Academic Health Care: Leadership in Time of Change

Froeschle, Mary Lynn; Donahue, Patrick M.

doi:10.1177/107179199900500406

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…80,[104][105][106][107][108] This review identified 30 studies addressing EI in leadership education in medicine. Two groups 109,110 have advocated assessing applicants' EI as a criterion for admission to medical school, and Carrothers et al 111 have proposed an implementation plan for doing so.…”

Section: Ei Is Desired and Relevant Throughout Medical Education And mentioning

confidence: 99%

A Systematic Review of Physician Leadership and Emotional Intelligence

Mintz¹,

Stoller²

2014

Journal of Graduate Medical Education

118

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Objective This review evaluates the current understanding of emotional intelligence (EI) and physician leadership, exploring key themes and areas for future research. Literature Search We searched the literature using PubMed, Google Scholar, and Business Source Complete for articles published between 1990 and 2012. Search terms included physician and leadership, emotional intelligence, organizational behavior, and organizational development. All abstracts were reviewed. Full articles were evaluated if they addressed the connection between EI and physician leadership. Articles were included if they focused on physicians or physicians-in-training and discussed interventions or recommendations. Appraisal and Synthesis We assessed articles for conceptual rigor, study design, and measurement quality. A thematic analysis categorized the main themes and findings of the articles. Results The search produced 3713 abstracts, of which 437 full articles were read and 144 were included in this review. Three themes were identified: (1) EI is broadly endorsed as a leadership development strategy across providers and settings; (2) models of EI and leadership development practices vary widely; and (3) EI is considered relevant throughout medical education and practice. Limitations of the literature were that most reports were expert opinion or observational and studies used several different tools for measuring EI. Conclusions EI is widely endorsed as a component of curricula for developing physician leaders. Research comparing practice models and measurement tools will critically advance understanding about how to develop and nurture EI to enhance leadership skills in physicians throughout their careers.

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Section: Ei Is Desired and Relevant Throughout Medical Education And mentioning

confidence: 99%

A Systematic Review of Physician Leadership and Emotional Intelligence

Mintz¹,

Stoller²

2014

Journal of Graduate Medical Education

118

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“…Political and social changes have provoked a consistent call for a fundamental shift in how universities and other HE institutions are led (Brown, 2001;Davies, Hides, & Casey, 2001;Froeschle & Donahue, 1998;Kulati, 2003) with many commentators suggesting that universities should learn from the private sector with a view to moving toward a more entrepreneurial outlook.…”

Section: The Role Of Leadership and Leadershipmentioning

confidence: 99%

“…This research project has set out through an illustrative case study to address this omission, and to ask what role leadership and leadership development might play in an OD program in Higher Education: "…outside pressures, largely governmental, have increasingly forced universities…to change, in line with social changes in the environment in which they are embedded." (Elton, 1999, p. 207) These changes have provoked a consistent call for a fundamental shift in how universities and other higher education institutions are led (Brown, 2001;Davies et al, 2001;Froeschle and Donahue, 1998;Kulati, 2003), with many commentators suggesting that universities should learn from the private sector with a view to moving towards a more entrepreneurial outlook.…”

Section: Introductionmentioning

confidence: 99%

Leadership Development for Organizational Change in a New U.K. University

Turnbull

Edwards²

2005

Advances in Developing Human Resources

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This paper reports on the findings of a case study of an Organizational Development (OD) intervention within a new university in the UK. Previous research into the leadership of higher education has highlighted a number of apparently inevitable tensions. The findings of the case study uncovered a number of complex and interrelated tensions. The paper concludes by discussing the implications of these tensions for OD and HR practitioners, theorists and consultants.

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Leadership Development for Future Medical School Deans: Outcomes of the AAMC Council of Deans Fellowship Program

et al. 2020

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Purpose To determine the outcomes of the Association of American Medical Colleges (AAMC) Council of Deans (COD) Fellowship Program with respect to participants’ achieving the goals of becoming a medical school dean and developing leadership skills, and to ascertain fellows’ views about the program’s value, beneficial aspects, and areas for improvement. Method The 37 COD fellows from 2002 to 2016 were invited to participate in a 2017 survey addressing demographics, training, current leadership position, and value of the program. The survey also included 3 open-ended questions. A 2018 web-based search was conducted to determine fellows’ senior leadership roles since their program participation. Results The survey response rate was 73% (27/37). The majority of respondents were male (82%, 22), aged 51–70 (89%, 25), and white (82%, 22). The top 5 medical specialties reported were internal medicine, pediatrics, anesthesiology, psychiatry, and surgery. Most respondents (63%, 17) reported having a graduate degree. All reported being in leadership positions in academia and/or health care. The web-based search found that 27% (10/37) of the fellows became medical school deans (average tenure 5.6 years); 2 fellows became deans of other types of schools. Overall, survey respondents perceived the program as valuable. Respondents identified shadowing a dean mentor, attending COD meetings, and attending the AAMC Executive Development Seminar for Deans as the most valuable program components. The majority (88%, 23/26) indicated their fellow experience persuaded them to pursue being a dean; 2 (8%) indicated it did not. Respondents identified 4 key opportunities for program improvement: more sponsorship by deans, development of a learning community, enhanced mentoring, and coaching. Conclusions The COD Fellowship Program appears to be successful in preparing senior faculty to become deans and assume other senior leadership roles in academia and/or health care. Fellows’ feedback will be used to inform future revisions to the program.

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Academic Health Care: Leadership in Time of Change

Cited by 3 publications

References 19 publications

A Systematic Review of Physician Leadership and Emotional Intelligence

A Systematic Review of Physician Leadership and Emotional Intelligence

Leadership Development for Organizational Change in a New U.K. University

Leadership Development for Future Medical School Deans: Outcomes of the AAMC Council of Deans Fellowship Program

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