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In-Training Evaluation Reports (ITERS) for Research/Scholarly Activity of Clinical Fellows

ITERs are completed online using the POstgraduate Web Evaluation and Registration (POWER) system.  The ITER generally consists of a number of questions with rating scales and qualitative comments, as well as a global question that rates overall performance.

The educational goals and objectives of a clinical fellowship may include significant research/scholarly activity. Postgraduate medical departments/divisions/units currently use a variety of evaluation questions in POWER-based ITERs to assess this research/scholarly activity.

Research Rotations Completed by Clinical Fellows is a collection of sample questions that have appeared in ITERs completed through the POWER system during 2016-17. The variety of evaluation questions for each CanMEDS role may reflect the diversity of educational goals and objectives from one clinical fellowship to another. The duration of the research rotations for which ITERs were completed using the POWER system in 2016-17 was also variable.

Some sample evaluation questions have been edited to remove details that might identify an individual fellowship program.

Research Rotations Completed by Residents Enrolled in the Clinician Investigator Program (CIP) is an excerpt from the template ITER in use by the Clinician Investigator Program for residency trainees engaged in research/scholarly activity. This excerpt illustrates evaluation questions that could be relevant to the use of POWER-based ITERs to record the evaluation of research/scholarly activity by clinical fellows.

RESEARCH ROTATIONS COMPLETED BY CLINICAL FELLOWS

IN-TRAINING EVALUATION REPORT | SAMPLE EVALUATION QUESTIONS

 


A.    MEDICAL EXPERT

  • Interest and Motivation
  • Originality
  • Judgement and critical thinking
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B.    COMMUNICATOR

  • Quality of oral presentations
  • Quality of written reports
  • Team relationship
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C.    COLLABORATOR

  • Collaboration with other research teams
  • Demonstrates ability to accept, consider and respect opinions of other members of the team
  • Works effectively in a team environment
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D.    MANAGER

  • Organizational ability
  • Supervisory skills
  • Contribution to overall functioning of research program
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E.    HEALTH ADVOCATE

  • Advocacy relating to importance of health research
  • Is attentive to preventative measures
  • Is attentive to issues of public policy for health
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F.    SCHOLAR

  • Knowledge of research topic
  • Critical evaluation of scientific papers
  • Statistics and measurement skills
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G.    PROFESSIONAL

  • Ethical standards (recognizes and addresses ethical issues)
  • Integrity, honesty, responsibility and compassion
  • Self-assessment ability (insight)
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H.    OVERALL COMPETENCE

  • Overall competence

 

I.    COMMENTS

  • General competence:
  • Motivation:
  • General comments:
  • (Please write a statement as to general impression and development during the trainee’s rotation. Please emphasize STRENGTHS and WEAKNESSES.)
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RESEARCH ROTATIONS COMPLETED BY RESIDENTS ENROLLED IN
THE CLINICIAN INVESTIGATOR PROGRAM (CIP)

CLINICIAN INVESTIGATOR PROGRAM, UNIVERSITY OF TORONTO IN-TRAINING EVALUATION REPORT | EXCERPTED EVALUATION QUESTIONS

 


SCHOLAR

  • General knowledge – establishes and maintains knowledge and understanding of general principles and fundamentals of research
  • Specific knowledge – establishes and maintains knowledge and understanding of the specialized topics in the specific area of research
  • Elicits, synthesizes, and critically evaluates information and applies it appropriately to research
  • Technical skills – overall competence in techniques required for the research project (i.e. experimental design, data collection and management, and analysis)
  • Analytical skills – overall competence in analyzing and interpreting the results of an experiment
  • Consults appropriately for feedback on knowledge and performance

MEDICAL RESEARCH EXPERT

  • Integrates CanMEDS roles to conduct ethical research
  • Appropriately consults with others, recognizing limits of own expertise

COMMUNICATOR

  • Develops rapport, trust and ethical relationships with research participants, peers, other professionals
  • Quality of written research proposals, reports, grant proposals and manuscripts
  • Effectively presents own work at lab meetings, research seminars, thesis advisory committee meetings, scientific meetings, and able to defend and discuss the presentation in an articulate and polished manner

COLLABORATOR

  • Participates effectively and appropriately in interprofessional research teams
  • Works effectively with others in research teams
  • Endeavours to form collaborative relationships within the scientific community
  • Demonstrates an ability to prevent, negotiate and resolve interprofessional conflicts

MANAGER

  • Effectively manages activities for research and career development
  • Effectively manages research resources (financial & materials), data recording and results
  • Serves in administration and leadership roles, as appropriate

HEALTH ADVOCATE

  • Demonstrates appreciation of social, economic and biologic factors that impact health research
  • Demonstrates advocacy for subjects, patients, populations, communities, as appropriate
  • Promotes research knowledge translation to patients, populations, communities, other stakeholders, as appropriate

PROFESSIONAL

  • Demonstrates commitment to profession, society, research participants and patients through the importance of absolute objectivity and honesty in the conduct of research

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