Pediatric Faculty Evaluation (Part 1)

Name  

Clerkship Rotation:

FACULTY:

Rating Scales:

Use the following scale to record your evaluation:

5

superior 

contribution

4

3

average 

contribution

2

1

poor 

contribution

Dr. Melissa Agoudemos
Dr. Merveen Appu
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

Dr. Sangita Basnet
Dr. Craig Batterman
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

Dr. Beau Batton
Dr. Gregory Bennett
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

Dr. Gregory Brandt
Dr. Giovanna Caprirolo
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

Dr. Doug Carlson
Sibyl Cox, RD
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

Dr. Ginger Darling
Dr. Marthe dela Cruz
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

Heather Glessner, MS, CGC
Dr. Terry F. Hatch
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

Dr. Magali Jean-Louis
Dr. Mark Johnson
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

Dr. Lynn Kink
Dr. Jody Lack
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

Dr. Kristen Leadbetter
Dr. Tracy Lower
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

Dr. Ryan Majcina
Dr. Sarah Majcina
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

Dr. Venjata Majjiga
Dr. Gurpreet Mander
  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

  5 4 3 2 1

Clear and Organized:

Stimulated Problem Solving:

Serves as a role model:

Knowledgeable and analytical:

Sensitive to patient and family:

Prepared for student contact:

Overall teaching effectiveness:

Comments:

(go to part 2)