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- Title
Design and evaluation of a clinical competency committee.
- Authors
Duitsman, Marrigje E.; Fluit, Cornelia R. M. G.; van Alfen-van der Velden, Janiëlle A. E. M.; de Visser, Marieke; ten Kate-Booij, Marianne; Dolmans, Diana H. J. M.; Jaarsma, Debbie A. D. C.; de Graaf, Jacqueline
- Abstract
Introduction: In postgraduate medical education, group decision-making has emerged as an essential tool to evaluate the clinical progress of residents. Clinical competency committees (CCCs) have been set up to ensure informed decision-making and provide feedback regarding performance of residents. Despite this important task, it remains unclear how CCCs actually function in practice and how their performance should be evaluated.Methods: In the prototyping phase of a design-based approach, a CCC meeting was developed, using three theoretical design principles: (1) data from multiple assessment tools and multiple perspectives, (2) a shared mental model and (3) structured discussions. The meetings were held in a university children's hospital and evaluated using observations, interviews with CCC members and an open-ended questionnaire among residents.Results: The structured discussions during the meetings provided a broad outline of resident performance, including identification of problematic and excellent residents. A shared mental model about the assessment criteria had developed over time. Residents were not always satisfied with the feedback they received after the meeting. Feedback that had been provided to a resident after the first CCC meeting was not addressed in the second meeting.Discussion: The principles that were used to design the CCC meeting were feasible in practice. Structured discussions, based on data from multiple assessment tools and multiple perspectives, provided a broad outline of resident performance. Residency programs that wish to implement CCCs can build on our design principles and adjust the prototype to their particular context. When running a CCC, it is important to consider feedback that has been provided to a resident after the previous meeting and to evaluate whether it has improved the resident's performance.
- Subjects
CONTINUING medical education; PSYCHOLOGICAL feedback; CHILDREN'S hospitals; GROUP decision making; ARCHITECTURE; PERFORMANCE
- Publication
Perspectives on Medical Education, 2019, Vol 8, Issue 1, p1
- ISSN
2212-2761
- Publication type
Article
- DOI
10.1007/s40037-018-0490-1