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Faculty Development: Common Questions Links to ACGME and DOE Policies

Common Questions Links to ACGME abnd DOE Policies

Goal  Setting

1. My attending effectively reviewed the goals and objectives with me at the beginning of the rotation/service/clinic and at appropriate intervals.   E,T; CPR-V.B.1.a;  CLER-S-2

Learning Environment

2. My attending encouraged me to learn and to ask questions. MVV-4; GC-2,4,5;CPR-V.B.1.a,  CPR-VI.B.4.d; CPR-VI.E.2; CLER-S-2

3. My attending was enthusiastic and invested in residency education and life-long learning.MVV-4; GC-5; CPR-V.B.1.a; CPR-VI.B.4.d

4. My attending made it safe for me to bring up concerns without fear of reprisal.MVV-2,3; GC-3,4,5,6; CPR-V.B.1.a, CPR-VI.B.6; CPR-VI.E.2; CLER-PS-3

5. My attending was approachable and accessible to address patient care questions. MVV-1,2; GC-1,2,3,4,5,6; CPR-V.B.1.a, CPR-VI.B.6; CPR-VI.E.2; CLER PS-3; CLER-S-2

6. My attending showed respect to patients, other residents, colleagues and staff. MVV-1,2,3; GC-1,4,5; CPR-V.B.1.a, CPR-VI..B.4.a; CPR-VI.B.6; CLER-P-2

7. My attending encouraged me to put the needs of patients first by being caring and sensitive to their specific needs. MVV-1;GC-1,3,4,5,6; CPR-V.B.1.a, CPR-VI..B.4.a; CPR-VI.B.5; CLER-P-2



8. My attending provided constructive feedback concerning my performance at appropriate intervals throughout the rotation/service/clinic.MVV-4; GC-2,3; CPR-V.A.1.a;  CPR-V.B.1.a ; CLER-S-2

9. My attending provided useful summative feedback at the end of my rotation/service/clinic. MVV-4; GC-2,3; CPR-V.A.1.b; CPR-V.B.1; CLER-S-2

Professionalism: CLER-P-4

10. My attending modeled behavior worthy of emulation.MVV-1,2,3,4; GC-5; CPR-VI.B.; CLER-P-2

11. I would recommend to other residents that they work with this attending. MVV-4; GC-5

12. I would recommend this attending as a mentor for residents. MVV-4,2; GC-5

13. My attending is someone I would value having as a colleague in my career.MVV-4,2; GC-5; CLER-P-2

14. My attending is someone I would have family members/friends see.MVV-1,2; GC-1; CPR-VI.B.4.a

Faculty Evaluation Core Questions MJS reference 2019

Item Reference Guide

MCHS Mission, Vision, Values:

MVV-1 Patient-Centered:

MVV-2 Trust  

MVV-3 Teamwork


MVV-5 Affordability

ACGME GCs: The General Competencies are noted after each item as:

GC-1: Patient Care

GC-2-Medical Knowledge

GC-3-Practice-based learning & improvement

GC-4-Interpersonal and Communication skills


GC-6-Systems-based Practice

ACGME CPRs (Common Program Requirements):

CPR V.B.1 a)  “review of the faculty member’s clinical teaching abilities, engagement with the educational program, participation in faculty development related to their skills as an educator, clinical performance, professionalism, and scholarly activities. (Core)”

CPR V.B.3  “Background and Intent: The quality of the faculty’s teaching and clinical care is a determinant of the quality of the program and the quality of the residents’ future clinical care. Therefore, the program has the responsibility to evaluate and improve the program faculty members’ teaching, scholarship, professionalism, and quality care. This section mandates annual review of the program’s faculty members for this purpose, and can be used as input into the Annual Program Evaluation.”

CPR-VI.B.4 Residents and faculty members must demonstrate an understanding of their personal role in the

CPR-VI.B.4.a) provision of patient- and family-centered care

CPR-VI.B.4.d) commitment to lifelong learning

CPR-VI.B.5 All residents and faculty members must demonstrate responsiveness to patient needs that supersedes self-interest.)

CPR-VI.B.6 Programs must provide a professional, equitable, respectful, and civil environment that is free from mistreatment, abuse, or coercion of students, residents, faculty, and staff. Programs, in partnership with their Sponsoring Institutions, should have a process for education of residents and faculty regarding unprofessional behavior and a confidential process for reporting, investigating, and addressing such concerns)

CPR-VI.E.2  Residents must care for patients in an environment that maximizes communication…

ACGME CLER (Clinical Learning Environment Review):

Patient Safety CLER PS-3: PS-Pathway 3 Residents/fellows and faculty members perceive that the clinical site provides a supportive culture for reporting patient safety events

Supervision CLER S-2: S Pathway 2 Residents/fellows perceive that they are receiving adequate supervision at the clinical site. Residents/fellows perceive that the clinical site provides a supportive culture for requesting assistance

Professionalism Pathway 2 CLER P-2: Residents/fellows perceive that the clinical site provides an environment of professionalism (including authority figure and supervisor role-modeling) that supports honesty and integrity and respectful treatment of others

Professionalism Pathway 4 CLER P-4: Periodic monitoring of physician professionalism is essential to identifying vulnerabilities and designing and implementing actions to enhance patient care