Top

Published in:

Open Access 01-06-2017 | Commentary

We need to talk: clinical competency committees in the key of c(onversation)

Authors: Paul A. Hemmer, William F. Kelly

Published in: Perspectives on Medical Education | Issue 3/2017

Excerpt

James Suroweicki’s book, The Wisdom of Crowds [1], provided examples of how diverse, independently deciding individuals make some decisions and predictions better than any individual, even an expert one. However, there have been epic failures where group dynamics derail decision-making and crowds become herds. …

Surowiecki J. The wisdom of crowds: why the many are smarter than the few and how collective wisdom shapes business, economies, societies, and nations. New York: Anchor Books; 2004, p 336.

van der Vleuten CP, Schuwirth LW. Assessing professional competence: from methods to programmes. Med Educ. 2005;39:309–17.CrossRef

Gaglione MM, Moores L, Pangaro L, Hemmer PA. Does group discussion of student clerkship performance at an education committee affect an individual committee member’s decisions? Acad Med. 2005;80(10 Suppl):S55–S8.CrossRef

Williams RG, Schwind CJ, Dunnington GL, Fortune J, Rogers D, Boehler M. The effects of group dynamics on resident progress committee deliberations. Teach Learn Med. 2005;17(2):96–100.CrossRef

Andolsek K, Padmore J, Hauer KE, Holmboe E. Clinical competency committees. A guidebook for programs: Accreditation Council for Graduate Medical Education 2017. https://www.acgme.org/Portals/0/ACGMEClinicalCompetencyCommitteeGuidebook.pdf. Accessed 26 Mar 2017.

Competence committees: A critical component of competency-based assessment. Royal College of Physicians and Surgeons of Canada. Available from: http://www.royalcollege.ca/rcsite/cbd/competence-committee-e. Accessed 26 March 2017.

Hauer KE, Mazotti L, O’Brien B, Hemmer PA, Tong L. Faculty verbal evaluations reveal strategies used to promote medical student performance. Med Educ Online. 2011;16 doi:10.3402/meo.v16i0.6354.

Hemann BA, Durning SJ, Kelly WF, Dong T, Pangaro LN, Hemmer PA. Referral for competency committee review for poor performance on the internal medicine clerkship is associated with poor performance in internship. Mil Med. 2015;180(4 Suppl):71–6.CrossRef

Hemann BA, Durning SJ, Kelly WF, Dong T, Pangaro LN, Hemmer PA. The association of students requiring remediation in the internal medicine clerkship with poor performance during internship. Mil Med. 2015;180(4 Suppl):47–53.CrossRef

10.

Hemmer PA, Dadekian GA, Terndrup C, Pangaro LN, Weisbrod AB, Corriere MD, et al. Regular formal evaluation sessions are effective as frame-of-reference training for faculty evaluators of clerkship medical students. J Gen Intern Med. 2015;30:1313–8.CrossRef

11.

Hemmer PA, Hawkins R, Jackson JL, Pangaro LN. Assessing how well three evaluation methods detect deficiencies in medical students’ professionalism in two settings of an internal medicine clerkship. Acad Med. 2000;75:167–73.CrossRef

12.

Hemmer PA, Pangaro L. The effectiveness of formal evaluation sessions during clinical clerkships in better identifying students with marginal funds of knowledge. Acad Med. 1997;72:641–3.CrossRef

13.

Hemmer PA, Pangaro L. Using formal evaluation sessions for case-based faculty development during clinical clerkships. Acad Med. 2000;75:1216–21.CrossRef

14.

Lavin B, Pangaro L. Internship ratings as a validity outcome measure for an evaluation system to identify inadequate clerkship performance. Acad Med. 1998;73:998–1002.CrossRef

15.

Noel GL. A system for evaluating and counseling marginal students during clinical clerkships. J Med Educ. 1987;62:353–5.

16.

Roop SA, Pangaro L. Effect of clinical teaching on student performance during a medicine clerkship. Am J Med. 2001;110:205–9.CrossRef

17.

Dubberly H, Pangaro P. What is conversation? How can we design for effective conversation? : Interactions Magazine 2009. http://www.dubberly.com/articles/what-is-conversation.html. Accessed 24 Mar 2017.

18.

Pangaro P. Cybernetics and Conversation. Available from: http://pangaro.com/published/cyb-and-con.html. Accessed 24 March 2017.

19.

Durning S, Artino AR Jr., Pangaro L, van der Vleuten CP, Schuwirth L. Context and clinical reasoning: understanding the perspective of the expert’s voice. Med Educ. 2011;45:927–38.CrossRef

20.

Gingerich A, Kogan J, Yeates P, Govaerts M, Holmboe E. Seeing the ‘black box’ differently: assessor cognition from three research perspectives. Med Educ. 2014;48:1055–68.CrossRef

Title: We need to talk: clinical competency committees in the key of c(onversation)
Authors: Paul A. Hemmer
William F. Kelly
Publication date: 01-06-2017
Publisher: Bohn Stafleu van Loghum
Published in: Perspectives on Medical Education / Issue 3/2017
Print ISSN: 2212-2761
Electronic ISSN: 2212-277X
DOI: https://doi.org/10.1007/s40037-017-0360-2

Keynote webinar | Spotlight on medication adherence

Springer Medicine

We need to talk: clinical competency committees in the key of c(onversation)

Excerpt

Keynote webinar | Spotlight on medication adherence

Springer Medicine

Excerpt

Please log in to get access to this content

Other articles of this Issue 3/2017

Tuning your writing

Perspectives on Medical Education Special Edition

The use of theatre in medical education in the emergency cases school: an appealing and widely accessible way of learning

A qualitative study of undergraduate clerkships in the intensive care unit: It’s a brand new world

Labelling of mental illness in a paediatric emergency department and its implications for stigma reduction education

Kolb, integration and the messiness of workplace learning