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

Abstract

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.

Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

“…Adaptability involved adjustments in participant numbers, delivery mode, and deliverer type. For instance, one-on-one coaching 43,48,51,54,56,57,60,[62][63][64] increased participant engagement by focussing on personal needs, while virtual 52 coaching interventions proved beneficial in enabling expanded access.…”

“…Namely, several studies included in this review argue that the implementation of coaching interventions can foster discussions about organisational structure and teamwork and, thereby, affect organisational culture. 43,47,57,59,61,63,64,79,80 This may be particularly relevant in healthcare organisations, for which the deepseated drivers of burnout and attrition rates reside within the workplace culture and environment. 81,82 Additional individual-and systems-level research is needed to explore the link between organisational culture and coaching interventions;…”

Zertifizierung: „Führen in der Dermatologie (DDA)“

“…Dies stärkt nicht nur die eigene Sicherheit, sondern optimiert Arbeitsprozesse, vermeidet Fehler, reduziert Arbeitsbelastungen und Stress, was zu einer höheren Mitarbeiterzufriedenheit und Arbeitseffizienz führt 2 . Hinzu kommt, dass das Vertrauen in die eigenen Fähigkeiten durch erlernte Führungsstrategien dazu führt, dass Teilnehmende sich selbst in Führungspositionen wohlfühlen und diese nachhaltig anstreben 3 …”

“…2 Hinzu kommt, dass das Vertrauen in die eigenen Fähigkeiten durch erlernte Führungsstrategien dazu führt, dass Teilnehmende sich selbst in Führungspositionen wohlfühlen und diese nachhaltig anstreben. 3 Aktuelle Führungsstrategien in der Medizin basieren vorrangig auf hierarchischen Strukturen und lassen wenig Raum für flexible Lebensläufe, insbesondere in dem Spannungsfeld von klinischer Versorgung und Forschung. Führungsdidaktische Ansätze sind vor allem aus dem Medizinstudium bekannt, wo eine konsequente Schulung der Lehrenden zu einer besseren Ausbildung der Studierenden führt.…”

The Assessment of Leadership Competencies in First-Year Undergraduate Medical Students

“…The final two years of the curriculum provided opportunities for students to further develop these skills through a variety of active leadership roles. These core competencies provide an effective framework to categorize and comprehend leadership education (Anderson et al, 2017;Nosé et al, 2021).…”