Assessment, Promotion, and Appeals Policy

Introduction

All residents who are enrolled in programs leading to certification with either the College of Family Physicians of Canada (CFPC) or the Royal College of Physicians and Surgeons of Canada (RCPSC) are registered as postgraduate students in the School of Medicine, Faculty of Health Sciences at Queen's University.

Residents carry out their training responsibilities within a hospital, or other clinical education site, at the appropriate level of training and in accordance with the relevant professional requirements and subject to university regulations and those of the hospital or other clinical education sites. The conditions governing the resident entering and remaining in the residency program are delineated in the School of Medicine, Queen’s University letter of appointment that is a legally binding contract.

Regular In-training Evaluation Reports (ITER) are mandated components of residency education and serve to document residents’ progress through programs. ITERs are institutional records of residents’ acquisition of the necessary knowledge, skills and attitudes required of independent practicing physicians. Ultimately, it is the responsibility of the Program Director with the Resident Program Committee (RPC) to collect and interpret assessment data about each resident enrolled in the program.

Residency programs will use a variety of assessment strategies that align with the characteristics being assessed (e.g., written, performance-based assessment, and direct observations, etc.) to generate assessment data that contribute to the completion of ITERs. Frequent assessment ensure performance strengths are acknowledged and weaknesses are identified in a timely manner to enable residents to adjust their learning strategies and successfully ameliorate them.

Residency programs must provide the respective College with a Final In-Training Evaluation Report (FITER) for each resident who has successfully completed the residency program. This report must represent the views of faculty members directly involved in the resident’s education and not be the opinion of a single assessor. It must reflect the final status of the resident and not an average of the resident’s performance over the entire residency program.

NOTE: Throughout this document the term ‘assessment’ is used in reference to resident learning with the exception of ‘In-Training Evaluation Reports’. The term ‘evaluation’ is reserved for reference to program evaluation activities (e.g., evaluation of teaching and rotations). 

NOTE:  Information about the Appeals Process is found in Section 14.0 of the Resident Assessment Process.

The purpose of this document is to:

  1. Describe the assessment process in place for all residency programs in the School of Medicine, Faculty of Health Sciences at Queen's Universitty.
  2. Define the principles and guidelines of promotion, remediation, probation, suspension, withdrawal and appeals.
  3. Ensure that assessment practices are consistent with program goals and objectives of postgraduate medical education at Queen's University and meet the requirements of the Royal College of Physicians and Surgeons of Canada and the College of Family Physicians of Canada.

Please click on the links below to access the following Assessment, Promotions, and Appeals Policy sections:

DEFINITIONS
REQUIREMENTS
RESIDENT ASSESSMENT PROCESS (including Appeals Process - see section 14.0)
PROGRAM EVALUATION
SCHEDULES