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Competence committee: How meeting frequency impacts committee function and learner-centered assessment
1Department of Pediatrics, Queen's University, Kingston, Canada.
Medical Teacher
|July 2, 2019
Summary
Queen's University Pediatrics adapted Competence Committee (CC) meetings to monthly sessions. This change enhances resident learning through focused formative assessment and timely feedback, promoting learner ownership.
Area of Science:
- Medical Education
- Pediatrics Training
Background:
- Challenges in adhering to Royal College of Physicians and Surgeons of Canada (RCPSC) guidelines for Competence Committee (CC) meeting frequency.
- Need for improved resident assessment processes in pediatric residency programs.
Purpose of the Study:
- To outline adaptations made to the Competence Committee (CC) function at Queen's University.
- To explain the rationale behind the design decisions for an enhanced learner-centered assessment process.
Main Methods:
- Transitioned to a monthly meeting schedule for the Competence Committee (CC).
- Implemented a focus on formative assessment strategies.
- Integrated greater resident feedback mechanisms into the CC process.
Main Results:
- Developed an enhanced learner-centered assessment process.
- Increased the frequency of formative feedback provided to residents.
- Empowered residents to take greater ownership of their learning.
Conclusions:
- A monthly Competence Committee (CC) meeting structure facilitates timely formative feedback.
- Adaptations can create a more effective and resident-empowering assessment system.
- This model supports residents in actively managing their educational development.
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