Reimagining the Clinical Competency Committee to Enhance Education and Prepare for Competency-Based Time-Variable Advancement

Goldhamer, Mary Ellen J.; Martinez‐Lage, Maria; Black-Schaffer, W. Stephen; Huang, Jennifer T.; Co, John Patrick T.; Weinstein, Debra F.; Pusic, Martin

doi:10.1007/s11606-022-07515-3

Cited by 17 publications

(28 citation statements)

References 85 publications

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“…It is possible that gender differences observed in workplace‐based assessments do not surface to the level of summative decisions made by the CCC when synthesized with data generated from a variety of other assessment activities 51 . Additionally, committee member training to increase knowledge of and recognition of unconscious biases may have served as a mitigating factor 53,54 . Nevertheless, as mentioned, the gender differences identified at the individual workplace‐based assessment level do raise concerns about the differential impact on EM residents' professional development.…”

Section: Discussionmentioning

confidence: 99%

“…51 Additionally, committee member training to increase knowledge of and recognition of unconscious biases may have served as a mitigating factor. 53,54 Nevertheless, as mentioned, the gender differences identified at the individual workplace-based assessment level do raise concerns about the differential impact on EM residents' professional development.…”

Section: Assessment Data Synthesismentioning

confidence: 99%

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Gender differences in emergency medicine resident assessment: A scoping review

Menchetti

Eagles

Ghanem

et al. 2022

AEM Education and Training

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Background Growing literature within postgraduate medical education demonstrates that female resident physicians experience gender bias throughout their training and future careers. This scoping review aims to describe the current body of literature on gender differences in emergency medicine (EM) resident assessment. Methods We conducted a scoping review which adhered to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews guidelines. We included research involving resident physicians or fellows in EM (population and context), which focused on the impact of gender on assessments (concept). We searched seven databases from the databases' inception to April 4, 2022. Two reviewers independently screened citations, completed full‐text review, and abstracted data. A third reviewer resolved any discrepancies. Results A total of 667 unique citations were identified; 10 studies were included, and all were conducted within the United States. Four studies reported differences in EM resident assessments attributable to gender within workplace‐based assessments (qualitative comments and quantitative scores) by both attending physicians and nonphysicians. Six studies investigating clinical competency committee scores, procedural scores, and simulation‐based assessments did not report any significant differences attributable to gender. Conclusions This scoping review found that gender bias exists within EM resident assessment most notably at the level of narrative comments typically received via workplace‐based assessments. As female EM residents receive higher rates of negative or critical comments and discordant feedback documented on assessment, these findings raise concern about added barriers female EM residents may face while progressing through residency and the impact on their clinical and professional development.

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Section: Discussionmentioning

confidence: 99%

Section: Assessment Data Synthesismentioning

confidence: 99%

Gender differences in emergency medicine resident assessment: A scoping review

Menchetti

Eagles

Ghanem

et al. 2022

AEM Education and Training

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“… Study the informatics of learning as its own sub-discipline. Integrate national and local data to provide precise estimates of trainee competency and ‘readiness’ for competency-based time-variable GME [ 7 , 13 , 14 ]. Support networks of Data Teams/Education Scientists and CCC members to share expertise [ 27 ].…”

Section: Data Quality and Decision Makingmentioning

confidence: 99%

“…Integrate national and local data to provide precise estimates of trainee competency and ‘readiness’ for competency-based time-variable GME [ 7 , 13 , 14 ].…”

Section: Data Quality and Decision Makingmentioning

confidence: 99%

Using learning analytics in clinical competency committees: Increasing the impact of competency-based medical education

Carney

Sebok‐Syer

Pusic

et al. 2023

Medical Education Online

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Graduate medical education (GME) and Clinical Competency Committees (CCC) have been evolving to monitor trainee progression using competency-based medical education principles and outcomes, though evidence suggests CCCs fall short of this goal. Challenges include that evaluation data are often incomplete, insufficient, poorly aligned with performance, conflicting or of unknown quality, and CCCs struggle to organize, analyze, visualize, and integrate data elements across sources, collection methods, contexts, and time-periods, which makes advancement decisions difficult. Learning analytics have significant potential to improve competence committee decision making, yet their use is not yet commonplace. Learning analytics (LA) is the interpretation of multiple data sources gathered on trainees to assess academic progress, predict future performance, and identify potential issues to be addressed with feedback and individualized learning plans. What distinguishes LA from other educational approaches is systematic data collection and advanced digital interpretation and visualization to inform educational systems. These data are necessary to: 1) fully understand educational contexts and guide improvements; 2) advance proficiency among stakeholders to make ethical and accurate summative decisions; and 3) clearly communicate methods, findings, and actionable recommendations for a range of educational stakeholders. The ACGME released the third edition CCC Guidebook for Programs in 2020 and the 2021 Milestones 2.0 supplement of the Journal of Graduate Medical Education (JGME Supplement) presented important papers that describe evaluation and implementation features of effective CCCs. Principles of LA underpin national GME outcomes data and training across specialties; however, little guidance currently exists on how GME programs can use LA to improve the CCC process. Here we outline recommendations for implementing learning analytics for supporting decision making on trainee progress in two areas: 1) Data Quality and Decision Making, and 2) Educator Development.

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“…Importantly, time spent in a clinical setting is insufficient to ensure the acquisition of skills required for cardiology CCM practice. Competency-based curricula are essential for training programs ( 32 – 34 ). In 2009, a multisociety task force established 327 specific competencies for internal medicine–based critical care ( 28 , 34 ).…”

Section: Training Critical Care Cardiologistsmentioning

confidence: 99%

Cardiovascular Critical Care Training: A Collaboration between Intensivists and Cardiologists

Yuriditsky¹,

Pradhan

Brosnahan

et al. 2022

ATS Scholar

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With growing patient complexity, the cardiovascular intensive care unit (CICU) of today has evolved substantially from the coronary care unit (CCU) of decades ago. The growing burden of noncardiac critical illness and highly specialized acute cardiovascular disease requires a degree of expertise beyond that afforded through a general cardiology training program. Therefore, the American Heart Association (AHA) has proposed a CICU staffing model to include dedicated cardiac intensivists; in the present day, “dual-trained” physicians are extremely sparse. Guidance on designing critical care fellowships for cardiologists is limited but will require collaboration between cardiologists and medical intensivists. Here, we review the evolution of the CICU, describe training pathways, and offer guidance on creating a cardiology critical care training program.

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Reimagining the Clinical Competency Committee to Enhance Education and Prepare for Competency-Based Time-Variable Advancement

Cited by 17 publications

References 85 publications

Gender differences in emergency medicine resident assessment: A scoping review

Gender differences in emergency medicine resident assessment: A scoping review

Using learning analytics in clinical competency committees: Increasing the impact of competency-based medical education

Cardiovascular Critical Care Training: A Collaboration between Intensivists and Cardiologists

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