Impact of a leadership development programme for physicians in India

Gulati, Kamal; Singh, Angel Rajan; Kumar, Sachin; Verma, Vivek; Gupta, Shakti; Sarkar, Chitra

doi:10.1108/lhs-05-2019-0027

Cited by 10 publications

(11 citation statements)

References 11 publications

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“…Most of the studies took place in the USA (67%) or the UK (16%). The remainder of studies were in other European countries (7%), Canada (4%) or Australia (3%), with a single study each from Africa, 32 India, 33 Israel 34 and Qatar. 35 Programmes ranged in length from 2 hours to 4 years.…”

Section: Reviewmentioning

confidence: 99%

Evidence-based medical leadership development: a systematic review

Lyons

George

Galante

et al. 2020

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Health systems invest significant resources in leadership development for physicians and other health professionals. Competent leadership is considered vital for maintaining and improving quality and patient safety. We carried out this systematic review to synthesise new empirical evidence regarding medical leadership development programme factors which are associated with outcomes at the clinical and organisational levels. Using Ovid MEDLINE, we conducted a database search using both free text and Medical Subject Headings. We then conducted an extensive hand-search of references and of citations in known healthcare leadership development reviews. We applied the Medical Education Research Study Quality Indicator (MERSQI) and the Joanna Briggs Institute (JBI) Critical Appraisal Tool to determine study reliability, and synthesised results using a meta-aggregation approach. 117 studies were included in this systematic review. 28 studies met criteria for higher reliability studies. The median critical appraisal score according to the MERSQI was 8.5/18 and the median critical appraisal score according to the JBI was 3/10. There were recurring causes of low study quality scores related to study design, data analysis and reporting. There was considerable heterogeneity in intervention design and evaluation design. Programmes with internal or mixed faculty were significantly more likely to report organisational outcomes than programmes with external faculty only (p=0.049). Project work and mentoring increased the likelihood of organisational outcomes. No leadership development content area was particularly associated with organisational outcomes. In leadership development programmes in healthcare, external faculty should be used to supplement in-house faculty and not be a replacement for in-house expertise. To facilitate organisational outcomes, interventions should include project work and mentoring. Educational methods appear to be more important for organisational outcomes than specific curriculum content. Improving evaluation design will allow educators and evaluators to more effectively understand factors which are reliably associated with organisational outcomes of leadership development.

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Section: Reviewmentioning

confidence: 99%

Evidence-based medical leadership development: a systematic review

Lyons

George

Galante

et al. 2020

leader

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“…Statistically significant difference was noted in preassessment and postassessment mean scores for all 30 leadership competencies. 20 In the preassessment group, majority (72.4%) rated their competencies between Average to Good (Levels 3 and 4) with a mean score ranging from 3.19 (SD: 0.94) to 3.98 (SD: 0.79). However, in the postassessment group, 85.3% of participants rated their competencies from Good to Very good (Levels 4 and 5) with mean scores ranging from 3.81 (SD: 0.95) to 4.38 (SD: 0.61).…”

Section: Translating Research and Evidencementioning

confidence: 95%

“…19 Accordingly, an offsite residential LDP was conducted, involving 96 physicians as participants. 20 A combination of pedagogical approaches was used and preassessment and postassessment of 30 medical leadership competencies was done using the same questionnaire. Statistically significant difference was noted in preassessment and postassessment mean scores for all 30 leadership competencies.…”

Section: Translating Research and Evidencementioning

confidence: 99%

A two-dimensional perspective of healthcare leadership in non-Western contexts

Gulati

Sarkar

Duits

et al. 2020

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As we witness an alarming change in the delivery of healthcare worldwide, there is a need for transformational leadership that can inspire and empower healthcare professionals, and patients alike. Due to the lack of economic, infrastructural and human resources especially in developing countries, the organisation and delivery of healthcare services is even more challenging. Hence, the focus of leadership development in resource-limited environments should be to facilitate knowledge building, interprofessional collaboration, empowerment and inclusion.In this paper, we use two exemplary cases to illustrate the impact of, and the challenges facing leadership capacity building in non-Western contexts with special reference to India and Curaçao. These cases demonstrate that there is a place for validated medical leadership models in developing countries with promising outcomes for the collective health status of communities at large. Such models, however, need to be contextualised to fit the individual country's economic and sociopolitical context. Also, the stakeholders should be prepared to create healthy professional cultures that embrace respect (for self and others) and focus on effective communication practices within their local environments.

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“…At the same time, pedagogically, doctors expressed a preference for the type of problem-centred approach that would suit leadership development for innovation, using case studies of successes and failures, project/fieldbased learning and team-based learning, rather than traditional classroom-based didactic learning. [24][25][26] The competence-based approach can accommodate such approaches to learning; nevertheless, as highlighted before, competence-based approaches do not easily lend themselves towards developing the distributed leadership necessary to implement and scale up innovation when faced with wicked issues. 11 12 16 Meanwhile the size of India's clinical workforce and its low level of educational attainment outside doctors, means the system-wide intervention evident in England is likely impossible.…”

Section: Commentarymentioning

confidence: 99%