Features of Effective Clinical Competency Committees

Kathleen Rowland*, Deborah Edberg, Lauren Anderson, Katherine Wright

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Background The Clinical Competency Committee (CCC) provides accountability to the general public that physicians completing a training program have achieved competence. CCC processes and features that best identify resident outcomes along a developmental spectrum are not well described. Objective This study sought to describe CCC features associated with effective and efficient CCC performance. Methods The study was conducted as part of the 2022 Council of Academic Family Medicine Educational Research Alliance survey of family medicine residency program directors. The survey assessed CCC methods, policies, faculty development, structure, and overall CCC time required. The outcomes were identification of residents along a spectrum of development, from failing to exceeding expectations. Ordinal logistic regressions were used to explore the relationship between CCC characteristics and CCC outcomes. Results The response rate was 43.3% (291 of 672). Eighty-nine percent (258 of 291) of program directors reported their CCC is successful in identifying residents not meeting expectations; 69.3% (201 of 290) agree their CCC identifies residents who are exceeding expectations. Programs with written policies for synthesizing data (OR=2.53; 95% CI 1.22-5.22; P=.012) and written policies for resident feedback (OR=19.91; 95% CI 3.72-106.44; P<.001) were more likely to report successfully identifying residents below expectations. Programs whose members spent fewer than 3 hours per 6-month interval on CCC meetings were less likely to report being able to identify failing residents (OR=0.37; 95% CI 0.19-0.72; P=.004). Conclusions This survey of family medicine program directors suggests that formal policies, faculty development, and adequate time for CCC faculty are associated with an effective CCC, especially if goals beyond “identifying failure” are desired.

Original languageEnglish (US)
Pages (from-to)463-468
Number of pages6
JournalJournal of graduate medical education
Volume15
Issue number4
DOIs
StatePublished - Aug 2023

ASJC Scopus subject areas

  • General Medicine

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