The Need for a Leadership Curriculum for Residents

Jardine, Dinchen A.; Correa, Ricardo; Schultz, Heather E.; Nobis, Ana; Lanser, Bruce J.; Ahmad, Iram; Crowder, Amber; Kim, Miranda B.; Hinds, Brian

doi:10.4300/jgme-07-02-31

Cited by 49 publications

(36 citation statements)

References 2 publications

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“…Numerous sources acknowledge the need for leadership development among trainees, noting that leadership skills can improve health outcomes. 8,9,10 Yet, neither undergraduate nor graduate medical education are consistently designed with formal leadership curricula to prepare trainees for the evolving health care industry. 8,9,10,11 If medical education improved trainee leadership, the health care system would benefit from a cadre of physician leaders; however, this requires significant effort and investment that programs may lack.…”

Section: Discussionmentioning

confidence: 99%

“…8,9,10 Yet, neither undergraduate nor graduate medical education are consistently designed with formal leadership curricula to prepare trainees for the evolving health care industry. 8,9,10,11 If medical education improved trainee leadership, the health care system would benefit from a cadre of physician leaders; however, this requires significant effort and investment that programs may lack. National organizations can provide some of this training, and involving specialty organizations may signal an investment in the trainee and thus increase retention and the robustness of our workforce.…”

Section: Discussionmentioning

confidence: 99%

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Student and Resident Involvement in Family Medicine for America’s Health

Coutinho

Bhuyan

Gits

et al. 2019

Fam Med

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Background and Objectives: Trainees—medical students and residents—are an important constituency of family medicine. The Family Medicine for America’s Health (FMAHealth) Workforce Education and Development (WED) Tactic Team attempted to engage trainees in FMAHealth objectives via a nationally accessible leadership development program. We discuss a how-to mechanism to develop similar models, while highlighting areas for improvement. Methods: The Student and Resident Collaborative recruited a diverse group of trainees to comprise five teams: student choice of family medicine, health policy and advocacy, burnout prevention, medical student education, and workforce diversity. An early-career physician mentored team leaders and a resident served as a liaison between the Collaborative and WED Team. Each team established its own goals and objectives. A total of 36 trainees were involved with the Collaborative for any given time. Results: Including trainees in a national initiative required special considerations, from recruitment to scheduling. Qualitative feedback indicated trainees valued the leadership development and networking opportunities. The experience could have been improved by clearly defining how trainees could impact the broader FMAHealth agenda. To date, the Collaborative has produced a total of 17 conference presentations and four manuscripts. Conclusions: Although trainees felt improvement in leadership skills, more robust trainee involvement in FMAHealth core teams would have made the leadership initiative stronger, while simultaneously improving sustainability among family medicine and primary care reform strategies. Nonetheless, the unique structure of the Collaborative facilitated involvement of diverse trainees, and some trainee involvement should be integrated into any future strategic planning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Student and Resident Involvement in Family Medicine for America’s Health

Coutinho

Bhuyan

Gits

et al. 2019

Fam Med

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“…The Tideswell ELIA Program was the right catalyst, one that had been sorely missing before 2015, to help us transform our collective mindset about ascending to leadership roles in our careers from uncertain and apprehensive to informed and empowered. 5 Each of us had personal leadership training goals to fulfill that firmly demanded the generation of a reliable and portable "toolbox" of knowledge and skills and also greater clarity of how others really see us and how we see ourselves as aspiring leaders. In this article, we provide a qualitative description, using but a few of the many affirmatory scholar reflections, of the impact of an aging-focused Tideswell ELIA leadership development program on its participants.…”

Section: Abstract: Leadership Training; Professional Development; Comentioning

confidence: 99%

Learning to Lead: Reflections from the Tideswell‐AGS‐ADGAP Emerging Leaders in Aging Program Scholars

Foley

Farrell

Salzman

et al. 2019

J American Geriatrics Society

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The Tideswell Emerging Leaders in Aging (ELIA) Program is a 1‐year leadership training program focused on developing a sustainable pipeline of leaders in aging who are poised to lead initiatives that will optimize the health of older people. The Tideswell ELIA Program is jointly administered by the American Geriatrics Society, the Association of Directors of Geriatric Academic Programs, and Tideswell at University of California, San Francisco (UCSF), a program within the Division of Geriatrics at UCSF. The ELIA Program prepares early to midcareer healthcare professionals in aging (scholars) for their transition into key leadership roles that involve one or more areas of patient care, education, and research. The program emphasizes the understanding of one's own and others' inherent work strategies and communication styles as integral to leading programs. Approximately 15 ELIA scholars are selected annually to participate in this interactive leadership development program. We conducted a qualitative analysis of program evaluations from 2015 to 2018 scholars (n = 47) to determine effectiveness and impact. All scholars (100%) completed the end‐of‐training survey. Scholars' satisfaction with the program is high. Scholars reported heightened leadership development and improvements in leadership skills, including communication, team building, and self‐awareness. Scholars also reported enhancement of personal leadership attributes that contributed to career advancement. The Tideswell ELIA Program accelerates scholars' personal career development, positively impacts their institutions, and ultimately benefits older people. Sustaining leadership programs such as the Tideswell ELIA Program is vital to ensure a continuous pipeline of leaders skilled in both advocating for and advancing the health of older Americans. J Am Geriatr Soc 67:434–436, 2019.

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“…[25][26][27][28][29][30] Validated assessment is needed to demonstrate impact and compare curriculum. 9,14,[31][32][33][34][35][36][37][38][39][40][41][42] A systematic review of leadership training in health care teams found that defining best practices is difficult due to lack of a standard definition of leadership, supporting frameworks, and robust assessments. 35 Though assessments do exist for health care administrators, practicing physicians, and surgeons' nontechnical skills in the operating room (including leadership), there are no published assessment instruments of leadership skills for physicians in residency training programs.…”

Section: Original Articlesmentioning

confidence: 99%

Development and Validation of the Foundational Healthcare Leadership Self-assessment

Hala

Cochella

Jaggi

et al. 2018

Fam Med

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Background and Objectives: We sought to develop and validate a self-assessment of foundational leadership skills for early-career physicians. Methods: We developed a leadership self-assessment from a compilation of materials on health care leadership skills. A sequential exploratory study was conducted using qualitative and quantitative analysis for face, content, and construct validity of the self-assessment. First, two focus groups were conducted with leaders in medicine and family medicine residents, to refine the pilot self-assessment. The self-assessment pilot was then tested with family medicine residents across the country, and the results were quantitatively evaluated with principal component analysis. This data was used to reduce and group the statements into leadership domains for the final self-assessment. Results: Twenty-two invited family medicine residency programs agreed to distribute the survey. A total of 163 family medicine residents completed the survey, representing 16 to 20 residency programs from 12 states (response rate 28.9% to 34.8%). Analysis showed important differences by residency year, with more advanced residents scoring higher. The analysis reduced the number of items from 33 on the pilot assessment to 21 on the final assessment, which the authors titled the Foundational Healthcare Leadership Self-assessment (FHLS). The 21 items were grouped into five leadership domains: accountability, collaboration, communication, team management, and self-management. Conclusions: The FHLS is a validated 21-item self-assessment of foundational leadership skills for early career physicians. It takes less than 5 minutes to complete, and quantifies skill within five domains of foundational leadership. The FHLS is a first step in developing educational and evaluative assessments for training medical residents as clinician leaders.

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The Need for a Leadership Curriculum for Residents

Abstract: The ACGME News and Views section of JGME includes data reports, updates, and perspectives from the ACGME and its review committees. The decision to publish the article is made by the ACGME.

Cited by 49 publications

References 2 publications

Student and Resident Involvement in Family Medicine for America’s Health

Student and Resident Involvement in Family Medicine for America’s Health

Learning to Lead: Reflections from the Tideswell‐AGS‐ADGAP Emerging Leaders in Aging Program Scholars

Development and Validation of the Foundational Healthcare Leadership Self-assessment

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