scholarly journals Creating a High-Quality Faculty Orientation and Ongoing Member Development Curriculum for the Clinical Competency Committee

2021 ◽  
Vol 13 (2s) ◽  
pp. 65-69
Author(s):  
Jacquelyn Turner ◽  
Yolanda Wimberly ◽  
Kathryn M. Andolsek
Keyword(s):  
Clinical Competency ◽  
High Quality ◽  
Faculty Orientation ◽  
Quality Faculty ◽  
Clinical Competency Committee

scholarly journals Use of Milestones and Development of Entrustable Professional Activities in 2 Hematology/Oncology Training Programs

2015 ◽  
Vol 7 (1) ◽  
pp. 101-104 ◽  
Author(s):  
Nathan M. Shumway ◽  
Jennifer J. Dacus ◽  
Kate I. Lathrop ◽  
Elizabeth P. Hernandez ◽  
Maria Miller ◽  
...  
Keyword(s):  
Program Directors ◽  
Assessment Tools ◽  
Entrustable Professional Activities ◽  
Clinical Competency ◽  
Clinical Faculty ◽  
Continuity Clinic ◽  
Professional Activities ◽  
Starting Point ◽  
Next Accreditation System ◽  
Clinical Competency Committee

Abstract Background The Next Accreditation System (NAS) increases the focus on educational outcomes and meaningful evaluation of learners. This requires that key clinical faculty develop new assessment formats such as entrustable professional activities (EPAs). Objectives To build and develop milestone-based assessment tools supporting 5 EPAs for a hematology/oncology fellow continuity clinic, and to educate key clinical faculty regarding the Clinical Competency Committee (CCC) and the NAS. Methods Program directors from 2 hematology/oncology fellowship programs developed 5 EPAs for continuity clinic evaluation supported by milestone-based assessment. The program directors met to create a unified CCC charter. Key clinical faculty helped to develop a milestone-based evaluation of fellow continuity clinic through creation of 5 hematology/oncology-specific EPAs. Formal entrustment regarding EPAs was deliberated by the CCC. Results A total of 18 fellows were evaluated. Clinical Competency Committee deliberation at each institution took approximately 10 minutes per fellow for discussion and decision regarding entrustment for all 5 EPAs supporting continuity clinic. One-third of postgraduate year (PGY)–4s, 50% of PGY-5s, and 100% of PGY-6s were deemed competent in all 5 EPAs by the CCC. Conclusions All hematology/oncology trainees in San Antonio were evaluated using milestone-based assessment for continuity clinic, and entrustment decisions regarding 5 EPAs were made by the CCC. This project may provide other programs with a sound basis for adoption and further development of the next generation of evaluation tools at their institutions. Entrustable professional activities that are rotation specific should be used as a starting point for linking to the competencies, subcompetencies, and the reporting milestones.

scholarly journals Starting a Clinical Competency Committee

2014 ◽  
Vol 6 (1) ◽  
pp. 163-164 ◽  
Author(s):  
Susan B. Promes ◽  
Mary Jo Wagner
Keyword(s):  
Clinical Competency ◽  
Clinical Competency Committee

Rising up the Ranks

2017 ◽  
pp. 345-367
Author(s):  
Zulkarnain Hanafi ◽  
Chee Kiong Tong
Keyword(s):  
Graduate Students ◽  
Research Output ◽  
Faculty Members ◽  
High Quality ◽  
Recruitment And Retention ◽  
Research And Teaching ◽  
Quality Faculty ◽  
Research Excellence ◽  
International Profile ◽  
The University

The paper will cover all aspects of the change journey: engaging with relevant stakeholders, the recruitment and retention of high quality faculty members, the review and revision of the curriculum, improving the quality and quantity of research output and publications, developing centers of research excellence, raising the level of funding for both research and teaching, expanding the number of graduate students, developing an eminent visiting professors' program, the internationalization of the university, strengthening governance and administration and raising the international profile of the university. It will set out, in detail, the strategies and processes that were developed to realize the vision, as well as the challenges and problems encountered, and steps taken to address these challenges and problems. Mistakes were made along the way and the lessons that can be learnt for any university that aims to be involved in the ranking exercises.

Recruiting, Evaluating, and Retaining Kinesiology Faculty Members

2019 ◽  
Vol 8 (4) ◽  
pp. 283-290 ◽  
Author(s):  
Terry L. Rizzo ◽  
Penny McCullagh ◽  
Donna Pastore
Keyword(s):  
Formative Evaluation ◽  
Support Systems ◽  
Department Chairs ◽  
Faculty Members ◽  
High Quality ◽  
Retention Strategies ◽  
Quality Faculty

This paper offers direction and guidance to help departments develop fair and equitable search, evaluation, and retention strategies for their faculty. Included is how to attract a diverse candidate pool and successfully recruit diverse candidates. In addition, the paper provides guidelines about evaluating faculty members, emphasizing the need for formative evaluation that offers faculty ample opportunities, resources, and support systems for improving their performance before any summative evaluations administered by a department or college. Finally, the paper presents retention stratagems as guidelines to help departments support and retain their high-quality faculty members. Achieving the goals of recruitment, retention, and advancement requires the involvement and leadership of university officers, school deans, department chairs/heads, and faculty.

scholarly journals Key Factors in Clinical Competency Committee Members’ Decisions Regarding Residents’ Readiness to Serve as Supervisors

2019 ◽  
Vol 94 (2) ◽  
pp. 251-258 ◽  
Author(s):  
Daniel J. Schumacher ◽  
Abigail Martini ◽  
Kathleen W. Bartlett ◽  
Beth King ◽  
Sharon Calaman ◽  
...  
Keyword(s):  
Clinical Competency ◽  
Key Factors ◽  
Clinical Competency Committee

Competency Champions in the Clinical Competency Committee: A Successful Strategy to Implement Milestone Evaluations and Competency Coaching

2014 ◽  
Vol 71 (1) ◽  
pp. 36-38 ◽  
Author(s):  
Erika R. Ketteler ◽  
Edward D. Auyang ◽  
Kathy E. Beard ◽  
Erica L. McBride ◽  
Rohini McKee ◽  
...  
Keyword(s):  
Clinical Competency ◽  
Successful Strategy ◽  
Clinical Competency Committee

scholarly journals Feasibility of an Entrustable Professional Activity for Pathology Resident Frozen Section Training

2021 ◽  
Vol 8 ◽  
pp. 237428952110417
Author(s):  
Bronwyn H. Bryant
Keyword(s):  
Medical Education ◽  
Frozen Section ◽  
Resident Training ◽  
Entrustable Professional Activities ◽  
Professional Activity ◽  
Clinical Competency ◽  
Professional Activities ◽  
Competency Based ◽  
The University ◽  
Clinical Competency Committee

Entrustable professional activities are an intuitive form of workplace-based assessment that can support competency-based medical education. Many entrustable professional activities have been written and published, but few studies describe the feasibility or implementation of entrustable professional activities in graduate medical education. The frozen section entrustable professional activit was introduced into the pathology residency training at the University of Vermont for postgraduate year 1 at the start of their training in frozen section. The feasibility of the entrustable professional activit was evaluated based on 3 criteria: (a) utilization, (b) support of frozen section training, and (c) generating data to support entrustment decision about residents’ readiness to take call. The entrustable professional activit was well utilized and satisfactory to residents, faculty, pathologists’ assistants, and Clinical Competency Committee members. Most members of the Clinical Competency Committee agreed they had sufficient data and noted higher confidence in assessing resident readiness to take call with the addition of entrustable professional activit to the residents’ assessment portfolio. Residents did not endorse it helped them prepare for call; however, the interruption to frozen section training due to the COVID-19 pandemic was a significant contributing factor. The frozen section entrustable professional activit is a feasible addition to pathology resident training based on utilization, support of training, and generation of data to support entrustment decisions for graduated responsibilities. The implementation and integration of the entrustable professional activit into pathology training at our institution is described with discussion of adjustments for future use.

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