Administrative Evaluation Completion Is Weakly Associated With Trainee-Rated Teaching Effectiveness: A Retrospective...

Area of Science:

• Medical Education Research
• Surgical Education
• Faculty Assessment

Background:

• End of Rotation evaluations (EOR-e) are crucial for trainee assessment.
• Faculty completion of these evaluations is variable.
• The relationship between evaluation completion and teaching performance requires investigation.

Purpose of the Study:

• To determine if faculty End of Rotation evaluation (EOR-e) completion is associated with trainee-rated teaching performance.
• To test the hypothesis that timely assessment completion correlates with stronger teaching performance.

Main Methods:

• Retrospective cross-sectional study of faculty surgeons (n=120) in a General Surgery Residency Program.
• Analysis of EOR-e completion rates, lag times, and trainee-rated teaching effectiveness.
• Nonparametric analyses and regression models were used to examine associations.

Main Results:

• Only 25% of faculty completed all assigned EOR-e.
• Faculty completing all EOR-e had higher median teaching scores (4.5 vs 4.3, p < 0.001).
• Teaching scores correlated modestly with EOR-e completion rate (ρ=0.27, p < 0.005) but not lag time; multivariable analysis found no significant association.

Conclusions:

• EOR-e completion reflects engagement in summative evaluation artifacts by a subset of faculty.
• While modestly associated with teaching scores, evaluation engagement and teaching quality are distinct.
• Using assessment behavior as a proxy for teaching effectiveness should be approached with caution.