Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine

Cadieux, Dani C.; Lingard, Lorelei; Kwiatkowski, Daniela; Deven, Teresa Van; Bryant, Murray; Tithecott, Gary

doi:10.1080/10401334.2016.1237361

Cited by 18 publications

(14 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It does not account for those who might become "accidental" or "volunTOLD" leaders at some point in their lifetime and find themselves looking for leadership training to support them in a new, and sometimes unexpected role. 5 The barriers to adding leadership development to the various stages of medical training are numerous and well-documented elsewhere 6,7 . One of these barriers is access to resources for training, where resources are defined as money and time.…”

Section: Problemmentioning

confidence: 99%

An e-Leadership Training Academy for Practicing Clinicians in Primary Care and Public Health Settings

Sullivan

Moftah

Mbye

et al. 2020

Preprint

View full text Add to dashboard Cite

Problem There is a lack of leadership training in health care despite it being an essential competency for providers to deliver accessible, high quality healthcare and navigate a continually changing system. The barriers to adding leadership development to the various stages of medical training are numerous. A specific barrier is the lack of access to resources for this training. This group aimed to tackle this barrier within post-graduate medical education and training through their e-Leadership Academy. Approach The e-Leadership Academy was developed as a partnership between the Harvard Medical School Center for Primary Care and Clinical Directors Network, Inc. (CDN). The result of the collaboration was a virtual leadership academy, offered over a 10-month period that covered the fundamental concepts and skills for leading within a clinical practice. The audience for this program were clinicians and staff of community health centers and health departments in the United States. Outcomes For the results of this article, primary outcome analysis was of participant responses to both formative and summative evaluations that took place throughout and at the end of the course. Results were used to assess course quality, participant satisfaction, participant engagement, and provide data about future offerings that would be useful to the target audience. Next Steps The group proposes future training programs could measure the changes in the behavior of teams and clinical outcomes utilizing expanded evaluations. Proposed plans for expansion of the e-Leadership Academy include developing additional modules and the potential integration of an in-person component.

show abstract

Section: Problemmentioning

confidence: 99%

An e-Leadership Training Academy for Practicing Clinicians in Primary Care and Public Health Settings

Sullivan

Moftah

Mbye

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…9 Without this, as seen in a number of tragic failings within healthcare [10][11][12] , there is a significant risk that the culture of healthcare organisations is centred around targets and financial balance, rather than quality and safety. And whilst medical schools are paying increased attention to the place of leadership in basic medical education, 13,14 challenges exist 15 and a widespread, standardized approach has yet to emerge.…”

Section: Introductionmentioning

confidence: 99%

<p>The Importance of Leadership Development in Medical Curricula: A UK Perspective (Stars are Aligning)</p>

Till¹,

McKimm²,

Swanwick

2020

JHL

View full text Add to dashboard Cite

Medical leadership and management" describes the engagement of doctors in the leadership and management of both individual patient care and of the departments, organizations and systems within which they work. Around the world, doctors are generally accepted as the leaders of clinical teams, holding ultimate accountability for individual patient care. However, the role of doctors as organizational and system leaders within healthcare, despite evidence of benefit, shows considerable variation. In this article, we briefly explore the history of leadership development for doctors, and then, taking a UK perspective on recent developments in undergraduate education and postgraduate training, consider the opportunities and challenges for medical schools, educators and doctors in implementing these. The future of medical leadership and management development is promising although there is still a lack of evidence on the longer-term outcomes and impact on patients of current interventions. It is clear, however, that faculty need to be skilled in holding effective developmental conversations and structuring formative experiences for those they educate, and that leadership development must be integrated longitudinally throughout a doctor's career, with undergraduate development being a critical stage for helping medical students recognize and understand their wider responsibility to the system, as well as the patient in front of them.

show abstract

“…Health care reform and the development of the triple aim (better population care, better patient experience, better value) expanded the physician leadership role to include the leading of and participation in interdisciplinary teams and managing population-based care, with a central focus on quality performance and improvement, all integral in a value-based health care environment. 1–4 In the evolution of physician leadership roles, physicians have risen to be administrators of physician groups, academia, and the C-suite in diverse health care delivery systems.…”

Section: Introductionmentioning

confidence: 99%

Leadership and Academic Medicine: Preparing Medical Students and Residents to Be Effective Leaders for the 21st Century

et al. 2018

View full text Add to dashboard Cite

Introduction: Physician leadership positions have evolved from autonomous roles in clinical medicine to those of leaders in interdisciplinary teams managing population-based care in a value-based care-delivery system, to C-suite administrative roles in hospitals and other health care systems. Unfortunately, many practicing physicians are ill prepared to take on these new roles. Methods: In response to the evolution of the role of the physician leader in the 21st century, an educational workshop consisting of didactics and interactive case discussion was developed to introduce medical students and residents to the concepts and practices of physician leadership. During the workshop, trainees were: (1) introduced to leadership terms and theories, (2) provided examples of leadership opportunities during medical training and upon entering medical practice, and (3) given instruction and resources on how to become more effective leaders. Results: Results of a paired-sample t test of learner responses (pre-and postworkshop) showed a

show abstract

Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine

Cited by 18 publications

References 20 publications

An e-Leadership Training Academy for Practicing Clinicians in Primary Care and Public Health Settings

An e-Leadership Training Academy for Practicing Clinicians in Primary Care and Public Health Settings

<p>The Importance of Leadership Development in Medical Curricula: A UK Perspective (Stars are Aligning)</p>

Leadership and Academic Medicine: Preparing Medical Students and Residents to Be Effective Leaders for the 21st Century

Contact Info

Product

Resources

About