Erika R Ketteler1, Edward D Auyang2, Kathy E Beard2, Erica L McBride2, Rohini McKee2, John C Russell2, Nova L Szoka2, M Timothy Nelson3. 1. Department of Surgery, University of New Mexico, Albuquerque, New Mexico; Raymond G. Murphy VA Medical Center, Albuquerque, New Mexico. 2. Department of Surgery, University of New Mexico, Albuquerque, New Mexico. 3. Department of Surgery, University of New Mexico, Albuquerque, New Mexico. Electronic address: mtnelson@salud.unm.edu.
Abstract
OBJECTIVES: To create a clinical competency committee (CCC) that (1) centers on the competency-based milestones, (2) is simple to implement, (3) creates competency expertise, and (4) guides remediation and coaching of residents who are not progressing in milestone performance evaluations. DESIGN: We created a CCC that meets monthly and at each meeting reviews a resident class for milestone performance, a competency (by a faculty competency champion), a resident rotation service, and any other resident or issue of concern. SETTING: University surgical residency program. PARTICIPANTS: The CCC members include the program director, associate program directors, director of surgical curriculum, competency champions, departmental chair, 2 at-large faculty members, and the administrative chief residents. RESULTS: Seven residents were placed on remediation (later renamed as coaching) during the academic year after falling behind on milestone progression in one or more competencies. An additional 4 residents voluntarily placed themselves on remediation for medical knowledge after receiving in-training examination scores that the residents (not the CCC membership) considered substandard. All but 2 of the remediated/coached residents successfully completed all area milestone performance but some chose to stay on the medical knowledge competency strategy. CONCLUSIONS: Monthly meetings of the CCC make milestone evaluation less burdensome. In addition, the expectations of the residents are clearer and more tangible. "Competency champions" who are familiar with the milestones allow effective coaching strategies and documentation of clear performance improvements in competencies for successful completion of residency training. Residents who do not reach appropriate milestone performance can then be placed in remediation for more formal performance evaluation. The function of our CCC has also allowed us opportunity to evaluate the required rotations to ensure that they offer experiences that help residents achieve competency performance necessary to be safe and effective surgeons upon completion of training.
OBJECTIVES: To create a clinical competency committee (CCC) that (1) centers on the competency-based milestones, (2) is simple to implement, (3) creates competency expertise, and (4) guides remediation and coaching of residents who are not progressing in milestone performance evaluations. DESIGN: We created a CCC that meets monthly and at each meeting reviews a resident class for milestone performance, a competency (by a faculty competency champion), a resident rotation service, and any other resident or issue of concern. SETTING: University surgical residency program. PARTICIPANTS: The CCC members include the program director, associate program directors, director of surgical curriculum, competency champions, departmental chair, 2 at-large faculty members, and the administrative chief residents. RESULTS: Seven residents were placed on remediation (later renamed as coaching) during the academic year after falling behind on milestone progression in one or more competencies. An additional 4 residents voluntarily placed themselves on remediation for medical knowledge after receiving in-training examination scores that the residents (not the CCC membership) considered substandard. All but 2 of the remediated/coached residents successfully completed all area milestone performance but some chose to stay on the medical knowledge competency strategy. CONCLUSIONS: Monthly meetings of the CCC make milestone evaluation less burdensome. In addition, the expectations of the residents are clearer and more tangible. "Competency champions" who are familiar with the milestones allow effective coaching strategies and documentation of clear performance improvements in competencies for successful completion of residency training. Residents who do not reach appropriate milestone performance can then be placed in remediation for more formal performance evaluation. The function of our CCC has also allowed us opportunity to evaluate the required rotations to ensure that they offer experiences that help residents achieve competency performance necessary to be safe and effective surgeons upon completion of training.
Keywords:
Interpersonal and Communication Skills; Medical Knowledge; Patient Care; Practice-Based Learning and Improvement; Professionalism; Systems-Based Practice; competency-based education; evaluation; internship and residency; program evaluation
Authors: Marrigje E Duitsman; Irene A Slootweg; Imke C van der Marel; Marianne Ten Kate-Booij; Jacqueline de Graaf; Cornelia Fluit; Debbie Jaarsma Journal: J Grad Med Educ Date: 2019-08
Authors: Daniel J Schumacher; Beth King; Michelle M Barnes; Sean P Elliott; Kathleen Gibbs; Jon F McGreevy; Javier Gonzalez Del Rey; Tanvi Sharma; Catherine Michelson; Alan Schwartz Journal: J Grad Med Educ Date: 2018-08