Assessing Team Leadership in Emergency Medicine: The Milestones and Beyond

Rosenman, Elizabeth D.; Branzetti, Jeremy; Fernandez, Rosemarie

doi:10.4300/jgme-d-15-00400.1

Cited by 32 publications

(29 citation statements)

References 51 publications

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“…Because leadership is so intrinsically tied to behavioral patterns, evaluation of these sorts of outcomes is essential. 1,2 Likewise, leadership is consistently mentioned in the articles included in our analysis as potentially transformative for healthcare, yet the impacts of these interventions on such outcomes are not measured or documented. This is an understandable limitation given the practical challenges of designing medical education studies but it is difficult to interpret the significance of these studies without data regarding more meaningful outcomes that are more closely tied to leadership.…”

Section: Discussionmentioning

confidence: 99%

“…Leadership is a term that is used to describe the ability of an individual to guide an organization or group of individuals. 2 In contrast to managers, leaders tend to exert authority through words and actions to convince followers towards a fulfillment of a vision, rather than through reward or punishment to induce control over subordinates. While considerable controversy exists over what styles and skills are necessary for effective leadership, this has become a burgeoning field of study.…”

Section: Introductionmentioning

confidence: 99%

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Leadership Training Programs in Graduate Medical Education: A Systematic Review

Kumar

Swee

Suneja

2020

Preprint

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Background: With the increasing recognition that leadership skills can be acquired, there is a heightened focus on incorporating leadership training as a part of graduate medical education. However, there is considerable lack of agreement regarding how to facilitate acquisition of these skills to resident, chief resident, and fellow physicians. Methods: Articles were identified through a search of Ovid MEDLINE, EMBASE, CINAHL, ERIC, PsycNet, Cochrane Systemic Reviews, and Cochrane Central Register of Controlled Trials from 1948 to 2019. Additional sources were identified through contacting authors and scanning references. We included articles that described and evaluated leadership training programs in the United States and Canada. Methodological quality was assessed via the MERSQI (Medical Education Research Study Quality Instrument). Results: 15 studies, which collectively included 639 residents, chief residents, and fellows, met the eligibility criteria. The format, content, and duration of these programs varied considerably. The majority focused on conflict management, interpersonal skills, and stress management. Twelve were prospective case series and three were retrospective. Seven used pre- and post-test surveys, while seven used course evaluations. Only three had follow-up evaluations after six months to one year. MERSQI scores ranged from 6 to 9. Conclusions: Despite interest in incorporating structured leadership training into graduate medical education curricula, there is a lack of methodologically rigorous studies evaluating its effectiveness. High-quality well-designed studies, focusing particularly on the validity of content, internal structure, and relationship to other variables, are required in order to determine if these programs have a lasting effect on the acquisition of leadership skills.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Leadership Training Programs in Graduate Medical Education: A Systematic Review

Kumar

Swee

Suneja

2020

Preprint

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“…If there are some semblances of formal or semi-formal leadership instruction, the organized theoretical curriculum often does not formally include very structured and planned departmental leadership and management elements. [ 9 12 13 14 15 16 ] Medicine, in general, does tend to underinvest in formal administrative leadership and management training.…”

Section: Eadership : T He Tmentioning

confidence: 99%

“…This is not exhaustive and the repertoire can be so much wider and broader, depending on the person in the leadership role, the approach, and principles he/she pushes for or focuses on for the department. [ 4 6 9 16 18 ]…”

Section: E Mergency M Edicine Lmentioning

confidence: 99%

Grace under pressure: Leadership in emergency medicine

Lateef

2018

J Emerg Trauma Shock

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Physicians in general, including emergency physicians (EPs), are trained in the diagnostic, therapeutic, and administrative aspects of patient care but not so much in the theoretical and practical aspects of assuming and delivery of leadership. EPs are always taught to focus on their performance, to excel and achieve, to be accountable for their own clinical decisions, and to appreciate feedback and peer-to-peer review. Currently, if there are some semblances of formal or semi-formal leadership instruction, the organized theoretical curriculum often does not formally include very structured and planned departmental leadership and management elements. Leadership is a process for a person (“the leader”) to lead, influence, and engage a group or organization to accomplish their objectives and mission. To do this, the leader must understand a variety of issues of working, interacting, and integrating with people, the environment and both, the intrinsic and extrinsic factors, and elements that have an impact on the industry or area he/she is leading in. Leadership in emergency medicine (EM) is even more challenging, with its unique focus, issues, and trajectory, moving into the new century, with new considerations. No single strategy is sufficient to ace EM leadership and no single specific leadership model is complete. This paper shares some current views on medical/EM leadership. The author shares her views and some suggested proposals for more formal and structured leadership, implementation, and succession to help nurture and groom Eps who will become leaders in EM in the near future.

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“…Leadership is a term that is used to describe the ability of an individual to guide an organization or group of individuals [2]. In contrast to managers, leaders tend to exert authority through words and actions to convince followers towards a fulfillment of a vision, rather than through reward or punishment to induce control over subordinates.…”

Section: Introductionmentioning

confidence: 99%

Leadership training programs in graduate medical education: a systematic review

2020

View full text Add to dashboard Cite

Background: With the increasing recognition that leadership skills can be acquired, there is a heightened focus on incorporating leadership training as a part of graduate medical education. However, there is considerable lack of agreement regarding how to facilitate acquisition of these skills to resident, chief resident, and fellow physicians. Methods: Articles were identified through a search of Ovid MEDLINE, EMBASE, CINAHL, ERIC, PsycNet, Cochrane Systemic Reviews, and Cochrane Central Register of Controlled Trials from 1948 to 2019. Additional sources were identified through contacting authors and scanning references. We included articles that described and evaluated leadership training programs in the United States and Canada. Methodological quality was assessed via the MERSQI (Medical Education Research Study Quality Instrument). Results: Fifteen studies, which collectively included 639 residents, chief residents, and fellows, met the eligibility criteria. The format, content, and duration of these programs varied considerably. The majority focused on conflict management, interpersonal skills, and stress management. Twelve were prospective case series and three were retrospective. Seven used pre-and post-test surveys, while seven used course evaluations. Only three had follow-up evaluations after 6 months to 1 year. MERSQI scores ranged from 6 to 9. Conclusions: Despite interest in incorporating structured leadership training into graduate medical education curricula, there is a lack of methodologically rigorous studies evaluating its effectiveness. High-quality well-designed studies, focusing particularly on the validity of content, internal structure, and relationship to other variables, are required in order to determine if these programs have a lasting effect on the acquisition of leadership skills.

show abstract

Assessing Team Leadership in Emergency Medicine: The Milestones and Beyond

Cited by 32 publications

References 51 publications

Leadership Training Programs in Graduate Medical Education: A Systematic Review

Leadership Training Programs in Graduate Medical Education: A Systematic Review

Grace under pressure: Leadership in emergency medicine

Leadership training programs in graduate medical education: a systematic review

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