Improving medical leadership education through the Feagin leadership program

Anderson, Kevin L.; Cobb, Mary In-Ping Huang; Gunasingha, Rathnayaka; Waldron, Nathan H.; Atia, Andrew; Bailey, James R.; Doty, Joseph; Boswick-Caffrey, Jane H; Taylor, Dean C.

doi:10.5116/ijme.5974.bb0d

Cited by 10 publications

(17 citation statements)

References 6 publications

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“…30–36 For 2 included studies, the reviewers collected additional details about the curricula by contacting the corresponding authors. 37,38…”

Section: Resultsmentioning

confidence: 99%

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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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“…30–36 For 2 included studies, the reviewers collected additional details about the curricula by contacting the corresponding authors. 37,38…”

Section: Resultsmentioning

confidence: 99%

“…[30][31][32][33][34][35][36] For 2 included studies, the reviewers collected additional details about the curricula by contacting the corresponding authors. 37,38 All articles were published between 2002 and 2020, with 20 of the 25 studies published after 2010. All studies described curricula that were part of U.S. UME.…”

Section: Resultsmentioning

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

View full text Add to dashboard Cite

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“…The FLP seeks to include medical students, residents and fellows in a team-based program outside of clinical training with the goal of developing effective, ethical leaders in healthcare. 17 In evaluating overall leadership activity, over 90% of respondents had a current leadership position, 91% felt the program made them feel more comfortable to assume leadership opportunities and 76% felt the program contributed to their success. Although many factors may affect one's ultimate participation in leadership activities including previous leadership experience, our results suggest that such a program can provide education, experience, and skills that allow interested leaders to be more prepared and, likely as a result, more comfortable being active in leadership.…”

Section: Discussionmentioning

confidence: 99%

“…The curriculum accomplishes this through focusing on the core principle of patient centredness with core competencies of integrity, teamwork, critical thinking, emotional intelligence, and selfless service. 16,17 Our objective was to assess the effectiveness of the Feagin Leadership Program to develop leaders in the healthcare field through self-reported activity and perceived improvement in emphasized leadership domains. Additionally, we sought to assess the relevance of the provided tools and education to leadership activity after the program and asses the overall emotional intelligence of previous program participants.…”

Section: Introductionmentioning

confidence: 99%

“…The FLP was created to serve as a foundation upon which to build a leadership curriculum to teach learners leadership skills useful not only in healthcare but generalizable to many different facets of life. 16,17 The program curriculum is based around the Duke Healthcare Leadership Model, a model developed from literature review and a concept mapping approach as previously published by Hargett et al 16 The program is a nine-month immersive program for medical students, residents, and fellows that uses didactic sessions, small group discussions, simulations, role play, and project based learning to intentionally promote leadership development in medicine. The curriculum accomplishes this through focusing on the core principle of patient centredness with core competencies of integrity, teamwork, critical thinking, emotional intelligence, and selfless service.…”

Section: Introductionmentioning

confidence: 99%

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Effect of a novel healthcare leadership program on leadership and emotional intelligence

Bonazza

Cabell

Cheah

et al. 2021

Healthc Manage Forum

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The purpose of this study was to assess the effectiveness of the Feagin Leadership Program (FLP) in teaching leadership domains and emotional intelligence. An anonymous survey of 178 graduates of FLP (2011–2019) including the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) was used to assess emotional intelligence and program views. ANOVA was used to compare the difference in emotional intelligence domains between groups. Respondents reported the FLP most improved skills in communication, emotional intelligence, and team building. Medical students (18, 38.3%) and faculty/staff (5/14, 35.7%) reported the most relevant domain was emotional intelligence; residents/fellows reported the most relevant domain was teamwork (8/37, 21.6%). Respondents in residency/fellowship had the highest score in emotionality (P = .01). These results suggest that a healthcare leadership program tailored to medical trainees was effective in improving their competency in various leadership domains, and that emotional intelligence and teamwork were the most relevant components of the program.

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Leadership Training in Medicine—12 Years of Experience From the Feagin Leadership Program

et al. 2021

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Introduction Increasingly, physicians find themselves in demanding leadership positions. However, leadership education for medical trainees remains lacking with most physicians reporting that they are ill-equipped to tackle the challenges of leadership. Here, we set out to describe the Feagin Leadership Program (FLP) and assess its reception and impact on trainees over the past 12 years. Materials and Methods During the 1-year FLP, selected scholars from Duke University, Wake Forest University, and the University of North Carolina participate in five leadership sessions, individual coaching, a leadership forum, and a multidisciplinary team–based capstone project. A 28-question survey with six optional free-response questions was distributed to the Feagin Alumni Network, and descriptive statistics were assessed. Results Since its founding, 212 scholars have graduated from the FLP and 117 (55%) alumni have gone on to surgical specialties. A survey was distributed among all Feagin alumni. A total of 56 (26%) surveys were completed. Forty-three percent (n = 24) had held at least one leadership position since completing the FLP. When asked about the impact of their experience, 96% (n = 54) said that the program encouraged them to pursue a position of leadership within their field, 95% (n = 53) stated that it prepared them for such a position, and 93% (n = 52) stated that the program positively influenced their decision to be involved with current or future positions of leadership. Conclusions Over the last 12 years, the FLP has demonstrated a high perceived impact on personal growth, leadership proficiency, and the decision to pursue leadership positions in medicine. The current dearth of leadership education for surgical trainees can best be addressed with models such as the FLP, with adoption benefiting medical trainees, the medical community, and patients they serve.

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Improving medical leadership education through the Feagin leadership program

Cited by 10 publications

References 6 publications

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

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

Effect of a novel healthcare leadership program on leadership and emotional intelligence

Leadership Training in Medicine—12 Years of Experience From the Feagin Leadership Program

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