INNOVATIONSCompetency Champions in the Clinical Competency Committee: A Successful Strategy to Implement Milestone Evaluations and Competency Coaching
Section snippets
Background
In 1999, the Accreditation Council for Graduate Medical Education (ACGME) introduced the 6 domains of clinical competency: Medical Knowledge, Patient Care, Professionalism, Practice-Based Learning and Improvement, Systems-Based Practice, and Interpersonal and Communication Skills.1 Starting in 2009, the accreditation system underwent restructuring centered on these competencies.2 The Next Accreditation System will be implemented in for General Surgery in July 2014.
The ACGME and the American
Objectives
Our aim was to create a CCC that would meet the following 4 criteria: (1) be centered on the milestones, (2) be simple and efficient in assessment milestone achievement for semiannual resident review, (3) establish faculty expertise in each competency (“competency champions”), and (4) help coach and remediate residents who are not progressing appropriately based on their milestone performance evaluations.
Methods
Each of the 6 ACGME competencies was assigned a faculty competency champion. The competency champions were appointed by the program director based on experience, knowledge, expertise, and enthusiasm for a particular competency. The CCC is composed of these champions together with the program director, associate program directors, chair of the department, and 2 faculty members at large. Including the administrative and associate administrative chief residents as nonvoting members, a total of 12
Results
One year after restructuring our program for supervising and assessing the competencies of our residents and creating the CCC, several accomplishments became evident. First, there was increased awareness by both residents and faculty of the importance of the core competencies and the value of remediation in our surgical training program. Competency was defined by the CCC in its charter as “critical and foundational skills, knowledge, attitudes, and behaviors required for effective performance
Discussion
Although this is a work in process and we have only qualitative and descriptive data to report, we believe for the following reasons that the improvements to our program for assessing core competencies are real and can be readily adopted by other training programs.
First, although the task of assessing surgery residents by the CCC faculty involves frequent (monthly) meetings, it is not burdensome. The members of the CCC have learned in just 1 year how to review an entire class of residents in
References (4)
- et al.
Advancing resident assessment in graduate medical education
J Grad Med Educ
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The next GME accreditation system—rationale and benefits
N Engl J Med
(2012)
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