The Purpose, Structure, and Process of Clinical Competency Committees: Guidance for Members and Program Directors

Ekpenyong, Andem; Padmore, Jamie S.; Hauer, Karen E.

doi:10.4300/jgme-d-20-00841.1

Cited by 14 publications

(12 citation statements)

References 25 publications

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“…As part of the USA process for training in GME, it requires training programs to use Clinical Competency Committees (CCCs) with a particular structure and role in the training program (Ekpenyong et al, 2021). CCCs are required to assess all trainees, to report about them and to attest the programs' ability to prepare residents for unsupervised practice, ensuring effective and safe patient care (Ekpenyong et al, 2021;Andolsek et al, 2020). Thus, this is a model that adopts an EPA approach.…”

Section: Verification Of Entrustmentmentioning

confidence: 99%

Entrustable professional activities: a model for job activity competency framework with microcredentials

Ma¹,

Cate

2023

IJILT

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PurposeJob competency frameworks are based on the listing skills required for a job. The assumption is that if a candidate is presumed to have the skills, then the candidate should be able to do the job. Thus, employers hope to identify prospective employees having the required skills. However, this may differ from knowing whether the employee is ready to be trusted to do the job activities with minimal or no supervision. The authors pose the question how employers might know about the capability of prospective employees to perform the job activities for which the employees are being hired.Design/methodology/approachIn health professions education, a job activity-based framework has been developed called “entrustable professional activities” (EPAs, activities to be entrusted). This paper reviews the job activity framework and EPAs used in medical education, considering how this might support preparation for work in other sectors of the labor market.FindingsThe authors describe the EPA framework, some implementation issues and how EPAs lead to a type of microcredential being awarded to individuals as the individuals demonstrate that the individuals can be entrusted with specific job activities.Originality/valueThe focus of this paper is to demonstrate that a medical education model could potentially be adopted by other industries to provide employers with information regarding the ability of a prospective employee in performing the job activities required. Such an approach would address employer's concerns about the job readiness of potential employees.

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Section: Verification Of Entrustmentmentioning

confidence: 99%

Entrustable professional activities: a model for job activity competency framework with microcredentials

Ma¹,

Cate

2023

IJILT

View full text Add to dashboard Cite

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“…Although the ACGME has no requirements on how CCC documentation should be recorded or maintained, it is customary for most CCCs to keep minutes. Ekpenyong et al 21 offer practical guidance regarding documentation of minutes (BOX). CCC minutes should align with relevant program and institutional policies, including record retention, state peer-review statues (if applicable) and local HR and legal experts' guidance.…”

Section: Minutesmentioning

confidence: 99%

Navigating Academic Law in Competency Decisions

Padmore

Andolsek

Iobst

et al. 2021

Journal of Graduate Medical Education

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“…The multistep process of collecting and synthesizing data for the CCC and then determining residents' competence level introduces many opportunities for program-specific variability and idiosyncrasy. 3 Program-level factors contributed 35% of the variance to FM Milestone ratings, exceeding the influence of individual residents themselves. 1 This finding suggests that programs are largely responsible for the degree of their trainees' developmental progress.…”

mentioning

confidence: 95%

“…Although the role of Clinical Competency Committees (CCCs) is to standardize the process of implementing the Milestones framework for assessment and rendering judgments about trainee progress, CCCs vary in what data they have available and how they make sense of that data as a reflection of trainee Milestones progression and areas for program improvement. The multistep process of collecting and synthesizing data for the CCC and then determining residents’ competence level introduces many opportunities for program-specific variability and idiosyncrasy …”

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confidence: 99%

Making Sense of Milestones Data—Guiding Residents or Assessing Training Programs?

Hauer

O’Sullivan

2021

JAMA Netw Open

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Competencies and milestones are intended to fulfill the aim of outcomes-based education, in which desired outcomes of training, rather than content or hours in particular rotations, drive curriculum planning. Introduced in 2013, the Milestones program explicates performance within the 6 Accreditation Council for Graduate Medical Education (ACGME) competencies. Whereas competencies identify outcomes deemed essential for practice across specialties, Milestones elaborate specialty-specific skills, knowledge, and behaviors indicating progression within each competency. Park et al 1 examined national Milestone ratings of family medicine (FM) residents to investigate the reliability of Milestones data, evaluate learner-and program-level effects, and identify potential learning trajectories for each subcompetency. This analysis benefits from a large data set and harnesses opportunities for learning analytics based on ratings for 22 subcompetency Milestones for a cohort of 3872 residents who were assessed on Milestones every 6 months through their 3 training years in 514 programs. As expected, Milestone ratings improved over time. Althoughthe study identified trajectories that could provide signal about progress on competencies and time points when a resident might be flagged for further help, the main finding is that growth patterns are primarily based on the program, rather than individual trainees. The results suggest different stakeholders involved in rating resident performance, and interpreting and acting on those ratings, may vary in how they make sense of, or attach meaning to, the Milestones and their ratings. ACGME requirements prompt programs to create voluminous data, and yet programs must make sense to use and respond to that data. Program faculty are tasked with defining and generating

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The Purpose, Structure, and Process of Clinical Competency Committees: Guidance for Members and Program Directors

Cited by 14 publications

References 25 publications

Entrustable professional activities: a model for job activity competency framework with microcredentials

Entrustable professional activities: a model for job activity competency framework with microcredentials

Navigating Academic Law in Competency Decisions

Making Sense of Milestones Data—Guiding Residents or Assessing Training Programs?

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