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Shen Z, Zeng X, Li J, Zheng M, Guo J, Yang Y, Liu G, Cao C. Does participation in sports competitions enhance interprofessional teamwork among medical students? Evidence from a medical school curriculum experiment. BMC MEDICAL EDUCATION 2024; 24:821. [PMID: 39080590 PMCID: PMC11289920 DOI: 10.1186/s12909-024-05807-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2024] [Accepted: 07/22/2024] [Indexed: 08/02/2024]
Abstract
BACKGROUND Effective interprofessional teamwork is essential for the efficiency, safety and quality of healthcare system services and requires interprofessional education for medical students. Physical education is a simple and easy way to teach teamwork, which translates into team performance in the work environment. This study was conducted to examine the effectiveness of the physical education competition model, instead of the exams model, for improving teamwork skills among medical students. METHODS A quasiexperimental intervention design was used to measure the effect of a 16-week cheerleading programme on subjects' teamwork skills by completing a teamwork scale comprising four subdimensions, namely, personal characteristics, teamwork, leadership, and conflict management, before the start and at the end of the programme, and by comparing nonwinning to winning students to measure the effect of teamwork skills on team performance. RESULTS A total of 179 students completed the valid baseline and posttest (effective rate = 95.21%). The teamwork scale scores (B M = 4.81, R M = 5.05, p < 0.001) and 4 subdimension scores (personal characteristics p = 0.002, teamwork p = 0.028, leadership p < 0.001, conflict management p < 0.001) were statistically significant. Twenty-two of the 44 items in the scale improved significantly. The differences between students who won the competition and those who did not (N M=4.86, W M=5.14, p<0.01) were statistically significant, with no significant differences in personal characteristics p = 0.183; significant differences in the 3 subdimensions of teamwork p < 0.01, leadership p = 0.024, and conflict management p = 0.037; and a significant increase in 13 out of 44 self-efficacy items on the scale. CONCLUSIONS The "race for exams" physical education programme improved teamwork among medical students, and increased teamwork improved team performance. The "competition instead of examination" physical education programme provides a quantifiable method for improving interprofessional teamwork among medical students.
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Affiliation(s)
- Zhiling Shen
- Chongqing Medical and Pharmaceutical College, Chongqing, 401331, China
| | - Xinrong Zeng
- College of Public Health, Chongqing Medical University, Chongqing, 400331, China
| | - Jianyu Li
- Division of Sports Science and Physical Education, Tsinghua University, Beijing, 100084, China
| | - Man Zheng
- Division of Sports Science and Physical Education, Tsinghua University, Beijing, 100084, China
| | - Jia Guo
- Division of Sports Science and Physical Education, Tsinghua University, Beijing, 100084, China
| | - Yaming Yang
- College of Physical Education, Taiyuan University of Technology, Shanxi Province, Taiyuan, 030600, China
| | - Guochun Liu
- Division of Sports Science and Physical Education, Tsinghua University, Beijing, 100084, China.
- College of Exercise Medicine, Chongqing Medical University, Chongqing, 400331, China.
| | - Chunmei Cao
- Division of Sports Science and Physical Education, Tsinghua University, Beijing, 100084, China.
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Finn KM, Kisielewski M, McDonald FS, Willett L, Kao PF, Desai S, Zaas A. Do Current Hiring Processes for Residency Program Directors and Associate Program Directors Foster Diversity in Educational Leadership? Am J Med 2024; 137:65-74.e7. [PMID: 37722499 DOI: 10.1016/j.amjmed.2023.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Accepted: 09/10/2023] [Indexed: 09/20/2023]
Affiliation(s)
- Kathleen M Finn
- Department of Medicine, Tufts University School of Medicine, Boston, Mass.
| | | | | | - Lisa Willett
- Department of Medicine, University of Alabama at Birmingham
| | - Patricia F Kao
- Department of Medicine, Washington University School of Medicine, St Louis, Mo
| | | | - Aimee Zaas
- Department of Medicine, Duke University, Durham, NC
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Hut-Mossel L, Ahaus K, Welker G, Gans R. Which Attributes of Credibility Matter for Quality Improvement Projects in Hospital Care-A Multiple Case Study among Hospitalists in Training. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16335. [PMID: 36498405 PMCID: PMC9737117 DOI: 10.3390/ijerph192316335] [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: 10/27/2022] [Revised: 12/02/2022] [Accepted: 12/03/2022] [Indexed: 06/17/2023]
Abstract
Healthcare professionals have to give substance to the role of a champion in order to successfully lead quality improvement (QI) initiatives. This study aims to unravel how hospitalists in training shape their role as a champion within the context of QI projects in hospital care and why some are more effective in leading a QI project than others. We focus on the role of credibility, as it is a prerequisite for fulfilling the role of champion. This multiple-case study builds upon 23 semi-structured interviews with hospitalists in training: quality officers and medical specialists. We first coded data for each case and then described the different contexts of each case in detail to enable comparison across settings. We then compared the cases and contrasted the attributes of credibility. Four attributes of credibility emerged and were identified as essential for the hospitalist in training to succeed as a champion: (1) being convincing about the need for change by providing supportive clinical evidence, (2) displaying competence in their clinical work and commitment to their tasks, (3) generating shared ownership of the QI project with other healthcare professionals, and (4) acting as a team player to foster collaboration during the QI project. We also identified two contextual factors that supported the credibility of the hospitalist in training: (1) choosing a subject for the QI project that was perceived as urgently required by the group of stakeholders involved, and (2) being supported by the board of directors and other formal and informal leaders as the leader of a QI project. Further research is needed to gain a deeper understanding of the relationship between credibility and sustainability of change.
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Affiliation(s)
- Lisanne Hut-Mossel
- Department of Internal Medicine, University Medical Centre Groningen, University of Groningen, 9700 RB Groningen, The Netherlands
| | - Kees Ahaus
- Department Health Services Management & Organisation, Erasmus School of Health Policy & Management, Erasmus University, 3062 PA Rotterdam, The Netherlands
| | - Gera Welker
- UMC Staff Policy and Management Support, University Medical Centre Groningen, University of Groningen, 9700 RB Groningen, The Netherlands
| | - Rijk Gans
- Department of Internal Medicine, University Medical Centre Groningen, University of Groningen, 9700 RB Groningen, The Netherlands
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Kibe LW, Kayingo G, Schrode KM, Klein A. Academic leadership in physician assistant/associate medical education: a cross-sectional analysis of the association with doctoral degree, gender, and minority status. BMC MEDICAL EDUCATION 2022; 22:808. [PMID: 36419030 PMCID: PMC9684828 DOI: 10.1186/s12909-022-03817-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/24/2022] [Revised: 10/12/2022] [Accepted: 10/19/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND There is a critical need for a diverse pool of academic leaders to increase the number and diversity of the medical workforce. Physician Assistant/Associate (PA) is a growing medical profession. Although the master's degree is the terminal degree for PAs, a growing number of PAs obtain a variety of doctoral degrees. However, there is no standardized training for academic PA leaders. The purpose of this study was to identify factors associated with PA academic leadership. Specifically, this study explored the following factors: doctoral degree credentials, gender and underrepresented minority status. METHODS Using the 2019 Physician Assistant Education Association Faculty and Directors survey, we assessed the relationship between academic leadership groups [Program Director (PD), Academic Director (AD), and Clinical Director (CD)] doctoral degree, gender, and underrepresented minority in medicine (URIM) status. Multivariable logistic regression models were used to determine the predictors of being in a leadership role. Results with p < 0.05 were considered statistically significant. RESULTS Of the 956 participants, 71% were female, 4% Hispanic, 86% White, 4% Black, 2% Asian, and 1% Native Hawaiian/Pacific Islander/American Indian/Alaska Native. Overall, 9% were URIM. Mean age was 45.6 (SD = 10.2) years. Average time in PA education was 2.9 years (SD = 1.4). Approximately 50% (n = 472) had a leadership role (PD-24%, AD-10%, CD-16%). Of all leaders, 68% were female, 9% were URIM, and 19% had a doctoral degree. Having a doctoral degree increased the odds of being a PD [AOR 2.38, CI [1.57-3.59], p = < 0.0001, AD and CD = non-significant]. More time in PA education increased the odds of being a PD [AOR 1.10, CI [1.07-1.12, p = < 0.0001] and AD [AOR 1.06, CI [1.03-1.09], p = < 0.0001], but not a CD. Gender and URIM status were not significantly associated with leadership roles. URIMs had doctorate degrees at higher rates than non-URIMs. CONCLUSION PA academic leaders differ by doctoral degree attainment but not by gender and URIM status. URIM faculty are grossly underrepresented in the PA professorate, but disproportionately have doctoral degrees. Academic training opportunities for all PA academic leaders and strategies to increase URIM faculty are needed.
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Affiliation(s)
- Lucy W Kibe
- Charles R. Drew University of Medicine and Science, Los Angeles, CA, USA.
| | | | - Katrina M Schrode
- Charles R. Drew University of Medicine and Science, Los Angeles, CA, USA
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Gascon GM, Chen HT, Morosanu L, Chen VH, Cass P, Falcone R. Evaluation of the Processes and Outcomes of a Physician Leadership Program: The Continuous Feedback Loop Design. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:284-290. [PMID: 36469802 DOI: 10.1097/ceh.0000000000000436] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Physicians assume leadership roles in their health care organizations and practices often without support or training. The Physicians Leadership Academy provides integrated leadership seminars, mindfulness training, and executive coaching in a 10-month curriculum to physicians across area organizations. METHODS Program evaluators responded to stakeholders' need for continuous program improvement by developing a continuous feedback loop evaluation design incorporating a program monitoring system and a theory-driven program evaluation. Given the size of the 2019 to 20 cohort ( n = 19), a one-group pretest/posttest design was used to assess the mechanisms of the program (mindfulness and wellbeing) along with knowledge development, emotional intelligence, and personal and professional growth. The assessments used a combination of published and administrator-developed assessments to address the unique aspects of the program. Doing such ensured continuous improvement and sustainability for the program. RESULTS The cohort of physicians demonstrated significant engagement and learning across the curriculum, improved mindfulness, and improved capacity of the providers to affect their health care system and communities. CONCLUSIONS The utility of the program was demonstrated through quantitative and qualitative analyses. Implications of the methodology for future evaluations of program developments are discussed.
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Affiliation(s)
- Gregg M Gascon
- Dr. Gregg M. Gascon: Adjunct Assistant Professor, Biomedical Informatics, College of Medicine, The Ohio State University, Columbus, OH. Dr. Huey T. Chen: Professor of the Department of Public Health and Director of the Center for Applied Research and Evaluation in the College of Health Professions, Mercer University, Atlanta, GA. Ms. Liliana Morosanu: Instructor and Coordinator, Program and Student Academic Advancement in the College of Health Professions, Mercer University, Atlanta, GA. Dr. Victor H. Chen: Lecturer, Department of Management, University of North Texas, Denton, TX. Dr. Phil Cass: Director, Physicians Leadership Academy, Columbus, OH. Dr. Robert Falcone: CEO, Columbus Medical Association and its Affiliates, 1390 Dublin Road, Columbus, OH
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Powell C, Yemane L, Brooks M, Johnson C, Alvarez A, Bandstra B, Caceres W, Dierickx Q, Thomas R, Blankenburg R. Outcomes From a Novel Graduate Medical Education Leadership Program in Advancing Diversity, Equity, and Inclusion. J Grad Med Educ 2021; 13:774-784. [PMID: 35070089 PMCID: PMC8672828 DOI: 10.4300/jgme-d-21-00235.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Revised: 05/17/2021] [Accepted: 08/20/2021] [Indexed: 01/03/2023] Open
Abstract
BACKGROUND Academic medicine needs more diverse leadership from racial/ethnic minorities, women, people with disabilities, and LGBTQIA+ physicians. Longitudinal structural support programs that bring together underrepresented in medicine (UiM) and non-UiM trainees are one approach to build leadership and scholarship capacity in diversity, equity, and inclusion (DEI). OBJECTIVE To describe the creation, satisfaction with, and feasibility of a Leadership Education in Advancing Diversity (LEAD) Program and evaluate scholars' changes in self-efficacy, intended and actual behavior change, and outputs in leadership and DEI scholarship. METHODS In 2017, we created the LEAD Program, a 10-month longitudinal, single institution program that provides residents and fellows ("scholars") across graduate medical education (GME) with leadership training and mentorship in creating DEI-focused scholarship. In the first 3 cohorts (2017-2020), we assessed scholars' self-efficacy, actual and planned behavior change, and program satisfaction using IRB-approved, de-identified retrospective pre-/post-surveys. We measured scholarship as the number of workshops presented and publications developed by the LEAD scholars. We used descriptive statistics and paired 2-tailed t tests to analyze the data. RESULTS Seventy-five trainees completed LEAD; 99% (74 of 75) completed the retrospective pre-/post-surveys. There was statistically significant improvement in scholars' self-efficacy for all learning objectives. All trainees thought LEAD should continue. LEAD scholars have created workshops and presented at local, regional, and national conferences, as well published their findings. Scholars identified the greatest benefits as mentorship, developing friendships with UiM and ally peers outside of their subspecialty, and confidence in public speaking. CONCLUSIONS LEAD is an innovative, feasible GME-wide model to improve resident and fellow self-efficacy and behaviors in DEI scholarship and leadership.
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Affiliation(s)
- Carmin Powell
- All authors are with the Stanford School of Medicine
- Carmin Powell, MD, is Clinical Assistant Professor, Department of Pediatrics
| | - Lahia Yemane
- All authors are with the Stanford School of Medicine
- Lahia Yemane, MD, is Clinical Associate Professor, Department of Pediatrics
| | - Michelle Brooks
- All authors are with the Stanford School of Medicine
- Michelle Brooks, C-TAGME, is Residency Coordinator, Department of Pediatrics
| | - Carrie Johnson
- All authors are with the Stanford School of Medicine
- Carrie Johnson, MBA, is Residency Education Manager, Department of Pediatrics
| | - Al'ai Alvarez
- All authors are with the Stanford School of Medicine
- Al'ai Alvarez, MD, is Clinical Assistant Professor, Department of Emergency Medicine
| | - Belinda Bandstra
- All authors are with the Stanford School of Medicine
- Belinda Bandstra, MD, is Clinical Associate Professor, Department of Psychiatry
| | - Wendy Caceres
- All authors are with the Stanford School of Medicine
- Wendy Caceres, MD, is Clinical Assistant Professor, Department of Medicine
| | - Quynh Dierickx
- All authors are with the Stanford School of Medicine
- Quynh Dierickx, MD, is Clinical Assistant Professor, Department of Anesthesia
| | - Reena Thomas
- All authors are with the Stanford School of Medicine
- Reena Thomas, MD, PhD, is Clinical Associate Professor, Department of Neurology
| | - Rebecca Blankenburg
- All authors are with the Stanford School of Medicine
- Rebecca Blankenburg, MD, MPH, is Clinical Professor, Department of Pediatrics
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Tupesis JP, Lin J, Nicks B, Chiu A, Arbalaez C, Wai A, Jouriles N. Leadership Matters: Needs Assessment and Framework for the International Federation for Emergency Medicine Administrative Leadership Curriculum. AEM EDUCATION AND TRAINING 2021; 5:e10515. [PMID: 34027280 PMCID: PMC8122125 DOI: 10.1002/aet2.10515] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 07/10/2020] [Accepted: 07/22/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVES The objective was to research and develop a novel curriculum on administrative leadership development within the discipline of emergency medicine (EM) with the goal of establishing and implementing it through the world's EM professional organizations. METHODS From 2016 to 2018 an assessment of different administrative and leadership programs was performed by researching and reviewing previously outlined curricula. Using the data from this assessment, a questionnaire was developed, that was subsequently sent to members of the International Federation for Emergency Medicine's (IFEM) listserv. RESULTS A total of 377 people from 38 different countries participated in the survey. The majority of respondents identified themselves as EM specialists (81%, 306/377), while others identified themselves as EM resident physicians (9.5%, 36/377) and non-EM specialist physicians (4.5%, 17/377). A large majority of respondents articulated that there was a paucity of developed curricula focusing on leadership, administrative, and management principles within their institution, training program, or professional organization. Across all topic areas, fewer than 30% of polled individuals indicated that they had formal education related to individual and programmatic leadership development, change management, assessment methodology, negotiation skills, financial analysis, media relations, and health care policy. Quality improvement (QI) was the only curricular element that a majority of respondents had integrated into their clinical practice (61%). Qualitative data analysis of the narrative comments was performed with further evaluation of thematic components. CONCLUSIONS The results of this study further support the findings that the majority of EM providers queried do not have a longitudinal curriculum that fosters administrative and leadership development nor advocate for its importance in relation to the quality of care. Given this gap, we propose that medical education at all levels-medical schools, EM resident/specialty training programs, and professional organizations-should consider creating administrative and leadership development programs. Additionally, development of any curriculum should require a global understanding of health care systems and awareness of the unique contexts of a given location and its available resources.
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Affiliation(s)
- Janis P. Tupesis
- BerbeeWalsh Department of Emergency MedicineUniversity of Wisconsin School of Medicine and Public HealthMadisonWIUSA
- University of Wisconsin–Madison Global Health InstituteMadisonWIUSA
| | - Janet Lin
- Department of Emergency MedicineChicago School of MedicineUniversity of IllinoisChicagoILUSA
| | - Brett Nicks
- Department of Emergency MedicineWake Forest School of MedicineWinston SalemNCUSA
| | - Arthur Chiu
- BerbeeWalsh Department of Emergency MedicineUniversity of Wisconsin School of Medicine and Public HealthMadisonWIUSA
| | - Christian Arbalaez
- Department of Emergency MedicineBrown University School of MedicineProvidenceRIUSA
| | - Abraham Wai
- Department of Emergency MedicineLi Ka Shing Faculty of MedicineHong Kong CityHong Kong
| | - Nic Jouriles
- Department of Emergency MedicineSumma Health‐Akron CampusAkronOHUSA
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Daaleman TP, Storrie M, Beck Dallaghan G, Smithson S, Gilliland KO, Byerley JS. Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2021; 8:23821205211010479. [PMID: 33997287 PMCID: PMC8082997 DOI: 10.1177/23821205211010479] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 03/15/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. METHODS The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. RESULTS From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. DISCUSSION Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.
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Affiliation(s)
- Timothy P Daaleman
- Department of Family Medicine, University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Mindy Storrie
- University of North Carolina Kenan-Flagler Business School, Chapel Hill, NC, USA
| | - Gary Beck Dallaghan
- Office of Medical Education, University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Sarah Smithson
- Division of General Internal Medicine, University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Kurt O Gilliland
- Office of Medical Education, University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Julie S Byerley
- Office of Medical Education, University of North Carolina School of Medicine, Chapel Hill, NC, USA
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Rosenberg AR, Barton K, Junkins C, Scott S, Bradford MC, Steineck A, Lau N, Comiskey L, Yi-Frazier JP. Creating a Resilient Research Program-Lessons Learned From a Palliative Care Research Laboratory. J Pain Symptom Manage 2020; 60:857-865. [PMID: 32621950 PMCID: PMC7328580 DOI: 10.1016/j.jpainsymman.2020.06.033] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Revised: 06/22/2020] [Accepted: 06/24/2020] [Indexed: 12/03/2022]
Abstract
Conducting palliative care research can be personally and professionally challenging. Although limitations in funding and training opportunities are well described, a less recognized barrier to successful palliative care research is creating a sustainable and resilient team. In this special report, we describe the experience and lessons learned in a single palliative care research laboratory. In the first few years of the program, 75% of staff quit, citing burnout and the emotional tolls of their work. To address our sustainability, we translated resilience theory to practice. First, we identified and operationalized shared mission and values. Next, we conducted a resilience resource needs assessment for both individual team members and the larger team as a whole and created a workshop-based curriculum to address unmet personal and professional support needs. Finally, we changed our leadership approach to foster psychological safety and shared mission. Since then, no team member has left, and the program has thrived. As the demand for rigorous palliative care research grows, we hope this report will provide perspective and ideas to other established and emerging palliative care research programs.
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Affiliation(s)
- Abby R Rosenberg
- Palliative Care and Resilience Lab, Center for Clinical and Translational Research, Seattle Children's Research Institute, Seattle, Washington, USA; Cambia Palliative Care Center of Excellence at the University of Washington, Seattle, Washington, USA; Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington, USA.
| | - Krysta Barton
- Palliative Care and Resilience Lab, Center for Clinical and Translational Research, Seattle Children's Research Institute, Seattle, Washington, USA
| | - Courtney Junkins
- Palliative Care and Resilience Lab, Center for Clinical and Translational Research, Seattle Children's Research Institute, Seattle, Washington, USA
| | - Samantha Scott
- Palliative Care and Resilience Lab, Center for Clinical and Translational Research, Seattle Children's Research Institute, Seattle, Washington, USA; Department of Psychology, University of Denver, Denver, Colorado, USA
| | - Miranda C Bradford
- Palliative Care and Resilience Lab, Center for Clinical and Translational Research, Seattle Children's Research Institute, Seattle, Washington, USA; Children's Core for Biomedical Statistics, Center for Clinical and Translational Research, Seattle Children's Research Institute, Seattle, Washington, USA
| | - Angela Steineck
- Palliative Care and Resilience Lab, Center for Clinical and Translational Research, Seattle Children's Research Institute, Seattle, Washington, USA; Cambia Palliative Care Center of Excellence at the University of Washington, Seattle, Washington, USA; Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington, USA
| | - Nancy Lau
- Palliative Care and Resilience Lab, Center for Clinical and Translational Research, Seattle Children's Research Institute, Seattle, Washington, USA; Cambia Palliative Care Center of Excellence at the University of Washington, Seattle, Washington, USA; Department of Psychiatry and Behavioral Medicine, University of Washington School of Medicine, Seattle, Washington, USA
| | - Liam Comiskey
- Palliative Care and Resilience Lab, Center for Clinical and Translational Research, Seattle Children's Research Institute, Seattle, Washington, USA
| | - Joyce P Yi-Frazier
- Palliative Care and Resilience Lab, Center for Clinical and Translational Research, Seattle Children's Research Institute, Seattle, Washington, USA
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Filling the void in lesbian, gay, bisexual, transgender and queer (LGBTQ+) leadership training. Leadersh Health Serv (Bradf Engl) 2020. [DOI: 10.1108/lhs-09-2019-0062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
Leadership training refers to the process of helping individuals develop skills to successfully perform in leadership positions. Existing leadership programs have several drawbacks, including the paucity of leadership programs designed for lesbian, gay, bisexual, transgender and queer (LGBTQ+) individuals in health care. The authors addressed this gap by creating and hosting Q-Forward (formerly Q-Med), the first conference focused specifically on leadership development for LGBTQ+ health trainees.
Design/methodology/approach
In this paper, the authors explain how a conference focused on leadership development for LGBTQ+ health trainees can have benefits for trainees, patients and the health-care system. The authors also report the conference proceedings, including planning, participants, guiding principles and programming.
Originality/value
This conference was the first conference for LGBTQ+ health trainees focused specifically on leadership training. The authors believe that the conference was unique, and that such training represents an essential step toward long-term improvements in the health of LGBTQ+ people and other populations.
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Smithson S, Beck Dallaghan G, Crowner J, Derry LT, Vijayakumar A(A, Storrie M, Daaleman TP. Peak Performance: A Communications-Based Leadership and Teamwork Simulation for Fourth-Year Medical Students. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520929990. [PMID: 32637637 PMCID: PMC7318812 DOI: 10.1177/2382120520929990] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/11/2020] [Accepted: 05/04/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Medical education has traditionally been rooted in the teaching of health and disease processes, with little attention to the development of teamwork and leadership competencies. OBJECTIVE In an era of value-based health care provided by high-functioning teams, new approaches are needed to develop communication, leadership, and teamwork skills for medical students. DESIGN We designed and piloted a simulation-based educational activity called Peak Performance that linked a workbook, which focused on self-reflection on communication and leadership skills, with professional coaching. The simulation scenario placed students in the role of an upper-level resident on an inpatient service, followed by a small group debrief with students, a clinical faculty member, and a professional executive coach. After the debriefing session, students were invited to complete a self-reflection workbook within 1 week of the initial simulation. The final element of the curriculum was an individualized session with an executive coach. Peak Performance was offered to all fourth-year medical students enrolled in the Social and Health Systems Science required course at the University of North Carolina School of Medicine. RESULTS Pre-/post-self-assessments of leadership competencies were completed by students. Pre-simulation self-assessment scores ranged from 3.72 to 4.33 on a 5-point scale. The lowest scores were in "Managing Conflict" and "Managing Others." The highest score was in "Self-Awareness." The post-simulation scores decreased in every competency, with "Managing Others" dropping significantly from 3.72 pre-simulation to 3.36 post-simulation (0.31, P < .05). Satisfaction with the curriculum was high, as reflected by a Net Promoter Score of 91% ("excellent" > 50%). CONCLUSIONS A novel simulation-based educational activity linked to professional coaching is a feasible and impactful strategy to develop leadership, communication, and teamwork skills in medical students. Student insight and self-awareness increased as evidenced by a decrease in competency self-assessment after guided reflection and individualized coaching.
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Affiliation(s)
- Sarah Smithson
- Department of Medicine, University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | | | - Jason Crowner
- Department of Surgery, University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | | | | | - Mindy Storrie
- Kenan-Flagler Business School, University of North Carolina, Chapel Hill, NC, USA
| | - Timothy P Daaleman
- Department of Family Medicine, University of North Carolina School of Medicine, Chapel Hill, NC, USA
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Vreeling K, Kersemaekers W, Cillessen L, van Dierendonck D, Speckens A. How medical specialists experience the effects of a mindful leadership course on their leadership capabilities: a qualitative interview study in the Netherlands. BMJ Open 2019; 9:e031643. [PMID: 31843829 PMCID: PMC6924730 DOI: 10.1136/bmjopen-2019-031643] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/13/2019] [Revised: 11/14/2019] [Accepted: 11/18/2019] [Indexed: 01/17/2023] Open
Abstract
OBJECTIVES Medical leaders are facing leadership challenges that ask for a leadership style that takes care of both themselves and their coworkers. Mindfulness may support this leadership style. We explored how a 'Mindful leadership for medical specialists' course affected medical specialists' leadership. DESIGN We conducted a qualitative study based on in-depth interviews. The grounded theory method was used to analyse the data. SETTING A university medical centre in the Netherlands. PARTICIPANTS Seventeen medical specialists (six male) with an average age of 51 years (ranging from 40 to 66 years). INTERVENTIONS The mindful leadership course consisted of 10-weekly 5-hour sessions that focused on cultivating mindfulness and compassion. In addition, sessions included didactic and interactional teaching about leadership theories. RESULTS Four categories emerged from the data: (A) Self - Attitude: psychological attitude towards self, (B) Self - Behaviour: behaviour towards self, (C) Other - Attitude: psychological attitude towards others, and (D) Other - Behaviour: behaviour towards others. Themes were defined within these categories: awareness of self, open mind, insight and appreciation of self (A), emotional and cognitive self-regulation, letting go of unhelpful behaviour and developing helpful behaviour (B), differences in attitude to others such as awareness of (impact on) others, keeping an open mind about others, allowing difficult emotions associated with others, appreciating of others (C), and communicating more effectively, providing direction, empowering and caring for others (D). CONCLUSIONS The results help us understand the core elements of mindful leadership, both with respect to one's psychological attitude and behaviour towards oneself and others. More research on mindful leadership and the effects on self and others is needed. Mindful leadership courses could be a valuable part of clinical training and might contribute to more sustainable healthcare organisations.
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Affiliation(s)
- Kiki Vreeling
- Psychiatry, Center for Mindfulness, Radboudumc, Nijmegen, Netherlands
| | | | - Linda Cillessen
- Psychiatry, Center for Mindfulness, Radboudumc, Nijmegen, Netherlands
- Donders Institute for Brain, Cognition and Behavior, Radboud Universiteit, Nijmegen, Netherlands
| | | | - Anne Speckens
- Psychiatry, Center for Mindfulness, Radboudumc, Nijmegen, Netherlands
- Donders Institute for Brain, Cognition and Behavior, Radboud Universiteit, Nijmegen, Netherlands
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Voogt JJ, Taris TW, van Rensen ELJ, Schneider MME, Noordegraaf M, van der Schaaf MF. Speaking up, support, control and work engagement of medical residents. A structural equation modelling analysis. MEDICAL EDUCATION 2019; 53:1111-1120. [PMID: 31568600 PMCID: PMC6856833 DOI: 10.1111/medu.13951] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2019] [Revised: 05/03/2019] [Accepted: 07/18/2019] [Indexed: 05/27/2023]
Abstract
OBJECTIVES Medical residents can play key roles in improving health care quality by speaking up and giving suggestions for improvements. However, previous research on speaking up by medical residents has shown that speaking up is difficult for residents. This study explored: (i) whether two main aspects of medical residents' work context (job control and supervisor support) are associated with speaking up by medical residents, and (ii) whether these associations differ between in-hospital and out-of-hospital settings. METHODS Speaking up was operationalised and measured as voice behaviour. Structural equation modelling using a cross-sectional survey design was used to identify and test factors pertaining to speaking up and to compare hospital settings. RESULTS A total of 499 medical residents in the Netherlands participated in the study. Correlational analysis showed significant positive associations between each of support and control, and voice behaviour. The authors assumed that the associations between support and control, and voice behaviour would be partially mediated by engagement. This partial mediation model fitted the data best, but showed no association between support and voice. However, multi-group analysis showed that for residents in hospital settings, support is associated with voice behaviour. For residents outside hospital settings, control is more important. Engagement mediated the effects of control and support outside hospital settings, but not within the hospital. CONCLUSIONS This study shows that in order to enable medical residents to share their suggestions for improvement, it is beneficial to invest in supportive supervision and to increase their sense of control. Boosting medical residents' support would be most effective in hospital settings, whereas in other health care organisations it would be more effective to focus on job control.
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Affiliation(s)
- Judith J Voogt
- Executive BoardUniversity Medical Centre UtrechtUtrecht UniversityUtrechtthe Netherlands
- Utrecht School of GovernanceUtrecht UniversityUtrechtthe Netherlands
| | - Toon W Taris
- Department of PsychologyUtrecht UniversityUtrechtthe Netherlands
| | | | - Margriet M E Schneider
- Executive BoardUniversity Medical Centre UtrechtUtrecht UniversityUtrechtthe Netherlands
| | - Mirko Noordegraaf
- Utrecht School of GovernanceUtrecht UniversityUtrechtthe Netherlands
| | - Marieke F van der Schaaf
- Centre for Research and Development of EducationUniversity Medical Centre UtrechtUtrecht UniversityUtrechtthe Netherlands
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Lederer E. Leadership as a Division Chief of Nephrology. Adv Chronic Kidney Dis 2018; 25:480-484. [PMID: 30527545 DOI: 10.1053/j.ackd.2018.08.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2018] [Accepted: 08/12/2018] [Indexed: 11/11/2022]
Abstract
The position of chief of a division of nephrology in an academic medical center is a hands-on job, offering the opportunity to influence the future of the field through the creation of unique clinical, research, and education programs. Today, most academic centers face significant financial challenges, thus the division chief must develop a variety of skills to accomplish his or her goals. Interactions and relationships with the leadership of the academic center, including the hospital executives, can facilitate or impede progress on proposed projects; therefore, aligning the goals of the division with the goals of leadership is an imperative. Engagement, assessment, mentorship, and sponsorship of the faculty members are essential tasks because any project will require faculty input and buy in. A division chief's networks outside of the home academic medical center are critical for successful recruitment of new faculty, establishment of beneficial relationships with research funding agencies, and development of cooperative programs with industries such as dialysis corporations. Effective communication skills and honest self-assessment of strengths and weaknesses with the wisdom to seek expertise when needed are keys to success. The position of division chief is arguably the most rewarding position for an academic nephrologist.
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