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Tung J, Nahid M, Rajan M, Bogdewic S, Mancuso CA. Putting Traits Associated with Effective Medical Leadership into Action: Support for a Faculty Development Strategy. J Clin Psychol Med Settings 2024:10.1007/s10880-024-10031-7. [PMID: 39143441 DOI: 10.1007/s10880-024-10031-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/17/2024] [Indexed: 08/16/2024]
Abstract
Leadership development is essential to the well-being of medical organizations, but leadership concepts do not easily translate into skills or actions. The Mayo Leadership Behavior Index© (Leader Index), a validated instrument describing eight leadership traits associated with constituent well-being, can serve as a guide. The authors analyzed narratives from a qualitative study of senior medical leaders describing successful leadership behaviors to see how the tenets of the Leader Index can be applied. Current/emeritus chairs of major academic departments/divisions from a single institution were asked to describe anecdotes of actions used by leaders in actual settings. Narratives from interviews were analyzed for behaviors that map to the eight traits in the Leader Index. Eleven senior leaders volunteered multiple scenarios of effective and ineffective leadership with illustrative examples. The behaviors they identified mapped to all eight traits of the Leader Index, specifically career conversations, empowerment to do the job, encouragement of ideas, treatment with respect and dignity, provision of job performance feedback and coaching, recognition of well-done work, information about organizational changes, and development of talents and skills. These findings provide faculty development experts and psychologists tangible behaviors and actions they can teach to enhance leadership skills.
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Affiliation(s)
- Judy Tung
- Department of Medicine, Weill Cornell Medicine, 505 East 70th Street New York, New York, NY, 10021, USA.
| | - Musarrat Nahid
- Department of Medicine, Weill Cornell Medicine, 505 East 70th Street New York, New York, NY, 10021, USA
| | - Mangala Rajan
- Department of Medicine, Weill Cornell Medicine, 505 East 70th Street New York, New York, NY, 10021, USA
| | - Stephen Bogdewic
- Department of Family Medicine, University of North Carolina, Chapel Hill, NC, USA
| | - Carol A Mancuso
- Department of Medicine, Hospital for Special Surgery, New York, NY, USA
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McGuinness S, Guerin S. Interprofessional supervision among allied health professionals: a systematic scoping review. J Interprof Care 2024; 38:739-758. [PMID: 38678372 DOI: 10.1080/13561820.2024.2343837] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 04/09/2024] [Indexed: 04/29/2024]
Abstract
Clinical supervision typically occurs between clinicians who are trained in the same discipline, and this assumption is present across much of the relevant literature. However, the use of interprofessional supervision (IPS), wherein clinicians do not share the same discipline, has increased in recent years. As IPS increases in usage, it is key that the implications of this approach are explored. In order to map the existing evidence, a scoping review was conducted to explore what is known about the use of IPS across five allied health professions (psychology, speech and language therapy, occupational therapy, physiotherapy and social work). A systematic literature search of four electronic databases was conducted, with 27 articles meeting the inclusion criteria. The data were analyzed using thematic synthesis. Six key themes were identified relating to factors impacting the appropriateness of IPS, necessary steps in the IPS process, and impacts of IPS for clinicians. Limited application of standardized tools and theoretical frameworks within the existing research was highlighted. The findings identified within this review present a broad overview of the existing research relating to IPS, which can be used to inform future research in this area.
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Affiliation(s)
- Shona McGuinness
- School of Psychology, University College Dublin, Dublin, Ireland
| | - Suzanne Guerin
- School of Psychology, University College Dublin, Dublin, Ireland
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Pereira LM, Mallela JL, Carroll AJ, Washburn JJ, Robiner WN. Psychologists and Integrated Behavioral Health Simulation Training: A Survey of Medical Educators and Perspectives of Directors of Clinical Training. J Clin Psychol Med Settings 2024; 31:304-315. [PMID: 38615281 DOI: 10.1007/s10880-024-10015-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/07/2024] [Indexed: 04/15/2024]
Abstract
It is well established that the integration of behavioral healthcare into the medical home model improves patient outcomes, reduces costs, and increases resident learning. As academic health centers increasingly integrate behavioral healthcare, targeted training for interprofessional collaboration around behavioral healthcare is needed. Simulation educational approaches potentially can provide this training. Health service psychologists are well-poised to support this because of their specialized training in integrated healthcare. The present exploratory study aimed to evaluate existing simulation programs and develop recommendations for integrated behavioral health training and evaluation. Directors of ACGME accredited residency programs that are high utilizers of the medical home model (Pediatrics, Internal Medicine, Medicine/Pediatrics, Family Medicine) as well as Psychiatry residencies and medical schools with membership in the Society for Simulation in Healthcare were recruited to complete a 26-item survey to assess program usage of psychologists as part of simulation training for integrated behavioral healthcare services. Of 79 participants who completed initial items describing their training program, only 32 programs completed the entire survey. While many academic health centers offered integrated team and behavioral health simulations, few utilized psychology faculty in design, implementation, and evaluation. Other behavioral health providers (psychiatrists, social workers) were often involved in medical school and pediatric residency simulations. Few institutions use standardized evaluation. Qualitative feedback and faculty-written questionnaires were often used to evaluate efficacy. Survey responses suggest that psychologists play limited roles in integrated behavioral healthcare simulation despite their expertise in interdisciplinary training, integrated behavioral healthcare, and program evaluation.
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Affiliation(s)
- Lila M Pereira
- Division of Hematology/Oncology/SCT, Department of Pediatrics, New York Medical College, 19 Skyline Dr, Rm1NH12, Valhalla, NY, 10595, USA.
| | - Jaya L Mallela
- Division of Hematology/Oncology/SCT, Department of Pediatrics, New York Medical College, 19 Skyline Dr, Rm1NH12, Valhalla, NY, 10595, USA
| | - Allison J Carroll
- Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Jason J Washburn
- Northwestern University Feinberg School of Medicine, Chicago, IL, USA
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Allory E, Scheer J, De Andrade V, Garlantézec R, Gagnayre R. Characteristics of self-management education and support programmes for people with chronic diseases delivered by primary care teams: a rapid review. BMC PRIMARY CARE 2024; 25:46. [PMID: 38297228 PMCID: PMC10829293 DOI: 10.1186/s12875-024-02262-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Accepted: 01/02/2024] [Indexed: 02/02/2024]
Abstract
BACKGROUND Primary care actors can play a major role in developing and promoting access to Self-Management Education and Support (SMES) programmes for people with chronic disease. We reviewed studies on SMES programmes in primary care by focusing on the following dimensions: models of SMES programmes in primary care, SMES team's composition, and participants' characteristics. METHODS For this mixed-methods rapid review, we searched the PubMed and Cochrane Library databases to identify articles in English and French that assessed a SMES programme in primary care for four main chronic diseases (diabetes, cancer, cardiovascular disease and/or respiratory chronic disease) and published between 1 January 2013 and 31 December 2021. We excluded articles on non-original research and reviews. We evaluated the quality of the selected studies using the Mixed Methods Appraisal Tool. We reported the study results following the PRISMA guidelines. RESULTS We included 68 studies in the analysis. In 46/68 studies, a SMES model was described by focusing mainly on the organisational dimension (n = 24). The Chronic Care Model was the most used organisational model (n = 9). Only three studies described a multi-dimension model. In general, the SMES team was composed of two healthcare providers (mainly nurses), and partnerships with community actors were rarely reported. Participants were mainly patients with only one chronic disease. Only 20% of the described programmes took into account multimorbidity. Our rapid review focused on two databases and did not identify the SMES programme outcomes. CONCLUSIONS Our findings highlight the limited implication of community actors and the infrequent inclusion of multimorbidity in the SMES programmes, despite the recommendations to develop a more interdisciplinary approach in SMES programmes. This rapid review identified areas of improvement for SMES programme development in primary care, especially the privileged place of nurses in their promotion. TRIAL REGISTRATION PROSPERO 2021 CRD42021268290 .
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Affiliation(s)
- Emmanuel Allory
- Department of General Practice, Univ Rennes, 2 Av. du Professeur Léon Bernard, Rennes, 35000, France.
- CHU Rennes, Inserm, CIC 1414 (Centre d'Investigation Clinique de Rennes), Rennes, 35000, France.
- LEPS (Laboratoire d'Education Et Promotion en Santé), University of Sorbonne Paris Nord, Villetaneuse, UR, 3412, F-93430, France.
| | - Jordan Scheer
- Department of General Practice, Univ Rennes, 2 Av. du Professeur Léon Bernard, Rennes, 35000, France
- CHU Rennes, Inserm, CIC 1414 (Centre d'Investigation Clinique de Rennes), Rennes, 35000, France
| | - Vincent De Andrade
- LEPS (Laboratoire d'Education Et Promotion en Santé), University of Sorbonne Paris Nord, Villetaneuse, UR, 3412, F-93430, France
| | - Ronan Garlantézec
- CHU de Rennes, Univ Rennes, Inserm, EHESP (Ecole Des Hautes Etudes en Santé Publique), Irset - UMR_S 1085, Rennes, 35000, France
| | - Rémi Gagnayre
- LEPS (Laboratoire d'Education Et Promotion en Santé), University of Sorbonne Paris Nord, Villetaneuse, UR, 3412, F-93430, France
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Leffler JM, Romanowicz M, Brennan E, Elmaghraby R, Caflisch S, Lange H, Kirtley AT. Integrated Case Presentation Seminar: Bridging Parallel Fields to Improve Psychiatry and Psychology Learner Experience. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01522-z. [PMID: 36869965 PMCID: PMC9984746 DOI: 10.1007/s10578-023-01522-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/26/2023] [Indexed: 03/05/2023]
Abstract
Daily clinical practice of mental health professionals often requires interaction between providers from diverse training and professional backgrounds. Efforts to engage mental health trainees across disciplines are necessary and have had varied outcomes. The current study reviews the development and implementation of a monthly one-hour integrated case presentation seminar (ICPS) as part of independent psychology and psychiatry two-year fellowships at a Midwestern teaching hospital. The training integrated a semi-structured seminar to facilitate case presentation within a group setting. The focus of the seminar was to allow for exposure to conceptualization, diagnostic, and treatment strategies and skills, as well as science-based practice techniques for trainees. Learner survey results and the sustained offering of the seminar suggest the format and goals of the seminar are feasible and acceptable. Based on the current preliminary findings, similar training programs may find benefit in strategies to enhance integrated training opportunities for psychiatry and psychology trainees.
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Affiliation(s)
- Jarrod M Leffler
- Department of Psychiatry and Psychology, Mayo Clinic, 200 First Street SW, Rochester, MN, USA.
| | - Magdalena Romanowicz
- Department of Psychiatry and Psychology, Mayo Clinic, 200 First Street SW, Rochester, MN, USA
| | - Elle Brennan
- Division of NeuroBehavioral Health, Akron Children's Hospital, 215 W. Bowery St, Akron, OH, 44308, USA
| | - Rana Elmaghraby
- Department of Psychiatry, University of Washington, Seattle, WA, USA
- Behavioral Health Services, Sea Mar Community Center, Washington Sea Mar Community Health Centers, 14508 NE 20th Ave. Suite #305, Vancouver, WA, 98686, USA
| | - Sara Caflisch
- University of Wisconsin-Eau Claire, Eau Claire, WI, USA
| | - Hadley Lange
- Minnesota Epilepsy Group, 225 Smith Ave N #201, St. Paul, MN, USA
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Ganotice FA, Chan CS, Chan EWY, Chan SKW, Chan L, Chan SCS, Lam AHY, Leung CYF, Leung SC, Lin X, Luk P, Ng ZLH, Shen X, Tam EYT, Wang R, Wong GHY, Tipoe GL. Autonomous motivation predicts students' engagement and disaffection in interprofessional education: Scale adaptation and application. NURSE EDUCATION TODAY 2022; 119:105549. [PMID: 36182789 DOI: 10.1016/j.nedt.2022.105549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Revised: 08/28/2022] [Accepted: 09/08/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Despite the popularity of interprofessional education, the empirical and theoretical development of its scholarship and science is just emerging. This may be caused in part by the non-availability of measures that can be used by researchers in this field. This study aimed to contribute to the psychological theorizing of interprofessional education by uncovering the psychometric properties of Perceived Locus of Causality adapted to Interprofessional Education (PLOC-IPE) in healthcare education and provide a comprehensive guide on how this can be used to advance the IPE research agenda. METHODS Confirmatory factor analysis (quantitative design) was used to examine the acceptability of psychometric properties of PLOC-IPE. Data were collected through questionnaires administered at two different time points. The participants consisted of 345 students from Chinese Medicine, Clinical Psychology, Medicine, Nursing, Pharmacy, and Social Work from a university in Hong Kong. RESULTS Based on confirmatory factor analysis, results of within-network construct validity showed good psychometric properties of PLOC-IPE while between-network validity indicated that the scale can predict IPE-related outcomes. Students' intrinsic motivation in IPE positively predicted emotional engagement and negatively predicted emotional disaffection, demonstrating the applicability of the newly validated PLOC-IPE. Amotivation was a negative predictor of emotional engagement and a positive predictor of emotional disaffection. CONCLUSIONS Findings support the acceptability of PLOC when adapted to IPE. PLOC-IPE obtained acceptable psychometric properties as a measure of students' academic motivation in IPE. It is an adapted scale that can be used to understand self-determined motivation in the context of IPE in health and social care education. A guide on how PLOC-IPE can be a means by which researchers can contribute to the advancement of scholarship of IPE was provided.
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Affiliation(s)
- Fraide A Ganotice
- Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong.
| | - Christian S Chan
- Department of Psychology, the University of Hong Kong, Hong Kong
| | - Esther W Y Chan
- Department of Pharmacology and Pharmacy, the University of Hong Kong, Hong Kong
| | | | - Linda Chan
- Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong
| | - So Ching Sarah Chan
- Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong
| | | | | | - Siu Chung Leung
- Emergency Medicine Unit, the University of Hong Kong, Hong Kong
| | - Xiang Lin
- School of Chinese Medicine, the University of Hong Kong, Hong Kong
| | - Pauline Luk
- Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong
| | - Zoe Lai Han Ng
- School of Nursing, the University of Hong Kong, Hong Kong
| | - Xiaoai Shen
- Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong
| | - Eliza Y T Tam
- Department of Pharmacology and Pharmacy, the University of Hong Kong, Hong Kong
| | - Runjia Wang
- Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong
| | - Gloria H Y Wong
- Department of Social Work and Social Administration, the University of Hong Kong, Hong Kong
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, the University of Hong Kong, Hong Kong.
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