What resources do clinical competency committees (CCCs) require to do their work? A pilot study comparing CCCs across specialties

Abstract

Purpose

Although a growing literature describes how clinical competency committees (CCCs) make decisions about trainees’ clinical performance, little is known about the resources these committees need to perform their work. In this pilot study, we examined key characteristics of CCC processes across generalist and surgical specialties. This study intended to clarify topic areas for further investigation.

Methods

A cross-sectional web-based survey of CCC chairpersons at two institutions was conducted in 2017. Survey items were designed to describe not only CCC work, including types of assessment data used and time spent discussing learners, but also resource needs such as faculty development, institutional support, and protected time for members.

Results

The response rate was 59% (16/27). Only 44% offered faculty development to members. There was strong support for the institution to assist with faculty development for CCC members (81.25%), workshops for program coordinators (87.5%) and optimizing residency management software to organize assessment data (81.25%). Most respondents did not receive protected time for their committee work (93.75%).

Conclusions

Further studies are needed to elucidate whether CCC work varies across specialties and the associated committee resource needs. There may be opportunities for institutions to assist CCCs with resources across specialties.

Keywords:

• Clinical competency committee
• assessment
• staff development
• clinical skills

Acknowledgments

Authors thank Clint Hosford, Ph.D., Senior Statistician, University of North Dakota, School of Medicine and Health Sciences.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Clinical Competency Committee: ‘A required body comprising three or more members of the active teaching faculty that is advisory to the program director and reviews the progress of all residents or fellows in the program’ (ACGME 2018b).

Additional information

Notes on contributors

Andem Ekpenyong

Andem Ekpenyong completed her medical training at Rush University Medical Center, Chicago, IL, USA and Masters in Health Professions Education at the University of Illinois, Chicago, IL. USA. She is an internist and a clinician educator at Rush University Medical Center Chicago, USA. She also works part-time for the Accreditation Council for Graduate Medical Education.

Kimberly Becker

Kimberly Becker received her PhD in Educational Leadership - Higher Education Administration from the University of North Dakota. She is the Designated Institutional Official, Director of Graduate Medical Education, and Assistant Professor of Population Health at the University of North Dakota School of Medicine and Health Sciences, Grand Forks, USA.