Evaluation Policy

Overall Goal

University at Buffalo (UB) must ensure that resident performance is appropriately monitored and assessed.  A variety of evaluation methods are necessary for  trainees and faculty to develop appropriate individualized goals and learning objectives, judge milestone achievement,  and make decisions regarding promotion, academic or professional enhancement, probation, suspension, non-promotion, non-renewal, and dismissal. 

Successful completion of an accredited training program should prepare residents to pass applicable examinations leading to board certification and indicate sufficient competence to enter practice without direct supervision.

Minimum standards for the evaluation process include:

  • Web-based residency management software (E*Value) is used in all residency and fellowship programs to distribute, record, and collate evaluations.  Verbal Feedback, standardized patient exercises conducted in the Clinical Competency Center or exercises in the Behling Human Simulation Center are examples of exceptions to this expectation;
  • Each program must maintain a file that includes evaluations on each resident/fellow.
    • All programs will maintain physical resident/fellow files; electronic evaluations should be maintained by each program in E*Value (paper copies of these evaluations are not necessary);
    • The evaluations of resident/fellow performance must be accessible for review by the resident/fellow;
  • Evaluations must be completed and monitored according to ACGME Common and specialty/subspecialty-specific Program Requirements;
  • Program faculty must evaluate resident/fellow performance in a timely manner during each rotation or similar educational assignment, and document this evaluation at completion of the assignment. These evaluations must be shared with residents as soon as they are completed by faculty members;
    • Unsatisfactory evaluations must be immediately discussed with each resident/fellow.  A written plan of correction, including a method for determining if the problem has been resolved, should be developed.[1]
    • Each program must provide objective assessments of competence in patient care and procedural skills, medical knowledge, practice based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice using specialty-specific milestones, and document progressive resident performance improvement appropriate to educational level.
  • The program director must appoint a Clinical Competency Committee.
    • At minimum, the Clinical Competency Committee must be composed of three members of the program faculty.  Consideration should be given to appointing the training program administrator. Training program administrators will participate in Clinical Competency Committee meetings as needed and at the discretion of the program director;
    • Others eligible for appointment include faculty from other programs and non-physician members of the training program or healthcare team. The Clinical Competency Committee should review all resident evaluations semi-annually; prepare and assure the reporting of milestone evaluations of each resident semi-annually to the ACGME; and advise the program director regarding resident progress, including promotion, remediation, and dismissal.
      • The program must provide each resident/fellow with documented semiannual evaluation of performance with feedback. Resident/fellow signatures verifying each of these reviews are recommended;
  • The specialty-specific milestones must be used as one of the tools to ensure residents/fellows are able to practice core professional activities without supervision upon completion of the program;
  • The program director must provide a summative evaluation for each resident upon completion of or transfer out of the program, documenting the resident/fellow’s performance during the final period of education.
    • For each resident/fellow graduating from the program, this evaluation should verify that the resident/fellow “has demonstrated sufficient competence to enter practice without direct supervision”
      • This evaluation must become part of the resident/fellow’s permanent record maintained by the institution
  • Each resident/fellow should sign a release of information form at the time of the exit interview to expedite responses to inquiries regarding privileging or employment. 

[1] Please see the UB Graduate Medical Education Academic Action Policy & Procedure


Established:  1994
GMEC Approved Date:  June 20, 2017