A four-year medical school leader and leadership education and development program

Barry, Erin S.; Grunberg, Neil E.; Kleber, Hannah G.; McManigle, John E.; Schoomaker, Eric B.

doi:10.5116/ijme.5abe.12d2

Cited by 16 publications

(20 citation statements)

References 3 publications

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“…Competency Category [20,. But, a number of existing or validated tools (n = 11) were used, including the Ottawa Crisis Resource Management Global Ranking Scale [39], FourCe-PITO Framework Assessment [40], Jefferson Teamwork Observation Guide [41], Kornives LID [42], the Medical Leadership Competency Framework (MLCF) [43], Kirtpatrick's Four Levels of Evaluation [21,43], and the Kane-Blates Leadership Survey [44]. Further, we classified verbal evaluation (n = 4) to include interviews and focus groups, formal evaluations (n = 4) to include quizzes, a course grade, or faculty evaluation, and those which were considered "other" (n = 3) included course evaluations, other quantitative data, or an intervention which did not have results to report at the time of publication.…”

Section: Percent Of Interventional Studiesmentioning

confidence: 99%

Leadership Training and Undergraduate Medical Education: a Scoping Review

James

Evans

2021

Med.Sci.Educ.

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The purpose of this scoping review is to fill the gap in understanding the current status of intervention-based studies regarding leadership training in undergraduate medical education. As of late, there is an increased focus on the role of physicians as leaders in their fields, and communities. In order to evaluate these studies, both the PubMed and ERIC databases were searched, and an ultimate total of 35 articles methodologies were evaluated for their general methodology, curricular content, specific teaching methods, and evaluation methodologies. There were a number of trends identified, as well as remaining gaps.

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Section: Percent Of Interventional Studiesmentioning

confidence: 99%

Leadership Training and Undergraduate Medical Education: a Scoping Review

James

Evans

2021

Med.Sci.Educ.

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“…Finally, the 6 medical schools that included curricula that spanned the entire 4 years of medical school provide models for integrating longitudinal leadership curricula into UME. 30–36,39,50,51…”

Section: Discussionmentioning

confidence: 99%

Leadership Development in U.S. Undergraduate Medical Education: A Scoping Review of Curricular Content and Competency Frameworks

Matsas¹,

Goralnick²,

Bass³

et al. 2022

Academic Medicine

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Purpose To inform research on developing or adopting leadership competency frameworks for use in U.S. undergraduate medical education (UME), this scoping review describes the content of U.S. UME leadership curricula, associated competency frameworks, and content delivery. Method The authors searched PubMed, Embase, and ERIC databases on June 22, 2020. They included English-language studies that described U.S. UME curricula in which the primary end goal was leadership development. They excluded studies published before January 1, 2000. Data were extracted on leadership competency frameworks and curricular content, audience, duration, electivity, selectivity, learning pedagogies, and outcome measures. The curricular content was coded and categorized within the Medical Leadership Competency Framework (MLCF) using the constant comparative method. A repeated search of the literature on May 14, 2021, did not yield any additional studies. Results Of 1,094 unique studies, 25 studies reporting on 25 curricula met inclusion criteria. The course content of the curricula was organized into 91 distinct themes, most of which could be organized into the first 2 competencies of the MLCF: Demonstrating Personal Qualities and Working With Others. Thirteen curricula (52%) aligned with leadership competency frameworks, and 12 (48%) did not appear to use a framework. Number of participants and target learner level varied widely, as did curricula duration, with fewer than half (n = 12, 48%) spanning more than 1 semester. Most curricula (n = 14, 56%) were elective, and many (n = 16, 64%) offered experiential learning. Most studies (n = 16, 64%) reported outcomes as student perception data. Conclusions The authors found wide variation in content of U.S. UME leadership development curricula, and few curricula aligned with an established leadership competency framework. The lack of professional consensus on the scope of medical leadership and how it should be taught thwarts effective incorporation of medical leadership training within UME.

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“…To structure feedback effectively, tools, instruments, and assessments should be based on a conceptual framework that can be used to guide and structure feedback. The self-assessment and peer feedback tool described in this paper is based on the Leader-Follower Framework (Barry & Grunberg, 2020) used at the USU in the leader and leadership education and development (LEAD) program (Barry et al, 2018). The framework includes four "C" elements -Character, Competence, Context, Communication which operate across four levels of psychosocial interaction -Personal, Interpersonal, Team, and Organizational (Grunberg et al, 2018).…”

Section: Conceptual Framework To Guide Effective Feedbackmentioning

confidence: 99%

“…The creation of a self-assessment and peer feedback tool is needed to help provide individuals with assessment of their own leadership knowledge and skills as well as perspectives from peers whom they work with closely (Ashley & Reiter-Palmon, 2012). The purpose of this article is to focus on the development of a self-assessment and peer feedback tool based on a Leader-Follower Framework that has recently been developed to guide leadership education and development curriculum and assessment at the Uniformed Services University (Barry & Grunberg, 2020;Barry et al, 2018;Callahan & Grunberg, 2019;Grunberg et al, 2018). This tool can be used within leader development programs to enhance selfawareness and peer perceptions to further develop leaders.…”

Section: Introductionmentioning

confidence: 99%

A Self-Assessment and Peer Feedback Tool for Leader Development

2021

JLAE

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Self-awareness is essential to leader development. Internal self-awareness refers to how well we see and understand ourselves and our impact on others. External self-awareness refers to the extent to which we understand how others see us. To optimize self-awareness, it is important to receive and provide frank and meaningful feedback. These skills can improve leader performance, increase self-awareness, and enhance development. Currently, there are few instruments that provide information about self-awareness. The creation of a self-assessment and peer feedback tool would help provide individuals with clear assessments of their leadership knowledge and skills as well as perspectives from peers with whom they work closely. This article describes the development of a self-assessment and peer feedback tool based on a Leader-Follower Framework. This tool can be used within leader development programs to enhance selfawareness and peer perceptions to further develop leaders.

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A four-year medical school leader and leadership education and development program

Cited by 16 publications

References 3 publications

Leadership Training and Undergraduate Medical Education: a Scoping Review

Leadership Training and Undergraduate Medical Education: a Scoping Review

Leadership Development in U.S. Undergraduate Medical Education: A Scoping Review of Curricular Content and Competency Frameworks

A Self-Assessment and Peer Feedback Tool for Leader Development

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