Organizational development in academic medicine

Aluise, John J.; Bogdewic, Stephen P.; McLaughlin, Curtis P.

doi:10.1097/00004010-198501010-00005

Cited by 4 publications

(5 citation statements)

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“…The benefits and limitations of the selection process and number of attendees was examined. Review of the literature demonstrated courses where participants were nominated, 21 , 30 recruited, 9 and had open applications. 14 , 15 , 17 - 19 All of these processes seemed to depend upon participant desire to attend or someone else suggesting attendance.…”

Section: Methodsmentioning

confidence: 99%

“…Faculty development focused leadership courses, fellowships, and other certificate programs (will be termed "courses" for remainder of manuscript) have been increasing since the initial paper by Aluise in 1985. 9 A Best Evidence Medical Education (BEME) review summarizes 14 available programs whose focus was leadership. 10 Attendees of those courses had high satisfaction with time to focus on personal leadership development.…”

Section: General Needs Assessment and Problem Identificationmentioning

confidence: 99%

“…We began an iterative cycle of searching the literature and gathering data from our faculty. Collating themes on content of other academic leadership curricula, 9 , 10 , 14 - 22 and from the physician leadership courses, 5 a few workshops were piloted 10 months prior to the first course with a group of residency program directors and designated institutional officials (DIOs) representing 20 of the teaching hospitals. These workshops were facilitated by faculty with specific training and experience in management, teambuilding, and emotional intelligence.…”

Section: Performing the Targeted Needs Assessmentmentioning

confidence: 99%

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A Faculty Development Model for Academic Leadership Education Across A Health Care Organization

Servey

Hartzell

McFate

2020

Journal of Medical Education and Curricular Development

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Academic leadership in undergraduate and graduate medical education requires a specific set of leadership and managerial skills that are unique to academic leadership positions. While leadership development training programs exist for traditional leadership roles such as department chairs, executives, and deans, there are fewer models of leadership training specifically geared for academic leadership positions such as program and clerkship directors, and designated institutional officials. There are academic programs at the national level, but there is sparse literature on the specific decisions required to create such programs locally. With growing regulatory and accreditation requirements as well as the challenges of balancing the clinical and educational missions, effective leadership is needed across the spectrum of academic medicine. To meet this need for the military health care system in the United States, we used Kern’s six-step framework for curriculum development to create a 1-week academic leadership course. This paper describes the process of development, implementation, outcomes, and lessons learned following the initial 3 years of courses. Specific discussions regarding who to train, which faculty to use, content, and other elements of course design are reviewed. The course and process outlined in the paper offer a model for other organizations desiring to establish an academic leadership course.

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Section: Methodsmentioning

confidence: 99%

Section: General Needs Assessment and Problem Identificationmentioning

confidence: 99%

Section: Performing the Targeted Needs Assessmentmentioning

confidence: 99%

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A Faculty Development Model for Academic Leadership Education Across A Health Care Organization

Servey

Hartzell

McFate

2020

Journal of Medical Education and Curricular Development

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“…The challenges facing academic medicine are legion. With threats of shrinking funding, cutbacks in clinical services, and increasing population and consumer demands, the success of newer areas of academic endeavor are difficult to evaluate 1,2 . Compelled by nearly 20 years of research and improvements in clinical practice, the legitimate study of migraine is still without clear‐cut academic validation such as National Institutes of Health funding or departmental support and funding 3 .…”

mentioning

confidence: 99%

“…With threats of shrinking funding, cutbacks in clinical services, and increasing population and consumer demands, the success of newer areas of academic endeavor are difficult to evaluate. 1,2 Compelled by nearly 20 years of research and improvements in clinical practice, the legitimate study of migraine is still without clear-cut academic validation such as National Institutes of Health funding or departmental support and funding. 3 As well, the practice of headache medicine lacks a definitive, common, and lucrative procedure, requiring high-patient flow in order to justify capital outlay in medical school departments with increasing fiscal demands.…”

mentioning

confidence: 99%

Academic Headache Medicine in America: Report of Academic Membership Survey of the American Headache Society Special Interest Section on Academic Affairs

Finkel

2003

Headache

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A Systematic Review of Development Programs Designed to Address Leadership in Academic Health Center Faculty

Simas

Cain

Milner

et al. 2019

J Contin Educ Health Prof

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Introduction: To describe Academic Health Center (AHC) faculty leadership development program characteristics and categorize leadership topics into thematic areas suggesting competency domains to guide programmatic curricular development. Methods: A systematic literature review was conducted (PubMed/MEDLINE, Scopus, Cumulative Index of Nursing and Allied Health Literature [CINAHL], and Journal Storage [JSTOR databases]). Eligible studies described programs with leadership development intent for faculty in AHCs. Information was extracted using a structured data form and process. Results: Six hundred ninety citations were screened; 25 publications describing 22 unique programs were eligible. The majority (73%) were institutionally based; mean class size was 18.5 (SD ± 10.2, range 4.5–48); and mean in-person time commitment was 110 hours (SD ± 101.2, range 16–416), commonly occurring in regular intervals over months to years (n = 10, 45%). Six programs provided per participant costs (mean $7,400, range $1000–$21,000). Didactic teaching was the primary instructional method (99.5%); a majority (68%) included project work. Fourteen thematic content areas were derived from 264 abstracted topics. The majority or near majority incorporated content regarding leadership skills, organizational strategy and alignment, management, self-assessment, and finance/budget. Discussion: Institutions and faculty invest significantly in leadership development programs, addressing perceived needs and with perceived benefit for both. The prevalence of common curricular content indicates that AHCs deem important faculty development in leadership, business, and self-assessment skills.

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Organizational development in academic medicine

Cited by 4 publications

References 0 publications

A Faculty Development Model for Academic Leadership Education Across A Health Care Organization

A Faculty Development Model for Academic Leadership Education Across A Health Care Organization

Academic Headache Medicine in America: Report of Academic Membership Survey of the American Headache Society Special Interest Section on Academic Affairs

A Systematic Review of Development Programs Designed to Address Leadership in Academic Health Center Faculty

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