Implementation of a Clinical Leadership Curriculum for Pediatric Residents

Abstract

Introduction Clinical leadership is an essential skill for physicians, empowering them to lead and coordinate teams, communicate clearly under various conditions, model positive behaviors, display emotional intelligence, and ultimately improve patient care outcomes. However, there are currently no standardized residency curricula or competency-based assessments for clinical leadership, as residents often assimilate leadership skills through trial-and-error or observation of their clinical faculty. By utilizing a comprehensive needs assessment and synthesizing evidence-based practices, we developed and implemented a longitudinal and skills-based clinical leadership curriculum for pediatric residents. Methods We modeled our clinical leadership curriculum after Kern's 6-step approach to curricular development and the Accreditation Council for Graduate Medical Education competency requirements for professionalism. We identified topics based on a resident needs assessment and synthesized evidence from published practices. The curriculum was implemented through both monthly facilitated group sessions and independent learning modules. Results 44 postgraduate year-2 (PGY-2) and PGY-3 pediatric residents participated in at least one monthly session of the clinical leadership curriculum. 27 (61%) completed the survey to evaluate the efficacy of the curriculum. Of the respondents, 23 (85%) residents found the leadership sessions useful, 4 (15%) were neutral, and none (0%) rated the sessions as not useful. 26 (96%) residents reported that the sessions should be continued. Conclusion The clinical leadership curriculum has been received favorably by senior pediatric residents at our institution. Our next steps are to pilot the curriculum within residency programs of different specialties at our own institution as well as with pediatric residencies at other institutions.

Desarrollo de habilidades de liderazgo en la formación del estudiantado de medicina: revisión sistemática

“…complement the leadership of the medical student; in this regard, it should be noted that this area is one of those that produces the least amount of literature. Gartland et al (2022), Cha et al (2019), Hansen et al (2022), Lucas et al (2020), Leenstra et al (2021), Nabecker et al (2022), Mai et al (2022), Mai et al (2021), Oza et al (2018), andBullock (2018) propose case simulation-evaluation as a necessary skill, since it provides evidence, for example, of the students' capacity to respond to the health situations that afflict patients; in addition, the authors emphasize the implementation of teamwork and the leadership of groups of health professionals in critical situations. For this reason, they point out the need to increasingly implement the practical component throughout the course of study, and not only in internships.…”