Sometimes, despite everyone’s best efforts, you will encounter a resident who is not performing at their level of training. Approximately 10% of residents across multiple specialties struggle with underperformance due to academic and/or professionalism issues at some point, and among surgical programs, the prevalence may be closer to 20-30%. Proactively addressing underperformance is stressful, but not addressing performance problems early usually becomes even more stressful. If you have a resident with performance problems, keep these things in mind: The earlier performance problems are

Impairment is defined as the inability to practice safely, even under supervision. Mental health issues such as depression, anxiety and personality disorders have been described as a causative factor in up to 22- 38% of problem residents and substance misuse in 5-14%. Burnout is a workplace phenomenon, not a mental illness, although it is also a risk factor for performance impairment. A resident with suspected or identified psychiatric illness or substance abuse presents unique challenges for the program director, who is in the difficult role of being a physician and a supervisor. Program

From time to time, program directors call about residents who have performance deficits that do not seem to be related to gaps in medical knowledge or technical skills. Often, these stem from stress, anxiety or depression. (See Resident Well-Being section for resources.) For residents struggling with problematic non-cognitive behaviors not related to anxiety, stress or depression, evaluation by a Performance and Learning Strategist may be helpful. The following resources are available: Wendi Wills El-Amin, M.D. Associate Dean of Equity, Diversity and Inclusion Departments of Family and

Away rotations Away rotations at SIU School of Medicine are a time limited experience that must meet unique educational goals which are not available at the local sites established by the training program. A program’s training sites are approved by the employing hospitals as an integral and recurring component of the program to meet accreditation requirements, and an agreement or contract has been established outlining the terms of this affiliation. There is specific protocol for requesting approval of an away rotation, which is outlined in the Away Rotations / Elective and Required Policy

Evaluation of Residents Evaluation of Faculty Evaluation of Program Surveys

Formative and Summative Evaluation of Residents Residents need frequent feedback throughout the course of each rotation to reinforce well-performed duties and tasks, as well as to correct deficiencies. Feedback will encourage self-reflection and skill development as residents strive to achieve the Milestones. Feedback from faculty members in the context of routine clinical care should be frequent, and need not always be formally documented. More frequent feedback is strongly encouraged for residents who have deficiencies that may result in a poor final rotation evaluation. As taken from the

SIU Graduate Medical Education Committee Charter Organizational Chart

SIU School of Medicine Administrative Organizational Chart and the SIU Policy Organizational Chart

Graduate Medical Education Committee Charter The Graduate Medical Education Committee is accountable for overseeing all aspects of residency education in a manner to meet the needs of the residents^, programs and hospitals, and to ensure compliance with Accreditation Council for Graduate Medical Education (ACGME) Institutional, Common, Program and Recognition Requirements. Major responsibilities include: Establishing and implementing standards and policies that affect all programs regarding the quality of education, learning and work environment for the residents in each program and at all

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