Evaluations of clinical faculty: the impact of level of learner and time of year.
BACKGROUND
Because of the importance of faculty evaluation data for faculty development, promotion, reappointment, and remuneration, the quantity and characteristics of evaluation data need study.


OBJECTIVE
To examine differences in evaluation ratings according to level of learner (student vs. resident) and time of year.


METHODS
Retrospective analyses of 1,281 faculty evaluations provided for 132 faculty over a 12-month period by students and residents on inpatient medicine rotations.


RESULTS
Faculty had an average of eight evaluations over a year. Students gave more favorable ratings than residents. Over the year, students became less critical and residents became more critical. Winners of teaching awards had better evaluations than other faculty. Standard errors around mean ratings for an individual faculty member were approximately 0.25 on a 4-point scale.


CONCLUSIONS
The profile and precision of assessments for an individual will vary based on the number, timing, and source of ratings. Decisions based on similar data should be made with caution.
Shea
Judy A
JA
Department of Medicine, University of Pennsylvania, 1223 Blockley Hall, 423 Guardian Drive, Philadelphia, PA 19104-6021, USA. sheaja@mail.med.upenn.edu
Bellini
Lisa M
LM
D005180:Faculty, Medical / Q000592:standards*; D006801:Humans; D007396:Internship and Residency; D012577:Schools, Medical / Q000592:standards*; D013337:Students, Medical / Q000523:psychology; D013663:Teaching / Q000592:standards*; D013997:Time Factors