• GoldhamerMary Ellen JMEJ0000-0002-2648-8791Massachusetts General Hospital, Boston, MA, 02114, USA. mgoldhamer@mgh.harvard.edu.Mass General Brigham, Boston, MA, USA. mgoldhamer@mgh.harvard.edu.Harvard Medical School, Boston, MA, USA. mgoldhamer@mgh.harvard, Maria Martinez-Lage, W Stephen Black-Schaffer, Jennifer T Huang, CoJohn Patrick TJPTMassachusetts General Hospital, Boston, MA, 02114, USA.Mass General Brigham, Boston, MA, USA.Harvard Medical School, Boston, MA, USA., Debra F Weinstein, and Martin V Pusic.
• Massachusetts General Hospital, Boston, MA, 02114, USA. mgoldhamer@mgh.harvard.edu.
• J Gen Intern Med. 2022 Jul 1; 37 (9): 2280-2290.

AbstractAssessing residents and clinical fellows is a high-stakes activity. Effective assessment is important throughout training so that identified areas of strength and weakness can guide educational planning to optimize outcomes. Assessment has historically been underemphasized although medical education oversight organizations have strengthened requirements in recent years. Growing acceptance of competency-based medical education and its logical extension to competency-based time-variable (CB-TV) graduate medical education (GME) further highlights the importance of implementing effective evidence-based approaches to assessment. The Clinical Competency Committee (CCC) has emerged as a key programmatic structure in graduate medical education. In the context of launching a multi-specialty pilot of CB-TV GME in our health system, we have examined several program's CCC processes and reviewed the relevant literature to propose enhancements to CCCs. We recommend that all CCCs fulfill three core goals, regularly applied to every GME trainee: (1) discern and describe the resident's developmental status to individualize education, (2) determine readiness for unsupervised practice, and (3) foster self-assessment ability. We integrate the literature and observations from GME program CCCs in our institutions to evaluate how current CCC processes support or undermine these goals. Obstacles and key enablers are identified. Finally, we recommend ways to achieve the stated goals, including the following: (1) assess and promote the development of competency in all trainees, not just outliers, through a shared model of assessment and competency-based advancement; (2) strengthen CCC assessment processes to determine trainee readiness for independent practice; and (3) promote trainee reflection and informed self-assessment. The importance of coaching for competency, robust workplace-based assessments, feedback, and co-production of individualized learning plans are emphasized. Individual programs and their CCCs must strengthen assessment tools and frameworks to realize the potential of competency-oriented education.© 2022. The Author(s).

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