Leadership Development Programs at Academic Health Centers: Results of a National Survey

Lucas, Raymond; Goldman, Ellen F.; Scott, Andrea Richards; Dandar, Valerie

doi:10.1097/acm.0000000000001813

Cited by 75 publications

(67 citation statements)

References 33 publications

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“…As lack of funding is frequently cited as a barrier to LDPs at AHCs [4], we offer the history of funding of the UCSF FLC as one example of an evolving model that led to sustained institutional fiscal commitment. Since 2005, CCFL has twice received 5-year funding allocations that support the provision of leadership development and training.…”

Section: Discussionmentioning

confidence: 99%

“…With increasing urgency, academic health sciences centers (AHCs) and health professional organizations are recognizing the need to foster the core competency of leadership, within their workforces and organizational cultures [1][2][3]. Indeed, among the 94 AHCs in Canada and the United States that responded to a national survey from the Study of Leadership Development Programs at North American Academic Health Centers in 2015 [4], 99% of the responding AHCs provided some form of leadership development training such as informal single workshops, formal internal faculty leadership development programs (LDPs), or formal external LDPs. Over half (65%) of these AHCs reported offering at least one formal LDP.…”

Section: Introductionmentioning

confidence: 99%

“…In part, this is because of minimal program assessment. For example, while AHC LDPs obtain participant satisfaction data, less than 50% assess other outcomes, such as actual learning, behavioral change, or post program individual achievement [4]. In addition, AHC LDPs most commonly deliver content in a traditional classroom format.…”

Section: Introductionmentioning

confidence: 99%

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Developing faculty leadership from ‘within’: a 12-year reflection from an internal faculty leadership development program of an academic health sciences center

Tsoh

Kuo

Barr

et al. 2019

Medical Education Online

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Most academic health sciences centers offer faculty leadership development programs (LDPs); however, the outcomes of LDPs are largely unknown. This article describes perspectives from our 12-year experience cultivating a formal faculty LDP within an academic health center and longitudinal outcomes of our LDP. Responding to faculty concerns from University of California San Francisco’s (UCSF) 2001 Faculty Climate Survey, UCSF established the UCSF-Coro Faculty Leadership Collaborative (FLC) in 2005. The FLC focused on building leadership skills using a cohort-based, experiential, interactive and collaborative learning approach. From 2005 to 2012, FLC has conducted training for 136 graduates over 7 cohorts with 97.6% completion rate. FLC faculty participants included 64% women and 13% underrepresented minority (URM). The proportions of graduates attaining leadership positions within UCSF such as deans or department chairs among all, URM, and women URM graduates were 9.6%, 33.3% and 45.5%, respectively. A 2013 online survey assessed 2005–2012 graduates’ perceived impacts from 8 months to 8 years after program completion and showed 91.7% of survey respondents felt the program both increased their understanding of UCSF as an organization and demonstrated the University’s commitment to foster faculty development. Qualitative results indicated that graduates perceived benefits at individual, interpersonal, and organizational levels. Though we did not directly assess impact on faculty recruitment and retention, the findings to date support cohort-based experiential learning in faculty leadership training development.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Developing faculty leadership from ‘within’: a 12-year reflection from an internal faculty leadership development program of an academic health sciences center

Tsoh

Kuo

Barr

et al. 2019

Medical Education Online

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“…There is rapid expansion of scientific knowledge, a heavy impact of chronic diseases, a shift towards interprofessional team management and skyrocketing health care costs, with suboptimal outcomes. The UK's National Health Service, and other countries, are leading the call to improve physician leadership …”

Section: Introductionmentioning

confidence: 99%

“…The UK's National Health Service, and other countries, are leading the call to improve physician leadership. [1][2][3] The development of positive, transformational role models in the health care professions is needed, including in medical school. To address this, training future physician leaders should include developing core leadership and management skills, starting in medical school.…”

Section: Introductionmentioning

confidence: 99%

A first‐year leadership programme for medical students

Wagenschutz

McKean

Mangrulkar

et al. 2019

The Clinical Teacher

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Summary Background The established medical hierarchy, dramatic expansion of scientific knowledge and emphasis on value‐based health care means that graduating physicians need to know how to manage and lead positive change. There is a critical gap in the teaching of these skills in undergraduate medical education. Methods Our medical school developed a first‐year medical student competency‐based leadership curriculum that focused on: leading yourself; teams and teamwork; influence and communication; problem solving; and systems thinking. The course used four methods of teaching leadership: experiential learning; targeted development; reflection; and feedback. The formal curriculum included topics such as developing a leadership agenda, challenging conversations and negotiations. The informal curriculum (learning outside of the structured curriculum) included applying leadership in co‐curricular and extracurricular activities (e.g. in a student‐run free clinic). Students recorded leadership experiences using a novel reflective assessment tool, obtained multi‐source feedback and then articulated a plan for improvement. Results Course evaluations noted that only one‐third of first‐year students responded that the curriculum developed skills in communication, and the ability to problem‐solve, apply systems thinking and build teams. Students self‐reported that they were often building, leading and managing productive teams, and applying influence and communication. The multi‐source feedback assessment revealed that students, on average, were rated as competent to proficient. Discussion Creating a robust curriculum for medical students in the first year is challenging. Student reactions ranged from affirming to critical. The next steps will focus on increasing interactive teaching and on helping students understand why, where and how leadership is important.

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Leadership Matters: Needs Assessment and Framework for the International Federation for Emergency Medicine Administrative Leadership Curriculum

Tupesis

Lin²,

Nicks

et al. 2020

AEM Education and Training

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Objectives: The objective was to research and develop a novel curriculum on administrative leadership development within the discipline of emergency medicine (EM) with the goal of establishing and implementing it through the world's EM professional organizations.Methods: From 2016 to 2018 an assessment of different administrative and leadership programs was performed by researching and reviewing previously outlined curricula. Using the data from this assessment, a questionnaire was developed, that was subsequently sent to members of the International Federation for Emergency Medicine's (IFEM) listserv.Results: A total of 377 people from 38 different countries participated in the survey. The majority of respondents identified themselves as EM specialists (81%, 306/377), while others identified themselves as EM resident physicians (9.5%, 36/377) and non-EM specialist physicians (4.5%, 17/377). A large majority of respondents articulated that there was a paucity of developed curricula focusing on leadership, administrative, and management principles within their institution, training program, or professional organization. Across all topic areas, fewer than 30% of polled individuals indicated that they had formal education related to individual and programmatic leadership development, change management, assessment methodology, negotiation skills, financial analysis, media relations, and health care policy. Quality improvement (QI) was the only curricular element that a majority of respondents had integrated into their clinical practice (61%). Qualitative data analysis of the narrative comments was performed with further evaluation of thematic components. Conclusions:The results of this study further support the findings that the majority of EM providers queried do not have a longitudinal curriculum that fosters administrative and leadership development nor advocate for its importance in relation to the quality of care. Given this gap, we propose that medical education at all levelsmedical schools, EM resident/specialty training programs, and professional organizations-should consider creating administrative and leadership development programs. Additionally, development of any curriculum should require a global understanding of health care systems and awareness of the unique contexts of a given location and its available resources.

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Leadership Development Programs at Academic Health Centers: Results of a National Survey

Cited by 75 publications

References 33 publications

Developing faculty leadership from ‘within’: a 12-year reflection from an internal faculty leadership development program of an academic health sciences center

Developing faculty leadership from ‘within’: a 12-year reflection from an internal faculty leadership development program of an academic health sciences center

A first‐year leadership programme for medical students

Leadership Matters: Needs Assessment and Framework for the International Federation for Emergency Medicine Administrative Leadership Curriculum

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