OMSB Assessment Handbook Page i
CONTENTS Page
PREFACE: ......................................................................................................................................... iii
ASSESSMENT COMMITTEE MEMBERS ...................................................................................... v
PRINCIPLES OF ASSESSMENT ...................................................................................................... 1
RESIDENTS’ & TRAINERS’ RESPONSIBILITIES IN THE ASSESSMENT PROCESS.............. 3
ASSESSMENT TOOLS ...................................................................................................................... 4
1. ASSESSMENT OF RESIDENTS ............................................................................................... 4
i. In-Training Evaluation Report (ITER) ............................................................................ 4
ii. Assessment of Procedural Skills ...................................................................................... 5
iii. Mini Clinical Evaluation Exercise (Mini-CEX) ............................................................... 5
iv. Presentation Evaluation .................................................................................................. 6
v. Case-Based Discussion (CbD) ......................................................................................... 6
vi. Journal Club Evaluation .................................................................................................. 7
vii. Multisource Feedback (MSF) .......................................................................................... 7
viii. Research Block Evaluation .............................................................................................. 8
ix. Portfolios and Logbooks .................................................................................................. 8
x. Six-Month/Annual Evaluation .......................................................................................... 9
xi. Examinations ................................................................................................................. 10
xii. Final In-training Evaluation Report (FITER) ............................................................... 11
2. TOOLS FOR EVALUATING VARIOUS ASPECTS OF THE TRAINING PROGRAM ..... 11
i. Trainer Evaluation ......................................................................................................... 11
ii. Rotation Evaluation ....................................................................................................... 12
iii. Research Mentor Evaluation ......................................................................................... 12
iv. Program Director/Associate Program Director Evaluation ......................................... 13
v. Program Evaluation ...................................................................................................... 13
Appendix I Frequency of evaluation ................................................................................................. 14
Appendix II. ACGME Competencies: Suggested Best Methods for Evaluation ............................ 15
Appendix III. Evaluation Tools ........................................................................................................ 19
In-Training Evaluation Report (ITER) .......................................................................................... 19
Evaluation of Procedural Skills ..................................................................................................... 23
Mini Clinical Evaluation Exercise (Mini-CEX) ............................................................................ 24
Presentation Evaluation Form ....................................................................................................... 26
OMSB Assessment Handbook Page ii
Cased-Base Discussion (CbD) ...................................................................................................... 27
Journal Club Evaluation ................................................................................................................ 29
Multisource Feedback (MSF) ........................................................................................................ 30
Research Block Evaluation............................................................................................................ 31
Six Month/Annual Evaluation ....................................................................................................... 33
Trainer Evaluation ......................................................................................................................... 35
Rotation Evaluation ....................................................................................................................... 39
Research Mentor Evaluation ......................................................................................................... 40
Program Director/ Associate Program Director Evaluation .......................................................... 41
Program Director/ Associate Program Director Evaluation (to be filled by Residents) ................ 43
Program Evaluation Form (to be filled by Residents) ................................................................... 45
Appendix IV. Domain 8: In-Training Evaluation ........................................................................... 49
Appendix V. Glossary ...................................................................................................................... 65
OMSB Assessment Handbook Page iii
OMAN MEDICAL SPECIALTY BOARD
ASSESSMENT & EVALUATION
PREFACE:
The first edition of the Oman Medical Specialty Board (OMSB) Resident,
Trainer and Program Assessment & Evaluation Handbook is a result of
hard work by the OMSB Assessment Committee. This handbook has
been compiled as a practical guide to assist the Program Education
Committee Members, Trainers, Residents and Program Administrators in
implementing an effective and reliable assessment system for the
Residents, Trainers and the Programs. This handbook includes multiple
assessment tools that have been developed and enhances the existing
OMSB assessment system.
The OMSB Assessment Committee was established in February 2010,
with a mandate to setup, monitor, strengthen and continually update the
assessment system within OMSB Training Programs. The Committee’s
ongoing task is to develop and enhance assessment tools for assessing the
ACGME Core Competencies as required by the OMSB Quality
Assurance Standards for Postgraduate Medical Education.
Evaluation and assessment are essential components in the training of the
OMSB Residents. “Assessment drives learning” – the importance is
emphasized by the establishment of Domain 8 of the OMSB Quality
Assurance Standards. That Domain embodies Standard P.8A for
Evaluation and Assessment of Residents; Standard P.8B for Evaluation
and Assessment of Trainers; and Standard P.8C for Evaluation and
Assessment of the Program.
The Assessment Committee has reviewed the existing OMSB Bylaws, the
OMSB assessment system, the OMSB Quality Assurance Standards for
OMSB Residency Programs, as well as the various assessment tools used
in Physician Training Programs in Canada, Australia, the United States of
OMSB Assessment Handbook Page iv
America and the United Kingdom. The Committee then developed
various assessment tools that comply with the OMSB Quality Assurance
Standards and requirements.
Assessment is a dynamic process; therefore, this handbook will be
periodically updated to stay abreast of the best practices in Resident,
Trainer and Program assessment.
As chairman of the Committee, I wish to thank the Committee members
and our rapporteur for their dedication and endless hours of hard work.
Their efforts and devotion has resulted in the creation of this collection of
valuable assessment tools for OMSB in its search for high standards of
Residency Training.
Neela Lamki, MD, FRCPC, FACR, FRCPI, FRCP (Glasg)
Chairman, Assessment Committee
Oman Medical Specialty Board
OMSB Assessment Handbook Page v
ASSESSMENT COMMITTEE MEMBERS
Acknowledgement to the Assessment Committee for their dedication and
hard work:
Professor Neela Al Lamki, Chairperson
Dr. Amna Al Futaisi, Deputy Chairperson
Dr. Mahmood Jufaili, Member
Dr. Marwa Al Riyami, Member
Dr. Siham Al Sinani, Member
Dr. Ibrahim Al Ghaithi, Member
Ms. Raghdah Al Bualy, Member
Rosemarie Rodanilla, Rapporteur
Previous members & rapporteur of the Committee
Dr. Kamila Al Alawi
Dr. Kamlesh Bhargava
Dr. Ahmed Al Busaidi
Dr. Yousef Al Weshahi
Dr. Adil Al Kindi
Xyllene Reynaldo
OMSB Assessment Handbook Page 1
PRINCIPLES OF ASSESSMENT
Assessment is defined as a systematic process for measuring a Resident’s
progress or level of achievement against defined criteria to make a
judgment about a Resident.1 The Accreditation Council for Graduate
Medical Education defines assessment as an ongoing process of gathering
and interpreting information about a learner’s knowledge, skills, and/or
behavior.2
The OMSB assessment system targets the Miller’s Pyramid using
different assessment tools. The “knows” and “knows how” are assessed
by End-of-Year exams that use multiple choice questions, short answer
questions and oral examinations. The “shows how” is assessed through
simulated performance using OSCE. The workplace based assessment,
the “does” in Miller Pyramid such as Mini-CEX, DOPS, 360 Multi-
source, has been an integral part of the OMSB assessment system. A
combination of a tick-box of predetermined behaviors and narratives are
required to be documented in the assessment form.
Assessment can be classified as Formative and Summative assessments.
Some tools are used for summative assessment, some are used for
formative assessment, while some can be used as summative and
1 Definition - The Royal College of Physicians London Workplace Based Assessment
Workshop March 2013 document 2 ACGME Glossary of Terms, July 1, 2013
OMSB Assessment Handbook Page 2
formative assessments. This booklet discusses various assessment tools
utilized by OMSB that can function as summative assessment, formative
assessment or a combination of both.
TYPES OF ASSESSMENT:
Formative assessment is used to appraise learning needs, create learning
opportunities, guide feedback and coaching, promote reflection, and
shape values of a resident. Resident’s formative assessment is intended
to provide constructive feedback to the resident during their training
while the Program’s evaluation is intended to improve the quality of the
program. Formative assessment is not intended to make a decision of
progression or retention.3
Summative assessment is used to appraise competence in high-stakes
evaluations for promotion, licensing, certification, etc. Residents’
summative assessment is used to decide whether the resident qualifies to
progress to the next training year, should be dropped from the program,
or at the completion of the residency should be recommended for board
certification. Program summative assessment is used to judge whether
the program meets the accepted standards for the purpose of continuing,
restructuring or discontinuing the program.3
Assessment occurs in multiple circumstances over time by multiple
observers, and in a number of diverse ways.
3 Toolbox of Assessment Methods 2000 Accreditation Council for Graduate Medical
Education (ACGME) and American Board of Medical Specialties (ABMS) version
1.1
OMSB Assessment Handbook Page 3
RESIDENTS’ & TRAINERS’ RESPONSIBILITIES
IN THE ASSESSMENT PROCESS
Assessment is a joint responsibility of the Trainers and the Residents.
They equally play an important role in the assessment process.
Residents are expected to:
Be familiar with the rotation objectives prior to starting the block.
Attend their clinical duties and academic activities regularly.
Ensure that the evaluations are completed and that he/she has
received feedback in a timely fashion.
Accept constructive feedback as part of the training process.
Have open communication with the Rotation Supervisor and other
Trainers.
Trainers are expected to:4
Be familiar with the objectives of the rotation he/she is supervising.
Orient the Resident at the beginning of the rotation regarding the
objectives of rotation and the responsibilities during the rotation.
Supervise and teach the Residents daily based on the graded
responsibility according to level of training.
Provide continuous feedback during the rotation to the Residents
for corrective measures to be taken in a timely manner.
Trainers along with other supervisors should appraise the Resident
midblock and at the end of the block using the OMSB In-Training
Evaluation Report form. Sufficient time should be allocated to
discuss the evaluation with the Resident and provide feedback and
advice.
“Assessment drives learning.”
4 OMSB Trainers Manual 4th Edition, Page 28
OMSB Assessment Handbook Page 4
ASSESSMENT TOOLS
Residents are continuously assessed during the duration of their residency
training programs. The assessment can be done on daily basis, mid-
block, at the end of the block and at the end of the training program.
Direct observation is central to assessment. Information gathering about
residents must be based on direct observations that must be matched to
the learning objectives of that encounter and the level of residents. The
observations must be made by different observers at different times and
places. The concept is to assess pattern of behaviors rather than
formative judgment based on single incident. Assessors must use
different assessment tools as no single tool can give all the information
about the Resident’s competence.
1. ASSESSMENT OF RESIDENTS
The following formative assessment forms are completed by the
Trainers/Rotation Supervisors to assess the performance of the Residents
during their training.
I. FORMATIVE ASSESSMENT:
i. In-Training Evaluation Report (ITER)
The In-Training Evaluation Report (ITER) is an assessment instrument to
document direct observation. The OMSB ITER is designed to assess the
competencies outlined in the OMSB Quality Assurance Standards. It
aims to highlight the strengths, identify the weaknesses and aids in
OMSB Assessment Handbook Page 5
developing a plan of action for improvement. The Assessment Committee
has developed two types of ITER, one for the use of the Clinical
programs and another for the use of Radiology and Laboratory-based
programs.
Residents at the beginning of each block should be familiar with the
specific objectives of the rotation. The Trainers should give midblock
feedback to the Residents. Residents are assessed at the end of each
block for successful meeting of the rotation’s objectives.
ii. Assessment of Procedural Skills
Procedural skills involve the mental and motor activities required to
execute a manual task. This tool assesses safe technical performance,
appropriate knowledge and decision making. Furthermore, it addresses
pre and post-procedural skills including consent taking, communication
skills, and complications of procedure and their appropriate management.
Each Specialty program has its own set of mandatory procedures that
Residents are expected to perform and be competent at. The frequency of
the procedural skills assessment per academic year varies between
Programs.
iii. Mini Clinical Evaluation Exercise (Mini-CEX)
Mini-CEX is a structured assessment of an observed clinical encounter or
a “snapshot” of a Resident-patient interaction. This tool assesses a
clinical encounter with a patient to provide an indication of competence
in skills essential for clinical care such as history taking, examination and
clinical reasoning. It is designed to assess the Resident’s medical
knowledge, patient care competencies and professionalism. The assessor
may focus on one or two competencies per encounter.
OMSB Assessment Handbook Page 6
The Resident receives immediate feedback to aid learning. It can be used
at any time and in any setting when there is a Resident and patient
interaction and an assessor is available.5
The Mini-CEX should be conducted at least four times per resident per
academic year.
iv. Presentation Evaluation
The purpose of evaluating the Resident’s presentation is to recognize
strengths and identify areas of needed improvement. This evaluation may
be used to assess the Resident’s oral presentation skills, systematic way
of presentation and medical knowledge.
Residents are required to have four Presentation Evaluations per year.
v. Case-Based Discussion (CbD)
Case-Based Discussion (CbD) is a structured discussion of clinical case
managed by the Resident.
CbD is aimed to assess the Resident’s clinical approach and reasoning,
analytical, deductive and decision making skills, and the application of
medical knowledge. This provides the resident opportunity to present
and discuss his/her case with the trainer enabling the discussion of the
ethical and legal framework of practice. The resident receives systematic
and structured feedback.
The Resident with his supervisor will select a case in which he/she has
been directly involved and agree on a time of discussion. A minimum of
30 minutes will be allotted for the CbD. A minimum of 3 CbD is required
per resident per academic year.
5 Joint Royal Colleges of Physicians Training Board
OMSB Assessment Handbook Page 7
vi. Journal Club Evaluation
A journal club is defined as an educational meeting in which a group of
individuals discuss current articles providing a forum for a collective
effort to keep up with the literature. Its main purpose is to facilitate the
review of a specific research study and to discuss implications of the
study for clinical practice.
The Journal Club Evaluation Form has been developed to assess the
Residents’ ability to understand the research process and improve his/her
ability to critically appraise literature. It helps in building the Residents’
medical knowledge as well as interpersonal and communication skills.
The Residents are expected to be assessed using this form whenever they
are presenting during journal club meetings. A minimum of 1 Journal
Club Evaluation per resident per academic year is required.
vii. Multisource Feedback (MSF)
Multisource feedback (MSF) is often called 360-degree assessment. MSF
uses specific instruments designed to gather data about particular
behaviors or professional constructs (e.g. professionalism and
communication skills of the Resident). There should be at least 12
assessors in addition to self-assessment. The assessors can be Resident
peers, supervising physicians, allied health professionals, patients and
family members, etc. Feedback is provided in aggregate form for each
source. MSF can be used to provide formative and summative
assessments, and identify learners in difficulty.6
The OMSB requires the Resident to be evaluated via the MSF at least
once a year. The Program Director/Assistant Program Director will
choose the assessors. Each assessor will complete the form and this will
be submitted to the Program Director/Assistant Program Director or the
Program Administrator. The Resident will not see the individual
responses and the Program Administrator will summarize the results and
6 The CanMEDS Assessment Tools Handbook, 1st Edition
OMSB Assessment Handbook Page 8
the Program Director will discuss the aggregate result and feedback with
the Resident.
viii. Research Block Evaluation
OMSB mandates all Training Programs to allocate two blocks for
Research. These rotations should be utilized in assisting the Residents in
their research proposal, data collection and analysis, as well as
manuscript writing. During the Research Block, residents should be
evaluated using the Research Block Evaluation Form, which assesses the
Residents’ performance in relation to their research project. This form
must be completed at the end of each Research block.
ix. Portfolios and Logbooks
A portfolio is a dynamic collection of work that exhibits the Residents’
efforts, progress and achievements in multiple areas over time. The
portfolio encourages the Resident to reflect on the learning process.
Logbook, on the other hand, is used to track the educationally relevant
activities, such as the number of procedures performed, and it documents
that a learning activity has taken place. The portfolios and logbooks
assist in formative and summative assessment of the performance of the
Residents.
The portfolio may include: i) the logbook, ii) a summary of the research
literature reviewed when selecting a treatment option, iii) a quality
improvement project plan and report of results, iv) ethical dilemmas
faced and how they were handled, vi) self-reflection, etc. The logbook
OMSB Assessment Handbook Page 9
and portfolio are owned by the Resident and are reviewed by the Program
Director/Associate Program Director during the face-to-face six-month
and annual feedback sessions.
II. SUMMATIVE ASSESSMENT
Following are the summative assessment tools that are utilized by the
Residency Programs to determine the progression of the Residents in the
program.
x. Six-Month/Annual Evaluation
Residents undergo a biannual evaluation using the Six-Month and Annual
Evaluation forms. This is a summative assessment of their progress
during the year.
The Program Director, together with the Clinical Competency Committee
members, reviews all the resident assessments prior to the feedback
sessions. This includes reviewing examination results, workplace-based
assessment reports, logbook and portfolio, research progress, and
incomplete rotations, if any. The Committee provides recommendation
to the Program Director regarding residents’ performance.
The Program Director meets with the Residents individually to conduct
the face-to-face feedback session. Residents are counseled regarding
their strengths and weaknesses at the end of six blocks and at the end of
the academic year. Remedial action plan will be discussed with the
resident if applicable.
These face-to-face meetings provide an opportunity for the Resident to
provide feedback on their current training and identify specific training
needs, which will be taken into consideration by the Program Education
Committee in improving the training program.
OMSB Assessment Handbook Page 10
The annual evaluation will confirm the progress of the resident through
the Training Program. The resident progression is in accordance to the
OMSB Academic Bylaws Article 21-23 (OMSB Resident Manual 6th
edition, pages 16-17), as well as the specialty-specific promotion criteria
specified by each training program.
xi. Examinations
Examinations are given to assess the overall knowledge of the Resident in
a particular subject matter. There are multiple examination formats that
are used by the various Training Programs.
Written tests
Short-answer questions – A written test that consist of a brief, highly
directed question answerable by few short words or phrases.
Multiple Choice Questions – A written exam that uses an opening
question or stem and asks the learner to choose the most correct answer
from a list that includes two to five plausible yet incorrect distracters.
This is usually the format of the End-of-Year Examination and the
OMSB Part 1.
Extended Matching Questions – A written exam that uses an opening
question or stem with a list of 10 to 20 items that are matched to a series
of corresponding responses. An item may be matched to more than one
response.
Oral Examinations
Structured oral examinations (SOE) – A type of examination that
assesses a number of standardized cases using anticipated probing
questions based on the range of expected candidate performance and
anchored rating schemata to increase the reliability of the evaluation.
Objective structure clinical examinations (OSCEs) – A type of
examination designed to test clinical skill performance and competence in
OMSB Assessment Handbook Page 11
skills such as communication, clinical examination, medical
procedures/prescription, etc.
xii. Final In-training Evaluation Report (FITER)
The Final In-Training Evaluation Report (FITER) is a composite record
of a Resident’s training progress and performance during the entire
duration of his/her residency training. This record indicates whether or
not the resident has acquired the minimum required competencies, as per
the objectives of the Training Program, and is competent to practice as an
independent specialist
The FITER should be completed by the Program Director/Associate
Program Director three (3) months before a Resident completes or exits
the training program.
“All assessment is a perpetual work in progress.”
2. TOOLS FOR EVALUATING VARIOUS ASPECTS
OF THE TRAINING PROGRAM
i. Trainer Evaluation
Evaluation is important for Trainers too. The Trainer Evaluation Form is
designed to assess the Trainers role as teachers, not only on the Medical
Knowledge role, but also as good role models to the Residents. This will
highlight their strengths and aid in improving the deficiencies.
Residents are required to assess their trainers at the end of each block
using the Trainer Evaluation Form. The Assessment Committee also has
developed Trainer Evaluation Form by the Chairman/Program
Director/Associate Program Director to have a more objective assessment
of a Trainer’s performance.
OMSB Assessment Handbook Page 12
At the end of the academic year, individual Trainer Evaluation forms are
collated and summarized by the Program Administrators. The summary
is then submitted to the Chairman for review and distribution to the
concerned Trainer. The Trainers are given individual feedback by the
Chairman/Program Director/Associate Program Director.
ii. Rotation Evaluation
The aim of the Rotation Evaluation form is to assess the effectiveness of
the rotation. The learning environment, the volume and variety of cases,
departmental and interdepartmental meetings, and amount of teaching are
some of the criteria that are assessed via this form. This helps OMSB
Program Education Committees to address the weaknesses in the rotation
and at the same time strengthens the rotation for the benefit of Residents’
learning.
All residents are required to evaluate their rotation at the end of each
block. At six months and at the end of the academic year, individual
Rotation evaluation forms are collated and summarized by the Program
Administrators. The summary is then submitted to the Chairman for
review and distributed to the Program Director/Associate Program
Director. Program Director/Associate Program Director then discusses
the Rotation Evaluation summary with the Curriculum Subcommittee for
consideration for revision and update as necessary.
The Curriculum Subcommittee discusses its recommendations with the
Program Education Committee, especially the deficiencies encountered in
the rotation, in revising the rotations and the curriculum. Any changes in
the curriculum are then submitted to the OMSB Curriculum Section for
approval and then to OMSB Accreditation Committee.
iii. Research Mentor Evaluation
The purpose of the Research Mentor Evaluation is to assess the
effectiveness and usefulness of the Resident’s designated Research
Mentor in guiding him/her through the mandatory research projects. This
OMSB Assessment Handbook Page 13
helps the Program Education Committee to identify the proactive
Research Mentors and their contributions to the Resident’s research and
scholarly activities. Feedback and guidance is provided to the Research
mentor by the Chairman/PD.
iv. Program Director/Associate Program Director
Evaluation
The objective of the Program Director/Associate Program Director
Evaluation Form is to assess the level of contribution and dedication of
the Program Director/Associate Program Director in performing their
responsibilities and functions as described in the OMSB Trainers Manual.
Both the Residents and Trainers should evaluate the Program
Director/Associate Program Director. The Chairman will review the
aggregate report and give feedback to the Program Director/Associate
Program Director emphasizing their strengths and citing the areas of
improvement and provide guidance as appropriate.
v. Program Evaluation
The Program Evaluation Form has been designed to assess the overall
performance of the Program. Both Residents and Trainers evaluate the
program. The following criteria are assessed: administrative structure,
curriculum, resident performance, program performance and overall
satisfaction of Residents and Trainers. This evaluation will be
anonymous and an aggregate report prepared by the Program
Administrator will be submitted to the Chairman for review and
dissemination to the Program Education Committee Members. The
Program Evaluation Committee will take into consideration the feedback
and recommend necessary changes to the Program Education Committee
to act upon. The feedback will be considered in further developing and
improving the Training Program.
OMSB Assessment Handbook Page 14
Appendix I Frequency of evaluation
Table 1. Resident Performance Assessment Tools
Assessment Tool Frequency (Minimum)
In-Training Evaluation Report
(ITER) 1 per block
Evaluation of Procedural Skills Program specific
Mini-CEX 4 per academic year
Presentation evaluation form 4 per academic year
MSF 1 per academic year
Case-based Discussion 3 per academic year
Journal Club Presentation
Evaluation 1 Resident Presentation per year
Research Block Evaluation 1 per Research Block
Six-month & Annual Evaluation Twice per year (mid-year and end
of year)
FITER Once (3 months prior to leaving the
program)
Table 2. Program-Related Evaluation Tools
Assessment Tool Frequency
Consultant/Trainer Evaluation Every block, 1 per Trainer they
have worked with
Rotation Evaluation One per block
Research Mentor Evaluation 2x during the project
Program Evaluation Once a year
OMSB Assessment Handbook Page 15
Appendix II. ACGME Competencies: Suggested Best Methods for Evaluation7
Ratings are 1 = the most desirable; 2 – the next best method; and, 3 = a potentially applicable method
Evaluation Methods
Competency Required
Skill
Record
Review
Chart
Stim.
Recall
Checklist Global
Rating*
SP OSCE Simulations
& Models 360
Global
rating
Portfolio Exam
MCQ
Exam
Oral
Procedure
or Case
Logs
Patient
Survey
Patient Care Caring &
respectful
behaviors
3 1 2 1
Interviewing 1 2 1 3
Informed
decision-
making
1 2 2 2
Develop &
carry
outpatient
management
plans
2 1 2 3 2 3
Counsel &
educate
patient’s &
families
3 1 1 2 1
Performance
of procedures
a) routine
2 1 1
7 Toolbox of Assessment Methods Accreditation Council for Graduate Medical Education (ACGME) and American Board of Medical Specialties (ABMS). Version 1.1.
September 2000
OMSB Assessment Handbook Page 16
Evaluation Methods
Competency Required
Skill
Record
Review
Chart
Stim.
Recall
Checklist Global
Rating*
SP OSCE Simulations
& Models 360
Global
rating
Portfolio Exam
MCQ
Exam
Oral
Procedure
or Case
Logs
Patient
Survey
physical exam
b) Medical
procedures 1 3 1 2 3
Preventive
health services 1 2 1 3 2
Work within a
team 3 3 1
Medical
Knowledge
Investigatory
& analytic
thinking
1 2 3 1
Knowledge &
application of
basic sciences
2 3 1 1
Practice-Based
Learning &
Improvement
Analyze own
practice for
needed
improvements
2 2 2 2 3 3 1 2
Use of
evidence from
Scientific
studies
1 1 3 2 1 1 1
Application of
research and
statistical
methods
2 3 3 1 3
Use of
information
technology
2 2 1 1 2
OMSB Assessment Handbook Page 17
Evaluation Methods
Competency Required
Skill
Record
Review
Chart
Stim.
Recall
Checklist Global
Rating*
SP OSCE Simulations
& Models 360
Global
rating
Portfolio Exam
MCQ
Exam
Oral
Procedure
or Case
Logs
Patient
Survey
Facilitate
learning of
others
2 3 1 3
Interpersonal &
Communicatio
n Skills
Creation of
therapeutic
relationship
with patients
3 1 1 2 1
Listening
skills 3 1 1 2 1
Professionalis
m
Respectful,
altruistic 3 1 2 1
Ethically
sound practice 2 2 1 3 2
Sensitive to
cultural, age,
gender,
disability
issues
2 2 1 1 3 2 2
Systems-Based
Practice
Understand
interaction of
their practices
with the larger
system
2 1 3
Knowledge of
practice and
delivery
systems
2 3 2 1
Practice cost- 3 1 2
OMSB Assessment Handbook Page 18
Evaluation Methods
Competency Required
Skill
Record
Review
Chart
Stim.
Recall
Checklist Global
Rating*
SP OSCE Simulations
& Models 360
Global
rating
Portfolio Exam
MCQ
Exam
Oral
Procedure
or Case
Logs
Patient
Survey
effective care
Advocate for
patients within
the health care
system
3 2 1 2 1
* Global Rating is equivalent to the ITER
OMSB Assessment Handbook Page 19
Appendix III. Evaluation Tools
In-Training Evaluation Report (ITER)
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OMSB Assessment Handbook Page 21
OMSB Assessment Handbook Page 22
OMSB Assessment Handbook Page 23
Evaluation of Procedural Skills
OMSB Assessment Handbook Page 24
Mini Clinical Evaluation Exercise (Mini-CEX)
OMSB Assessment Handbook Page 25
OMSB Assessment Handbook Page 26
Presentation Evaluation Form
OMSB Assessment Handbook Page 27
Cased-Base Discussion (CbD)
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OMSB Assessment Handbook Page 29
Journal Club Evaluation
OMSB Assessment Handbook Page 30
Multisource Feedback (MSF)
OMSB Assessment Handbook Page 31
Research Block Evaluation
OMSB Assessment Handbook Page 32
OMSB Assessment Handbook Page 33
Six Month/Annual Evaluation
OMSB Assessment Handbook Page 34
OMSB Assessment Handbook Page 35
Trainer Evaluation
OMSB Assessment Handbook Page 36
OMSB Assessment Handbook Page 37
OMSB Assessment Handbook Page 38
OMSB Assessment Handbook Page 39
Rotation Evaluation
OMSB Assessment Handbook Page 40
Research Mentor Evaluation
OMSB Assessment Handbook Page 41
Program Director/ Associate Program Director Evaluation
OMSB Assessment Handbook Page 42
OMSB Assessment Handbook Page 43
Program Director/ Associate Program Director Evaluation (to
be filled by Residents)
OMSB Assessment Handbook Page 44
OMSB Assessment Handbook Page 45
Program Evaluation Form (to be filled by Residents)
OMSB Assessment Handbook Page 46
OMSB Assessment Handbook Page 47
Program Evaluation Form (to be filled by Trainers)
OMSB Assessment Handbook Page 48
All assessment tools can be accessed at OMSB website
(http://www.omsb.org/) and New Innovations (http://new-
innov.com/pub/).
Revised tools and newly developed assessment tools will be uploaded in
the above websites.
OMSB Assessment Handbook Page 49
Appendix IV. Domain 8: In-Training Evaluation
STANDARD P.8A: EVALUATION AND ASSESSMENT OF
RESIDENTS
The Program must ensure that there are mechanisms in place for
regular assessment of Residents and these are timely and
systematically completed after interpretation of the data on each
Resident in the program. This has to be appropriate to the level of
trainee and with his/her knowledge but held in confidence with
adequate feedback.
INTENTION: This standard refers to the process of
assessment, and the trainer must define and
state the methods used for assessment of
Residents, the criteria for passing
examinations, and other evaluations; with
emphasis on the formative methods and
constructive feedback.
ACCOUNTABILITY: Education Committee of the Program,
Chairman of the Committee, Program
Director, Trainers, and OMSB Assessment
Committee/Office, Clinical Competence
Committee.
AFFIRMATION: Minutes of Education Committee of the
Program and records of Clinical Competence
Committee; evaluation Reports of Residents,
Training Log-Books, Residents Portfolios,
Examination results, In-service test results
and other records of tests & evaluations.
BASIC MANDATORY QUALIFICATIONS:
8A.1 The Program Director must appoint the Clinical Competency
Committee members:
1. The Clinical Competency Committee should:
a) Be composed of members of Education Committee of the
Program;
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b) Have a written description of its responsibilities including
its responsibility to the sponsoring institution and to the
Program Director.
c) Participate actively in:
(1) Reviewing all resident assessment by all assessors;
and,
(2) Making recommendations to the Program Director
for resident progress, including promotion,
remediation, and dismissal.
8A.2 The Program should utilize reliable and valid multiple tools of
assessment such as: Workplace based assessment, CEX,
MiniCEX, Objective structured clinical examination (OSCE) –
standardized patient encounter stations and data interpretation,
Resident’s Portfolios (case logs with learning evidence and
Resident reflection), Simulations and models, standardized
patients, etc. to respectively evaluate all the expected
Competencies.
8A.3 The Education Committee of the Program must explore new
ways of Residents’ evaluations that are published either in the
literature or in the Scientific meetings, and suggest them to the
OMSB as new evaluation tools for their Specialty or for any
specific Competencies.
8A.4 There must be a clearly defined mechanism of formal assessment
of Residents to reflect the achievement of the objectives and
attain the awarded EPAs.
8A.5 The Program should select the most appropriate evaluation tools
to assess for specific competencies; and examples of this are as
shown in the Appendix III for their evaluation of the Residents.
8A.6 The results of implementing all the evaluation tools should be
tracked against measurable trainee outcomes and should be
linked to the development of new revised tools and revised
standards.
8A.7 The Program Director must ensure that all evaluations, feedback
and assessment reports of the Residents are fair and
confidentiality is maintained.
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8A.8 Resident’s performance must be continuously monitored and
evaluated throughout the block and that must include on-call
evaluation.
8A.9 All Trainers that are involved in the Resident’s training during a
block must participate in the evaluation of that Resident.
8A.10 The program must provide objective assessment of all core
competencies.
The Programs must ensure that their residents are evaluated in all
the following competencies. However different specialties may
go to varying depths of evaluations for the various competencies,
which may be more or less relevant for their specialties.
8A.8 Medical Knowledge
8A.8.1 The goals and objectives of the program must be the
determinant of the in-training evaluation system and the
methods used have to be based on these. The level of
performance of Residents must be judged in accordance to the
objectives.
8A.8.2 Evaluation must be based on and related to the specific
requirements of the specialty or subspecialty and according to
the level of training. The assessment methods must be
approved by the respective Education Committee of the
Program and match the progression of the Residents.
8A.8.3 The assessment methods must include formal assessment of
knowledge through the use of appropriate written
examinations including MCQs, MEQs, etc. Performance and
clinical skills are assessed by direct observation and other
methods as needed. All assessment must be documented in
Resident’s file.
8A.8.4 The Program must assess that the Residents recognize their
personal and professional limitations and ask for consultation
from other health care professionals as needed.
8A.8.5 The Program must assess the Residents that they follow
guidance and principles of OMSB Standards of competence
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and conduct so that they become ethical and competent
consultants.
8A.8.6 The Program must assess the Residents’ knowledge and skills
in maintaining health safety in the clinical setting and in
applying the principles of risk management in hospital as well
as independent practice.
8A.8.7 The Program must assess the Residents that they are able to
utilize opportunities to promote patients’ health and prevent
disease, and show awareness of public health and concerns
about health care inequalities.
8A.9 Interpersonal and Communication Skills
8A.9.1 Direct observation of Resident interactions with patients and
their families and colleagues and senior trainer must be used to
assess communication skills.
8A.9.2 The Program must assess written documents of the Residents
such as record/chart review (review of patient’s medical records
by the Resident), communications to patients and colleagues,
particularly consultation letters to referring physicians where
appropriate should be used.
8A.9.3 Residents’ training evaluations must include awareness of
communication issues related to age, gender, culture and
ethnicity. These must be evaluated at the appropriate level.
8A.9.4 The Program must assess the Residents on how they introduce
themselves to patients and colleagues with appropriate
confidence and authority ensuring that patients and colleagues
understand their role, objective and limitations.
8A.9.5 The Program should assess the Residents communications skills
at all levels and at different clinical situations.
8A.9.6 The Program must assess the Residents in demonstrating
knowledge of the theory and established effective relationships
with patients.
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8A.9.7 The Program must assess the Residents’ communication during
research.
8A.9.8 The Program must assess the Residents that they can
communicate in different ways, including spoken, written and
electronic methods. The program must assess the Residents’
communication methods that meet the needs and contexts of
individual patients and colleagues, including those within the
team, or in other disciplines, professions and agencies where
appropriate.
8A.9.9 Interpersonal and Communication Skills abilities of all the
residents must be assessed formally and informally by a variety
of evaluation tools especially Multisource Feedback, OSCE,
Simulations, and ITER.
8A.9.10 Feedback from all members of the professional team must be
included in assessing collaborative abilities of the Residents,
such as interpersonal skills, conflict prevention and resolution,
etc. at work.
8A.9.11 The Residents collaborative skills related to both
“teamwork” and “conflict management” must be continually
assessed throughout the course of the training as appropriate to
the level of training.
8A.9.12 The Residents must be assessed as a team member including
supporting others, handover and taking over the care of a patient
safely and effectively from other health professionals.
8A.9.13 The Residents must be assessed for their ability to share
information and take into account the view of other professionals.
8A.9.14 The assessment of the Interpersonal and Communication
skills competency should be based on established and predefined
criteria and a well-defined benchmark scale.
8A.9.15 The assessment of the resident collaborative skills must
include the essential important features of an effective
collaborator:
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8A.9.15.i Accountability; shares responsibility relative to the final
decision
8A.9.15.ii Assertiveness - shares opinions safely
8A.9.15.iii Autonomy - independent enough to contribute their expertise
8A.9.15.iv Clarity - knows own culture of collaboration
8A.9.15.v Communication - with professionals and other team
members.
8A.9.15.vi Cooperation - value the other collaborators
8A.9.15.vii Coordination - enables efficiency
8A.9.15.viii Responsibility - towards patients and the profession.
8A.9.15.ix Transparency - shares information readily
8A.9.15.x Trust and Respect of the health team members
8A.9.15.xi Conflict prevention and resolution
8A.9.16 The Program must document the assessment of the
collaborator competency using the following assessment
tools or equivalent:
8A.9.16.i The Collaborator Assessment tool (CAT)
8A.9.16.ii Sample Encounter cards
8A.9.16.iii Mini Collaborator Clinical Evaluation Exercise (MiniCEX-
Collaboration)
8A.10 System-Based Practice
8A.10.1 The Program should ensure the availability of evaluation
tools that can assess the residents' ability to appropriately
manage the available information as well as other
managerial skills of the Residents (refer to Appendix III).
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8A.10.2 The Program should ensure that each Resident keeps a
Portfolio that is regularly updated by the Resident and
monitored by the Supervisor to aid in the assessment of the
Residents' management skills as applied in actual situations.
8A.10.3 The Program should ensure that Residents' portfolios
include a variety of evidence such as workplace-based
assessments, committee work, practice organization
innovations, audits and quality assurance projects, along
with reflections generated by his/her managerial experiences
that promotes longitudinal learning.
8A.10.4 The Program must ensure that the Manager role is assessed
by appropriate evaluation tools, e.g. multi-source feedback
that includes specific questions addressing each of the key
features of the Manager role. This should be computerized
to improve efficiency and feasibility.
8A.10.5 The Program should ensure that simulation is used to assess
a Resident's ability to handle complex and critical situations
using his/her managerial abilities.
8A.10.6 The Program leaders should assess time management skills
of the Residents including efficient patient management,
scheduling, and balancing work/rest.
8A.10.7 The Program leaders should assess Residents for effective
mobilization of health care resources and appropriate
delegation to other team members in various clinical
situations.
8A.10.8 The Program leaders should assess Residents in their ability
to properly manage the booking and flow of patients through
various departments of the hospitals such as emergency,
operating rooms, wards, etc.
8A.11 Patient Care
8A.11.1 The Program should use available tools and develop new
assessment tools as needed to evaluate health advocate
competencies of the Residents (refer to Appendix III).
Assessment tools that may enable this assessment include:
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Completing ITER
Short answer questions on written examination
OSCE
Essay
Direct (daily) observation by staff
Peer Evaluations or Informal feedback from other
members of the health care team (formal feedback
only when problems are reported)
Portfolios
8A.11.2 The Program should ensure that each Resident keeps a
Portfolio and that it is regularly updated by the Resident and
checked by the Supervisor.
8A.11.3 The Program must assess the Residents on their health
advocacy by various methods at different settings, e.g. direct
observation during clinics, consults, in-patient rounds, out-
patient clinical care, etc.
8A.11.4 The Program should assess the Residents’ ability on
teaching their peers and allied health care workers regarding
patient and community health advocacy issues using various
methods.
8A.11.5 The Residents’ assessment of their Health Advocacy Role
should be obtained by evaluating his or her understanding of
the determinants of health, affecting patients’ attentiveness
to preventive measures.
8A.11.6 The Program must assess the Residents’ Health Advocacy in
both in-patient and out-patient clinical care scenarios.
8A.11.7 The Program should use simulated scenarios to assess
Residents’ knowledge of Health Advocate.
8A.12 Practice-Based Learning and Improvement
8A.12.1 The Program must develop formative and summative
evaluation tools to evaluate the scholarly ability of the
residents as mandated by the OMSB QA Standards for
relative utility (refer to Appendix III).
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8A.12.2 The Residents' teaching abilities must be assessed in
multiple settings, including written student evaluations,
direct observations at seminars, lectures, case presentations
and other settings.
8A.12.3 The Program should ensure that each Resident keeps a
Portfolio and Logbook and that it is regularly updated by the
Resident and checked by the Supervisor.
8A.12.4 The Residents must be able to utilize information technology
to manage information, access online medical information.
This should be assessed using multiple assessment tools
such direct observation and chart stimulated recall.
8A.12.5 The Residents must be assessed regarding their ability to
analyze their own practice and perform practice-based
improvement activities using a systematic methodology.
8A.12.6 The Residents must be able to locate, appraise, and utilize
scientific evidence to their patients’ health problems and the
larger population from which they are drawn. This should
be assessed using multiple assessment tools.
8A.12.7 The Program must assess the ability of the Resident to
design, perform and present their research both orally and in
print.
8A.13 Professionalism
8A.13.1 The Program should assess the Residents to ensure that all
the components of professionalism including sensitivity to
cultural diversity, ethical conduct, participation in bioethics
and legislation, and sustainable practice are assessed by as
many assessment tools as possible such as ITER,
Multisource Feedback, and Portfolio.
8A.13.2 The Program should ensure that each Resident keeps a
Portfolio which includes the Resident’s reflection of his/her
professional behavior and that it is regularly updated by the
Resident and checked by the Supervisor.
8A.13.3 The Program should assess the Residents' knowledge about
their responsibilities to look after their health, including
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maintaining a suitable balance between work and personal
life, and knowing how to deal with personal illness to protect
their patients and the public.
8A.13.4 The Program must assess the Residents' sense of
responsibility, and professionalism, in line with OMSB
Quality Standards, as regards the actions they take to keep
their own health in the interests of public safety, and to
consult an expert doctor regarding possible risks to patients
when contacting them while being sick themselves.
8A.13.5 The Program should assess the Residents' honesty as regards
their relationships with patients (and their relatives and
carers), professional colleagues and employers.
8A.13.6 The Program must assess the Residents’ ability to share
appropriate information with the patient and/or relatives in
the appropriate time.
8A.13.7 The Program must assess the Residents' abilities to
demonstrate sound knowledge concerning confidentiality,
show respect and uphold patients’ rights to refuse treatment.
8A.13.8 The Program must assess the Residents' ability to take
appropriate action (including admission of their mistake or
misconduct) when their own performance or conduct puts
the patient or the public at risk.
8A.13.9 The Program should assess the competency of the Residents
as regards to medical record keeping and the perfect
completion and submission of legal documents such as those
certifying sickness, time off work, and death certification.
8A.13.10 The Program should assess the Residents' knowledge and
application of regulations and legislations relevant to their
day-to-day activities.
8A.13.11 The Program must assess the Residents' conduct of respect
for patients and everyone they work with, whatever is his/her
professional qualifications, age, color, culture, disability,
ethnic or national origin, gender, lifestyle, marital or parental
status, race, religion or beliefs, or socioeconomic status.
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8A.14 In-Training Assessment and Feedback:
8A.14.1 Constructive formative feedback must be given to the
Resident at regular intervals by the Rotation Supervisor after
their evaluations. Feedback must occur at the end of each
rotation and should also occur in mid rotation during
informal sessions. The feedback sessions must be held face-
to-face and used as learning experiences for the Residents.
The Resident must be given an opportunity to respond to the
feedback. These all have to be documented in the Resident
File “In-Training Evaluation Report (ITER)”.
8A.14.2 The Program Director or designee should provide feedback
to the Resident regarding his/her evaluations. This has to be
done face-to-face at 6 months and annually and also receive
feedback from the Resident about the program, rotations,
trainer and any other issues. All this must be documented in
the Resident file and confidentiality must be maintained.
8A.14.3 Any concern, academic and/or behavioral/attitudinal, with
the Resident, especially the serious concerns, must be given
as a feedback to the Resident early so that he/she gets the
opportunity to improve and correct the deficiencies.
Remedial support mechanism must be available if needed.
8A.14.4 The Program Director must send Summative assessment
reports of Residents’ progress to GME office on six monthly
and annual basis during the Residency and upon completion
of the Residents’ training - “Final In-Training Evaluation
Report (FITER).”
The Assessment report must represent views of trainer
members as a whole, directly involved in the Residents’
training and not the opinion of only a single member of the
faculty. It must also include evidence of feedback to and
from the Resident, and any remedial plan, if applicable.
8A.14.5 The Program must ensure that the Residents receive
Feedback generated through formative assessment which can
be used to improve teaching. The Formative Assessment
used should include a variety of tools.
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8A.14.6 The Program must provide feedback to the Residents that is
goal- directed (e.g. skills-related), response-directed (e.g.
knowledge- related), and competency oriented.
8A.14.7 Effective feedback should provide the learner with both
verification (correct or incorrect) and elaboration
(explanation why).
8A.14.8. Feedback should be specific and not too complex or too
long.
STANDARD P.8B: EVALUATION AND ASSESSMENT OF
TRAINERS
The Program must ensure that there are mechanisms in place for
regular evaluation of Trainers. Residents must evaluate the
Trainers anonymously regularly every rotation. The Trainers must
also be evaluated by the Chairman, Program Director, and Associate
Program Directors. These evaluations must be systematically
compiled and discussed by the Program Director or designee with the
Trainers.
INTENTION: This standard refers to the process of
continuous assessment of the Trainers.
ACCOUNTABILITY: Program Director, Education Committee of
the Program Chairman, Education
Committee of the Program Members, and
OMSB Administration.
AFFIRMATION: Minutes of Education Committee of the
Program, evaluation reports of Trainers,
Minutes of Meeting with the Trainers, and
OMSB database.
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BASIC MANDATORY QUALIFICATIONS:
8B.1 The Program must have a systematic review of the Trainers’
teaching performance and skills using OMSB Trainer Evaluation
forms.
8B.2 The Trainer’s evaluation should be done at the end of each
rotation for the involved Trainers; and a separate comprehensive
annual evaluation of clinical teaching abilities, commitment to
the educational program, clinical knowledge, professionalism,
and scholarly activities.
8B.3 The Education Committee of the Program through the program
director or his designee must meet with Trainers at least once
yearly.
8B.4 The Program must have a mechanism to counsel the Trainers
who have problems with teaching or monitoring the Residents.
8B.5 The Trainers should be competent and active in their relevant
field and their appointment should be reviewed periodically by
OMSB.
8B.6 The Education Committee of the Program must give feedback at
least once a year (written or verbal) to all the Trainers about their
performance. The Head of their Department must also be
informed.
8B.7 The Trainers must satisfy the CME requirements of OMSB and
the program must ensure that the Trainers participate in some
form of Trainer Development Program such as “Train the
Trainers’ Course or Workshop.”
8B.8 The evaluations must be fair to the Trainer and he/she should be
given a copy of the compiled evaluations.
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STANDARD P.8C: EVALUATION AND ASSESSMENT OF
THE PROGRAM
There must be a mechanism in place for regular evaluation of the
Program. The Education Committee of the Program is primarily
responsible for regular evaluations of the program. The regular
evaluations should include Residents and Trainers.
INTENTION: This standard refers to the process of regular
evaluation of the program by the different
stakeholders involved.
ACCOUNTABILITY: Education Committee of the Program,
Chairman of the Education Committee of the
Program, Program Director, Program
Evaluation Committee, and Internal Review
Committee.
AFFIRMATION: Minutes of Education Committee of the
Program, Resident records, Internal Review
Report, Internal Review Committee Report,
External Reviewer’s Report if any, and
Annual Report of the program.
BASIC MANDATORY QUALIFICATIONS:
8C.1 The Program Evaluation Committee participates actively in:
(1) Planning, developing, implementing, and evaluating all
significant activities of the residency program;
(2) Developing competency-based curriculum goals and
objectives;
(3) Reviewing annually the program using evaluations from
Trainers, residents and others;
(4) Reviewing the Internal Review Committee report of the
residency program with recommended action plans; and,
(5) Assuring that areas of non-compliance with ACGME-I
standards are fulfilled.
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8C.2 The Program Evaluation Committee must review the program at
least once yearly according to OMSB guidelines.
8C.3 The PEC must monitor that the program tracks each of the
following areas:
a) Resident performance;
b) Trainer development;
c) Graduate performance, including performance of program
graduates taking the certification examination; and,
d) Program quality. Specifically:
i. Resident and Trainer must have the opportunity to
evaluate the program confidentially and in writing at a
minimum of once per year, and
ii. The program must use the results of Residents’
assessments of the program together with other
program evaluation results to improve the program.
8C.4 The program must document formal, systematic evaluation of the
curriculum at least once per year.
8C.5 There must be a mechanism for Residents to evaluate the
Program at least once yearly in writing and confidentially.
8C.6 The Education Committee of the Program must review all
Accreditation reports and Site Visit reports as well as Internal
Review reports; and draw an action plan for correction of any
deficiencies.
8C.7 If deficiencies are found, the program should prepare a written
plan of action to document initiatives to improve performance.
The action plan should be reviewed and approved by the
Education Committee of the Program and documented in meeting
minutes.
8C.8 The Program Evaluation Committee must assess any new
Training Center to be added to the program, and produce a
written report to the Education Committee of the Program for
approval. The evaluation of a new Training center must include
the number of patients and variety of illnesses, and resources, to
ensure that it does meet the training objectives.
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8C.9 The added Training Center must be approved by the OMSB
Internal Review Committee.
8C.10 The Annual Report of the program should include the summary
of the reports, Internal and External; record of its calendar of
Academic Activities; its achievements and weaknesses; and
future plans.
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Appendix V. Glossary
Assessment: An ongoing process of gathering and interpreting
information about a learner’s knowledge, skills, and/or behavior.
Assessment tool: A systematic method of obtaining information used to
draw inferences about characteristics of Residents/Trainers and/or
programs.
Case-based Discussion (CbD): a structured discussion of clinical case
managed by the Resident.
Formative Assessment: Used to appraise learning needs, create learning
opportunities, guide feedback and coaching, promote reflection, and
shape values of a resident.
In-Training Evaluation Report (ITER): An assessment instrument to
document direct observation. It is designed to assess the competencies
outlined in the OMSB Quality Assurance Standards
Interpersonal & Communication Skills: Demonstrate skills that result
in effective information exchange and teaming with patients, their
families and other health professionals (e.g. fostering a therapeutic
relationship that is ethically sound, uses effective listening skills with
non-verbal and verbal communication; working as both a team member
and at times as a leader).
Logbook: Used to track the educationally relevant activities, such as the
number of procedures performed, and it documents that a learning
activity has taken place.
Medical Knowledge: Demonstrate knowledge about established and
evolving biomedical, clinical and cognate (e.g. epidemiological and
social behavioral) sciences and application of knowledge to patient care.
Mini-Clinical Evaluation Exercise (Mini-CEX): A structured
assessment of an observed clinical encounter or a “snapshot” of a
Resident-patient interaction.
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Patient Care: Identify, respect and care about patient’s differences,
values, preferences and expressed needs; listen to, clearly inform,
communicate with and educate patients; share decision making and
management; and continuously advocate disease prevention, wellness and
promotion of healthy lifestyles, including a focus on population health.
Portfolio: A dynamic collection of work that exhibits the Residents’
efforts, progress and achievements in multiple areas over time. It
encourages the Resident to reflect on the learning process.
Practice Based Learning & Improvement: Involves investigation and
evaluation of one’s own patient care, appraisal and assimilation of
scientific evidence and improvements in patient care.
Professionalism: Commitment to carrying out professional
responsibilities, adherence to ethical principles and sensitivity to a diverse
patient population.
Systems Based Practice: Actions that demonstrate an awareness of and
responsiveness to the larger context and system of health care and the
ability to effectively call on system resources to provide care that is of
optimal value.
Summative Assessment: Used to appraise competence in high-stake
evaluations for promotion, licensing, certification, etc.