Program directors in their role as leaders of teaching teams in residency training

Slootweg, Irene A.; Vleuten, Cees van der; Heineman, Maas Jan; Scherpbier, Albert; Lombarts, Kiki M. J. M. H.

doi:10.3109/0142159x.2014.923561

Cited by 11 publications

(19 citation statements)

References 36 publications

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“…Moreover, we felt supported by previous research, where between 14 and 18 different team members had been interviewed. 23 , 24 …”

Section: Methodsmentioning

confidence: 99%

“… 19 , 21 , 22 Most research described above comes from disciplines outside education; the few studies performed in education emphasize leadership instead of team process challenges. 23 , 24 One can only guess what team learning processes are shown by interdisciplinary teacher teams in health professions education and how these processes influence the development and quality of courses.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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How Teachers Meet in Interdisciplinary Teams: Hangouts, Distribution Centers, and Melting Pots

et al. 2019

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Purpose To explore team learning processes among interdisciplinary teacher teams in the development of integrated health professions education and to investigate students’ perspectives on the quality of the educational courses. Method Using an exploratory, sequential mixed-methods design, the first author conducted 17 vignette-guided, semistructured interviews with teachers originating from diverse disciplines. These teachers worked in different courses of integrated, undergraduate health professions programs at the Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands. The interview guide and vignettes were based on team learning research. The interviews sought to establish how interdisciplinary teacher team members work together on integrated curricula. The vignettes reflected constructs of team learning processes: sharing, co-construction, and constructive conflict. Data were collected between November 2017 and March 2018 and analyzed using template analysis. Sequentially, course evaluation data were used to provide a descriptive analysis of students’ perspectives on educational quality (course organization, structure, learning effect, and alignment). Results Three team approaches were identified. In fragmented teams or “hangouts,” teachers individually worked on tasks that they were interested in, leaving their disciplinary mark. Framework-guided teams or “distribution centers” aimed to work within the given frameworks and organizational expectations, striving for disciplinary balance. Integrated teacher teams or “melting pots” used an interdisciplinary approach on all topics and put students at the center. Integrated teams reflected high-level team learning processes and were most satisfied with their (team)work. In contrast, fragmented and framework-guided teams mainly reflected low-level team learning processes. Students evaluated courses of integrated teacher teams highest on all investigated quality items (course organization, structure, learning effect, and alignment). Conclusions Successful interdisciplinary teacher teams are represented by an integrated approach with high-level team learning behavior and the best course evaluations. Therefore, health professions education management should actively encourage and facilitate integrated teacher teamwork.

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“…Moreover, we felt supported by previous research, where between 14 and 18 different team members had been interviewed. 23 , 24 …”

Section: Methodsmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

How Teachers Meet in Interdisciplinary Teams: Hangouts, Distribution Centers, and Melting Pots

et al. 2019

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“…The study was carried out in the Netherlands where residency training programs are coordinated and delivered by university medical centers and in regional affiliated teaching hospitals, where residents work alongside and are supervised by clinical teachers. Program directors have the formal hierarchical position of head of the clinical teaching team, a task for which they are mostly highly motivated (Slootweg et al 2014 ). In the Dutch context, it is compulsory that at least four formal meetings on postgraduate medical training are held annually.…”

Section: Methodsmentioning

confidence: 99%

Team communication amongst clinical teachers in a formal meeting of post graduate medical training

Slootweg

Scherpbier

Leeuw

et al. 2015

Adv in Health Sci Educ

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The importance of team communication, or more specifically speaking up, for safeguarding quality of patient care is increasingly being endorsed in research findings. However, little is known about speaking up of clinical teachers in postgraduate medical training. In order to determine how clinical teachers demonstrate speaking up in formal teaching team meetings and what factors influence this, the authors carried out an exploratory study based on ethnographic principles. The authors selected 12 teaching teams and observed, audio recorded and analysed the data. Subsequently, during an interview, the program directors reflected on speaking up of those clinical teachers present during the meeting. Finally, the authors analysed iteratively all data, using a template analysis, based on Edmondson’s behaviours of speaking up. The study was conducted from October 2013 to July 2014 and ten teams participated. During the teaching team meetings, the clinical teachers exhibited most of the behaviours of speaking up. “Sharing information” strongly resembles providing information and “talking about mistakes” occurs in a general sense and without commitment of improvement activities. “Asking questions” was often displayed by closed questions and at times several questions simultaneously. The authors identified factors that influence speaking up by clinical teachers: relational, cultural, and professional. The clinical teachers exhibit speaking up, but there is only limited awareness to discuss problems or mistakes and the discussion centred mainly on the question of blame. It is important to take into account the factors that influence speaking up, in order to stimulate open communication during the teaching team meetings.

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“…Postgraduate medical education is organized in different ways around the world, but it often includes a formal position handling the postgraduate medical education program. Although the term for this position varies [3–6], in this study the term clinical consultant responsible for postgraduate medical education (CRE) is used. The tasks and practices of this position have been studied previously and have shown a complexity and variety of tasks including structuring the education, supporting individuals, handling relations, negotiating between different interests and influencing the educational culture [7].…”

Section: Introductionmentioning

confidence: 99%

“…Culture is viewed as a result of this interaction, where behaviors are guided by contextual structures, routines, norms and rules [13]. In the domain of postgraduate medical education, the CREs have been studied from a leader-centered perspective, showing competencies for effective leadership [14], varying leadership styles [6] and the connection between leader behavior and educational climate [15]. However, contextual factors that may enhance or discourage the effectiveness of CREs are less studied, as is the relationship between the CRE and the context.…”

Section: Introductionmentioning

confidence: 99%

Factors influencing effectiveness in postgraduate medical education – a qualitative study of experiences of the responsible clinical consultants

et al. 2019

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BackgroundMedical education leaders are important for educational quality in postgraduate medical education. Their work tasks are complex and contain different components. However, factors that are influencing leaders´ effectiveness in completing these tasks are unexplored. Understanding and developing these factors is most likely essential to strengthen postgraduate medical education and to consequently improve the quality in health care delivery. This study explores the experiences of factors that influence effectiveness of clinical consultants responsible for postgraduate medical education at clinical departments. Effectiveness was defined as fulfillment of work tasks.MethodsA qualitative study was performed with data gathered through semi-structured face-to-face interviews with 17 consultants responsible for postgraduate medical education. Data was analyzed by qualitative content analysis.ResultsFindings clustered into four themes of factors influencing effectiveness: individual (being an expert, social competence), relational (support and cooperation, communication), attitudinal (shared vision, organizational values, colleagues’ attitudes) and structural (organizational characteristics, regulations and guidelines, conditions for the role). The factors were experienced to influence effectiveness in a positive or a negative direction.ConclusionsThis study shed light on the complex and interrelated factors experienced to have impact on the role of consultant responsible for postgraduate medical education. Viewing the result through the concept of power, the role mainly relies on personal power sources like expert and referent power whereas power connected to the position often are lacking. To increase effectiveness of the role, a differentiated strategy which involves activities at both individual, group and organizational levels is needed.

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Program directors in their role as leaders of teaching teams in residency training

Abstract: Promoting collaborative learning is the most important challenge for developing leadership within the teaching team.

Cited by 11 publications

References 36 publications

How Teachers Meet in Interdisciplinary Teams: Hangouts, Distribution Centers, and Melting Pots

How Teachers Meet in Interdisciplinary Teams: Hangouts, Distribution Centers, and Melting Pots

Team communication amongst clinical teachers in a formal meeting of post graduate medical training

Factors influencing effectiveness in postgraduate medical education – a qualitative study of experiences of the responsible clinical consultants

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