Evaluation of Faculty Residents evaluate faculty and seminars in an ongoing manner. Each clinical supervisor and service chief is evaluated midway through every rotation and at the conclusion of the service. Each seminar and its leader are evaluated at the conclusion of the course. The faculty evaluations are completed anonymously and returned to the Training Director. Clinical faculty members are evaluated as to whether they have adequately taught and demonstrated each of the six core competencies in their particular service or treatment. They, too, are graded as satisfactory or needing improvement. There is ample room on the evaluation forms for comments. It is an expectation that if a resident grades a faculty member as needing improvement, the exact nature of a weakness is described in detail. Faculty seminar leaders are evaluated as to the quality of seminar presentation and content. There are also questions as to whether the seminar was useful in helping residents in each of the six core competencies. The seminar is evaluated as to whether it has met its goals and objectives, whether the leader has attended all sessions and whether the readings and discussions were useful for the resident. The seminar is given an overall rating. Residents are asked whether the seminar should remain in the required core curriculum and whether the number of sessions is appropriate. Ample space is allowed for narrative comments. It is expected that residents give faculty members feedback, in both clinical and didactic areas, as to how helpful they are in transmitting knowledge, skills and attitudes relevant to child and adolescent psychiatry. Residents give the Training Director a verbal evaluation of each faculty member in the formal biannual individual review meetings with the Training Director and in an annual mid-year Retreat (see below). At the end of each year, the Training Director sends each faculty member an annual review of his or her teaching and supervision, based on the anonymous resident evaluations, the individual discussions with each resident and the written report of the annual resident retreat, as well as from other sources, e.g., support staff, other faculty members. Evaluation of Clinical Services Residents provide the Training Director an anonymous evaluation of each clinical service at the conclusion of the rotation. This includes an assessment of the patient population seen, in terms of number and variety of cases, the ability of the service to teach the six core competencies, the effectiveness of teaching specific clinical skills and an assessment of the administration of the service. Each resident is also asked whether the rotation should be required, whether its length is adequate and whether the supervision is satisfactory. The resident is asked to produce a formulation about the rotation, including its strengths and weaknesses. Each clinical service evaluation is sent to each of the service chiefs at the end of the year. Resident Annual Retreat Once each year, both classes of residents meet with the Training Director for a half-day Residents’ Retreat. During the retreat, every component of the Training Program is reviewed: clinical rotations, supervision, didactic seminars, on-call duties and program administration. The residents write up a comprehensive Retreat Report, which is given to the Training Committee as well as to Drs. Gottlieb, Rosenbaum and Cohen. Each faculty member’s review is placed in his or her file and is included in the annual summary evaluation sent by the Training Director. The Report is kept confidential to all faculty members except members of the Training Committee and Administration. Program Evaluation Both residents and faculty are required to provide evaluations of the overall Training Program. Residents fill out a confidential evaluation form biannually. The form asks residents to assess the clinical, didactic and administrative components of the Training Program. It also asks if the educational goals and objectives of the Training Program have been met. In addition, they evaluate the program in their annual Resident Retreat report. Each faculty member is required to fill out a Faculty Program Evaluation Form on an annual basis. The faculty evaluates the Program in terms of the resources available to the Program, the contribution of each institution participating in the Program, the financial and administrative support of the Program, the volume and variety of patients available to residents for educational purposes, the performance of members of the teaching staff and the quality of supervision of residents. The accumulated clinical service, seminar, faculty summary and Retreat Report evaluations are a part of the Training Committee’s annual review of the entire Program. The evaluations and the direct input of the residents to the Training Committee help it determine what modifications in the teaching program are necessary for improvement in the coming year.