A needs assessment survey for clinical competency committee (CCC) faculty development

Russel S Hathaway,Anita V Shelgikar,Mollie Mcdermott,J Sybil Biermann,Zachary N London,Douglas J Gelb

doi:10.15694/mep.2019.000079.1

Russel S Hathaway, Anita V Shelgikar + Show 4 more

Open Access

https://doi.org/10.15694/mep.2019.000079.1

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Journal: MedEdPublish	Publication Date: Apr 11, 2019
Citations: 2	License type: CC BY 4.0

Abstract

This article was migrated. The article was not marked as recommended. Background. The Accreditation Council for Graduate Medical Education (ACGME) requires training programs to have a clinical competency committee (CCC) that regularly reviews each house officer's performance. Objective. To identify areas for CCC faculty development via a survey of CCC faculty. Methods. An anonymous online survey was sent to CCC faculty of ACGME-accredited residency and fellowship programs at our large academic institution. Results. Response rate was 42% (177 of 417 identified CCC members). Respondents were from residency (51%) and fellowship (49%) programs. Fifty-nine percent (104 of 177) reported that more time during CCC meetings was spent discussing low performers whereas 41% (73 of 177) responded that equal time was spent discussing high and low performers. Fifty-four percent of respondents (95 of 177) reported being unaware of CCC resources available through the ACGME and 59% (104 of 177) indicated that faculty development sessions on CCC resources and best practices would be helpful. Seventy-two percent of respondents (128 of 177) thought that incorporation of a CCC had a positive impact on house officer assessment. Conclusions. A survey of CCC members at our institution indicates that faculty believe CCC review is a valuable component of house officer assessment. Further faculty development is needed to increase familiarity with available CCC resources and best practices.

Highlights

In 1998 the Accreditation Council for Graduate Medical Education (ACGME) began to shift from process-based accreditation toward an outcome-based system
Seventy-two percent of respondents (128 of 177) thought that incorporation of a competency committee (CCC) had a positive impact on house officer assessment
A survey of CCC members at our institution indicates that faculty believe CCC review is a valuable component of house officer assessment

Summary

Introduction

In 1998 the Accreditation Council for Graduate Medical Education (ACGME) began to shift from process-based accreditation toward an outcome-based system. Clinical training program accreditation requires evaluation of house officer competence in six core domains (patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice).(Swing, 2007). The goals of this study were to (1) conduct a single-site survey of CCC members to understand responsibilities involved with CCC service, (2) review the number and type of assessment tools used by CCCs across a broad range of medical specialties, and (3) assess the need for ongoing faculty development for CCC members to better understand CCC roles, responsibilities, and activities. The Accreditation Council for Graduate Medical Education (ACGME) requires training programs to have a clinical competency committee (CCC) that regularly reviews each house officer’s performance

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Conclusion