Comparing Virtual vs In-Person Immersive Leadership Training for Physicians

Abstract

Purpose The COVID-19 pandemic caused a disruption of in-person workforce development programs. Our immersive physician-oriented leadership institute suspended in 2020, resumed in 2021 with a virtual program, and in 2022 reconvened in-person training. We used this opportunity to compare the participant experience, including reported knowledge acquisition and ability gains, between these nearly identical curricula delivered in vastly different circumstances and formats. Participants and Methods We describe the differences in immersive leadership training implementation and adaptations made for virtual vs in-person engagement of two cohorts of OB-GYN physicians. Data were collected from virtual (n=32) and in-person (n=39) participants via post-session surveys. Quantitative data reported includes participant ratings for knowledge gain and ability gain. Qualitative data were obtained via open-ended feedback questions per session and the overall experience. Results Knowledge and ability scores indicated strong, statistically significant gains in both formats, with some reported learning gains higher in the virtual training. Qualitative data of participant feedback identified a number of positive themes similar across the in-person and virtual settings, with virtual participants noting how construction of the virtual program produced highly effective experiences and engagement. Constructive or negative feedback of the virtual setting included time constraint issues (eg, a desire for more sessions overall or more time per session) and technical difficulties. Positive comments focused on the effectiveness of the experience in both formats and the surprising ability to connect meaningfully with others, even in a virtual environment. However, there were also many comments clearly supporting the preference for in-person over virtual experiences. Conclusion Immersive physician leadership training can be effectively delivered via virtual or in-person methods, resulting in significant reported gains of knowledge and skills. These programs provide valuable interpersonal connections and skills to support physician leadership. While both formats are effective, participants clearly prefer in-person leadership development experiences and interpersonal learning.

Immersive Leadership Training for Physicians: Comparing Retrospective Pre- and Post-Test Virtual vs in-Person 6-Month Follow-Up of Learning

“…Similarly, we recently published that these same cohorts of physicians found the immediate learning experience of synchronous, intensive, equity-centered leadership training to be highly impactful to their knowledge acquisition and their self-efficacy, regardless of whether they participated in a virtual or an in-person cohort. 11 This study compares the 6-month follow-on evaluation of the "stickiness" of leadership skills learning and usage in two highly similar groups of physicians participating in a nearly identical, equity-centered leadership program, which was delivered either virtually (in 2021) or in-person (in 2022). Similar to our previous short-term focused work in evaluating this model of leadership training in interdisciplinary healthcare providers 12 and in groups of physician leaders, 8,11 these new data indicate that, regardless of the format of program delivery, equity-centered leadership training can strongly impact knowledge of such leadership skills, as well as reported subsequent implementation of those leadership skills, over longer periods of time in OB-GYN physicians.…”

“…11 This study compares the 6-month follow-on evaluation of the "stickiness" of leadership skills learning and usage in two highly similar groups of physicians participating in a nearly identical, equity-centered leadership program, which was delivered either virtually (in 2021) or in-person (in 2022). Similar to our previous short-term focused work in evaluating this model of leadership training in interdisciplinary healthcare providers 12 and in groups of physician leaders, 8,11 these new data indicate that, regardless of the format of program delivery, equity-centered leadership training can strongly impact knowledge of such leadership skills, as well as reported subsequent implementation of those leadership skills, over longer periods of time in OB-GYN physicians. Our data here comparing competency-based learning between the two delivery formats indicates that while positive shifts in learning are sustained at six-months postprogram in both formats, there is very little notable difference (delta of ≥0.5) between the virtual or in-person instruction.…”

“…A comparison between the session formats, including sessions offered, training hours provided, and number of attendees was performed and the immediate post-program learning outcomes between these delivery formats has been previously published. 11 In the six months following the intensive, synchronous program for both cohorts, four follow-on webinars addressed the topics of Imposter Syndrome, Sources of Power in Negotiation, Creating Effective Accountability Structures, and Making Cultural Change Real, with speakers and the formats for the follow-on webinars being identical in both years. Additionally, each Fellow was provided with unlimited and self-directed access to an online library of short (~30-minute) modules addressing leadership skills on a wide variety of topics, utilizing FastTrack Leadership 32 online at WeTrainLeaders.com.…”

“…[1][2][3][4][5][6][7][8] Thus, leadership development initiatives for physicians typically focus on such topics as self-awareness, communication, diversity consciousness, change management, motivation, and improved participatory decision-making. [1][2][3][4][5][9][10][11] Other topics shown to be useful to physician and other clinical leaders include negotiation, innovation, resilience, managing difficult conversations, crisis communications, emotional intelligence and tools for creating psychological safety. [2][3][4]8,9,[12][13][14][15][16][17] Additionally, some organization-based trainings highlight financial management as an institution-specific concern.…”

“…In our exploration of the literature, we found no other papers examining the long-term impact and efficacy of virtual versus in-person leadership training for women's health physicians beyond our own work. 11 The American College of Obstetricians and Gynecologists (ACOG) Robert C. Cefalo Leadership Institute has been training women's health physician leaders since 2006, with nearly 700 alumni from the program to date. We have previously reported on our work, showing clear impact on in-person learning and reported career growth opportunities in both the immediate short-term and longer term (6-month) follow-up on many of the key physician leadership competencies noted in the literature above.…”