Faculty Milestones

1 of 10: Learning Climate: Establishes Positive Learning Climate

1) INADEQUATE SKILLS: Often does not prioritize creating an effective learning climate (tone, firmness, respect), especially when working with unmotivated and/or difficult learners. Displays hostile, abusive and/or unprofessional behaviors at times to learners, staff or consultants.	2) VARIABLE SKILLS: Usually encourages questions from learners. Occasionally allows lapses into uncomfortable learning climate. May challenge staff or learners in front of others.	3) EFFECTIVE SKILLS: Creates respectful climate when interacting with learners and staff. Learners generally feel safe asking questions. Seeks opinions from learners and staff in most situations.	4) EXEMPLARY SKILLS & ROLE MODEL: Serves as a role model in interactions with staff, consultants and learners. Creates climate where learners feel safe offering different opinions. Learner input is often sought, and valued when given. Brings out the best in others.
1) INADEQUATE SKILLS: Often does not prioritize creating an effective learning climate (tone, firmness, respect), especially when working with unmotivated and/or difficult learners. Displays hostile, abusive and/or unprofessional behaviors at times to learners, staff or consultants.	2) VARIABLE SKILLS: Usually encourages questions from learners. Occasionally allows lapses into uncomfortable learning climate. May challenge staff or learners in front of others.	3) EFFECTIVE SKILLS: Creates respectful climate when interacting with learners and staff. Learners generally feel safe asking questions. Seeks opinions from learners and staff in most situations.	4) EXEMPLARY SKILLS & ROLE MODEL: Serves as a role model in interactions with staff, consultants and learners. Creates climate where learners feel safe offering different opinions. Learner input is often sought, and valued when given. Brings out the best in others.

2 of 10: Control of Session: Maintains Control of Educational Session

1) INADEQUATE SKILLS: Often does not routinely respect resident workload and education balance. Control of session (pace, focus) is not well managed. Either timeliness or educational opportunities are routinely overlooked.	2) VARIABLE SKILLS: Recognizes importance of balancing timely patient care and education, but does not achieve this balance routinely.	3) EFFECTIVE SKILLS: Strives to promote balance between education and patient care workload. Recognizes importance of both tasks, but occasionally does not achieve this balance.	4) EXEMPLARY SKILLS & ROLE MODEL: Provides frequent focused learning opportunities, while respecting and supporting patient care demands. Achieves ideal balance between education and patient care.
1) INADEQUATE SKILLS: Often does not routinely respect resident workload and education balance. Control of session (pace, focus) is not well managed. Either timeliness or educational opportunities are routinely overlooked.	2) VARIABLE SKILLS: Recognizes importance of balancing timely patient care and education, but does not achieve this balance routinely.	3) EFFECTIVE SKILLS: Strives to promote balance between education and patient care workload. Recognizes importance of both tasks, but occasionally does not achieve this balance.	4) EXEMPLARY SKILLS & ROLE MODEL: Provides frequent focused learning opportunities, while respecting and supporting patient care demands. Achieves ideal balance between education and patient care.

3 of 10: Learning Goals: Establishes Learning Goals

1) INADEQUATE SKILLS: Rarely encourages learners to set goals, or sets consistently unrealistic goals for learners.	2) VARIABLE SKILLS: Communicates goals in typical settings but does not do so frequently and / or well in all clinical settings. Does not routinely engage learner in goal setting.	3) EFFECTIVE SKILLS: Communicates goals to promote best learning outcomes in most clinical settings. Encourages motivated learners to set own goals.	4) EXEMPLARY SKILLS & ROLE MODEL: Communicates goals effectively to promote best learning outcomes for all types of learners. Routinely supports all learners to set realistic goals.
1) INADEQUATE SKILLS: Rarely encourages learners to set goals, or sets consistently unrealistic goals for learners.	2) VARIABLE SKILLS: Communicates goals in typical settings but does not do so frequently and / or well in all clinical settings. Does not routinely engage learner in goal setting.	3) EFFECTIVE SKILLS: Communicates goals to promote best learning outcomes in most clinical settings. Encourages motivated learners to set own goals.	4) EXEMPLARY SKILLS & ROLE MODEL: Communicates goals effectively to promote best learning outcomes for all types of learners. Routinely supports all learners to set realistic goals.

4 of 10: Understanding and Retention: Promotes Understanding and Retention of Knowledge and Skills

1) INADEQUATE SKILLS: Typically does not use effective teaching methods such as clear explanations tailored to specific learners’ needs, addressing learners’ questions, checking for understanding and indicating additional learning resources.	2) VARIABLE SKILLS: Uses effective teaching methods for motivated and able learners but challenged by unmotivated learners and / or weak learners.	3) EFFECTIVE SKILLS: Applies effective teaching methods to promote understanding and retention of knowledge and skills for most learners, but has difficulty with some learners and situations.	4) EXEMPLARY SKILLS & ROLE MODEL: Able to vary teaching methods to promote understanding and retention of knowledge and skills to best meet the needs of all types of learners.
1) INADEQUATE SKILLS: Typically does not use effective teaching methods such as clear explanations tailored to specific learners’ needs, addressing learners’ questions, checking for understanding and indicating additional learning resources.	2) VARIABLE SKILLS: Uses effective teaching methods for motivated and able learners but challenged by unmotivated learners and / or weak learners.	3) EFFECTIVE SKILLS: Applies effective teaching methods to promote understanding and retention of knowledge and skills for most learners, but has difficulty with some learners and situations.	4) EXEMPLARY SKILLS & ROLE MODEL: Able to vary teaching methods to promote understanding and retention of knowledge and skills to best meet the needs of all types of learners.

5 of 10: Formative Feedback: Provides Formative Feedback

1) INADEQUATE SKILLS: Rarely provides effective feedback. Feedback is either not given, or inappropriately focuses on personality traits rather than behaviors.	2) VARIABLE SKILLS: Provides timely and specific positive feedback at times. Often avoids giving constructive feedback to difficult learners. Does not give feedback frequently.	3) EFFECTIVE SKILLS: Provides timely and specific feedback to most learners. Appears comfortable giving constructive feedback to most learners but less effective with some difficult learners.	4) EXEMPLARY SKILLS & ROLE MODEL: Provides constructive and positive feedback frequently, timely and to all learner types. Routinely encourages learner participation in the feedback process.
1) INADEQUATE SKILLS: Rarely provides effective feedback. Feedback is either not given, or inappropriately focuses on personality traits rather than behaviors.	2) VARIABLE SKILLS: Provides timely and specific positive feedback at times. Often avoids giving constructive feedback to difficult learners. Does not give feedback frequently.	3) EFFECTIVE SKILLS: Provides timely and specific feedback to most learners. Appears comfortable giving constructive feedback to most learners but less effective with some difficult learners.	4) EXEMPLARY SKILLS & ROLE MODEL: Provides constructive and positive feedback frequently, timely and to all learner types. Routinely encourages learner participation in the feedback process.

6 of 10: Clinical Reasoning: Promotes Clinical Reasoning

1) INADEQUATE SKILLS: Typically does not work to enhance clinical reasoning skills in learners.	2) VARIABLE SKILLS: Inconsistently explores clinical reasoning by learners. Does not routinely provide clear explanations in patient care decisions.	3) EFFECTIVE SKILLS: Frequently encourages learners to explore clinical reasoning and routinely provides explanations in patient care decisions.	4) EXEMPLARY SKILLS & ROLE MODEL: Makes own clinical reasoning clear. Routinely explores learner’s clinical reasoning skills and encourages learners to use evidence to develop and support clinical reasoning.
1) INADEQUATE SKILLS: Typically does not work to enhance clinical reasoning skills in learners.	2) VARIABLE SKILLS: Inconsistently explores clinical reasoning by learners. Does not routinely provide clear explanations in patient care decisions.	3) EFFECTIVE SKILLS: Frequently encourages learners to explore clinical reasoning and routinely provides explanations in patient care decisions.	4) EXEMPLARY SKILLS & ROLE MODEL: Makes own clinical reasoning clear. Routinely explores learner’s clinical reasoning skills and encourages learners to use evidence to develop and support clinical reasoning.

7 of 10: EBM: Promotes EBM

1) INADEQUATE SKILLS: Rarely uses EBM, or does not respect learners when use or request EBM information in teaching settings/on rounds.	2) VARIABLE SKILLS: Does not actively suggest EBM resources for learners. Does not often model use of EBM for learners.	3) EFFECTIVE SKILLS: Uses EBM to support clinical decisions and uses EBM often in teaching.	4) EXEMPLARY SKILLS & ROLE MODEL: Incorporates EBM routinely in teaching. Routinely explores learner’s clinical reasoning skills and encourages learners to use EBM resources to develop and support clinical decisions.
1) INADEQUATE SKILLS: Rarely uses EBM, or does not respect learners when use or request EBM information in teaching settings/on rounds.	2) VARIABLE SKILLS: Does not actively suggest EBM resources for learners. Does not often model use of EBM for learners.	3) EFFECTIVE SKILLS: Uses EBM to support clinical decisions and uses EBM often in teaching.	4) EXEMPLARY SKILLS & ROLE MODEL: Incorporates EBM routinely in teaching. Routinely explores learner’s clinical reasoning skills and encourages learners to use EBM resources to develop and support clinical decisions.

8 of 10: Self-Directed Learning: Promotes Self-Directed Learning in Learners

1) INADEQUATE SKILLS: Typically does not take interest in stimulating self-directed learning in learners.	2) VARIABLE SKILLS: Occasionally stimulates self-directed learning in motivated learners, but not for all learners.	3) EFFECTIVE SKILLS: Stimulates self-directed learning in most learners through discussion and effective questions. Struggles with some difficult learners.	4) EXEMPLARY SKILLS & ROLE MODEL: Routinely stimulates self-directed learning in wide variety of learners through discussion and effective questions.
1) INADEQUATE SKILLS: Typically does not take interest in stimulating self-directed learning in learners.	2) VARIABLE SKILLS: Occasionally stimulates self-directed learning in motivated learners, but not for all learners.	3) EFFECTIVE SKILLS: Stimulates self-directed learning in most learners through discussion and effective questions. Struggles with some difficult learners.	4) EXEMPLARY SKILLS & ROLE MODEL: Routinely stimulates self-directed learning in wide variety of learners through discussion and effective questions.

9 of 10: Supervision & Autonomy: Balances Supervision and Autonomy

1) INADEQUATE SKILLS: Does not appropriately supervise learners well. Occasionally concerns for patient safety arise due to lack of supervision.	2) VARIABLE SKILLS: Recognizes importance of balance between supervision and autonomy, but has difficulty achieving this balance, especially when overwhelmed/stressed.	3) EFFECTIVE SKILLS: Appropriate supervision given to learners, and progressive autonomy given to learners in most situations. May over-supervise for difficult tasks and patients.	4) EXEMPLARY SKILLS & ROLE MODEL: Achieves ideal balance of supervision and autonomy for all learners. Able to adjust to needs of learner, and adapts balance when needed. Available to support learners.
1) INADEQUATE SKILLS: Does not appropriately supervise learners well. Occasionally concerns for patient safety arise due to lack of supervision.	2) VARIABLE SKILLS: Recognizes importance of balance between supervision and autonomy, but has difficulty achieving this balance, especially when overwhelmed/stressed.	3) EFFECTIVE SKILLS: Appropriate supervision given to learners, and progressive autonomy given to learners in most situations. May over-supervise for difficult tasks and patients.	4) EXEMPLARY SKILLS & ROLE MODEL: Achieves ideal balance of supervision and autonomy for all learners. Able to adjust to needs of learner, and adapts balance when needed. Available to support learners.

10 of 10: Professionalism: Displays Professionalism

1) INADEQUATE SKILLS: Frequently uses intimidation or demonstrates lack of respect for learners, or others. Struggles at time to act as a professional role model.	2) VARIABLE SKILLS: Occasional lapse in behavior (particularly when overwhelmed/stressed) suggests lack of interest or ability to respect learners, patients and/or staff.	3) EFFECTIVE SKILLS: Interactions are consistently positive with learners, staff and patients.	4) EXEMPLARY SKILLS & ROLE MODEL: Serves as role model in interactions with all staff, patients and learners. Always brings out the best in others.
1) INADEQUATE SKILLS: Frequently uses intimidation or demonstrates lack of respect for learners, or others. Struggles at time to act as a professional role model.	2) VARIABLE SKILLS: Occasional lapse in behavior (particularly when overwhelmed/stressed) suggests lack of interest or ability to respect learners, patients and/or staff.	3) EFFECTIVE SKILLS: Interactions are consistently positive with learners, staff and patients.	4) EXEMPLARY SKILLS & ROLE MODEL: Serves as role model in interactions with all staff, patients and learners. Always brings out the best in others.

This survey is anonymous. Unless otherwise indicated, data and comments will be aggerated and shared with the selected faculty member on a semi-annual basis.

If you wish this evaluation to be sent immediately to the Program Director instead of being aggerated with other evaluations, please indicate below. 

• keep this evaluation anonymous
• send this evaluation immediately to the Program Director