Royal College of Physicians and Surgeons of Canada & the College of Family Physicians of Canada


The Colleges jointly define requirements in the revised ‘General Standards of Accreditation’.

The section dealing with resident evaluations is extracted below:



There must be mechanisms in place to ensure the systematic collection and interpretation of evaluation data on each resident enrolled in the program.


1.   The in-training evaluation system must be based on the goals and objectives of the program and must clearly identify the methods by which residents are to be evaluated and the level of performance expected of residents in the achievement of these objectives.

2.   Evaluation must meet the specific requirements of the specialty or subspecialty as set out in the RCPSC or CFPC standards of accreditation and be compatible with the characteristic being assessed.

2.1    The program must formally assess knowledge using appropriate written and performance-based assessment as well as direct observation.

2.2    Clinical skills must be assessed by direct observation and must be documented.

2.3    Attitudes and professionalism must be assessed by such means as interviews with peers, supervisors, allied health personnel, and patients and their families.

2.4    Communication abilities must be assessed by direct observation of resident interactions with patients and their families, and with colleagues, and by scrutiny of written communications to patients and colleagues, particularly referral or consultation letters where appropriate.

2.5    Collaborating abilities, including interpersonal skills in working with all members of the interprofessional team, including other physicians and health care professionals, must be assessed.

2.6    Teaching abilities must be assessed in multiple settings, including written student evaluations and by direct observation of the resident in seminars, lectures or case presentations.

2.7    In-training evaluations must include an understanding of issues related to age, gender, culture and ethnicity.


3.   There must be honest, helpful and timely feedback provided to each resident.  Documented feedback sessions must occur regularly, at least at the end of every rotation. A mid-rotation evaluation is recommended.  There should also be regular feedback to residents on an informal basis.

3.1    Feedback sessions to residents must include face-to-face meetings as an essential part of resident evaluation.


4.   Residents must be informed when serious concerns exist and given opportunity to correct their performance.


5.   The program must provide the respective College with a document for each resident who has successfully completed the residency program. This report must represent the views of faculty members directly involved in the residents’ education and not be the opinion of a single evaluator. It must reflect the final status of the resident and not be an average of the entire residency.


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


RESIDENT ASSESSMENT PROCESS (including Appeals Process - see section 14.0)