Pediatric Continuity Clinic Self-Assessment: A Framework for Competency-Based Self-Assessment

Publication ID Published Version
1695 August 24, 2009 1


Background: Self-assessment and self-directed learning are essential components of Practice-Based Learning and Improvement (PBLI). To demonstrate competency in PBLI, residents must be able to:

  1. Identify strengths, deficiencies, and limits in knowledge and expertise
  2. Set learning and improvement goals.

In addition, residents are required to maintain Individualized Learning Plans (ILPs) to demonstrate competency in PBLI. Residents often have difficulty identifying specific learning needs and goals. The Continuity Clinic Self-assessment (CCSA) was originally developed as a resource for helping residents build ILPs. Description: The CCSA asks residents to rate their confidence and perceived need for guidance in managing 40 clinical scenarios. The cases were selected based on national curriculum guidelines for pediatric continuity clinic and local educational needs. The cases are framed as one-sentence descriptions of common problems encountered in pediatric primary care.

Residents who have used the CCSA report that the rating framework "makes sense" and is very simple to use. The instrument lends itself particularly well to guided reflection with a faculty mentor and tracking progress over time. The case scenarios can be changed easily to fit the needs of an individual program or discipline. The CCSA can be employed as a needs-assessment tool for curriculum planning, as a springboard for case-based teaching, or to evaluate the impact of training.


Stuart E, Jones L. Pediatric Continuity Clinic Self-Assessment: A Framework for Competency-Based Self-Assessment. MedEdPORTAL Publications; 2009. Available from:

Educational Objectives

Using the Continuity Clinic Self-assessment will enable residents to be able to:

  1. Reflect on their readiness for independent management of problems encountered in pediatric primary care
  2. Identify learning needs and goals for self-directed learning
  3. Monitor their own professional development and progress over time


  • Continuity Clinic, Educational Measurement (MeSH)


  • Medical
    • Pediatrics


  • Interpersonal & Communication Skills
  • Knowledge for Practice
  • Patient Care
  • Practice-based Learning & Improvement
  • Professionalism

Professional Interest

  • Assessment
  • Curriculum Development/Evaluation
  • Instructional Materials/Methods
  • Quality Improvement

Instructional Methods

  • Assessment
  • Independent Learning

Academic Focus

  • Clinical Sciences
    • Clinical Skills/Doctoring

Intended Audience

  • Professional School Post-Graduate Training
    • Resident


  • Evaluation Tool

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