Operationalizing Competency-based Medical Education Within Clinical Competency Committees

This scholarly perspective explores the integration of competency-based medical education (CBME) within graduate medical education assessment systems, specifically the clinical competency committee (CCC). We discuss the role of the CCC in operationalizing the core components of CBME, providing guidance on best practices-related meeting structure, assessment data, and learner outcomes. By analyzing the evolving responsibilities of faculty assessors and the impact on learner progression toward unsupervised practice, this perspective highlights challenges and strategies for successful implementation of CBME principles in medical education, including an outline to use when discussing each trainee in CCC meetings.