Designing a leadership development program for surgeons

Jaffe, Gregory; Pradarelli, Jason C.; Lemak, Christy Harris; Mulholland, Michael W.; Dimick, Justin B.

doi:10.1016/j.jss.2015.08.002

Cited by 45 publications

(40 citation statements)

References 5 publications

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“…The medical disciplines represented in the 32 papers were: anaesthesia (Edler, Adamshick, Fanning and Piro, 2010;Lattore and Lumb, 2005), emergency medicine (Thoma et al, 2015;Uddin, Barnett, Parker, Links and Alexander, 2008) dermatology (Baird, Soldanska, and Anderson, 2012), general practice (Hadly, 2010; Gillam and Khanchandani, 2013;Khanchandani and Gillam, 2012;Patterson, Godden, Rughani and Smithson, 2013), internal medicine (Angus, 2009;Hunziker, Tschan, Semmer and Marsch, 2013;Moore, Wininger, and Martin, 2016), obstetrics and gynaecology (Scheele et al, 2014;Steinhardt, 2015), pathology (Brimhall et al, 2007;Hemmer et al, 2007), psychiatry (Garg et al, 2011;Malloy, Butt and Sorter, 2010;Stergiopolous, Maggi, and Sockalingam, 2009), paediatrics (Goodyear, Lakshminarayana, Wall, and Bindal, 2015;Hicks, P., Schumacher, Guralnick, Carraccio and Burke, 2014;Kuo, Thyne, Chen, West and Kamei, 2010;Lakshminarayana, Wall, Bindal and Goodyear, 2015), public health (Foster et al, 2008;Smith, 2015), maternal and child health (Department of Health and Human Services, 2009;Humphreys et al, 2015), medical administration (MacCarrick, Owen, and Hearder, 2014), radiation oncology (Turner et al, 2017), radiology (Brandon and Mullen, 2013;Donelly, 2015;Lexa, 2011), and surgery (Awad, Hayley, Fagan, Berger, and Brunicardi, 2004;Jaffe, Pradarelli, Lemak, Mulholland and Dimick, 2016;…”

Section: Resultsmentioning

confidence: 99%

Discipline-specific competency-based curricula for leadership learning in medical specialty training

Turner

Chan

McKimm

et al. 2018

LHS

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Purpose Doctors play a central role in leading improvements to healthcare systems. Leadership knowledge and skills are not inherent, however, and need to be learned. General frameworks for medical leadership guide curriculum development in this area. Explicit discipline-linked competency sets and programmes provide context for learning and likely enhance specialty trainees' capability for leadership at all levels. The aim of this review was to summarise the scholarly literature available around medical specialty-specific competency-based curricula for leadership in the post-graduate training space. Design/methodology/approach A systematic literature search method was applied using the Medline, EMBASE and ERIC (education) online databases. Documents were reviewed for a complete match to the research question. Partial matches to the study topic were noted for comparison. Findings In this study, 39 articles were retrieved in full text for detailed examination, of which 32 did not comply with the full inclusion criteria. Seven articles defining discipline-linked competencies/curricula specific to medical leadership training were identified. These related to the areas of emergency medicine, general practice, maternal and child health, obstetrics and gynaecology, pathology, radiology and radiation oncology. Leadership interventions were critiqued in relation to key features of their design, development and content, with reference to modern leadership concepts. Practical implications There is limited discipline-specific guidance for the learning and teaching of leadership within medical specialty training programmes. The competency sets identified through this review may aid the development of learning interventions and tools for other medical disciplines. Originality/value The findings of this study provide a baseline for the further development, implementation and evaluation work required to embed leadership learning across all medical specialty training programmes.

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Section: Resultsmentioning

confidence: 99%

Discipline-specific competency-based curricula for leadership learning in medical specialty training

Turner

Chan

McKimm

et al. 2018

LHS

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“…10 Based on leadership skills and knowledge that surgeons indicated would benefit their real-world practice, the inaugural program curriculum was structured around 4 major domains: Leadership, Team Building, Business Acumen, and Healthcare Context (Table 1). …”

Section: Methodsmentioning

confidence: 99%

A leadership development program for surgeons: First-year participant evaluation

Pradarelli

Jaffe

Lemak

et al. 2016

Surgery

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Structured Abstract Background In a dynamic healthcare system, strong leadership has never been more important for surgeons. Little is known about how to effectively design and conduct a leadership program specifically for surgeons. We sought to critically evaluate a Leadership Development Program for practicing surgeons by exploring the strengths and weaknesses of program components on surgeons’ development as physician-leaders. Methods At a large academic institution, we conducted semi-structured interviews with 21 surgical faculty members who voluntarily applied, were selected, and completed a newly-created Leadership Development Program in December 2012. Interview transcripts underwent qualitative descriptive analysis with thematic coding based on grounded theory. Themes were extracted regarding surgeons’ evaluations of the program on their development as physician-leaders. Results After completing the program, surgeons reported personal improvements in the following 4 areas: self-empowerment to lead, self-awareness, team-building skills, and business and leadership knowledge. Surgeons felt “more confident about stepping up as a leader” and more aware about “how others view me and my interactions.” They described a stronger grasp on “giving feedback” as well as “business/organizational issues.” Overall, surgeon participants reported positive impacts of the program on their day-to-day work activities, general career perspective, as well as their long-term career development plans. Surgeons also recommended areas for potential improvement for the program. Conclusions These interviews detailed self-reported improvements in leadership knowledge and capabilities for practicing surgeons who completed a Leadership Development Program. A curriculum designed specifically for surgeons may enable future programs to better equip surgeons for important leadership roles in a complex healthcare environment.

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“…Thus medical students, after completing their medical education, will earn merits beyond the clinical skills that involve communication skills, collaboration, ethics in medicine, and management. 26 The importance of physicians 'familiarity with management skills has been so well recognized that in countries that have had success in managing their health systems, there have been managerial skills included in the medical students' education period and curriculum. Unfortunately, our country still does not have formal educational programs in medical schools that address management skills, and other clinical fields, such as nursing, also lack these formal programs.…”

Section: Berkenbosch 2011 24mentioning

confidence: 99%

How physicians acquire leadership competencies: A systematic review

et al. 2019

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Background: Health systems around the world have their own unique challenges. Today, competence in clinical leadership is often seen as more important than clinical competence. Given the important role of physicians in health systems, how do they acquire clinical leadership competencies? In this research, valid scientific articles were reviewed for insight. Methods: In this research, databases including Science Direct, ProQuest, PubMed, SCOPUS, and Emerald, as well as Google Scholar, the Scientific Information Database, and Magiran for Iranian articles were searched for valid evidence-based English and Persian articles published between 2010 and 2018 using combination of keywords such as "physician," "leadership," and "competency" singly and in combination with the terms "AND" and "OR" as research strategy. Studies that focused on "physicians leadership competency" were selected. Search results were limited to the years 2010-2018. After reviewing the papers, 18 relevant articles were selected. Results: In the first phase, 350 articles were selected and after careful examination, 18 papers were approved at the final stage. It was found that education and leadership development courses are the most important factor for enhancing managerial competencies for physicians. It should be noted that the researchers found that in Iran research on competence in clinical leadership has also been less relevant than others. Conclusion: It is imperative that managers and planners of medical curricula design courses to develop management skills for physicians. In the post-graduate period, for physicians’ continuing education, courses that address applied management and leadership should be identified and included in the continuing education curricula to address the real needs of the country’s health systems. Leadership development programs can also be useful as projects to be modeled with the help of the world’s top medical universities.

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Designing a leadership development program for surgeons

Cited by 45 publications

References 5 publications

Discipline-specific competency-based curricula for leadership learning in medical specialty training

Discipline-specific competency-based curricula for leadership learning in medical specialty training

A leadership development program for surgeons: First-year participant evaluation

How physicians acquire leadership competencies: A systematic review

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