Family Medicine Curriculum in Quality Improvement, Management, and Leadership

Ellison, Philip; Hodgson, Kate; Whittaker, Mary-Kay; Bucknam, Margaret; Darling, Marcia

doi:10.15766/mep_2374-8265.9229

Cited by 4 publications

(4 citation statements)

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“…A recent article examining the impact of leadership on adverse event reporting further highlighted the need for surgeon leadership to improve patient safety. 72 Few programs reported interdisciplinary or interprofessional training, which is consistent with the report by Frich et al 7,20,31,33,38,40,47,65 Interprofessional education may improve collaboration and team-based care, but it has yet to make it into leadership curricula. 73 Frich et al 14 suggested that programs avoid multidisciplinary curricula to ''foster a nonthreatening participatory and exploratory environment.''…”

Section: Specialtysupporting

confidence: 62%

“…A majority (58%, 30 of 52) included primary care programs (family medicine, internal medicine, pediatrics, psychiatry); surgical (35%, 18 of 52) and subspecialty (33%, 17 of 52) programs were represented less frequently. Only 7 of 52 programs (13%) included multiple disciplines, 7,20,31,33,40,47,65 and 1 study was interprofessional. 38 Eight curricula (15%) were designed solely for chief residents.…”

Section: Program Descriptionsmentioning

confidence: 99%

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Leadership Training in Graduate Medical Education: A Systematic Review

Sadowski

Cantrell

Barelski

et al. 2018

Journal of Graduate Medical Education

120

116

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Section: Specialtysupporting

confidence: 62%

Section: Program Descriptionsmentioning

confidence: 99%

Leadership Training in Graduate Medical Education: A Systematic Review

Sadowski

Cantrell

Barelski

et al. 2018

Journal of Graduate Medical Education

120

116

View full text Add to dashboard Cite

show abstract

“…This workshop is focused on raising trainees' awareness of leadership opportunities and activities during their training to better prepare for a future career in academic medicine. Whereas several previous MedEdPortal publications on leadership focused on developing leadership skills for faculty or a limited number of residents, 8,15,16 or on the specific topic of quality improvement/patient safety, 17 this workshop introduces medical students and residents to the range of leadership responsibilities and opportunities available during training and clinical practice. In addition, the workshop provides participants with an opportunity to apply leadership skills and principles to simulated cases.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2018

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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

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“…Some of the evaluations included follow-ups, ranging from surveys sent out 3 months after program completion to telephone calls conducted up to 2 years after program completion ( 5 , 6 ). Although most surveys collected quantitative data using a Likert scale, a family medicine residency program used qualitative data in the surveys while evaluating quality and leadership curriculum ( 7 ).…”

mentioning

confidence: 99%

A Decision-oriented Approach to Evaluating a Leadership Curriculum in Fellowship

Kapoor,

Mehta,

Arobelidze

et al. 2024

ATS Scholar

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Background Graduate Medical Education (GME) emphasizes the role of the annual program evaluation to identify opportunities, create action plans, and track improvements longitudinally. There is a lack of a systematic approach to the evaluation of educational curricula. Comprehensive curriculum evaluation can inform the educators about specific modifications to achieve high standards, desired outcomes, and the anticipated objectives. Objective To evaluate a leadership in quality improvement program in a pulmonary/critical care fellowship training program using the context, input, process, product (CIPP) model. The CIPP model, given its focus on evaluating different aspects of a program, provides concrete and targeted feedback to guide improvement decisions. Methods Evaluation questions addressing the four focused areas were created, pilot tested, and revised. The questions were framed toward optimization of alignment (e.g., program activities with stated objectives, program goals with theoretical perspective, program curriculum with trainee needs) and gaining information about the efficacy of the program in achieving the desired outcomes. To enhance the validity of the results, we triangulated the data-gathering approach by administering surveys and conducting interviews and focus groups by random selection from the eligible participants. Qualitative data were transcribed, coded, and categorized into themes aligning with the four aspects of the CIPP model. Results We interviewed 9 participants and conducted three focus groups with 20 participants. The surveys provided vital quantitative information that was cross-verified with the qualitative data; 23 of the 25 (92%) participants completed the survey. The results of qualitative thematic analysis were organized in the CIPP format. The context evaluation of the program revealed that the fellows and faculty were unfamiliar with the guiding principles of the course. The input evaluation highlighted the competing interests that hampered the engagement of the fellows during the evening weekly report-outs. The process evaluation revealed clustering of didactic sessions at the start of the course. The product evaluation stressed the difficulty in completing the quality improvement projects in the allotted timeframe. Conclusion Conducting a robust evaluation of an educational curriculum provides insights into gaps in the various stages of the program. Time and resources needed for conducting evaluation by using the CIPP model should be considered.

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Family Medicine Curriculum in Quality Improvement, Management, and Leadership

Cited by 4 publications

References 0 publications

Leadership Training in Graduate Medical Education: A Systematic Review

Leadership Training in Graduate Medical Education: A Systematic Review

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

A Decision-oriented Approach to Evaluating a Leadership Curriculum in Fellowship

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