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Assessment/Performance Improvement

The faculty and leadership at Rutgers NJMS EM strongly believes that teaching is one of our core missions. We believe that:

  • Becoming a physician and mastering the practice of Emergency Medicine is a lifelong endeavor
  • There is always room for improvement
  • Continued improvement is only possible with effective feedback
  • Not everyone learns the same way

Beginning July 2016 we have updated and introduced multiple mechanisms to allow for every resident to succeed.

  • Routine Feedback to the Resident
    • Shift Cards: At the end of each shift residents are encouraged to request an end-of-shift evaluation and verbal feedback from faculty. The evaluations have been revised recently to reflect the EM Milestones, while still being practical and providing actionable feedback, as opposed to just checkboxes.
    • Rotation Evaluations: Off-service rotations provide residents with feedback in the form of an evaluation at the end of the block.
    • Clinical Competency Committee: Comprised of diverse faculty and nurses, the CCC meets quarterly to discuss and document the performance of residents in the clinical arena
    • Semi-Annual Reviews: The residency leadership team meets collectively with each resident every six months. Unlike most programs we do this as a team review to enhance effectiveness and ensure a diversity of opinions. These reviews also serve as a "check-in" related to non-clinical issues such as intraining exam performance, career plans, research and wellness.
    • Advising: Each class is assigned a "Class Faculty Advisor". This advisor is someone intricately involved with residency administration, provides feedback and serves as an overall "class parent" that residents can turn to for any reason. Additionally, each resident is assigned a faculty advisor that they can use as an individual resource.
  • Individualized Learning
    • Individualized Learning Plan: Each resident is encouraged to develop and update an Individualized Learning Plan with the residency leadership. Broadly this is intended to target academic, clinical and research performance with measurable outcomes. This also serves as a career planning mechanism to ensure that a resident maintains perspective on long-term goals.
    • Individualzed Educational Plan: Based on specific identified deficits/areas of concern (low intraining exam score, poor procedural performance, etc.) a resident works with the residency leadership to develop a focused, short-term intervention. Frequent follow-up sessions are held to ensure progress on the plan.
  • Board Preparation
    • All EM-1 residents receive a HippoEM subscription (with their EMRA membership)
    • All residents receive access to Rosh Review (question bank) for intraining exam preparation
    • Additional board preparation packages are considered on a yearly basis (currently EM-3s have access to the NEMBR course and EM-4s to TrueLearn)
    • Routine mock orals and written board prep sessions are conducted during residency conferences