Wendling Andrea, Hoekstra Lisa
Grand Rapids Family Practice Residency Program, Michigan State University, USA.
Fam Med. 2002 Nov-Dec;34(10):738-43.
We designed an interactive peer review process for our inpatient family practice residents using a faculty-facilitated group format. This paper describes and evaluates the method.
During inpatient rotations, first-year residents evaluate second- and third-year residents, second-year residents evaluate first- and third-year residents, and third-year residents evaluate first- and second-year residents. Evaluations are conducted in discussion format, led by a faculty facilitator. Results are shared with the resident being evaluated. We surveyed residents and faculty regarding the usefulness of this review method and their comfort with the process using a 15-question survey.
A total of 90% of residents and 100% of faculty responded to the survey; 82% of residents and 100% of faculty felt that the peer-review process was useful. All faculty felt that peer comments correlated well with their own impressions of resident performance. Only 4% of residents felt uncomfortable knowing that peers were evaluating their performance, and 93% of residents and 100% of faculty felt that the peer-review process had supported the team environment.
Interactive peer review is an excellent tool to obtain timely, specific, and useful information regarding resident performance and has been well accepted in our program.
