A nonthreatening method of providing meaningful feedback would be a valuable resource for teachers in Family Medicine. Literature review shows existing evaluation tools for ambulatory care teachers to be reliable and valid. Few Canadian Family Medicine faculty receive regular organized review of teaching performance, and many misconceptions around the evaluation process exist. Good quality evaluation programs are well accepted by faculty and result in improved teaching.
Faculty can receive useful formative feedback that is linked to faculty development programs.
A summary of our findings in the literature will be reviewed followed by discussion of important components of an effective evaluation process.