Leadership: a central tenet for postgraduate dementia services curricula development in Australia

Abstract

In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.

Discipline-specific competency-based curricula for leadership learning in medical specialty training

“…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;…”

“…These aspects (in the three right-hand columns) were: a) basic principles of leadership theory/styles; b) quality improvement skills and c) team-based leadership skills, and were highlighted as being central elements of established healthcare leadership frameworks (Dickson and Tholl, 2014;Frank et al, 2015). The degree of team-based focus and/or learning for each curriculum (final column Table 2) was of particular interest as an indicator of either deliberate or unconscious alignment with Research question criterion not met by the curriculum, study and/or article References Not applied predominantly or exclusively to the period of specialty training (residency) Angus, 2009;Awad et al, 2004;Block et al, 2007;Brimhall et al, 2007;Frich et al, 2014;Lattore and Lumb, 2005;Malloy et al, 2010;Smith, 2015;Stelnick et al, 2008. Explicit competencies or learning objectives not stated (nor location given to find these if they are articulated elsewhere) Angus, 2009;Awad et al, 2004;Baird et al, 2012;Donnelly, 2015;Edler et al, 2014;Frich et al, 2014;Hunziker et al, 2013;Lattore and Lumb, 2005;Ledgerwood, 2015;Malloy et al, 2010;Moore et al, 2016;Patel et al, 2010;Prather and Jones, 2003;Steinhilber and Estrada, 2015. Competencies and/or program reported are not discipline-or specialty-specific Baird et al, 2012;Block et al, 2007;Brimhall et al,2007;Hadley et al, 2010;Moore et al, 2016;Patel et al, 2010;Smith, 2015;Uddin et al, 2008.…”

“…The medical disciplines represented in the 32 papers were: anaesthesia (Edler et al, 2010;Lattore and Lumb, 2005), emergency medicine (Thoma et al, 2015;Uddin et al, 2008) dermatology (Baird et al, 2012), general practice (Hadley et al, 2010;Gillam and Khanchandani, 2013;Khanchandani and Gillam, 2012;Patterson et al, 2013), internal medicine (Angus, 2009;Hunziker et al, 2013;Moore et al, 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 et al, 2010;Stergiopolous et al, 2009), paediatrics (Goodyear et al, 2015;Hicks et al, 2014;Kuo et al, 2010;Lakshminarayana et al, 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 et al, 2014), radiation oncology (Turner et al, 2017), radiology (Brandon and Mullen, 2013;Donnelly, 2015;Lexa, 2011), and surgery (Awad et al, 2004;Jaffe et al, 2016;Ledgerwood, 2015;Patel et al, 2010). On detailed reading of these 32 articles, 25 did not fully address the research question.…”

Nytten av systematisk opplæring av helsepersonell innen eldreomsorgen — en evalueringsstudie av den norske ABC-modellen

“…Muligens etterspurte avdelingsledere her mer fagkunnskap om demens. Det kan vaere at ledere trenger kompetanseheving innen demensomsorg for å møte morgendagens utfordringer (12). I praksis kan det handle om at avdelingsledere etterspør kompetansehevingen ABC-deltakerne får, der de deler kunnskapen med resten av personalet og prøver den ut i praksis.…”

“…Augustssons studie (11) viste at lederrollen i eldreomsorgen er saerdeles viktig for at laering på individnivå skal påvirke organisasjonen. I følge Angus (12) trenger ledere i helsesektoren videreutdanning innen demensomsorg for å møte utfordringene med økende antall eldre.…”