• R H Cohan, N R Dunnick, C E Blane, and J T Fitzgerald.
• Department of Radiology, University of Michigan Medical Center, Ann Arbor 48109-0030, USA.
• Acad Radiol. 1996 Jan 1; 3 (1): 63-7.

Rationale And ObjectivesWe assessed the effects on the perceived quality of faculty teaching of a resident evaluation form that solicits specific comments on faculty strengths and weaknesses.MethodsAn evaluation form was devised that rated faculty on a scale of 1-10 in teaching conference quality, availability, efficiency, and teaching. The form requested constructive comments on faculty strengths and weaknesses. The forms were completed anonymously by residents at all levels. Individual results and means for the department were tabulated and provided to each faculty member in a personal interview. Change in performance was assessed by comparing faculty evaluation scores for 2 consecutive years.ResultsThe mean faculty scores for teaching conference quality, availability, efficiency, and teaching increased from 7.8, 7.9, 7.9, and 7.7 to 8.1, 8.3, 8.3, and 8.1 in each of the respective areas. The scores of the faculty members who initially received the 10 lowest scores rose to an even greater extent (from 6.2, 6.2, 6.0, and 6.0 to 6.8, 7.4, 7.3, and 6.8 in each of the respective areas), whereas the scores of the faculty members who initially received the 10 highest scores remained relatively constant.ConclusionThe perceived quality of certain focused aspects of resident teaching can be modified by use of resident evaluations that solicit specific suggestions for improvement. With appropriate feedback, this is an effective tool for improving the teaching performance of radiology department faculty, particularly those considered to be the weakest teachers.

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