Abstract
The Department of Pediatrics at Queen's University wrestled with following the RCPSC guidelines with regards to Competence Committee (CC) meeting frequency, this article outlines adaptations we made to CC function and the rationale for our design decisions. After adopting a monthly meeting approach that focuses on formative assessment and greater resident feedback we have created an enhanced learner-centered assessment process that more fully empowers our residents with timely formative feedback to better support them in actively taking ownership of and responsibility for their learning.
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