The Accreditation Council of Graduate Medical Education (ACGME) has endorsed several general competencies for
residents across all programs to be included in the training curriculum. These competencies are in the areas
of Patient Care, Medical Knowledge, Practice-based Learning, Interpersonal and Communication Skills,
Professionalism and Systems-based Practice. The ACGME has developed the "Outcome Project" which is a
long-term initiative to ensure that institutions have a plan in place to incorporate these competencies
into the requirements for resident education and to emphasize educational outcome assessment. The
GME Committee at Stony Brook has established the Core Curriculum Committee to develop a plan of action
to standardize and present these competencies, and to use best methods for evaluating the residents'
training. The Committee has also included Cultural Competencies as a multi-disciplined segment. It is
the intention of the Committee to utilize many resources for presentation, including lecture, video and
computer-based training, grand rounds and workshops to achieve this outcome.
Download the Final Resident Evaluation Form
Download the Evaluation By Patient Form.
Resident Portfolio (Adapted from ACGME, 2002 )
A portfolio is a collection of products prepared by the resident that provides evidence of learning and
achievement. Portfolios can be used for both formative and summative evaluation of residents. Portfolios are
useful for evaluating mastery of competencies that are difficult to evaluate in other ways such as practice-based
improvement, use of scientific evidence in patient care, professional behaviors, and patient advocacy.
Reproducible assessments are feasible when there is agreement on criteria and standards for contents of a
portfolio. The validity of portfolio assessment is determined by the extent to which the products or
documentation included in a portfolio demonstrates mastery of expected learning.
A portfolio may contain:
Curriculum Vitae
Reprints of published scholarly works including clinical studies, scientific articles, clinical reviews,
editorials or letters to the editor
Reprints of Abstracts and Posters
Unpublished manuscripts of clinical studies, scientific articles or clinical reviews.
Case-based learning exercises
Patient presentations
Other written documents as well as video- or audio-recordings, photographs, and other forms of information
Log of clinical procedures performed
Summary of the research literature reviewed when selecting a treatment option
Quality improvement project plan and report of results
Ethical dilemmas faced and how they were handled
Computer program that tracks patient care outcomes
Recording or transcript of counseling provide to patients
Teaching experiences, morning report, patient rounds, individualized study or research projects
Statements about what has been learned, its application, remaining learning needs, and how they can be met
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