conflicting evals

[jocg27]

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There's lots of talk about how subjective and random 3rd yr evals are...Already, I can see that this leads to some interesting juxtapositions of evaluations, as attendings and residents who may know you for a couple days and may never exchange a word with you are apparently given authority to judge your inherent goodness as a human being. I find this even more interesting based on the fact that at lots of schools, it seems deans letters are pretty largely or competely based on these evals. So I'm wondering if anyone has a sense of how they manage completely conflicting, diametrically opposed evaluations.

For example, it would seem entirely possible through the year, and even on one rotation, to get an evaluation that says 'well-read, always came prepared,' and one that says 'student needs to be better prepared,' based on whether or not you answered those attendings' 2 pimp questions right. Or 'mature, professional student' and 'somewhat immature...' or 'Asked lots of great questions' and 'student needs to ask more questions and display more curiosity...' Or 'worked hard' and 'lazy...'

etcetcetc

[these are mostly hypothetical evaluations, of course...]

this just goes with the territory of subjective grading I guess, but I just don't see how they put it all together...Can't whoever integrates all this stuff into a final grade or deans letter later on or whatever else see that this system is maybe not quite perfect?

 

[MadameLULU]

At my school, outlier comments are left out when the comments are compiled into the deans letter.. If most of your evals are positive and go on and on about how prepared you are or how your "knowledge is lightyears ahead of your peers" (my friend had this comment written about her!), then most likely they will regard the random comment about "student needs to have a better fund of knowledge". However, if you have more than a couple evals that are mediocre, I have a feeling that those comments will be included.

Bottom line: it's about consistency.