An exploration of faculty perspectives on the in-training evaluation of residents.

Purpose: The in-training evaluation report (ITER) is the most widely used approach to the evaluation of residents' clinical performance. Participants' attitudes toward the process may influence how they approach the task of resident evaluation. Whereas residents find ITERs most valuable when they perceive their supervisors to be engaged in the process, faculty attitudes have not yet been explored.

The sum of the parts detracts from the intended whole: competencies and in-training assessments.

Objectives: Despite the fact that Canadian residency programmes are required to assess trainees' performance within the context of the CanMEDS Roles Framework, there has been no inquiry into the potential relationship between residents' perceptions of the framework and their in-training assessments (ITA). Using data collected during the study of ITA, we explored residents' perceptions of these competencies.

Methods: From May 2006-07, a purposive sample of 20 resident doctors from internal medicine, paediatrics, and surgery were interviewed about their ITA experiences.

Rules of engagement: residents' perceptions of the in-training evaluation process.

Background: In-training evaluation reports (ITERs) often fall short of their goals of promoting resident learning and development. Efforts to address this problem through faculty development and assessment-instrument modification have been disappointing. The authors explored residents' experiences and perceptions of the ITER process to gain insight into why the process succeeds or fails.

Mission Statement Day: the impact on medical students of an early exercise in professionalism.

Background: The development of professional attitudes in medical students is an important aspect of medical education.

Aims: This qualitative study describes medical students' experience of Mission Statement Day.

Method: The study was conducted using focus groups and key informant interviews.