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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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Robertson C, Manners R, Bingham K, French H, Porteous KY, Oliver S. An evaluation of the West of Scotland in-programme Chief Resident role. Future Healthc J 2024; 11:100131. [PMID: 38751491 PMCID: PMC11090895 DOI: 10.1016/j.fhj.2024.100131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/18/2024]
Abstract
Background Postgraduate leadership education is an evolving field. Locally we have an established 'Chief Residency' programme where centres have two to four senior trainees completing leadership duties alongside clinical workload, supported by local directors of medical education. This is twinned with a 4-day central training programme and peer-support network. Methods To assess perspectives of the CR role, we adopted a qualitative case-study design using an electronic questionnaire delivered to previous chief residents between 2020 and 2023. Results were analysed using thematic analysis. Results Trainees valued involvement within quality improvement and trainee support, demonstrating successful multi-departmental projects. Leadership education was viewed ubiquitously positively but participants felt further work is needed to address role legitimacy locally. A proposed solution was junior doctor leadership teams to address workload and emotional challenges. Conclusion This model provides further evidence of the value in investing in trainee leadership positions, demonstrating organisational impact. Future work will research hospital peer leadership teams.
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Affiliation(s)
- Callum Robertson
- NHS Lanarkshire & University Hospital Monklands, Monkscourt Avenue, Airdrie, ML6 0JS, United Kingdom
- University of Glasgow Medical School, Wolfson Medical School Building, University Avenue, Glasgow, G12 8QQ, United Kingdom
| | - Rachel Manners
- NHS Lanarkshire & University Hospital Monklands, Monkscourt Avenue, Airdrie, ML6 0JS, United Kingdom
| | - Katharine Bingham
- NHS Lanarkshire & University Hospital Monklands, Monkscourt Avenue, Airdrie, ML6 0JS, United Kingdom
| | - Helen French
- NHS Lanarkshire & University Hospital Monklands, Monkscourt Avenue, Airdrie, ML6 0JS, United Kingdom
| | - Kelly Yvonne Porteous
- NHS Lanarkshire & University Hospital Monklands, Monkscourt Avenue, Airdrie, ML6 0JS, United Kingdom
- University of the West of Scotland (UWS), Paisley Campus, High Street, Paisley, PA1 2BE, United Kingdom
| | - Scott Oliver
- NHS Lanarkshire & University Hospital Monklands, Monkscourt Avenue, Airdrie, ML6 0JS, United Kingdom
- University of Glasgow Medical School, Wolfson Medical School Building, University Avenue, Glasgow, G12 8QQ, United Kingdom
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Zhao DW, Robinson SG, Pozzar R, Leiter R, Walsh C, Siemens I, Lovrics E, Cellarius V, Mahtani R, Jia Z. The Evolving Roles and Expectations of Inpatient Palliative Care Through COVID-19: a Systematic Review and Meta-synthesis. J Gen Intern Med 2024; 39:661-682. [PMID: 38100009 PMCID: PMC10973304 DOI: 10.1007/s11606-023-08564-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Accepted: 12/01/2023] [Indexed: 03/28/2024]
Abstract
BACKGROUND Palliative care performed a central role in responding to the systemic suffering incurred by the COVID-19 pandemic. Yet, few studies have elucidated the inpatient palliative care specialists' experiences and perceptions. OBJECTIVE Systematically review and synthesize the evolving roles and expectations of inpatient palliative care specialists in response to COVID-19. DESIGN A systematic review and meta-synthesis informed by Thomas and Harden's framework and Pozzar et al.'s approach was conducted in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. DATA SOURCES MEDLINE, EMBASE, CINAHL, and PubMed were systematically searched for articles published between December 2019 and March 2023. We included all peer-reviewed qualitative and mixed-method literature studying the roles and expectations of inpatient palliative care specialists. A mixed-method appraisal tool was used for quality assessment. RESULTS Of 3869 unique articles, 52 were included. Studies represented North American (n = 23), European (n = 16), South American (n = 4), Oceanic (n = 2), Asian (n = 2), West African (n = 1), Middle Eastern (n = 1), and inter-continental settings (n = 3). Most were reported in English (n = 50), conducted in 2020 (n = 28), and focused on the perspectives of inpatient palliative care clinicians (n = 28). Three descriptive themes captured the roles and expectations of inpatient palliative care specialists: shifting foundations, reorienting to relationships, and evolving identity. Two analytical themes were synthesized: palliative care propagates compassion through a healing presence, and palliative care enhances the systemic response to suffering through nimble leadership. CONCLUSION Inpatient palliative care specialists responded to the COVID-19 pandemic by establishing their healing presence and leading with their adaptability. To develop institutionally tailored and collaborative responses to future pandemics, future studies are needed to understand how inpatient palliative care clinicians are recognized and valued within their institutions.
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Affiliation(s)
- Dylan Weisman Zhao
- Department of Translational Medicine, School of Medicine, Queen's University, Kingston, Ontario, Canada.
- Temmy Latner Centre for Palliative Care, Sinai Health, Toronto, Ontario, Canada.
| | - Shahar Geva Robinson
- Faculty of Health Sciences, Ben-Gurion University of Negev, Soroka University Medical Centre, Beer Sheva, Israel
| | - Rachel Pozzar
- Phyllis F. Cantor Center for Research in Nursing and Patient Care Services, Dana-Farber Cancer Institute, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Richard Leiter
- Harvard Medical School, Boston, MA, USA
- Department of Psychosocial Oncology and Palliative Care, Dana-Farber Cancer Institute, Boston, MA, USA
- Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA
| | - Chris Walsh
- Temmy Latner Centre for Palliative Care, Sinai Health, Toronto, Ontario, Canada
| | - Isaac Siemens
- Temmy Latner Centre for Palliative Care, Sinai Health, Toronto, Ontario, Canada
- Division of Palliative Care, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Emily Lovrics
- Temmy Latner Centre for Palliative Care, Sinai Health, Toronto, Ontario, Canada
- Division of Palliative Care, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Victor Cellarius
- Temmy Latner Centre for Palliative Care, Sinai Health, Toronto, Ontario, Canada
- Division of Palliative Care, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Ramona Mahtani
- Temmy Latner Centre for Palliative Care, Sinai Health, Toronto, Ontario, Canada
- Division of Palliative Care, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Zhimeng Jia
- Temmy Latner Centre for Palliative Care, Sinai Health, Toronto, Ontario, Canada
- Division of Palliative Care, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada
- Program in Global Palliative Care, Department of Global Health and Social Medicine, Harvard Medical School, Boston, MA, USA
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Zarif A, Bandyopadhyay S, Miller G, Malawana J. Delivering medical leadership training through the Healthcare Leadership Academy: a four year analysis. BMC MEDICAL EDUCATION 2024; 24:194. [PMID: 38403581 PMCID: PMC10895908 DOI: 10.1186/s12909-024-05031-y] [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: 03/17/2023] [Accepted: 01/04/2024] [Indexed: 02/27/2024]
Abstract
BACKGROUND Formal leadership training is typically targeted at senior health professionals. The Healthcare Leadership Academy (HLA) was formed in 2016 to provide a leadership programme for students and early-career health professionals. This study analyses the effectiveness of the HLA scholarship programme as an intervention for improving interest in and preparing scholars for future leadership roles. METHODS Survey data was used to assess the effectiveness of the HLA Scholarship program in cultivating leadership development. Questions required either multiple-choice, free text, ranking or Likert scale ('strongly agree', 'agree', 'neither agree nor disagree', 'disagree', 'strongly disagree) responses. Participants spanned six regions (London, Newcastle, Bristol, Belfast, Edinburgh, and Amsterdam) in four countries (England, Scotland, Northern Ireland, and the Netherlands). Descriptive statistical analyses were conducted, and insights were drawn from the open-ended survey questions using a leadership framework. RESULTS Seventy participants who underwent the course between 2016 and 2020 completed the questionnaire. Nearly all (99%) found that the training provided on the programme had equipped them to be more effective leaders, with 86% of respondents stating that they were more likely to take on leadership roles. Nearly all (97.1%) found the course to be either of good or very good quality. Nineteen insights were identified from free text responses that fitted under one of the four themes of the leadership framework: "optimising", "resolving uncertainty", "enhancing adaptability", and "promulgating a vision". CONCLUSIONS Healthcare leadership is a non-negotiable component of healthcare delivery in the 21st Century. As healthcare professionals, it is our duty to be effective leaders confident and competent in navigating the increasingly complex systems within which we operate for the benefit of ourselves, colleagues, and patients. By accounting for known shortcomings and developing ameliorative measures, the HLA Scholarship programme addresses unmet needs in a structured manner to support effective long-term healthcare leadership development.
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Affiliation(s)
- Azmaeen Zarif
- School of Clinical Medicine, University of Cambridge, Addenbrooke's Hospital, Cambridge, CB2 0SP, UK.
- The Healthcare Leadership Academy, London, UK.
| | - Soham Bandyopadhyay
- The Healthcare Leadership Academy, London, UK
- Oxford University Global Surgery Group, University of Oxford, Oxford, UK
- Clinical Neurosciences, Clinical & Experimental Sciences, Faculty of Medicine, University of Southampton, Southampton, Hampshire, UK
- Wessex Neurological Centre, University Hospital Southampton NHS Foundation Trust, Southampton, UK
| | - George Miller
- The Healthcare Leadership Academy, London, UK
- School of Medicine, University of Central Lancashire, Preston, UK
| | - Johann Malawana
- The Healthcare Leadership Academy, London, UK
- School of Medicine, University of Central Lancashire, Preston, UK
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Snelling I, Brown H, Hardy L, Somerset L, Bosence S, Thurlow J. UK trainees' perceptions of leadership and leadership development. BMJ LEADER 2023:leader-2023-000771. [PMID: 37833052 DOI: 10.1136/leader-2023-000771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Accepted: 09/24/2023] [Indexed: 10/15/2023]
Abstract
PURPOSE This paper reports on trainees' perceptions of leadership and leadership development, to inform the support that may be provided to them. It draws on a formative evaluation of the new role of clinical leadership mentor (CLM), introduced by Health Education England South-West in 2018. CLMs are responsible for 'overseeing the process and progress of leadership development among the trainees within their Trust/Local Education Provider'. METHODS The evaluation was a formative evaluation, based on interviews with CLMs, trainees and trainers and a survey of trainees and trainers. Recruitment was through 8 of the 19 CLMs in the South West. A report for each participating CLM was available to support the development of their individual role. In exploring trainees' perceptions of leadership and leadership development, this paper draws on data from trainees: 112 survey returns which included over 7000 words of free text data and 13 interviews. FINDINGS Our findings suggest a more nuanced understanding of leadership in medical trainees than was previously reported in the literature, and a wider acceptance of their leadership role. We highlight the problem of considering postgraduate doctors as a homogeneous group, particularly with reference to specialty. We also highlight that the organisational context for leadership development can be supportive or non-supportive. Leadership learning through genuine leadership experience with appropriate support from trainers and the wider Trust offers opportunities for both trainees and Trusts. PRACTICAL IMPLICATIONS Trainees are accepting of their roles as leaders. The value of leadership learning through genuine leadership experience was highlighted. Improving the environment for leadership development offers Trusts and trainees opportunities for genuine service improvement.
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Affiliation(s)
- Iain Snelling
- Health Services Management Centre, University of Birmingham School of Social Policy, Birmingham, UK
| | - Hilary Brown
- Health Services Management Centre, University of Birmingham School of Social Policy, Birmingham, UK
| | - Louise Hardy
- Faculty of Medicine & Dentistry, University of Plymouth, Plymouth, UK
| | - Lara Somerset
- Emergency Medicine, Royal United Hospitals Bath NHS Foundation Trust, Bath, UK
| | - Samantha Bosence
- Respiratory Department, North Devon District Hospital, Barnstaple, UK
| | - Jane Thurlow
- Health Education England South West, Bristol, UK
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Howaldt A, Hamann M, Hohberger B, Schnichels S. [Leadership from the perspective of next generation ophthalmologists]. DIE OPHTHALMOLOGIE 2023; 120:898-905. [PMID: 37582890 DOI: 10.1007/s00347-023-01913-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/31/2023] [Indexed: 08/17/2023]
Abstract
Managers in the healthcare system play a critical role in ensuring high quality patient care, optimization of resources, management of complex situations, creation of a positive work environment and promotion of continuous progress. They set clear goals, support interdisciplinary collaboration, ensure patient safety and quality care, and assist in the development of future leaders. To accomplish these multiple tasks, important qualities such as integrity, communication skills, self-awareness, ability to learn, influence, empathy, courage, respect, ability to delegate and gratitude are essential. We conducted a survey among the followers and members of the Young-DOG to find out their desired characteristics of leaders. In this survey modern aspects of leadership styles such as communication, loyalty, support, reliability and trust were particularly important to young medical professionals. Classical attributes such as expertise and assertiveness were rated as somewhat less significant. This finding underlines the importance of leadership programs such as the Leadership Academy of the German Society of Ophthalmology (DOG) or the European Leadership Development Program of the European Society of Ophthalmology (SOE). The latter is briefly presented in an excursus.
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Affiliation(s)
- Antonia Howaldt
- Zentrum für Augenheilkunde, Universitätsklinikum Köln, Kerpener Str. 62, 50937, Köln, Deutschland
| | - Max Hamann
- Universitätsaugenklinik, Medizinische Hochschule Hannover, Carl-Neuberg-Str. 1, 30625, Hannover, Deutschland
| | - Bettina Hohberger
- Augenklinik, Kopfkliniken, Schwabachanlage 6, 91054, Erlangen, Deutschland
| | - Sven Schnichels
- Universitätsaugenklinik Tübingen, Elfriede-Aulhorn-Str. 7, 72076, Tübingen, Deutschland.
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Integrating leadership into the undergraduate medical curriculum in the UK: a systematic review. BMJ LEADER 2023:leader-2022-000714. [PMID: 37192125 DOI: 10.1136/leader-2022-000714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Accepted: 02/19/2023] [Indexed: 03/12/2023]
Abstract
BackgroundLeadership is a critical skill required of a doctor and is necessary for clinical and organisational development. Literature suggests that newly qualified doctors are not prepared for the leadership roles and responsibilities that they need to undertake in clinical practice. The opportunities to develop the necessary skillset should be available in undergraduate medical training and throughout a doctor’s professional advancement. Various frameworks and guidance for a core leadership curriculum have been designed, but data on their integration in undergraduate medical education in the UK are minimal.MethodsThis systematic review collates and qualitatively analyses studies that have implemented and evaluated a leadership teaching intervention in undergraduate medical training in the UK.ResultsThere are various approaches to teaching leadership in medical school, differing in mode of delivery and evaluation. Feedback on the interventions revealed that students gained insight into leadership and honed their skills.ConclusionsThe long-term effectiveness of the described leadership interventions in preparing newly qualified doctors cannot be conclusively determined. The implications for future research and practice are also provided in this review.
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Hjiej G, Touissi Y, Chouhab O, Hssein J, Bentata Y, Hajjioui A, Fourtassi M. Knowledge, attitudes, and practice of leadership skills among undergraduate medical students. ACTA BIO-MEDICA : ATENEI PARMENSIS 2023; 94:e2023009. [PMID: 36786267 PMCID: PMC9987481 DOI: 10.23750/abm.v94i1.13461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Accepted: 09/10/2022] [Indexed: 02/15/2023]
Abstract
BACKGROUND AND AIM Medical knowledge alone is insufficient to provide excellent medical care. Modern healthcare challenges require that all physicians have leadership skills in order to better cooperate and collaborate with other healthcare professionals and effectively lead their teams to provide the best possible care to their patients. The objective of this study was to describe medical students' prior knowledge of leadership concepts, to assess their common practice of its main skills and to explore their general perception of its application by their seniors. METHODS Non-graduated medical students enrolled in the 5th year of medicine or above were invited to fill-in an anonymous online questionnaire. 267 students (66% women) from different medical faculties took part in the study. RESULTS 44% of the participants had a vague idea about leadership and 29% were completely ignorant of the concept. 52% of them thought that leadership was not to be expected from medical students, and 65% did not know that leadership in healthcare would benefit the patient. In their responses to simulated situations, the participants presented optimal attitudes embracing leadership attributes regarding self-awareness, receiving feedback, teamwork, stress and conflict management, however they present more contrasting attitudes when it came to time management and questioning oneself. Seniors with good leadership skills were perceived as few by half the participants. CONCLUSIONS This survey highlighted the need of introducing specific leadership training programs within the curriculum of medical studies in Morocco.
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Affiliation(s)
| | | | | | | | | | | | - Maryam Fourtassi
- Laboratory of Health and Life sciences, Faculty of Medicine of Tangier, Abdelmalek Essaadi University.
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van Diggele C, Roberts C, Lane S. Leadership behaviours in interprofessional student teamwork. BMC MEDICAL EDUCATION 2022; 22:834. [PMID: 36461010 PMCID: PMC9718460 DOI: 10.1186/s12909-022-03923-5] [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: 07/08/2022] [Accepted: 11/25/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Effective leaders support high-quality patient care and improve patient safety by embodying a collective leadership style. Training in leadership skills needs to be integrated longitudinally throughout a clinician's career. Models of leadership drawn from organisational theories can provide a conceptual framework for cultivating student leadership qualities during teamwork and the evaluation of emergent outcomes. Using the conceptual framework of Situational Leadership Theory, we sought to explore the leadership qualities identified by students of their team members, during a large scale interprofessional learning activity. METHODS In 2018, 1674 students from 11 health disciplines were required to participate in the "Health Collaboration Challenge" (HCC). The HCC required students to work in small interprofessional teams of five or six students. Following team activities, students were required to provide constructive written feedback to their team members. Peer feedback data were coded and categorised into themes using the conceptual framework of Situational Leadership Theory. Data were then quantified within each theme. RESULTS A total of 1282 comments were analysed. The most frequent comments related to 'delegating' (456/1282, 36%) and 'supporting' (402/1282, 31%). This was followed by comments categorised as 'directing' (244/1282, 19%), and 'coaching' (180/1282, 14%) leadership styles. Notably, a total of 1112/2597 (43%) of comments were unconstructive. A total of 298 comments provided by students informed their peers of areas for self-improvement. The most frequent comments were recommendations relating to 'active team member contribution' (111/298; 37%), followed by 'communication' (83/298; 28%), 'interprofessional practice' (77/298; 26%), and 'disciplinary knowledge' (27/298; 9%). CONCLUSION Although most students demonstrated a reasonable ability to display leadership behaviours appropriate to teamwork, further development is needed through training. Leadership skills are an expectation of health professional graduates, and should be explicitly taught and vertically integrated within interprofessional education curricula. Further research is warranted in how students contribute to and understand the requirements of leadership within interprofessional teams.
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Affiliation(s)
- Christie van Diggele
- Faculty of Medicine and Health, The University of Sydney, NSW, 2006, Sydney, Australia.
| | - Chris Roberts
- Faculty of Medicine and Health, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia
| | - Stuart Lane
- Faculty of Medicine and Health, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia
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Paul J. What Do Medical Physicists Do? Leadership and Challenges in Administration and Various Business Functions. Adv Radiat Oncol 2022; 7:100947. [DOI: 10.1016/j.adro.2022.100947] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2021] [Accepted: 03/09/2022] [Indexed: 11/07/2022] Open
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van Diggele C, Lane S, Roberts C. Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership. BMC MEDICAL EDUCATION 2022; 22:665. [PMID: 36071493 PMCID: PMC9451648 DOI: 10.1186/s12909-022-03725-9] [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: 06/15/2022] [Accepted: 09/01/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND While there are many teacher training programs for health professional students, few are interprofessional, and few integrate assessment and feedback prior to participation as peer teachers. In 2021, The Student Interprofessional Facilitator Training (SIFT) program was developed to allow senior students, already trained in peer teaching, to revise, build on, and practice their newly acquired skills in an interprofessional context. The aim of this study was to explore participant perception and performance, and the contextual factors that influence student aspirations as clinical teachers. METHODS Alumni of the 2021 Peer Teacher Training program (n = 74) were invited to participate in the SIFT program. Those who participated were invited to attend individual semi-structured interviews. Thematic analysis was used to code and categorise data into themes, using Communities of Practice as a conceptual framework. Skills in interprofessional facilitation were observed, assessed and students were provided with individual feedback. Assessment data were analysed using descriptive statistics. RESULTS Sixteen students from six disciplines joined the SIFT program, and 13/16 (81%) completed. Students were from medicine, nursing, diagnostic radiography, medical imaging, dentistry and speech pathology. Students reported an increased recognition of teaching as a learned skill, development of clinician identity formation as educators, development of interprofessional communication skills, increased awareness of the roles of other health professions, and an increased understanding of leadership. Participants expressed a desire for additional opportunities for interprofessional networking and peer teaching. A good level of competence in facilitation skills was reached by participants. CONCLUSION The SIFT program provided a sustainable framework for health professional students to develop and evidence their teaching and leadership skills in an interprofessional context. This study highlighted the important role of observation, assessment and feedback in student teacher training programs. The process of clear assessment guidelines, direct observation with feedback from supervisors provided a way to ensure quality improvement in peer teaching. The SIFT program will help to build capacity of interprofessional programs where large numbers of teachers are required for small group teaching. The next step will be to ensure a variety of opportunities within interprofessional contexts, and with face-to-face engagement.
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Affiliation(s)
- Christie van Diggele
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia.
| | - Stuart Lane
- Faculty of Medicine and Health, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia
| | - Chris Roberts
- Faculty of Medicine and Health, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia
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Barnes GL, Haghiran MZ, Tracy DK. Contemporary perceptions and meanings of 'the medical model' amongst NHS mental health inpatient clinicians. Int J Ment Health Nurs 2022; 31:567-575. [PMID: 34994499 DOI: 10.1111/inm.12972] [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] [Received: 10/02/2021] [Revised: 12/05/2021] [Accepted: 12/16/2021] [Indexed: 11/28/2022]
Abstract
Debates within health care and public spheres have, at times, created a seeming 'divide' between biological and psychosocial determinants and management of mental health difficulties. The phrase 'medical model' is often held up as an example and is sometimes used pejoratively to infer over-reliance on biology and medication. Our objective was to explore inpatient mental health clinicians' perceptions of the definition and the application of a 'medical model' in contemporary mental health care. In this qualitative study, eighteen clinicians working in adult inpatient teams participated in three mixed focus groups. Data were analysed using framework analysis. Three core themes were identified: (i) power of a 'medical model' and authority of the medic; (ii) responsibility within, and reliance on, a 'medical model'; and (iii) integrated models of contemporary mental health care. Subthemes arose around organisational culture and low resources affecting the power of a 'medical model' and the value of multidisciplinary and person-centred approaches. The findings highlight the importance of recognising inter-professional dynamics and power gradients in mental health teams and organisations, as we begin to move towards more integrated models of collaboration and distributed leadership within the NHS.
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Affiliation(s)
- Georgina L Barnes
- South London & Maudsley NHS Foundation Trust, London, UK.,Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Maryam Z Haghiran
- Department of Psychology, Royal Holloway University of London, Egham, UK
| | - Derek K Tracy
- Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK.,West London NHS Trust, Southhall, UK
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Till A, Sen R, Crimlisk H. Psychiatric leadership development in postgraduate medical education and training. BJPsych Bull 2022; 46:174-181. [PMID: 33958023 PMCID: PMC9344331 DOI: 10.1192/bjb.2021.32] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
The value of strong, compassionate medical leadership in the delivery of high-quality care to patients within mental health services is clear. Leadership development, however, is far less well explored. This article is for psychiatric trainees, trainers and mental health organisations. It provides an introduction to the importance of leadership development within postgraduate medical training, the theory that should underpin its delivery, and the opportunities for both informal and formal leadership development within psychiatric training.
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Affiliation(s)
- Alex Till
- Health Education England - North West, UK
| | - Radhika Sen
- Royal College of Psychiatrists, UK.,Camden and Islington NHS Foundation Trust, UK
| | - Helen Crimlisk
- Royal College of Psychiatrists, UK.,Sheffield Health and Social Care NHS Foundation Trust, UK
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Oates K, Burgess A, Clark T. An interdisciplinary program for emerging leaders in patient safety. CLINICAL TEACHER 2022; 19:323-332. [PMID: 35642287 PMCID: PMC9541880 DOI: 10.1111/tct.13507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND Having previously shown that an interprofessional immersive course, AELPS (Academy for Emerging Leaders in Patient Safety) can change the way young clinicians think about patient safety, we surveyed them between 1 and 5 years later to determine its longer-term influence on careers, relationships with colleagues and with patients. METHODS All alumni from 2016 to 2019 (n = 116) were invited to complete a survey on the usefulness of their AELPS experience in: obtaining their current position; doing patient safety projects; understanding and working with patients; improving communication skills; breaking down hierarchies; networking; mentoring and using new skills in the workplace. Data were analysed using descriptive statistics and thematic analysis. RESULTS Response rate was 56%. Over 85% reported ongoing improvement in medication safety knowledge, communication with patients, use of graded assertiveness, communicating more effectively with colleagues, seeking views of their patients about treatment options and seeing things from the patient perspective. Sixty seven per cent agreed that AELPS helped them in their career choice and 57% agreed it had helped them obtain their current position. Skills transferred to the workplace included ability to make improvements, establish education initiatives and model patient-centred care. Stumbling blocks included a hierarchal culture and lack of accountability for patient safety practices in some hospitals. DISCUSSION An intensive, interdisciplinary program on patient safety can provide future health leaders with ongoing tools to improve communication, understand the patient view and speak up on behalf of the patient, all factors that contribute to improving safety of patients.
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Affiliation(s)
- Kim Oates
- Faculty of Medicine and Health, Sydney Medical School, Discipline of Child and Adolescent Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Annette Burgess
- Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Sydney, New South Wales, Australia
| | - Tyler Clark
- Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Sydney, New South Wales, Australia
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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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Effective Clinical Pathway Improves Interprofessional Collaboration and Reduces Antibiotics Prophylaxis Use in Orthopedic Surgery in Hospitals in Indonesia. Antibiotics (Basel) 2022; 11:antibiotics11030399. [PMID: 35326862 PMCID: PMC8944506 DOI: 10.3390/antibiotics11030399] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Revised: 03/10/2022] [Accepted: 03/14/2022] [Indexed: 02/01/2023] Open
Abstract
Clinical pathways can improve the quality of health services. The effectiveness and impact of implementing clinical pathways are controversial. The preparation of clinical pathways not only enacts therapeutic guidelines but requires mutual agreement in accordance with the roles, duties, and contributions of each profession in the team. This study aimed to investigate the perception of interprofessional collaboration practices and the impact of clinical pathway implementation on collaborative and Defined Daily Dose (DDD) prophylactic antibiotics per 100 bed-days in orthopedic surgery. The Collaborative Practice Assessment Tool (CPAT) questionnaire was used as a tool to measure healthcare’ perceptions of collaborative practice. The clinical pathway (CP) in this study was adapted from existing CPs published by the Indonesian Orthopaedic Association (Perhimpunan Dokter Spesialis Orthopaedi dan Traumatologi Indonesia, PABOI) and was commended by local domestic surgeons and orthopedic bodies. We then compared post-implementation results with pre-implementation clinical pathway data using ANCOVA to explore our categorical data and its influence towards CPAT response. ANOVA was then employed for aggregated DDD per 100 bed-days to compare pre and post intervention. The results showed that the relationships among members were associated with the working length. Six to ten years of working had a significantly better relationship among members than those who have worked one to five years. Interestingly, pharmacists’ leadership score was significantly lower than other professions. The clinical pathway implementation reduced barriers in team collaboration, improved team coordination and organization, and reduced third-generation cephalosporin use for prophylaxis in surgery (pre: 59 DDD per 100 bed-days; post: 28 DDD per 100 bed-days). This shows that the clinical pathway could benefit antibiotic stewardship in improving antibiotic prescription, therefore reducing the incidence of resistant bacteria.
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Vasudevan H. Management and Leadership in the Klang Valley IT Sector: Conceptual Approach. MARKETING AND MANAGEMENT OF INNOVATIONS 2022. [DOI: 10.21272/mmi.2022.3-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
The aim is to conceptualize what makes for effective leadership in the Klang Valley IT sector. All industries need effective leadership; it ought to be brought up in the workplace. Employee motivation and performance could be improved through effective leadership. Additionally, employees are more committed to the organization, while lowers the turnover rate. Under successful leadership, an organization’s output and revenue can increase. The unethical behaviour by leaders who lack drive, confidence, foresight, and communication skills affects most industries. Perhaps these traits (ethics, motivation, trustworthiness, vision, and good communication) put things in perspective and provide direction as the author takes this challenging journey through a setting that only gets trickier as the person rises to the leadership level within the firm. This study will be able to improve leadership effectiveness through the issues’ goals. About 225 thousand people were working in the Malaysian IT sector. Each hypothesis has been observed and demonstrated. The substantial result was supported for each hypothesis from the previous study. In this instance, the conceptualized study has assessed and carried out fundamental analyses like descriptive, reliability, and validity analysis to determine how dependable the variables are for future research. The findings show that these dimensions (ethics, motivation, trust, vision, and good communication skills) are the essential elements of effective leadership. This study gave organizations and sectors reasons to raise employee levels of effective leadership to meet organizational goals and improve the attitudes and behaviours of leaders. Although there are many opportunities for exciting theoretical advancement and significant policy ramifications in this field of study, strict ethical guidelines must follow to have effective leadership quality in the IT sector. The novel aspect of this study is vision, which is a crucial element of the new leadership strategy. Followers and changes are prepared for their vision and are always necessary for this method.
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Ashmore AA, Kanga K, Kaur-Desai T, Thorman K, Archer N. Building leadership capabilities in maternity. BMJ LEADER 2021; 6:10-14. [DOI: 10.1136/leader-2021-000449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Accepted: 11/14/2021] [Indexed: 11/03/2022]
Abstract
BackgroundOver recent years, there has been increasing recognition that effective leadership is critical to establishing positive organisational culture and improving patient outcomes. In maternity, there is a unique interplay between different specialties and disciplines in providing high-quality services.MethodsReview of literature pertaining to leadership and maternity.ResultsGood leadership is the key determinant in ensuring that our multi-professional teams function effectively. The relational aspects of teamworking, linked to safer delivery of services, have been explored in great detail in maternity services. However, there has been less focus on the application of leadership theory in this environment and the impact of interventions used in developing leadership skills within maternity teams.ConclusionsIn this paper, we discuss how leadership theory can be used to understand high profile maternity service failures and how effective team culture, clinical team building and individual leadership skill-development are strong contributors to this thinking. Specific examples are used to describe ongoing work in our drive for improvement and to highlight the current lack of evidence in this area.
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Danilewitz M, Bahji A. COVID-19 and the Need for Leadership Training in Psychiatry. CANADIAN JOURNAL OF PSYCHIATRY. REVUE CANADIENNE DE PSYCHIATRIE 2021; 66:65-66. [PMID: 33155828 PMCID: PMC7890577 DOI: 10.1177/0706743720972254] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Marlon Danilewitz
- 25487Ontario Shores Centre for Mental Health Sciences, Whitby, Ontario, Canada
| | - Anees Bahji
- Department of Psychiatry, 2129University of Calgary, Calgary, Alberta, Canada
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Swanwick T, McKimm J. Assessment of leadership development in the medical undergraduate curriculum: a UK consensus statement. BMJ LEADER 2020. [DOI: 10.1136/leader-2020-000229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
With the increasing prominence of leadership within the medical undergraduate curriculum, assessment becomes a significant issue. In the absence of evidence to support specific strategies, tools or approaches, faculty from universities across the UK came together in October 2019 in a workshop convened by the Faculty of Medical Leadership and Management. The workshop aimed to develop a collective view on the assessment of leadership development in the medical undergraduate curriculum. This resulting consensus statement was generated around five prompts: why, what, how, when and who? In addition to the statement’s key messages, several questions for further exploration were defined. See Box 1.
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Leadership development in undergraduate medical education: evaluation of students’ perceptions of a student-selected leadership module. BMJ LEADER 2020. [DOI: 10.1136/leader-2019-000202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
BackgroundThere is increasing recognition of the importance of leadership development within undergraduate medical training. One method of doing this is through student-selected components (SSCs), optional modules that allow students to explore an area in greater depth than in the core curriculum. An SSC in medical leadership has been offered at the University of Glasgow since 2015. We evaluated students’ perceptions of this SSC.MethodsStudents are required to submit a written reflective report on the SSC. These were analysed thematically to determine students’ lived experience. Respondent validation and independent anonymised feedback to the university were used for triangulation.ResultsStudents reported that the SSC allowed them to experience aspects of healthcare not encountered elsewhere in their training. Three themes were derived from the analysis, relating to SSC structure, areas of learning and personal development/impact. Students recognised that leadership development is important within the curriculum and felt that it should be available to all medical students.ConclusionThis evaluation of students’ perceptions of a leadership SSC identified characteristics of the module that were felt by students to be valuable in leadership development and will support development of similar leadership modules at undergraduate and postgraduate levels.
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