Assessment of Clinical Leadership Training Needs in Senior Pediatric Residents

Abstract

Introduction: Although clinical leadership in physicians is associated with improved healthcare, leadership training is rarely integrated into residency training. Our objective was to perform a comprehensive needs assessment of our pediatric residents’ existing leadership experiences and knowledge and to identify training gaps within our program. Methods: First, we held focus groups with senior pediatric residents to understand their clinical leadership experiences and identify training needs. Notes were transcribed and independently coded by 2 researchers, with thematic saturation achieved. Next, we focused each session on 1 leadership content area identified from the aforementioned themes to better understand the specific training needs for each topic. Results: Four major themes were identified: (1) Effective and timely communication with supervisors, learners, ancillary staff, and patients is indispensable in promoting safe patient care, avoiding conflict, and preventing misunderstanding. (2) Training in teaching methods is desired, especially gaining the skills needed to teach various levels of learners, in different settings and under time constraints. (3) Time management, availability of resources, and team logistics were often learned through trial-and-error. (4) Self-care, self-acceptance, emotional regulation, and peer debriefing are relied upon to manage negative emotions; rarely are resilience and wellness strategies employed in “real-time.” Conclusion: Senior residents currently face gaps in clinical leadership training and may benefit from additional instruction in content areas related to these 4 themes. Our next steps are to utilize the identified themes to develop a longitudinal and skills-based clinical leadership curriculum to address the gap in graduate medical education.

Implementation of a Clinical Leadership Curriculum for Pediatric Residents

“…7 We previously performed a comprehensive needs assessment with the pediatric residents at our institution to better understand their leadership training needs. 12 Our findings are consistent with, and build upon, previously published quantitative 11,13 and qualitative [14][15][16] leadership training needs assessments. Some residency programs have conducted leadership workshops but have faced challenges evaluating their efficacy without fully assessing learners needs beforehand or following up with learner progress.…”

“…The benefits of clinical leadership skills for physicians 3 , 4 , 6 and others within the medical system 3 , 5 , 7 , 8 are well described in the literature. The need for a clinical leadership curriculum for medical trainees has also been defined, 7 , 11 and the needs assessment at our own institution 12 matches the breadth and the depth of the content deemed essential across other specialties and institutions. 9 , 11 , 13 We developed and implemented a longitudinal, skills based clinical leadership curriculum that utilizes evidence-based strategies targeting interpersonal communication, professional relationships, time management, resource utilization, and emotional resilience for senior pediatric residents.…”

“…Our objective was to develop a comprehensive, longitudinal, and skills-based clinical leadership curriculum based on our needs assessment 12 and evidence-based practices for senior trainees within graduate medical education.…”

“…8,[17][18][19] In addition, most programs are focused on improving knowledge on leadership topics rather than building and reinforcing practical, applied skills. 14,[20][21][22][23][24] Our objective was to develop a comprehensive, longitudinal, and skills-based clinical leadership curriculum based on our needs assessment 12 and evidence-based practices for senior trainees within graduate medical education.…”

Desarrollo de habilidades de liderazgo en la formación del estudiantado de medicina: revisión sistemática

“…complement the leadership of the medical student; in this regard, it should be noted that this area is one of those that produces the least amount of literature. Gartland et al (2022), Cha et al (2019), Hansen et al (2022), Lucas et al (2020), Leenstra et al (2021), Nabecker et al (2022), Mai et al (2022), Mai et al (2021), Oza et al (2018), andBullock (2018) propose case simulation-evaluation as a necessary skill, since it provides evidence, for example, of the students' capacity to respond to the health situations that afflict patients; in addition, the authors emphasize the implementation of teamwork and the leadership of groups of health professionals in critical situations. For this reason, they point out the need to increasingly implement the practical component throughout the course of study, and not only in internships.…”