ABSTRACT
There is a paucity of information concerning normative reference ranges on standardized measures of profession-wide competencies for the purpose of conducting formative assessments. The present study draws from a convenience sample to provide developmental (first/second half of training year) normative data for use in formative assessments of individual trainees and program-level quality improvement processes. Data reveal the anticipated pattern of competency scores generally improving across any given training year, with the strongest gains in competencies tied to assessment, supervision, and advocacy. A secondary aim, which emerged after study launch, was to evaluate whether training disruptions due an infectious viral pandemic (COVID-19) exerted demonstrable impacts at the aggregate level on trainee competency development. This sample of doctoral trainees evidenced no pandemic-associated suppression of Competency attainment. Rather, this sample of trainees evidenced growth in focal competencies tied to policy creation, systems-change, management structure, and leadership. Training implications are discussed.