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Structured Feedback, Academic Improvement, and Corrective Actions

When a resident has an academic deficiency in terms of the ACGME core competencies (patient care, medical knowledge, interpersonal and communication skills, practice-based learning and improvement, systems-based practice, and professionalism) or with respect to a specific neurology milestone, the first step will be a structured feedback session. Such sessions typically include the fellow, the program director, and the fellow’s mentor. Other faculty may participate as well. This session will be documented in the fellow’s file, but being academic in nature, is not appealable.
If the academic deficiency is more significant, or doesn’t respond to structured feedback, then an academic improvement plan (AIP) will be developed. An AIP is a formal, written, plan developed by the program director and the clinical competency committee that details the resident’s academic deficiencies, a remediation plan, and a timeline for improvement. UW Health policy also requires that AIPs include reference to the Employee Assistance Program (see Sleep Deprivation, Other Impairments, and the EAP). AIPs are reviewed by the UW Health GME office before delivery to the resident. Again, being academic in nature, they are not appealable.
Misconduct is a violation of workplace policies, applicable law, or societal norms. These include dishonesty (e.g. falsification of records), tardiness, absenteeism, sexual misconduct, and other illegal activities. Rarely, a resident’s misconduct or a serious academic deficiency will require corrective action. A corrective action can take the form of a demand for remediation of a specific aspect of the resident’s performance but can also include probation, suspension, contract non-renewal, or termination from the program. Such actions are developed in conjunction with the GME office, are delivered in written form, and are both reportable to external agencies and appealable; see Appeals of Corrective Actions, below.
Latest revision: 05-14-2017