaluation reports.

Nancy Dudek1, Suzan Dojeiji

  • 1University of Ottawa , Canada.

Medical Teacher
|July 3, 2014
PubMed
Summary

Improving faculty development in clinical education enhances the quality of In-training evaluation reports (ITERs). This study offers 12 strategies for supervisors to create higher-quality ITERs, improving trainee documentation and defensibility.

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Area of Science:

  • Medical Education
  • Clinical Assessment
  • Professional Competence

Background:

  • Assessing clinical learners' professional competence is crucial.
  • In-training evaluation reports (ITERs) document clinical performance.
  • Previous research indicates a need for faculty development to enhance ITER quality.

Purpose of the Study:

  • To provide evidence-based strategies for improving the quality of ITERs.
  • To enhance the narrative comments within ITERs, aligning with qualitative assessment trends.
  • To equip clinical supervisors with tools for better documentation of trainee progress.

Main Methods:

  • Review of previous research on ITER quality and faculty development.
  • Identification of key features in high-quality ITER narrative comments.
  • Development of 12 actionable strategies for clinical supervisors.

Main Results:

  • Faculty can be trained to produce higher-quality ITERs.
  • Specific strategies can significantly improve the qualitative aspects of ITERs.
  • Enhanced ITERs provide more robust documentation of trainee development.

Conclusions:

  • Improving the quality of ITERs through targeted faculty development is achievable.
  • High-quality ITERs, particularly narrative comments, are essential for accurate learner assessment.
  • Enhanced ITERs strengthen the documentation of trainee progress and offer greater legal defensibility.