House Staff training is supervised by Robert D. Hoffman, M.D., Ph.D., Vice Chair for Graduate Medical Education and Director of the Residency Training Program, with the advice of the House Staff Committee. The House Staff Committee is advisory to and appointed by the Chair in consultation with the Director of the Residency Training Program. The Program Director, with the assistance of the Associate Directors, the Chief Resident, and the Program Managers in the Graduate Education Office, is responsible for the day-to-day implementation of policies, procedures and the administrative functions of the program, set by the Chair, as guided by the House Staff Committee.
The House Staff Committee is chaired by the Director of the Residency Training Program, and includes the Department Chair, the Associate Director of the Residency Training Program, senior and junior faculty members representing all areas and training sites of the department, and the Chief Resident. Charles Stratton, M.D. serves as the Associate Director of the program and Daniel Long, M.D. joins the committee this year as Chief Resident.
The content of the program is under constant scrutiny and evaluation, and continually evolves with the assimilation of new knowledge, techniques and the growth of Vanderbilt's clinical enterprise. Residents evaluate rotations monthly, and evaluate individual faculty and the program as a whole annually. Faculty evaluate the program annually. Rotation directors, consulting the teaching faculty, evaluate residents monthly. Resident performance on in-service and Board credentialing exams, resident placement and resident recruiting success are all reviewed and incorporated into an action plan for the coming year.
Since 2012, Vanderbilt helped to develop and has participated as one of four alpha test sites for the Pathology Milestone Project, a component of the Next Accreditation System, which will be implemented by all pathology programs in July 2014. For the Milestone Project, every six months residents self-assess their level of competencies against a nationally standardized set of 27 developmental Milestones that describe the progress of a trainee from the level of a newly graduated medical student to that of a seasoned expert. Independently, and blind to the results of the resident self-assessment, a Clinical Competency Committee, composed of core educators with demonstrated ability to discern resident strengths and weaknesses, complete a Milestone assessment for each resident. The two independent assessments and their changes with time provide useful information about the progress of residents as perceived by themselves and a panel of expert practitioners, as well as providing useful ideas for improving the program.