Twelve tips to maximize the value of a clinical competency committee in postgraduate medical education

References

• Andolsek K, Padmore J, Hauer KE, Edgar L, Holmboe E. 2017. Clinical competency committees: a guidebook for programs, 2nd ed. Accreditation Council for Graduate Medical Education; [updated 2017 Sep 23; accessed 2017 Dec 21]. https://www.acgme.org/Portals/0/ACGMEClinicalCompetencyCommitteeGuidebook.pdf.
   Google Scholar
• Bartlett K, DiPace J, Vining M. 2017. Quantifying faculty time commitment for clinical competency committee members across programs (research abstract). Acad Pediatr.17:e25–e26.
   Google Scholar
• Beran TN, Kaba A, Caird J, McLaughlin K. 2014. The good and bad of group conformity: a call for a new programme of research in medical education. Med Educ. 48:851–859.
   PubMed Web of Science ®Google Scholar
• Black D. 2013. Revalidation for trainees and the annual review of competency progression (ARCP)). Clin Med (Lond).13:570–572.
   PubMed Web of Science ®Google Scholar
• Boscardin C, Fergus KB, Hellevig B, Hauer KE. 2017. Twelve tips to promote successful development of a learner performance dashboard within a medical education program. MedTeach. 1–7. DOI: 10.1080/0142159X.2017.1396306.
   Google Scholar
• Brateanu A, Thomascik J, Koncilja K, Spencer AL, Colbert CY. 2017. Using continuous quality-improvement techniques to evaluate and enhance an internal medicine residency program's assessment system. Am J Med. 130:750–755.
   PubMed Web of Science ®Google Scholar
• Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C. 2002. Shifting paradigms: from Flexner to competencies. Acad Med. 77:361–367.
   PubMed Web of Science ®Google Scholar
• Catalano EM. 2016. Running effective meetings. In: Viera AJ, Kramer R, editors. Management and leadership skills for medical faculty: a practical handbook. New York (NY): Springer; p. 77–84.
   Google Scholar
• Chahine S, Cristancho S, Padgett J, Lingard L. 2017. How do small groups make decisions?: a theoretical framework to inform the implementation and study of clinical competency committees. Perspect Med Educ. 6:192–198.
   PubMed Web of Science ®Google Scholar
• Choe JH, Knight CL, Stiling R, Corning K, Lock K, Steinberg KP. 2016. Shortening the miles to the milestones: connecting EPA-based evaluations to ACGME milestone reports for internal medicine residency programs. Acad Med. 91:943–950.
   PubMed Web of Science ®Google Scholar
• Colbert CY, Dannefer EF, French JC. 2015. Clinical competency committees and assessment: changing the conversation in graduate medical education. J Grad Med Educ. 7:162–165.
   PubMedGoogle Scholar
• Colbert CY, French JC, Herring ME, Dannefer EF. 2017. Fairness - the hidden challenge for competency-based postgraduate medical education programs. Perspect Med Educ. 6(5):347–355.
   PubMed Web of Science ®Google Scholar
• Cole J, Duran A, Danieli R, Heilnein A, Ercan-Fang N. 2014. All hands on deck-structuring the CCC for successful NAS reporting. J Grad Med Educ. 6:364–365.
   PubMedGoogle Scholar
• Competency committees. 2017. Royal College of Physicians and Surgeons of Canada; [accessed 2017 Dec 21]. http://www.royalcollege.ca/rcsite/cbd/assessment/competence-committees-e.
   Google Scholar
• Davis D, Mazmanian P, Fordis M, Van Harrison R, Thorpe K, Perrier L. 2006. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA. 296:1094–1102.
   PubMed Web of Science ®Google Scholar
• Deiorio NM, Carney PA, Kahl LE, Bonura EM, Juve AM. 2016. Coaching: a new model for academic and career achievement. Med Educ Online. 21:33480.
   PubMed Web of Science ®Google Scholar
• Deming WE. 2000. The new economics: for industry, government, education. Cambridge (MA): MIT Press.
   Google Scholar
• Dennis AR. 2016. Information exchange and use in small group decision making. Small Group Res. 27:532–550.
   Web of Science ®Google Scholar
• Dickey CC, Thomas C, Feroze U, Nakshabandi F, Cannon B. 2017. Cognitive demands and bias: challenges facing clinical competency committees. J Grad Med Educ. 9:162–164.
   PubMedGoogle Scholar
• Donato AA, Alweis R, Wenderoth S. 2016. Design of a clinical competency committee to maximize formative feedback. J Community Hosp Intern Med Perspect. 6:33533.
   PubMed Web of Science ®Google Scholar
• Doty CI, Roppolo LP, Asher S, Seamon JP, Bhat R, Taft S, Graham A, Willis J. 2015. How do emergency medicine residency programs structure their clinical competency committees? A survey. Acad Emerg Med. 22:1351–1354.
   PubMed Web of Science ®Google Scholar
• Dunning D, Heath C, Suls J. 2004. Flawed self-assessment: implications for health, education, and the workplace. Psychol Sci Public Interest. 5:69–106.
   PubMedGoogle Scholar
• Ekpenyong A, Baker E, Harris I, Tekian A, Abrams R, Reddy S, Park YS. 2017. How do clinical competency committees use different sources of data to assess residents’ performance on the internal medicine milestones? A mixed methods pilot study. Med Teach. 39:1074–1083.
   PubMed Web of Science ®Google Scholar
• Englander R, Frank JR, Carraccio C, Sherbino J, Ross S, Snell L, Collaborators I. 2017. Toward a shared language for competency-based medical education. Med Teach. 39:582–587.
   PubMed Web of Science ®Google Scholar
• Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, Harris P, Glasgow NJ, Campbell C, Dath D, et al. 2010. Competency-based medical education: theory to practice. Med Teach. 32:638–645.
   PubMed Web of Science ®Google Scholar
• French JC, Dannefer EF, Colbert CY. 2014. A systematic approach toward building a fully operational clinical competency committee. J Surg Educ. 71:e22–e27.
   PubMedGoogle Scholar
• Friedman KA, Raimo J, Spielmann K, Chaudhry S. 2016. Resident dashboards: helping your clinical competency committee visualize trainees' key performance indicators. Med Educ Online. 21:29838.
   PubMed Web of Science ®Google Scholar
• General Medical Council. 2018. The GMC protocol for making revalidation recommendations: Guidance for responsible officers and suitable persons. 5th ed. [accessed 2018 May 21]. https://www.gmc-uk.org/-/media/registration-and-licensing/the-gmc-protocol-for-making-revalidation-recommendations-guidance-for-responsible-officers-and-suita.pdf
   Google Scholar
• Gruppen LD, Ten Cate O, Lingard LA, Teunissen PW, Kogan JR. 2018. Enhanced requirements for assessment in a competency-based, time-variable medical education system. Acad Med. 93:S17–S21.
   PubMed Web of Science ®Google Scholar
• Harris P, Bhanji F, Topps M, Ross S, Lieberman S, Frank JR, Snell L, Sherbino J, Collaborators I. 2017. Evolving concepts of assessment in a competency-based world. Med Teach. 39:603–608.
   PubMed Web of Science ®Google Scholar
• Hauer KE, Cate OT, Boscardin CK, Iobst W, Holmboe ES, Chesluk B, Baron RB, O’Sullivan PS. 2016. Ensuring resident competence: a narrative review of the literature on group decision making to inform the work of clinical competency committees. J Grad Med Educ. 8:156–164.
   PubMedGoogle Scholar
• Hauer KE, Chesluk B, Iobst W, Holmboe E, Baron RB, Boscardin CK, Cate OT, O’Sullivan PS. 2015. Reviewing residents' competence: a qualitative study of the role of clinical competency committees in performance assessment. Acad Med. 90(8):1084–1092.
   PubMed Web of Science ®Google Scholar
• Hays RB, Hamlin G, Crane L. 2015. Twelve tips for increasing the defensibility of assessment decisions. Med Teach. 37:433–436.
   PubMed Web of Science ®Google Scholar
• Holmboe ES, Rodak W, Mills G, McFarlane MJ, Schultz HJ. 2006. Outcomes-based evaluation in resident education: creating systems and structured portfolios. Am J Med. 119:708–714.
   PubMed Web of Science ®Google Scholar
• Hong R. 2015. Observations: we need to stop drowning-a proposal for change in the evaluation process and the role of the clinical competency committee. J Grad Med Educ. 7:496–497.
   PubMedGoogle Scholar
• Janis IL. 1971. Groupthink. Psychol Today. 5:84–90.
   Google Scholar
• Jonker CM, Van Riemsdijk MB, Vermeulen B. 2011. Shared mental models. Coordination, organizations, institutions, and norms in agent systems VI. Berlin, Heidelberg: Springer; p. 132–151.
   Google Scholar
• Julian K, Lucey C. 2017. Chapter 5.5, A systematic approach to the resident in difficulty. In: Williams FK, editor. A textbook for internal medicine education programs. Alexandria (VA): Alliance for Academic Internal Medicine; p. 247–257.
   Google Scholar
• Kerr NL, Tindale RS. 2004. Group performance and decision making. Annu Rev Psychol. 55:623–655.
   PubMed Web of Science ®Google Scholar
• Ketteler ER, Auyang ED, Beard KE, McBride EL, McKee R, Russell JC, Szoka NL, Nelson MT. 2014. Competency champions in the clinical competency committee: a successful strategy to implement milestone evaluations and competency coaching. J Surg Educ. 71:36–38.
   PubMed Web of Science ®Google Scholar
• Klutts JS, Guerin LA, Bruch LA, Firchau DJ, Knudson CM, Rosenthal NS, Samuelson MI, Jensen CS, Delwiche JL, Krasowski MD. 2015. Pathology milestones: assessing clinical competency by committee. Acad Pathol. 2. doi:10.1177/2374289515614003.
   PubMed Web of Science ®Google Scholar
• Langley GJ, Moen RD, Nolan KM, Nolan TW, Norman CL, Provost LP. 2009. The improvement guide: a practical approach to enhancing organizational performance. 2nd ed. San Francisco (CA): Jossey-Bass.
   Google Scholar
• Lockyer J, Carraccio C, Chan MK, Hart D, Smee S, Touchie C, Holmboe ES, Frank JR, Collaborators I. 2017. Core principles of assessment in competency-based medical education. Med Teach. 39:609–616.
   PubMed Web of Science ®Google Scholar
• Lorenz J, Rauhut H, Schweitzer F, Helbing D. 2011. How social influence can undermine the wisdom of crowd effect. Proc Natl Acad Sci USA. 108:9020–9025.
   Google Scholar
• Lu L, Yuan YC, McLeod PL. 2012. Twenty-five years of hidden profiles in group decision making: a meta-analysis. Pers Soc Psychol Rev. 16:54–75.
   PubMed Web of Science ®Google Scholar
• Nabors C, Forman L, Peterson SJ, Gennarelli M, Aronow WS, DeLorenzo L, Chandy D, Ahn C, Sule S, Stallings GW, et al. 2017. Milestones: a rapid assessment method for the Clinical Competency Committee. Arch Med Sci. 13:201–209.
   PubMed Web of Science ®Google Scholar
• Nasca TJ, Philibert I, Birgham T, Flynn T. 2012. The next GME accreditation system-rationale and benefits. N Engl J Med. 366:1051–1056.
   PubMed Web of Science ®Google Scholar
• O’Dea NA, de Chazal P, Saltman DC, Kidd MR. 2006. Running effective meetings: a primer for doctors. Postgrad Med J. 82:454–461.
   PubMed Web of Science ®Google Scholar
• Oudkerk Pool A, Govaerts MJB, Jaarsma D, Driessen EW. 2017. From aggregation to interpretation: how assessors judge complex data in a competency-based portfolio. Adv Health Sci Educ Theory Pract. 23(3):275–287.
   PubMed Web of Science ®Google Scholar
• Palamara K, Kauffman C, Stone VE, Bazari H, Donelan K. 2015. Promoting success: a professional development coaching program for interns in medicine. J Grad Med Educ. 7:630–637.
   PubMedGoogle Scholar
• Promes SB, Wagner MJ. 2014. Starting a clinical competency committee. J Grad Med Educ. 6:163–164.
   PubMedGoogle Scholar
• Rassbach CE, Blankenburg R. 2017. A novel pediatric residency coaching program: outcomes after one year. Acad Med. 93(3):430–434.
   Web of Science ®Google Scholar
• Sargeant J, Armson H, Chesluk B, Dornan T, Eva K, Holmboe E, Lockyer J, Loney E, Mann K, van der Vleuten CP. 2010. The process and dimensions of informed self-assessment: a conceptual model. Acad Med. 85:1212–1220.
   PubMed Web of Science ®Google Scholar
• Sargeant J, Lockyer J, Mann K, Holmboe E, Silver I, Armson H, Driessen E, MacLeod T, Yen W, Ross K, et al. 2015. Facilitated reflective performance feedback: developing an evidence- and theory-based model that builds relationship, explores reactions and content, and coaches for performance change (R2C2). Acad Med. 90(12):1698–1706.
   PubMed Web of Science ®Google Scholar
• Stasser G, Titus W. 1985. Pooling of unshared information in group decision making: biased information sampling during discussion. J Pers Soc Psychol. 48:1467.
   Web of Science ®Google Scholar
• Swing SR. 2007. The ACGME outcome project: retrospective and prospective. Med Teach. 29:648–654.
   PubMed Web of Science ®Google Scholar
• van der Vleuten CPM, Schuwirth LW, Driessen EW, Dijkstra J, Tigelaar D, Baartman LK, van Tartwijk J. 2012. A model for programmatic assessment fit for purpose. Med Teach. 34:205–214.
   PubMed Web of Science ®Google Scholar
• van Der Vleuten CPM, Schuwirth LWT, Driessen EW, Govaerts MJB, Heeneman S. 2015. Twelve Tips for programmatic assessment. Med Teach. 37(7):641–646.
   PubMed Web of Science ®Google Scholar
• Weggemans MM, Dijk B, Dooijeweert B, Veenendaal AG, Cate O. 2017. The postgraduate medical education pathway: an international comparison. GMS J Med Educ. 34.
   PubMed Web of Science ®Google Scholar
• Weldon E, Weingart LR. 1993. Group goals and group performance. Br J Soc Psychol. 32:307–334.
   Web of Science ®Google Scholar
• Wheeler D. 2000. Understanding variation: the key to managing chaos. 2nd ed. SPC Press.
   Google Scholar