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Thomas G. Quattlebaum, MD; John B. Sperry, MD

Am J Dis Child. 1988;142(7):758-762.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

Evaluation of residents and residency programs is an important but time-consuming exercise for busy residency program directors. Its purpose is to improve and thereby enhance the skills of medical specialists.¹ Achievement of this goal requires the assessment of the residents' progressive acquisition of professional knowledge, skills, and attitudes, and the documentation of the extent to which the residency program promotes—or fails to promote—the acquisition of these competencies.²

A comprehensive evaluation system should focus on the program as well as the residents. Feedback from this formative evaluation system can be provided continuously to the resident, teacher, and program director, allowing the residents to evaluate their progress, teachers to evaluate their instruction, and program directors to evaluate their curriculum.²

The distinction made by most authors between formative and summative evaluation is an important one. Formative evaluation occurs on an ongoing basis and shapes day-to-day behavior with feedback; it resembles . . . [Full Text PDF of this Article]

Author Affiliations
From the Department of Pediatrics, Medical University of South Carolina, Charleston.

Footnotes
Accepted for publication Feb 9, 1988.

Reprint requests to the Department of Pediatrics, Medical University of South Carolina, 171 Ashley Ave, Charleston, SC 29425-0793 (Dr Quattlebaum).

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