Emergency Rotation Attending Evaluation Form

Emergency Rotation Attending Evaluation Form



Attending:______Rotation Dates:______

Legend: 1 = unsatisfactory; 2 = below average (expectations); 3 = average/good (meets expectations); 4 = above-average (above expectations) ; 5 – outstanding; n/a – not applicable

Too little Appropriate Too Much

1. Supervision (mark where appropriate) / |
N/A / 1 / 2 / 3 / 4 / 5
2. Professionalism
With patients and families
With Residents and students
With auxiliary staff
3. Education component.
4. Use of medical literature.
5. Interest in trainee development.
  1. Expectations discussed (circle).
/ No Initial Discussion Only Ongoing

CanMeds 2000/Four Principles of Family Medicine

Medical Expert/Skilled Clinician
Communicator/Doctor-Patient Relationship
Health Advocate/Doctor-Patient Relationship
Professional/Doctor-Patient Relationship
Strengths of this Attending:
Weaknesses of this Attending:
Contact with Attending Physician:
Number of shifts:______
Number of patients reviewed:
_____ 0-5 _____ 5-10
_____10-15 _____>15 / Level of Training:
Signature (optional) / Date

Please return completed form to: Emergency MedicineOffice – Room A1119, SBGH.


  1. Supervision: Place hash mark on the line, where appropriate for the level of supervision received.
  1. Use of medical literature. Examples:
  • Attending did not make reference to the literature (3);
  • Attending referred to major textbooks (3);
  • Attending referred to unreferenced articles (4);
  • Attending referred to referenced articles (4);
  • Attending referred to and provided articles (5).
  1. Professionalism: 1 = unsatisfactory; 2 = below average (expectations); 3 = average/good (meets expectations); 4 = above-average (above expectations) ; 5 – outstanding; n/a – not applicable
  1. Interest in Resident development: 1 = unsatisfactory; 2 = below average (expectations); 3 = average/good (meets expectations); 4 = above-average (above expectations) ; 5 – outstanding; n/a – not applicable
  1. Educational component.
  • Discusses cases with Resident (Resident seen cases) (3)
  • Discusses Resident cases and interesting cases in the Department (4).
  • Discusses complications and variation in treatment of

consultations seen (4).

  • Five minute didactic teaching sessions on a case that is seen (5).
  • Five to ten minutes didactic teaching session on any subject (5).
  1. Can Meds criteria are for residents enrolled in a Royal College Program and are the first criteria.

Four Principles of Family Medicine are for residents in a Family Medicine Residency or CFPC-EM Program and are the second criteria.


Medical Expert
  • Demonstrate diagnostic and therapeutic skills for ethical and effective patient care.
  • Access and apply relevant information to clinical practice.
  • Demonstrate effective consultation services with respect to patient care, education and legal opinions.

Communicator /
  • Establish therapeutic relationship with patients/families.
  • Obtain and synthesize relevant history from patients/families/communities.
  • Listen effectively.
  • Discuss appropriate information with patients/families and the health care team.

Collaborator /
  • Consult effectively with other physicians and health care professionals.
  • Contribute effectively to other interdisciplinary team activities.

Manager /
  • Utilize resources effectively to balance patient care, learning needs, and outside activities.
  • Allocate finite health care resources wisely.
  • Work effectively and efficiently in a health care organization.
  • Utilize information technology to optimize patient care, life-long learning and other activities.

Health Advocate /
  • Identify the important determinants of health affecting patients.
  • Contribute effectively to improved health of patients and communities.
  • Recognize and respond to those issues where advocacy is appropriate.

Scholar /
  • Develop, implement and monitor a personal continuing education strategy.
  • Critically appraise sources of medical information.
  • Facilitate learning of patients, housestaff/students and other health professionals.
  • Contribute to development of new knowledge.

Professional /
  • Deliver highest quality care with integrity, honesty and compassion.
  • Exhibit appropriate personal and interpersonal professional behaviors.
  • Practice medicine ethically consistent with obligations of a physician.

The Four Principles of Family Medicine

The Family Physician is a Skilled Clinician:

 Competence in the patient-centered clinical method.

Understanding of patients’ experience of illness and of the impact of

illness on patients’ lives.

Expert knowledge and skills related to the wide range of common health problems and conditions of patients in the community, ad of less common but life-threatening and treatable emergencies in patients of all age-groups.

Family Medicine is Community Based:

Able to respond to people’s changing needs, to adapt quickly to changing circumstances, and to mobilize appropriate resources to address patients’ needs.

Skilled at dealing with ambiguity and uncertainty.

Able to treat patients with chronic diseases; emotional problems; acute disorders; ranging from minor to life-threatening; biopsychosocial problems; and palliative care.

Act as a part of a community network of health care providers, collaborating as team members/leaders.

Use referral to specialists ad community resources judiciously.

The Family Physician is a Resource to a Defined Practice Population:

View practice as ‘population at risk’ and organize practice to ensure that patients’ health is maintained.

Able to evaluate new information and its relevance to practice, knowledge and skills to assess the effectiveness of care.

Have effective strategies for self directed, lifelong learning.

Consider needs of both the individual and the community.

The Doctor-Patient Relationship is Central to the Role of the Family Physician:

Understand and appreciate the nature of suffering and patients; response to sickness.

Respect the primacy of the person.

Faithful to commitment to the well-being of patients, whether or not patients are able to follow through on their commitments.

Provide continuity of care, using repeated contacts with patients to build on their relationship and promote the healing power of their interactions; to become and advocate for the patient.