ADEA PASS: Evaluators
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ADEA PASS Evaluations
Evaluation Types
Institution Evaluation Form (IEF)
Institution Evaluation Form (IEF)
- Also called the Dean’s Letter.
- Written by the Dean or designee.
- Collects the applicants’ grades and rank (if applicable), an evaluation of ethical behavior and remarks.
- This evaluation is required and will be sent to all programs designated by the applicant.
Note: If your dental school has recently had a change of dean or the designated contact for the Institution Evaluation Form, please email this information to ADEAPASS@adea.org.
Professional Evaluation Form (PEF)
Professional Evaluation Form (PEF)
- Also called an individual letter.
- Written by individuals recommending the applicant; they are often faculty, mentors, colleagues or employers.
- Collects an evaluation of and comments for ten attributes (integrity, professional demeanor, clinical skills, reaction to criticism, didactic knowledge, critical thinking, interpersonal skills, organizational skills, self-awareness and maturity) and remarks.
- Three PEFs are required for every applicant with the choice to submit an additional two optional PEFs.
- All PEFs will be sent to all programs designated by the applicant.
- PEFs cannot be customized.
ADEA PASS Best Practices for Writing an Evaluation
Strong, thoughtful evaluations play a critical role in the advanced dental education admissions process. The ADEA PASS Advisory Group has developed this resource to support evaluators in crafting clear, accurate and meaningful assessments of dental students applying to residency programs.
ADEA PASS Best Practices for Writing an Evaluation is designed to provide guidance on how to effectively communicate an applicant’s readiness for residency training while ensuring consistency and clarity across evaluations.
This resource includes definitions of the overall status categories (Highest Recommend, Highly Recommend, Recommend and Do Not Recommend) along with practical insights into what program directors value most when reviewing evaluations. By aligning your assessment with these expectations, you can help programs better understand each applicant’s strengths, growth and potential for success in advanced dental education.
To ensure a comprehensive and informed evaluation, evaluators are encouraged to request supporting materials such as the applicant’s CV, personal statement, and/or transcript. These documents provide valuable context and help you deliver a complete and accurate perspective. Before submitting your evaluation, please take a moment to carefully review your work to confirm the correct applicant name is included and ensure any uploaded letter is on official letterhead and includes your signature
Evaluation Status Categories
Highest Recommend
This strongest endorsement is reserved for applicants who consistently demonstrate exceptional clinical, academic and interpersonal skills as well as emotional maturity and command of time management.
Applicant shows outstanding potential for success in advanced dental education and would be a strong asset to any program without reservation.
Highly Recommend
The applicant is a strong and well-qualified candidate for advanced dental education and demonstrates above-average clinical skills, academic performance, professionalism and the ability to work effectively with patients and colleagues.
Applicant would contribute meaningfully and adapt well to the rigor of an advanced dental education program.
Recommend
The applicant demonstrates adequate clinical skills, academic knowledge, professionalism and reliability.
Their demonstrated professional growth indicates readiness for and the capacity to further develop within a structured advanced dental education program.
Do Not Recommend
The applicant does not demonstrate the level of academic, clinical or professional readiness necessary for entry into an advanced dental education program.
Further development and experience are recommended to strengthen the competencies essential for advanced training.
What Program Directors Value
Insights Into What Program Directors Value Most When Reviewing Evaluations
Clinical Competence and Readiness for Advanced Training
What the applicant can do (competence and skills)
Think about how well the applicant demonstrates the knowledge, skills and judgment needed for advanced education.
- Focus the letter on the applicant’s competence rather than the specific program or specialty applied to.
- Evaluate competence using clear, observable behaviors.
- Highlight competencies and skills aligned with training environments.
- Assess how the applicant demonstrates critical thinking and self-motivation.
- Describe how the applicant exhibits the ability to work effectively with others, including chairside manner and patient demeanor.
Professionalism, Ethics and Trustworthiness
How the applicant behaves (professionalism and interpersonal skills)
Think about the applicant’s reliability, integrity and ethical conduct in real-world settings.
- Assess professionalism and ethical conduct with nuance.
- Describe personality and interactions with peers, faculty and patients.
- Provide a truthful review of professionalism and trustworthiness.
- Comment on punctuality, accountability, responsiveness to feedback and integrity in clinical documentation.
- Include any misconduct and clinical or professional concerns.
Growth, Coachability and Self-Improvement
How the applicant grows (trajectory and coachability)
Think about how the applicant responds to feedback and how they have demonstrated the capacity to learn and develop over time
- Consider the growth trajectory rather than only the end point.
- Provide specific examples of how the candidate demonstrates acceptance of constructive guidance.
- Highlight the applicant’s improvements over time.
- Assess how the applicant exhibits self-motivation.
Leadership, Initiative and Distinctive Experiences
Who the applicant is (leadership, personality, uniqueness)
Include evidence of leadership, discipline, qualities that differentiate the applicant from others and how the applicant functions within teams and clinical environments.
- Describe leadership positions during dental school and beyond, including extracurricular involvement, externships and/or clinical shadowing.
- Highlight unique attributes pertinent to specialty training.
- Assess interactions with staff, peers and patients.
- Describe personality traits and roles in group settings (leader, listener, mollifier, moderator, etc.).
Questions
ADEA PASS® Evaluator Support
Phone: (617) 612-2065
Email: letters@liaisoncas.com
Representatives are available M–F, 9 a.m.–5 p.m. ET (except Fed holidays)
Visit the Liaison Letters Help Center for more information.