Current leadership training in dermatology residency programs: A survey

Baird, David; Soldanska, Magdalena; Anderson, Bryan; Miller, Jeffrey J.

doi:10.1016/j.jaad.2009.10.009

Cited by 25 publications

(23 citation statements)

References 6 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

View full text Add to dashboard Cite

show abstract

“…Thus, additional work is needed to understand the strengths and weaknesses of different teaching approaches, course durations, methods for providing longitudinal learning, leadership development, and mentorship. Furthermore, validated assessments of residents’ needs for leadership training, and the impact of training interventions on their knowledge, skills, attitudes, and behaviors, are needed to help improve the methodological rigor and reliability of course evaluations [ 5 , 31 , 32 , 47 - 51 ].…”

Section: Discussionmentioning

confidence: 99%

Implementing a pilot leadership course for internal medicine residents: design considerations, participant impressions, and lessons learned

et al. 2014

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BackgroundEffective clinical leadership is associated with better patient care. We implemented and evaluated a pilot clinical leadership course for second year internal medicine residents at a large United States Academic Medical Center that is part of a multi-hospital health system.MethodsThe course met weekly for two to three hours during July, 2013. Sessions included large group discussions and small group reflection meetings. Topics included leadership styles, emotional intelligence, and leading clinical teams. Course materials were designed internally and featured “business school style” case studies about everyday clinical medicine which explore how leadership skills impact care delivery. Participants evaluated the course’s impact and quality using a post-course survey. Questions were structured in five point likert scale and free text format. Likert scale responses were converted to a 1-5 scale (1 = strongly disagree; 3 = neither agree nor disagree; 5 = strongly agree), and means were compared to the value 3 using one-way T-tests. Responses to free text questions were analyzed using the constant comparative method.ResultsAll sixteen pilot course participants completed the survey. Participants overwhelmingly agreed that the course provided content and skills relevant to their clinical responsibilities and leadership roles. Most participants also acknowledged that taking the course improved their understanding of their strengths and weaknesses as leaders, different leadership styles, and how to manage interpersonal conflict on clinical teams. 88% also reported that the course increased their interest in pursuing additional leadership training.ConclusionsA clinical leadership course for internal medicine residents designed by colleagues, and utilizing case studies about clinical medicine, resulted in significant self-reported improvements in clinical leadership competencies.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-014-0257-2) contains supplementary material, which is available to authorized users.

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“…4 Some evidence also suggested residents are not prepared for informal or formal leadership roles following graduation. 1,5 Without formal training, physician leadership development can occur through ''accidental leadership.'' 1,6,7 The Accreditation Council for Graduate Medical Education (ACGME) identified practice-based learning and improvement, interpersonal and communication skills, and systems-based practice as core competencies, all of which contain elements of leadership competencies.…”

Section: Introductionmentioning

confidence: 99%