We have a comprehensive assessment system to help our residents grow throughout their residency that aligns with the goals of competency-based medical education, co-creation, the ABP Entrustable Professional Activities and the ACGME Pediatric Milestones 2.0. Our assessment system is composed of evaluations based on the ACGME Pediatric Milestones 2.0, which are received from:

  • Faculty
  • Fellows
  • Residents
  • Medical Students
  • Nurses
  • Nurse Practitioners
  • Case Managers
  • Patients and Families


Click below to see the assessment forms used in the Stanford Pediatric Residency Program:

  • Evaluation A: Valley Wards, Valley Newborn, Valley Nights, Oncology, WBN, PICN, Electives
  • Evaluation B: Blue, NF Blue/Yellow, NF Sup, Yellow, PICU, LPCH NICU, ACC, Adolescent
  • Evaluation C: Green, Red, NF Red/Green, Purple, Valley Outpatient, ED, DBP

Clinical Competency Committees

Each resident has a longitudinal Clinical Competency Committee (CCC) that meets twice per year to review how the resident is progressing through residency and identify areas of strength and areas to work on. The CCC reviews evaluations from faculty, fellows, residents, medical students, nurse practitioners, nurses, social workers, patients, and families, along with the resident’s own self-evaluation. The Clinical Competency Committee submits the residents’ milestone assessments to the ACGME twice yearly, and the class APD meets with the resident to review the assessment.

The Clinical Competency Committee is composed of the:

  • Program Director
  • Advising Associate Program Directors
  • Chief Residents (as non-voting participant)
  • Coach (as non-voting participant)

Entrustable Professional Activities (EPAs)

Entrustable Professional Activities (EPAs) offer a method of assessment that focus on whether or not learners are ready to be entrusted to perform a set of professional activities without supervision. These EPAs have been developed for residents by pediatrics leaders through the ABP and APPD, and their goal is to capture the key activities that practicing general pediatricians need for practicing pediatrics independently.

As described in Carol Carraccio and Ann Burke’s 2010 JGME paper, “Beyond Competencies and Milestones: Adding Meaning Through Context:

EPA’s allow a “bridge to connect the [ACGME] competencies to “real world” and “real time” practice….EPAs are simply the routine professional-life activities of physicians based on their specialty and subspecialty. For example, an EPA for a pediatric hospitalist may be to “serve as the primary admitting pediatrician for previously well children suffering from common acute problems.” In order to perform this professional activity, a practitioner must (1) have knowledge of the signs and symptoms of these illnesses, (2) perform a physical examination to elicit confirmatory findings, (3) search for outcomes associated with specific therapeutic interventions, (4) communicate with the patient and the family about the management plan, (5) relate to families in a way that they understand, based on cultural background and health literacy, and (6) act as a liaison to the primary care physician who will see this patient in follow-up. Framing the 6 ACGME competencies within the clinical context of an EPA takes them out of the realm of the abstract and grounds them in a way that makes them meaningful to both learners and faculty.”