Evaluation of the University of Virginia Leadership in Academic Medicine Program

Sanfey, Hilary; Harris, Ilene B.; Pollart, Sue; Schwartz, Alan

doi:10.1080/10401334.2011.611773

Cited by 18 publications

(35 citation statements)

References 39 publications

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“…The second study replicated the before and after findings but also compared the results with those who applied for the programme but were unsuccessful and a matched control group who did not apply, finding statistically significant improvements in self-rated indicators of skills, knowledge and attitudes relating to leadership and administration (Dannels et al 2008). A similar finding was observed in two separate university specific programmes (Thorndyke et al 2006;Sanfey et al 2011).…”

Section: Postgraduate Trainingsupporting

confidence: 53%

“…Two papers focused on postgraduate funding (Jagsi et al 2007;Eloy et al 2014), twelve on postgraduate training (Thorndyke et al 2006;Sanfey et al 2011;Ries et al 2012;Ries et al 2009;Garman, Wingard, and Reznik 2001;Dannels et al 2008;McDade et al 2004;Daley, Wingard, and Reznik 2006;Wingard, Garman, and Reznik 2004;Segal et al 2006;Campion et al 2016;Chang et al 2016), three on mentoring programmes (Mayer et al 2013;Varkey et al 2012;Farag et al 2012), five related to interventions targeted at medical students (Funston, Young, and Lomas 2011;Solomon et al 2003;Coleman, Blatt, and Greenberg 2012;Choi et al 2013;Areephanthu et al 2015)and two on institutional change (Fried et al 1996;Villablanca et al 2013). Of the twenty-four papers, thirteen (54%) had a before and after designs, ten were case control studies (42%) and one reported action research (4%).…”

Section: Quality and Characteristics Of Included Studiesmentioning

confidence: 99%

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Systematic review of interventions to encourage careers in academic medicine

et al. 2018

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Section: Postgraduate Trainingsupporting

confidence: 53%

Section: Quality and Characteristics Of Included Studiesmentioning

confidence: 99%

Systematic review of interventions to encourage careers in academic medicine

et al. 2018

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“…Sambunjak et al 83 have recently reviewed the impact of leadership training programs in academic medical centers. Additional programs that have reported on their success include Boston Children's Hospital, 84 the University of Virginia, 85 the Cleveland Clinic (including a summary of outcomes after 14 years of leadership program operation), 86,87 the Mayo Clinic, 88 the University of Nebraska's Administrative Colloquium, 89 St Joseph's Hospital in Toronto, 90 and the Columbus Children's Hospital. 91 A fuller description of the curriculum and format for 1 such program is available from the Cleveland Clinic's Leading in Health Care course.…”

Section: Leadership Development Practices and Models Of Ei Varymentioning

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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“…Leadership skills in medicine are scarce resources essential for the field to adapt to current and future challenges. The literature reports results of leadership development programs for faculty but programs for undergraduate medical students appear less often [2,3]. The medical leaders of the future must be equipped to understand and thrive in the complex environment of health care delivery, learn to work effectively in teams, and be prepared to meet a wide range of social needs [4].…”

Section: Introductionmentioning

confidence: 99%

Scholarly excellence, leadership experiences, and collaborative training: Qualitative results from a new curricular initiative

Roscoe¹,

English²,

Monroe³

2014

J Contemp Med Edu

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Objective: Developing effective leaders in medicine is an educational issue and requires a medical school culture that recognizes, develops, and rewards leadership. This study provides a qualitative evaluation of the initial outcomes from the Scholarly Excellence, Leadership Experiences, and Collaborative Training (SELECT) program, developed by the University of South Florida Health Morsani College of Medicine as a training model for physician leadership and patient-centered care based on emotional intelligence. Methods: Semi-structured interviews were conducted with 1 st year students and faculty involved in program development and implementation to elicit descriptions of their experiences. Field notes were analyzed using a constant comparative method to identify key words and themes. Results: Themes from students included: Acknowledging imperfection while pursuing excellence; embracing patient-centered care, and identifying as physician-leaders. Themes from faculty included: Believing in the teaching mission of the SELECT program, and viewing participation as an opportunity for personal and professional development. Participants described the transformational and empowering aspects of participating in a program that used emotional intelligence to train future physicians to practice medicine and lead change in team-based, patient-centered healthcare contexts. Conclusions: The initial success of the SELECT program demonstrates the value of early investments in self-awareness and coaching relationships for developing leadership skills in medical students.

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Evaluation of the University of Virginia Leadership in Academic Medicine Program

Abstract: Although the benefits of LAM participation are sustained for some years, there is a need for reinforcement to prevent skill attrition. That lower percentages of Long-Term Post-LAM women had leadership aspirations requires further study.

Cited by 18 publications

References 39 publications

Systematic review of interventions to encourage careers in academic medicine

Systematic review of interventions to encourage careers in academic medicine

A Systematic Review of Physician Leadership and Emotional Intelligence

Scholarly excellence, leadership experiences, and collaborative training: Qualitative results from a new curricular initiative

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