Evaluation of leadership curricula in general surgery residency programs

Torres-Landa, Samuel; Wairiri, Loise; Cochran, Amalia; Brasel, Karen J.

doi:10.1016/j.amjsurg.2021.05.012

Cited by 16 publications

(14 citation statements)

References 37 publications

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“…A number of reviews identified that some evaluations did not discuss the theory of change or conceptualisation of leadership informing the HLDP (Mianda and Voce, 2018; Onyura et al , 2019; Sultan et al , 2019; Torres-Landa et al , 2021). In a similar vein, Edmonstone (2013, p. 153) discusses the “conceptual fuzziness” when there was a lack of discussion as to the “guiding assumptions” informing the HLDPs.…”

Section: Resultsmentioning

confidence: 99%

“…Other pedagogical methods included reflective exercises (Careau et al , 2014), small discussion groups (Careau et al , 2014; Sultan et al , 2019; Lyons et al , 2021; Ravaghi et al , 2021) and simulated cases (Careau et al , 2014). Experiential learning was also built into HLDPs as participants completed leadership projects and action-based learning (Edmonstone, 2013; Frich et al , 2015; Mianda and Voce, 2018; Sultan et al , 2019; Johnson et al , 2020; Ahrari et al , 2021; Lyons et al , 2021; Ravaghi et al , 2021; Torres-Landa et al , 2021). Experiential learning has been suggested to promote self-reflection and places emphasis on problem-solving (Bekas, 2015) and can build or reinforce a safe culture (Sonnino, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…Experiential learning has been suggested to promote self-reflection and places emphasis on problem-solving (Bekas, 2015) and can build or reinforce a safe culture (Sonnino, 2016). Mentoring and coaching were also identified as a teaching and learning method within HLDPs (Curtis et al , 2011; Edmonstone, 2013; Sonnino, 2016; Mianda and Voce, 2018; Sultan et al , 2019; Johnson et al , 2020; Ravaghi et al , 2021; Torres-Landa et al , 2021). A small number of reviews noted that HLDPs targeted to physicians often emphasised progressing “conceptual knowledge” through the use of lectures and seminars (Frich et al , 2015, p. 672) and that there was the potential for experiential methods to be developed for this target group (Blumenthal et al , 2012; Frich et al , 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Overall, there was limited discussion of the association between pedagogical methods and the evaluation of HLDPs. Experiential learning, often including simulation and role-playing, was identified to be a way to support the translation of programme learning to the workplace (Onyura et al , 2019; Pizzirani et al , 2020; Lyons et al , 2021; Torres-Landa et al , 2021). While the reviews do not identify one “best” pedagogical approach, there is some evidence to suggest that HLDPs should consider how to build in experiential learning and approaches which support the development of participants’ self-awareness.…”

Section: Resultsmentioning

confidence: 99%

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The evaluation of health care leadership development programmes: a scoping review of reviews

Burn

Waring

2022

LHS

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Purpose The purpose of this paper is to report a scoping review of reviews which investigated HLDP evaluations to determine: how the conceptualisation of leadership development programmes (HLDPs), and despite growing calls for robust evaluations of their pedagogic design, delivery and effectiveness, there are concerns regarding the quality of data associated with their evaluation. This scoping review of reviews investigated the reporting of HLDP evaluations to determine: how the conceptualisation of leadership underpinning HLDPs influence their evaluation; how the pedagogical approaches within HLDPs influence their evaluation; and the evaluation designs and measures used to assess HLDPs. Design/methodology/approach The scoping review was conducted on reviews of HLDPs. Searches were performed on four databases and on the grey literature. Data were extracted and a narrative synthesis was developed. Findings Thirty-one papers were included in the scoping review of reviews. A great deal of heterogeneity in HLDPs was identified. Evaluations of HLDPs were affected by poor data quality, and there were limitations in the evidence about “what works”. Leadership was conceptualised in different ways across HLDPs, and consequently, there was a lack of consistency as to what is being evaluated and the methods used to assess HLDPs. Originality/value This review of reviews summarises the current evidence on the evaluation of HLDPs. Evaluations of HLDPs need to explicitly account for the complexity of health systems, how this complexity impacts on the development and articulation of leadership practice, and how the underlying conceptualisation of leadership and the associated theory of change articulate a set of assumptions about how HLDPs support leaders to affect change within complex systems.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The evaluation of health care leadership development programmes: a scoping review of reviews

Burn

Waring

2022

LHS

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“…These leadership skills are especially important in Otolaryngology–Head and Neck Surgery (OHNS) due to the breadth and complexity of the surgical procedures involved as well as the need to coordinate care across multiple specialties and disciplines. Both residents and faculty recognize the need for formalized leadership training within general surgery residency training 1,6 . Despite the growing emphasis on leadership development curricula within graduate medical education, 7 leadership training in OHNS residency is not well defined.…”

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confidence: 99%

Leadership Training Curriculum for Otolaryngology–Head and Neck Surgery Residents: A Scoping Review

Standiford

Eltawil

Durr

et al. 2023

Otolaryngol.--head neck surg.

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ObjectiveOtolaryngologists take on various leadership roles throughout their daily practice, but specific training focused on leadership development during otolaryngology–head and neck surgery (OHNS) residency is not well‐defined. This project explores the current state of leadership curricula for OHNS residents.Data SourcesGoogle Scholar, Embase, PubMed, and MedEdPORTAL.Review MethodsA scoping review was performed on English‐language, full‐text, peer‐reviewed articles that describe leadership curricula for OHNS residents. Investigators reviewed curriculum settings, content, delivery methods, and assessment; curriculum effectiveness was evaluated using Kirkpatrick effectiveness scores and article quality was assessed using the Best Evidence in Medical Education (BEME) index.ConclusionThree thousand four hundred sixteen articles met search criteria, 198 articles were included for full‐text review, and 4 articles met inclusion criteria. Curriculum content and delivery methods were diverse. Curriculum cadence ranged from 2‐day immersion trainings to year‐long longitudinal programs. Only one of the included studies utilized a needs assessment to inform curriculum development. Two articles achieved Kirkpatrick effectiveness scores of 2, indicating changes in the attitudes or perceptions among participants and a quality measure of 3, indicating clear conclusions drawn from the results.Implications for PracticeThe current state of leadership training in OHNS residency is limited and nonuniform. These data align with descriptions of leadership training in other surgical residencies which are reported as heterogenous and lacking in effectiveness. This review highlights the need for standardized leadership training for OHNS residents. The high‐quality leadership development initiatives within graduate medical education are reviewed to inform future directions for effective curriculum development and assessment.

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What Is the Mastery Program?

Zoumpou,

Jones

2024

The SAGES Manual of Strategy and Leadership

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Evaluation of leadership curricula in general surgery residency programs

Cited by 16 publications

References 37 publications

The evaluation of health care leadership development programmes: a scoping review of reviews

The evaluation of health care leadership development programmes: a scoping review of reviews

Leadership Training Curriculum for Otolaryngology–Head and Neck Surgery Residents: A Scoping Review

What Is the Mastery Program?

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