International Clinical Competency Committees: Maximizing Value for Faculty, Residents, and the Program

Assessment of learners using a multifaceted approach is an essential component of the graduate medical education (GME) system across the globe. Clinical competency committees (CCCs) are expected to aggregate and synthesize individual assessments to inform faculty, program leadership, and learners of the given learner's progress toward unsupervised practice. The challenge for CCCs is that through these assessments, the committee must engage in a deliberate discussion of each learner, identifying areas of weakness or accelerated growth, and develop and implement individualized learning plans. Much remains to be learned about optimizing the CCC structure and process to facilitate robust developmental assessments, and actionable feedback to learners and, at the aggregate level, to program leaders. This Rip Out draws on studies of group process from other fields and published evidence to provide guidance regarding CCC structure, membership, and processes.1,2Whether you are starting your first CCC or you want to ensure that your existing CCC maximizes the value of participants' time and feedback to learners, follow the steps above to creating a high-functioning group. A final way to add value is to ensure the assessment data gathered, reviewed, and aggregated are used in multiple ways including program evaluation and improvement.