Effect of a novel healthcare leadership program on leadership and emotional intelligence

Bonazza, Nicholas A.; Cabell, Grant H.; Cheah, Jonathan W.; Taylor, Dean C.

doi:10.1177/08404704211036667

Cited by 3 publications

(2 citation statements)

References 28 publications

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“…This improvement in self-assessed EI following the FLP was also described by Bonazza et al in which graduates of the FLP program over an 8 year period stated improvement in the domains of EI, communication, and team building. 26 The discrepancy between the self-reported SSEIT and ability-based MSCEIT can mean a few things. The first is that our specific education does improve EI and that the MSCEIT does not accurately capture or is not sensitive to this difference.…”

Section: Discussionmentioning

confidence: 99%

Using Individual Assessments as a Tool for Formative Feedback on Emotional Intelligence Training Programs in Healthcare Learners

Chandrapal

Park

Holtschneider

et al. 2022

Journal of Medical Education and Curricular Development

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Introduction Emotional Intelligence (EI) is a skillset that influences and impacts an individual's ability to create, foster, and maintain strong relationships. In healthcare settings optimal patient centered care exists when teamwork, critical thinking, selfless service, integrity, and emotional intelligence are effectively practiced. While various methods exist to teach EI in the preprofessional and professional settings, the assessment of the efficacy of these types of training remains elusive. We propose a novel use of EI assessments to determine the effectiveness of EI programs and suggest that the information obtained can help shape and improve future EI education. Methods Volunteer participants involved in the 2020–2021 Feagin Leadership Program (FLP) at Duke University were recruited for this study. FLP is a one year program that aims to train healthcare leadership skills, with a special emphasis on EI. It is comprised of various stages of healthcare learners with a desire to improve their healthcare leadership skills. All participants took both an EI self-assessment (SSEIT) and EI ability assessment (MSCEIT) both before and after a dedicated 5-hour EI educational session. Individuals must have completed both a pre- and post-test for at least one assessment to be included in the study. Apart from standard descriptive statistics, Wilcoxon sign rank tests were utilized to determine the effectiveness of the educational session by comparing pre- and post-tests within each assessment. A Spearman's rank correlation coefficient was used to compare the results of the SSEIT and MSCEIT. Results A total of 32 FLP scholars initially participated in which 18 completed all assessments. Average age was 29 years old and consisted of medical students (n = 16), residents (n = 7), fellows (n = 7), advanced practice provider (n = 1) and a researcher (n = 1). Group analysis of the SSEIT pre and post scores were 131 (±13, range 98-149) and 136(± 13, 106-105), respectively which were statistically significant. Pre and post MSCEIT scores were 102 (±20, range 32-141) and 103 (±12, range 80-121), which were not significant. The EI branches with the highest score on each test was Managing Own Emotions and Understanding Emotions for the SSEIT and MSCEIT respectively while Perceiving Emotions was the lowest for both assessments. Comparison of the SSEIT and MSCEIT demonstrated a moderate correlation that was statistically significant. Discussion In our study participants felt their EI improved following the EI educational session, however this did not appear translate into their actual ability. This could be a function of self-report bias or a limitation of the EI assessments. More studies in this space are needed to make this determination. Additionally, the strengths of this specific program were within the strategic use of emotions therefore in the future more attention should be placed on experiential use of emotions, specifically perceiving emotions. As EI education and training becomes more prevalent it is important to not only accurately assess an individual's EI ability but also the effectiveness of the education being presented. We propose that EI assessments can be utilized as a tool to measure the effectiveness of EI education and receive formative programmatic feedback.

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Section: Discussionmentioning

confidence: 99%

Using Individual Assessments as a Tool for Formative Feedback on Emotional Intelligence Training Programs in Healthcare Learners

Chandrapal

Park

Holtschneider

et al. 2022

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

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“…In recent years, some institutions have begun to emphasize intentional leadership development through dedicated training programs (Bonazza et al, 2021;Doty & Taylor, 2019;Sultan et al, 2019;Webb et al, 2014). However, these programs are heterogeneous and lack consensus on how to best cultivate leadership skills (Neeley et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Assessment of Leadership Competencies in First-Year Undergraduate Medical Students

Cabell

Prado

Price

et al. 2022

JET

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This study aimed to assess the views and leadership competencies of incoming medical students and determine whether leadership traits predicted patient-centeredness in these students. Incoming medical students at one institution from 2017-2020 (N=428) completed a Leadership Needs Assessment assessing self-reported ability and the importance of competency in teamwork, selfless service, integrity, critical thinking, and emotional intelligence. Participants in the entering class of 2020 (n=92) also completed the Johns Hopkins University Patient-Centeredness Assessment to evaluate patient-centered attitudes. This cohort repeated both surveys at the completion of the first year to assess for changes in the perceived importance of leadership qualities, self-reported competencies, and patient-centeredness. Participants self-reported the highest competency (mean, SD) in integrity (7.92, 1.19) and the lowest in critical thinking (6.59, 1.12). Leadership Development Opportunity (difference between leadership expectation and self-reported ability) was largest in teamwork (2.31, 1.11) and smallest in integrity (0.97, 1.18). Post-first-year assessments were compared in the 2020 cohort, and statistically significant increases (mean, p-value) were found in critical thinking (0.31, p<0.01), emotional intelligence (0.18, p<0.03), and patient-centeredness (0.92, p<0.05). Patient-centeredness was positively predicted by integrity and negatively predicted by critical thinking. Incoming medical students highly value leadership and enter medical school with a robust self-reported ability level. Our data suggest that integrity may increase patient-centeredness and that incoming medical students perceive teamwork as the greatest area for leadership competency development. Further research is needed to determine the best curricula to develop leadership competencies and increase patient-centeredness.

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Challenges and opportunities in healthcare reforms in pre- and post-COVID-19 crisis: A case of Jordan

Alotaiby,

Krenyácz

2024

Problems and Perspectives in Management

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The COVID-19 crisis presented devastating effects on global healthcare, and Jordan was no exception. During such unforeseen challenges, attention shifts to healthcare leadership and management. However, limited research explored the leadership adjustment in Jordanian hospitals during the pandemic. Therefore, this study examined the challenges and opportunities that arose alongside the outbreak of the pandemic in Jordanian hospitals from the leaders’ perspectives. Semi-structured interviews were conducted with healthcare managers in three Jordanian hospitals, focusing on three key areas: healthcare reform integration, the impact of the COVID-19 crisis on hospital performance and healthcare quality, and management practices to handle the pandemic. Interviews were transcribed and thematically analyzed. Eleven hospital managers in seven administrative positions were involved. Three thematic outcomes were noted regarding the integration of healthcare reforms into the Jordanian healthcare system: sources of reforms, challenges of reform integration, and timely integration of the reforms. Positive impacts of the crisis on the Jordanian hospitals’ performance and quality of healthcare service delivery, which are considered opportunities, resulted in three thematic outcomes: infection control protocol, staff education, and patient management. On the other hand, three thematic concepts emerged as challenges of the COVID-19 crisis: workload, stress and fatigue, and staff shortages. Lastly, this study noted three thematic outcomes regarding management practices adopted by the Jordanian healthcare systems to deal with the pandemic: staff training, monitoring, and social support.

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Effect of a novel healthcare leadership program on leadership and emotional intelligence

Cited by 3 publications

References 28 publications

Using Individual Assessments as a Tool for Formative Feedback on Emotional Intelligence Training Programs in Healthcare Learners

Using Individual Assessments as a Tool for Formative Feedback on Emotional Intelligence Training Programs in Healthcare Learners

The Assessment of Leadership Competencies in First-Year Undergraduate Medical Students

Challenges and opportunities in healthcare reforms in pre- and post-COVID-19 crisis: A case of Jordan

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