Thresholds and interpretations: How clinical competency committees identify pediatric residents with performance concerns

Schumacher, Daniel J.; Michelson, Catherine D.; Poynter, Sue E.; Barnes, Michelle; Li, Su-Ting Terry; Burman, Natalie J.; Sklansky, Daniel J.; Thoreson, Lynn; Calaman, Sharon; King, Beth; Schwartz, Alan; Elliott, Sean P.; Sharma, Tanvi; Rey, Javier González del; Bartlett, Katharine T.; Scott-Vernaglia, Shannon E.; Gibbs, Kathleen; McGreevy, Jon F.; Garfunkel, Lynn C.; Gellin, Caren; Frohna, John G.

doi:10.1080/0142159x.2017.1394576

Cited by 29 publications

(27 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…rotation ratings, faculty comments, personal experience with residents) 31 and investigating how CC members identified residents with performance concerns. 32 We believe that this work is complemented by our own, which pragmatically focused on determining what information CCs need and how it can be provided effectively. Further, our work has contributed to the literature by providing a thematic framework outlining CC needs.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Developing a dashboard to meet Competence Committee needs: a design-based research project

et al. 2020

View full text Add to dashboard Cite

Background: Competency-based programs are being adopted in medical education around the world. Competence Committees must visualize learner assessment data effectively to support their decision-making. Dashboards play an integral role in decision support systems in other fields. Design-based research allows the simultaneous development and study of educational environments. Methods: We utilized a design-based research process within the emergency medicine residency program at the University of Saskatchewan to identify the data, analytics, and visualizations needed by its Competence Committee, and developed a dashboard incorporating these elements. Narrative data were collected from two focus groups, five interviews, and the observation of two Competence Committee meetings. Data were qualitatively analyzed to develop a thematic framework outlining the needs of the Competence Committee and to inform the development of the dashboard. Results: The qualitative analysis identified four Competence Committee needs (Explore Workplace-Based Assessment Data, Explore Other Assessment Data, Understand the Data in Context, and Ensure the Security of the Data). These needs were described with narratives and represented through visualizations of the dashboard elements. Conclusions: This work addresses the practical challenges of supporting data-driven decision making by Competence Committees and will inform the development of dashboards for programs, institutions, and learner management systems.

show abstract

Section: Discussionmentioning

confidence: 99%

“…BT reviewed the literature on CC function, 11,16,[31][32][33] learning analytics, 12,21 and data visualization. 18,22,23,27,34 He summarized this work for our team's programming experts (DJ and VK) to provide the context required to support dashboard programming.…”

Section: Phase 1 Analysis and Explorationmentioning

confidence: 99%

Developing a dashboard to meet Competence Committee needs: a design-based research project

et al. 2020

View full text Add to dashboard Cite

show abstract

“…3 Yet studies have suggested that CCCs infrequently use clinical performance data or patient experience survey data as a source of assessment. 4,5 All CCCs should look for opportunities to seek out and include this data, as it is essential for judging competency in communication skills, quality improvement, patient safety, and systems thinking.…”

mentioning

confidence: 99%

“…Invite residents to perform selfassessments with the milestones, discuss the differences between the CCC and resident assessment, and jointly create a learning plan. Share resources for CCCs and milestones (available from Accreditation Council for Graduate Medical Education International and others) with faculty and residents 4…”

mentioning

confidence: 99%

See 1 more Smart Citation

International Clinical Competency Committees: Maximizing Value for Faculty, Residents, and the Program

Edgar

Holmboe

2019

Journal of Graduate Medical Education

View full text Add to dashboard Cite

The Challenge Assessment of learners using a multifaceted approach is an essential component of the graduate medical education (GME) system across the globe. Clinical competency committees (CCCs) are expected to aggregate and synthesize individual assessments to inform faculty, program leadership, and learners of the given learner's progress toward unsupervised practice. The challenge for CCCs is that through these assessments, the committee must engage in a deliberate discussion of each learner, identifying areas of weakness or accelerated growth, and develop and implement individualized learning plans. Much remains to be learned about optimizing the CCC structure and process to facilitate robust developmental assessments, and actionable feedback to learners and, at the aggregate level, to program leaders. This Rip Out draws on studies of group process from other fields and published evidence to provide guidance regarding CCC structure, membership, and processes. 1,2 What Is Known & Group Structure and Membership. Diverse groups tend to make better decisions than homogeneous ones. CCCs should ensure that membership is balanced in academic rank, gender, expertise, and roles within the program. 2 Nonphysician health professionals can bring an important perspective, especially in the domains of interpersonal skills and communication, and professionalism.

show abstract

Longitudinal Reliability of Milestones-Based Learning Trajectories in Family Medicine Residents

et al. 2021

View full text Add to dashboard Cite

Key Points Question Can Milestones ratings be used to create reliable learning trajectories for resident physicians that identify developmental growth patterns toward unsupervised practice? Findings This cohort study of 3872 family medicine residents found that the Milestones assessment system had high reliability for measuring the developmental growth of learners. Each family medicine subcompetency included 3 or 4 distinct patterns of learning trajectories that could be used to support learner feedback. Meaning These findings suggest that identifying different patterns of learning trajectories using the Milestones assessment system could support and provide early remediation for struggling learners who may not meet graduation targets in training.

show abstract

Thresholds and interpretations: How clinical competency committees identify pediatric residents with performance concerns

Abstract: Identifying residents with performance concerns is important for their education and the care they provide. This study delineates strategies used by CCC members across several programs for identifying these residents, which may be helpful for other CCCs to consider in their efforts.

Cited by 29 publications

References 33 publications

Developing a dashboard to meet Competence Committee needs: a design-based research project

Developing a dashboard to meet Competence Committee needs: a design-based research project

International Clinical Competency Committees: Maximizing Value for Faculty, Residents, and the Program

Longitudinal Reliability of Milestones-Based Learning Trajectories in Family Medicine Residents

Contact Info

Product

Resources

About