The assessment of learners to determine their achievement of educational goals is an integral and time-honored feature of education across the continuum. The expectation for evaluation of resident performance first appeared in the general graduate medical education accreditation requirements in 1966 [1] and was added to and made more explicit in the psychiatry requirements in 1975 [2]. Since then, accreditation requirements for resident assessment have evolved, for example, to broaden the scope of what to assess from clinical skills and knowledge to competencies in six domains and to require use of multiple evaluators (e.g., faculty, patients, peers, self, and other professional staff) [3].
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