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Investigating the Roles and Impact of Clinical Competency Committees in Graduate Medical Education: A Narrative
Andem Ekpenyong1, Eric S Holmboe2, Marjan Govaerts3
1is an Associate Professor, Department of Internal Medicine, Rush University Medical Center, Chicago, Illinois, USA.
Journal of Graduate Medical Education
|December 16, 2024
Summary
Clinical Competency Committees (CCCs) in graduate medical education (GME) have varied roles beyond trainee progress assessment. Further research is needed to understand their impact on GME programs and outcomes.
Area of Science:
- Medical Education Research
- Graduate Medical Education Assessment
- Competency-Based Medical Education
Background:
- Clinical Competency Committees (CCCs) were established to support competency-based medical education.
- Variable implementation of CCCs has led to uncertainty regarding their impact on graduate medical education (GME).
Purpose of the Study:
- To investigate the diverse roles of CCCs within GME.
- To examine the effects of CCCs on trainees, faculty, and educational programs.
Main Methods:
- A narrative review of primary research on CCCs in GME was conducted.
- Inclusion criteria focused on research articles published between January 2013 and November 2022.
Main Results:
- CCCs primarily focus on trainee progress decisions, often in isolated "snapshots."
- CCCs have adopted secondary roles, including remediation, feedback, and addressing unanticipated areas like gender bias in assessment.
- Studies reported limited short-term outcomes for trainees, faculty, and programs, with a lack of focus on long-term impacts.
Conclusions:
- CCCs perform a broader spectrum of assessment functions than initially intended.
- A systematic approach is required to evaluate the comprehensive outcomes of CCC implementation in GME.
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