Clinical Competency Committee Experience in the Arab World

Background: Clinical Competency Committees (CCCs) are essential in graduate medical education for assessing and guiding medical trainees. Despite the implementation of competency-based medical education (CBME), CCCs often struggle with incomplete, inconsistent, or poorly integrated evaluation data. These challenges limit their ability to ensure residents develop all six ACGME core competencies and achieve optimal performance. (1-3) Objective: This study aimed to evaluate the levels of knowledge, attitudes, and practices of the clinical competency committee members, and to report experiences. Methods: This qualitative study included postgraduate teaching healthcare professionals from various regions, randomly selected to join anonymized online discussion groups. Participants’ knowledge, attitudes, and practices regarding CCCs were assessed through eight structured objectives. Discussions were conducted via Google Groups over two weeks. Data were analyzed qualitatively to capture insights into experiences and regional variations in CCCs implementation. Results: Participants highlighted that Clinical Competency Committees promote fairness, standardization, and reduced bias in trainee evaluations. Implementation challenges were noted, including time constraints, logistical issues, and inconsistent assessments across sites. Despite these difficulties, CCCs were valued for supporting trainee development, guiding remediation, and helping learners identify areas for improvement and enhancing professional growth and competency. Conclusion: CCCs are essential for ensuring trainee competence and professional development, and their effectiveness can be enhanced through faculty training, standardized assessment practices, and individualized mentorship. Investing in these areas ultimately strengthens healthcare education and improves patient care outcomes.