Understanding health policy leaders’ training needs

Abstract

PurposeWe assessed the training needs of health policy leaders and practitioners across career stages; identified areas of core content for health policy training programs; and, identified training modalities for health policy leaders.MethodsWe convened a focus group of health policy leaders at varying career stages to inform the development of the Health Policy Leaders’ Training Needs Assessment tool. We piloted and distributed the tool electronically. We used descriptive statistics and thematic coding for analysis.ResultsSeventy participants varying in age and stage of career completed the tool. “Cost implications of health policies” ranked highest for personal knowledge development and “intersection of policy and politics” ranked highest for health policy leaders in general. “Effective communication skills” ranked as the highest skill element and “integrity” as the highest attribute element. Format for training varied based on age and career stage.ConclusionsThis study highlighted the training needs of health policy leaders personally as well as their perceptions of the needs for training health policy leaders in general. The findings are applicable for current health policy leadership training programs as well as those in development.

Curriculum Mapping and Needs Assessment to Inform the Training of Health Policy Leaders

“…In this IRB-approved study, we mapped all the curricular elements in the seven main HPLF topic areas (Health Policy; Sexual Health; Health Disparities and Health Equity; Health Systems; Behavioral Health; Leadership; and Other Components [ Table 1]), to the top five knowledge, skill, and attribute areas identified by participants in the Health Policy Leaders' Training Needs Assessment. 13 While the Needs Assessment included an extensive number of areas, the mapping process focused on the five most highly ranked knowledge, skill, and 13 The mapping process included several phases, similar to the process of qualitative data coding. First, members of the study team reviewed all elements of the HPLF and grouped the program content into the seven main topic areas based on the learning objectives for each program element (Table 1).…”

“…In 2013, we developed and administered the Health Policy Leaders' Training Needs Assessment Tool to better understand the training needs of practicing health policy leaders. 13 The tool divided items into sections on the needed knowledge, skills, and attributes for health policy leaders. Participants ranked items based on perceptions of their individual training needs as well as the training needs of health policy leaders in general.…”

Teaching Health Policy in Graduate Medical Education: Proposed Curricular Components

“…Other authors also recognize the importance of the business aspects of medicine (Heiman, et al, 2016;Dequesada, et al, 2015). Third, leadership principles often taught in team-based trainings (e.g.TeamSTEPPS ® ,LifeWings ® ) may not necessarily include hospital management, negotiation, or professional advocacy (Bayer, et al, 2017;Combes & Arespacochaga, 2012;Gonzalo, et al, 2017;Crosson, et al, 2011). These principles are among several skillsets today's medical student leaders must learn.…”

Prioritizing the health education needs based on community participation: AHP method

“…[ 23 ] Results of the studies indicate the importance of needs assessment in medical sciences universities, and according to the professors, it is one of the top priorities of any university. [ 24 ] The educational needs assessment should be carried out for different health groups' students, health policy-makers, scholars and researchers, and all other stakeholders toward the expansion of personal knowledge and promotion of their communication skill[ 25 26 ] and it would be necessity for the purpose of continued effectiveness of academic trainings, and the educational needs assessment of the students should be studied and evaluated at regular intervals. [ 27 ]…”