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McKinney VR, Patel PP, Olken MH, Bailey AE, Bond MT. Clerkship Chiefs: Introducing Students to the Role of Physician Educator. MEDICAL SCIENCE EDUCATOR 2023; 33:1533-1538. [PMID: 38188407 PMCID: PMC10766890 DOI: 10.1007/s40670-023-01928-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/19/2023] [Indexed: 01/09/2024]
Abstract
As a Clerkship Chief, senior medical students prepare for future roles as physician leaders and future medical educators. The Clerkship Chief elective offers senior students an opportunity to work with junior students on their core clerkships. Chiefs assume an educational leadership role as they mentor and provide supplemental formative feedback to junior students in real time. As educators, Chiefs answer questions, prepare study materials and didactics, and assist clerkship students with time management. This early experience and behind-the-scenes view of medical education may influence attitudes and decisions of senior students in pursuit of education leadership.
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Affiliation(s)
- Vicki R. McKinney
- Department of Family and Community Medicine, The Medical College of Georgia, Athens, GA USA
| | - Prashant P. Patel
- Division of Hospital Medicine, University of California, San Francisco, San Francisco, CA USA
| | - Melissa H. Olken
- Department of Internal Medicine, Western Michigan Homer Stryker M.D. School of Medicine, Kalamazoo, MI USA
| | - Amy E. Bailey
- Department of Family Medicine, Northeast Georgia Hospital System – Gainesville, Gainesville, GA USA
| | - Mary T. Bond
- Department of Internal Medicine, The Medical College of Georgia, Athens, GA USA
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Lüchinger R, Audétat MC, Bajwa NM, Bréchet-Bachmann AC, Guessous I, Richard-Lepouriel H, Dominicé Dao M, Perron J. French-speaking Swiss physician's perceptions and perspectives regarding their competencies and training need in leadership and management: a mixed-methods study. BMC Health Serv Res 2023; 23:1095. [PMID: 37828553 PMCID: PMC10571431 DOI: 10.1186/s12913-023-10081-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Accepted: 09/27/2023] [Indexed: 10/14/2023] Open
Abstract
INTRODUCTION Effective leadership and management (L&M) are essential to the success of health care organizations. Young medical leaders often find themselves ill-prepared to take on these new responsibilities, but rarely attend training in L&M skills. The aims of this study were to evaluate physician's self-perceived competencies and training needs for L&M, to identify available regional L&M training, and to highlight opportunities, challenges and threats regarding physicians' training in medical L&M in the French-speaking part of Switzerland. METHODS We conducted a mixed methods study in three steps: (1) a survey on perceived L&M competencies and training needs (5 dimensions) to all physicians of a Swiss University Hospital (N = 2247); (2) a mapping of the Swiss French speaking L&M training programs through analysis of hospital websites and interviews; and (3) semi-structured interviews with L&M program coordinators about the programs' strengths and weaknesses as well as the opportunities and challenges to include physicians in such training. We used analysis of variance to compare differences in perceived competences between physicians of different hierarchical status and used Cramer's V to measure the association's degree between physicians' training needs and prior training in L&M and hierarchical status. We analysed semi-structured interviews using thematic analysis. RESULTS Five-hundred thirty-two physicians responded (24%). Physicians perceived themselves as rather competent in most leadership dimensions. More experienced physicians reported a higher sense of competence in all dimensions of leadership (e.g. Working with others: F = 15.55, p < .001; Managing services: F = 46.89, p < .001). Three competencies did not vary according to the hierarchical status: emotional intelligence (F = 1.56, p = .20), time management (F = 0.47, p = .70) and communicating (F = 1.97, p = .12). There was a weak to moderate association between the responders' self-perceived needs for training and their hierarchal status for all competencies (Cramer's V ∈ [0.16;0.35]). Physicians expressed a strong desire to seek out training for all competencies, especially for knowing one's leadership style (82%), managing teams (83%), and managing conflict (85%). Although existing local L&M training programs covered most relevant topics, only a forth of responders had attended any type of training. L&M program coordinators identified several facilitators and barriers to physician attendance on institutional (matching reality and training), relational (managing collective intelligence), and individual levels (beliefs and self-perceived identity). CONCLUSIONS French-speaking Swiss hospital physicians clearly express training needs for L&M skills although they only rarely attend such training programs. Reasons for non-attendance to such programs should be explored in order to understand physicians' low participation rates in these trainings.
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Affiliation(s)
- R Lüchinger
- Unit of Research and Development in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland.
| | - M-C Audétat
- Unit of Research and Development in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
- University Institute of Family and Child Medicine, Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - N M Bajwa
- Unit of Research and Development in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Department of Women, Children and Adolescents, University Hospitals of Geneva, Rue Michel-Servet 1, 1211, Geneva, Switzerland
| | - A-C Bréchet-Bachmann
- Department of Primary Care Medicine, University Hospitals of Geneva, Geneva, Switzerland
| | - I Guessous
- Department of Primary Care Medicine, University Hospitals of Geneva, Geneva, Switzerland
| | - H Richard-Lepouriel
- Department of Psychiatry, University Hospitals of Geneva, Geneva, Switzerland
| | - M Dominicé Dao
- Department of Primary Care Medicine, University Hospitals of Geneva, Geneva, Switzerland
| | - Junod Perron
- Unit of Research and Development in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Medical Directorate, University Hospitals of Geneva, Geneva, Switzerland
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Bhugra D, Smith A, Ventriglio A, Hermans MHM, Ng R, Javed A, Chumakov E, Kar A, Ruiz R, Oquendo M, Chisolm MS, Werneke U, Suryadevara U, Jibson M, Hobbs J, Castaldelli-Maia J, Nair M, Seshadri S, Subramanyam A, Patil N, Chandra P, Liebrenz M. World Psychiatric Association-Asian Journal of Psychiatry Commission on Psychiatric Education in the 21st century. Asian J Psychiatr 2023; 88:103739. [PMID: 37619422 DOI: 10.1016/j.ajp.2023.103739] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 08/10/2023] [Indexed: 08/26/2023]
Abstract
Psychiatric practice faces many challenges in the first quarter of 21st century. Society has transformed, as have training requirements and patient expectations, underlining an urgent need to look at educational programmes. Meanwhile, awareness has grown around psychiatric disorders and there are evolving workforce trends, with more women going to medical school and specialising in psychiatry. Trainee psychiatrists carry different expectations for work-life balance and are increasingly becoming conscious of their own mental health. A tendency to see health as a commodity and the litigious nature of society has elicited additional pressures for healthcare professionals. Cartesian mind-body dualism has created further complexity and this can often be frustrating for patients and care-partners alike. In many cultures across Asia and beyond, patients can present with physical symptoms to express underlying psychological distress with increasing physical investigations. Simultaneously, in various countries, a shift from asylums to community-based interventions and then home treatments have changed psychiatric care in remarkable ways. These changes have added to pressures faced by mental healthcare professionals. However, trainees and other mental healthcare professionals continue to receive similar training as they did a generation ago. The tensions and differences in ideology/orientation between different branches of psychiatry have made responses to patient needs challenging. Recognising that it is difficult to predict the future, this World Psychiatric Association-Asian Journal of Psychiatry Commission makes recommendations that could help institutions and individuals enhance psychiatric education. This Commission draws from existing resources and recent developments to propose a training framework for future psychiatrists.
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Affiliation(s)
- Dinesh Bhugra
- Institute of Psychiatry, Psychology and Neurosciences, Kings College, London SE5 8AF, UK.
| | - Alexander Smith
- Department of Forensic Psychiatry, University of Bern, Bern, Switzerland
| | | | | | - Roger Ng
- Secretary for Education, WPA, Geneva, Switzerland
| | - Afzal Javed
- World Psychiatric Association, Geneva. Switzerland. Fountain House, Lahore. Pakistan
| | - Egor Chumakov
- Department of Psychiatry & Addiction, St Petersburg State University, St Petersburg, Russia
| | - Anindya Kar
- Advanced Neuropsychiatry Institute, Kolkata, India
| | - Roxanna Ruiz
- University of Francisco Moaroquin, Guatemala City, Guatemala
| | - Maria Oquendo
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, United States
| | | | - Ursula Werneke
- Department of Clinical Sciences, Psychiatry, Umeå University, Sunderby Research Unit, Umeå, Sweden
| | - Uma Suryadevara
- Geriatric Division, Department of Psychiatry, University of Florida, Gainesville, United States
| | - Michael Jibson
- Department of Psychiatry, University of Michigan, Ann Arbor, United States
| | - Jacqueline Hobbs
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, United States
| | | | - Muralidharan Nair
- Department of Neurology, Sree Chitra Tirunal Institute for Medical Sciences and Technology, Thiruvananthapuram, Kerala 695011, India
| | - Shekhar Seshadri
- Department of Child Psychiatry, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka 560029, India
| | - Alka Subramanyam
- Department of Psychiatry, Topiwala Nair Medical College, Mumbai, Maharashtra 400008, India
| | - Nanasaheb Patil
- Department of Psychiatry, J.N. Medical College, Belgavi, Karnataka 590010, India
| | - Prabha Chandra
- Behavioral Sciences, National Institute of Mental Health and Neurosciences, Bengaluru 560029, India
| | - Michael Liebrenz
- Department of Forensic Psychiatry, University of Bern, Bern, Switzerland
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SenthilKumar G, Sommers KC, He Y, Stark K, Craig T, Keval A, Shah N, Patel K, Meurer J. Student Leadership Development Initiative for Medical Students: Lessons Learned From Transitioning to Virtual Modalities. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231200731. [PMID: 37692559 PMCID: PMC10486220 DOI: 10.1177/23821205231200731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Accepted: 08/24/2023] [Indexed: 09/12/2023]
Abstract
Leadership training is a necessary component of undergraduate medical education. Our group successfully implemented a student-led organization starting from 2016 (Student Leadership Development Initiative; SLDI) that aimed to provide medical students with exposure to physician-leader career paths in an informal, organic, interactive setting. The COVID-19 pandemic necessitated a shift to online programming, and given the high prevalence of ZOOMTM fatigue, we incorporated monthly, freely available, self-directed modules as an additional leadership training opportunity. The goals of this study are to assess the (1) feasibility of and participation in a virtual student organization focused on leadership training, (2) whether students' perceptions of the importance of leadership were associated with participation in SLDI, and (3) lessons learned from transitioning to virtual modalities. An anonymous, retrospective cross-sectional survey with 13-items was distributed through an email listserv and a 6-question survey was sent to attendees following each virtual group-discussion. A Fisher's exact test was conducted to assess whether the number of modules completed was associated with students' perception of leadership importance. Survey results showed that 85% strongly agreed or agreed that SLDI helped them develop professional goals and career paths, and 74% reported benefits in becoming more compassionate physician leaders and valuing wellness. All respondents completed ≥1 self-directed module, and the students' perception of leadership importance did not influence the number of self-directed modules completed (p > .05). Most participants (63%) attended ≥67% of virtual events, and postevent feedback was positive; however, only 46% of respondents reported meeting someone new at events and 32% reported that they intended on connecting with new contacts. Our results suggest that virtual leadership student-organization, involving small-group discussions and self-directed modules, is feasible and beneficial for medical students. However, the inability to promote meaningful networking opportunities is a major limitation of a virtual training model.
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Affiliation(s)
- Gopika SenthilKumar
- Medical Scientist Training Program, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Kelli C. Sommers
- Medical Scientist Training Program, Medical College of Wisconsin, Milwaukee, WI, USA
| | | | - Katarina Stark
- School of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Taylor Craig
- School of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Aliyah Keval
- School of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Neemit Shah
- School of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Kahaan Patel
- School of Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
| | - John Meurer
- Institute for Health & Equity, Medical College of Wisconsin, Milwaukee, WI, USA
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Gigliotti RA, Spear SE. Essential leadership concepts and models for graduate and professional school learners. New Dir Stud Leadersh 2022; 2022:65-74. [PMID: 36565144 PMCID: PMC10107335 DOI: 10.1002/yd.20531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
This article explores the importance of providing leadership development opportunities for graduate and professional students, in addition to highlighting approaches for building leadership capacity among these students. The article concludes with a snapshot of leadership development offerings for graduate and professional audiences sponsored by institutions (curricular and co-curricular), corporations, and professional development associations.
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Affiliation(s)
- Ralph A Gigliotti
- Center for Organizational Leadership, Rutgers University, New Jersey, USA
| | - Sara E Spear
- Center for Organizational Leadership, Rutgers University, New Jersey, USA
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Maddula R, MacLeod J, Painter S, McLeish T, Steward A, Rossman A, Hamid A, Ashwath M, Martinez HR, Guha A, Patel B, Addison D, Blaes A, Choudhuri I, Brown SA. Connected Health Innovation Research Program (C.H.I.R.P.): A bridge for digital health and wellness in cardiology and oncology. AMERICAN HEART JOURNAL PLUS : CARDIOLOGY RESEARCH AND PRACTICE 2022; 20:100192. [PMID: 37800118 PMCID: PMC10552440 DOI: 10.1016/j.ahjo.2022.100192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 10/07/2023]
Abstract
Study objective Cancer and heart disease are leading causes of mortality, and cardio-oncology is emerging as a new field addressing the cardiovascular toxicities related to cancer and cancer therapy. Interdisciplinary research platforms that incorporate digital health to optimize cardiovascular health and wellness in cancer survivors are therefore needed as we advance in the digital era. Our goal was to develop the Connected Health Innovation Research Program (C.H.I.R.P.) to serve as a foundation for future integration and assessments of adoption and clinical efficacy of digital health tools for cardiovascular health and wellness in the general population and in oncology patients. Design/setting/participants Partner companies were identified through the American Medical Association innovation platform, as well as LinkedIn and direct contact by our team. Company leaders met with our team to discuss features of their technology or software. Non-disclosure agreements were signed and data were discussed and obtained for descriptive or statistical analysis. Results A suite of companies with technologies focused on wellness, biometrics tracking, audio companions, oxygen saturation, weight trends, sleep patterns, heart rate variability, electrocardiogram patterns, blood pressure patterns, real-time metabolism tracking, instructional video modules, or integration of these technologies into electronic health records was collated. We formed an interdisciplinary research team and established an academia-industry collaborative foundation for connecting patients with wellness digital health technologies. Conclusions A suite of software and device technologies accessible to the cardiology and oncology population has been established and will facilitate retrospective, prospective, and case research studies assessing adoption and clinical efficacy of digital health tools in cardiology/oncology.
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Affiliation(s)
| | | | | | | | | | | | | | | | - Hugo R. Martinez
- The Heart Institute at Le Bonheur Children’s Hospital, Memphis, TN, USA
- St. Jude Children’s Research Hospital, Memphis, TN, USA
| | - Avirup Guha
- Cardio-Oncology Program, Medical College of Georgia at Augusta University, Augusta, GA, USA
| | | | - Daniel Addison
- Cardio-Oncology Program, Ohio State University, Columbus, OH, USA
| | - Anne Blaes
- Division of Hematology, Oncology and Transplantation, University of Minnesota Medical School, MN, USA
| | | | - Sherry-Ann Brown
- Cardio-Oncology Program, Division of Cardiovascular Medicine, Medical College of Wisconsin, Milwaukee, WI, USA
- Department of Cardiovascular Medicine, Mayo Clinic, Rochester, MN, USA
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Smith LE, Pham A, Bowyer LJ. United through leadership: survey results from the Medic Mentor scholarship programme for medical, dental and veterinary students. BMJ LEADER 2022; 7:75-77. [PMID: 37013887 DOI: 10.1136/leader-2022-000625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2022] [Accepted: 05/11/2022] [Indexed: 11/04/2022]
Abstract
BackgroundEffective leadership is essential for practising within increasingly complex healthcare systems. It is recognised that early leadership training is key for medical and other healthcare students; however, integration into curricula and providing ‘hands-on’ opportunities can be challenging.ObjectiveOur study aimed to assess their perspectives and achievements while undertaking a national scholarship programme designed to develop leadership skills for medical, dental and veterinary students.MethodsAn online questionnaire was designed based on the clinical leadership framework competencies and distributed to students currently enrolled on the programme. Data were collected on student perspectives and achievements gained during the programme.ResultsThe survey was distributed to 78 enrolled students. 39 responses were received. The majority of students either agreed or strongly agreed that the programme improved leadership skills across three domains of ‘personal qualities’, ‘working with others’ and ‘managing services’, and over 80% reported that the scheme had enhanced their professional development. Several students reported an academic achievement, including presentation of project work at a national level.ConclusionResponses indicate that this programme is an effective adjunct to traditional university leadership training. We suggest that extracurricular schemes provide additional educational and practical opportunities to help shape the healthcare leaders of tomorrow.
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Affiliation(s)
| | - Alisa Pham
- Postgraduate Centre, Nottingham City Hospital, Nottingham, UK
| | - Lauren-Jane Bowyer
- Queen's Medical Centre, Nottingham University Hospitals NHS Trust, Nottingham, UK
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Dewsnap MA, Arroliga AC, Adair-White BA. The lived experience of medical training and emotional intelligence. Proc (Bayl Univ Med Cent) 2021; 34:744-747. [PMID: 34744303 DOI: 10.1080/08998280.2021.1941582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
The shifting health care landscape in the United States has surfaced challenges related to increased accountability, interprofessional health care teams, and changes in federal policy-all of which compel physicians to adopt roles beyond clinician such as clinical investigator, team leader, and manager. To address these challenges, leadership development programs across the continuum of medical education aim to develop critical leadership skills and competencies, such as emotional intelligence. Such skills and competencies are largely taught through didactic approaches (e.g., classroom). These approaches often neglect the context of learning. From medical residency to a hospital or clinic, the contextual lived experience is habitually overlooked as a vehicle for developing emotional intelligence. This article highlights lived experience, such as medical residency, as an approach to develop emotional intelligence. First, we address the need for developing emotional intelligence as a leadership skill as well as the suitability of medical residency for such development. Next, we discuss the background of lived experience and emotional intelligence. Lastly, we identify future directions for leveraging lived experiences of medical residency to develop emotional intelligence.
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Affiliation(s)
- Michael A Dewsnap
- Department of Humanities in Medicine, Texas A&M University College of Medicine, Bryan, Texas
| | - Alejandro C Arroliga
- Department of Medicine, Baylor Scott and White Medical Center - Temple, Temple, Texas
| | - Bobbie Ann Adair-White
- Department of Health Professions Education, Massachusetts General Hospital Institute of Health Professions, Boston, Massachusetts
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Buckley S, Smith M, Patel J, Gay S, Davison I. Enhanced model for leadership development for trainees and early career health professionals: insights from a national survey of UK clinical scientists. BMJ LEADER 2021; 6:212-218. [DOI: 10.1136/leader-2021-000465] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2021] [Accepted: 10/04/2021] [Indexed: 11/04/2022]
Abstract
IntroductionThe importance of shared or distributed leadership in healthcare is recognised; however, trainees, early career professionals and others for whom the exercise of leadership is a recent development report being underprepared for leadership roles. Trainee clinical scientists exemplify such groups, being both early in their career and in a profession for which clinical leadership is less well established. Their insights can inform understanding of appropriate forms of leadership development for health professionals.MethodsWe explored perceptions of leadership and its development for trainee clinical scientists on the UK preregistration Scientist Training Programme through semi-structured interviews with trainees, training officers, academic educators and lead healthcare scientists; and through an online questionnaire based on the UK multiprofessional Clinical Leadership Competency Framework (CLCF). Responses were analysed statistically or thematically as appropriate.ResultsForty interviews were undertaken and 267 valid questionnaire responses received. Stakeholders recognised clinical expertise as integral to leadership; otherwise their perceptions aligned with CLCF domains and ‘shared leadership’ philosophy. They consider learning by ‘doing’ real tasks (leadership activities) key to competency acquisition, with leadership education (eg, observation and theory) complementing these. Workplace affordances, such as quality of departmental leadership, training officer engagement and degree of patient contact affect trainees’ ability to undertake leadership activities.ConclusionsFrom our research, we have developed an enhanced model for leadership development for trainee and early career clinical scientists that may have wider applicability to other health professions and groups not traditionally associated with clinical leadership. To foster their leadership, we argue that improving workplace affordances is more important than improving leadership education.
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Gould DJ, Hammond M. Leadership Institute for Faculty Development. MEDICAL SCIENCE EDUCATOR 2021; 31:787-793. [PMID: 33495719 PMCID: PMC7817139 DOI: 10.1007/s40670-020-01179-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/23/2020] [Indexed: 06/12/2023]
Abstract
The purpose of the present project is to describe a cohort-based intradepartmental leadership program at our medical school. Leadership development programs are becoming popular in academic medicine as institutions seek solutions to problems. We developed and implemented a cohort-based leadership program within the Department of Foundational Medical Studies at our medical school in order to not only develop our next cadre of leaders but also to spread and disseminate the principles of leadership and enhance the recognition by all departmental members of the various leadership roles each holds.
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Affiliation(s)
- Douglas J. Gould
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI USA
| | - Michelle Hammond
- Department of Management and Marketing, School of Business Administration, Oakland University, Rochester, MI USA
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Mohd Shafiaai MSF, Kadirvelu A, Pamidi N. Peer mentoring experience on becoming a good doctor: student perspectives. BMC MEDICAL EDUCATION 2020; 20:494. [PMID: 33287807 PMCID: PMC7720515 DOI: 10.1186/s12909-020-02408-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2020] [Accepted: 11/29/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND PASS is a peer-led structured academic mentoring program designed to provide academic assistance for new students in their transition from college to university studies and also for students struggling in certain units. This study aims to establish acquired skills by peer leaders associated with peer-led mentoring via the PASS program, and to explore the role played by these acquired skills in their journey to become a successful doctor. METHODS Study participants were forty selected second-year undergraduate medical students at Monash University Malaysia with commendable examination results. Validated pre-test and post-test questionnaires were administered to explore changes in the level of communication, leadership, professional, and pedagogical skills before and after participation in peer mentoring program. Qualitative analysis of focused group interviews was performed by an independent investigator to identify how the skills developed as a peer mentor may help with becoming a good doctor. Major themes were identified with the thematic-analysis approach. RESULTS Thirty-eight students completed the pre-test and post-test questionnaires. Peer leaders reported improvement in oral and written skills for teaching; increased confidence to give constructive feedback; better stress management; efficient time management; improved interpersonal skills; and enhanced problem-solving and critical thinking capabilities. Eight major themes were identified from the interview and peer leaders reported positive experience of working in diverse environments and shouldering of responsibilities. CONCLUSIONS Peer-led mentoring provides a good opportunity for medical students to shoulder responsibilities as a leader and offers an experience of managing a team of their peers and juniors which in turn may enhance their communication, interpersonal, and leadership skills.
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Affiliation(s)
- Mohd Syameer Firdaus Mohd Shafiaai
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Jalan Lagoon Selatan, Bandar Sunway, 47500, Subang Jaya, Selangor, Malaysia
| | - Amudha Kadirvelu
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Jalan Lagoon Selatan, Bandar Sunway, 47500, Subang Jaya, Selangor, Malaysia
| | - Narendra Pamidi
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Jalan Lagoon Selatan, Bandar Sunway, 47500, Subang Jaya, Selangor, Malaysia.
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Vijayaratnam L, Mathur J. Letter to the Editor on 'Engaging Medical Students in Leadership Development'. MEDICAL SCIENCE EDUCATOR 2020; 30:11-12. [PMID: 34457626 PMCID: PMC8368596 DOI: 10.1007/s40670-019-00880-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Affiliation(s)
| | - Jai Mathur
- St George’s University of London, Cranmer Terrace, London, SW17 0RE UK
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