Abstract
In-training evaluation requires a rigorous approach and high academic standards. Qualitative research principles can be applied to meet student, preceptor, and program needs; methods that enhance trust are helpful. Ideally the student and preceptors should collaborate to explore the student's strengths and weaknesses. While student and preceptor may not agree, the qualitative process clarifies reasons for differences of opinion. A properly performed in-training evaluation not only documents skills attained and learning needs, but also will facilitate learning during the rotation.
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