Leadership Success and the Uniformed Services University: Perspectives of Flag Officer Alumni (original) (raw)
Related papers
Undergraduate Medical Education Leader Performance Predicts Postgraduate Military Leader Performance
Military Medicine
Introduction Developing physicians as leaders has gained attention across the United States. Undergraduate medical education (UME) and graduate medical education (GME) leader development programs have increased. During postgraduate years (PGY), graduates bring their leadership education to the bedside; however, associations between leader performance in medical school and GME is largely unknown. It is important to find experiences that can assess leader performance that may be useful to predict future performance. The purpose of this study was to determine if (1) there is a correlation between leader performance during the fourth year of medical school versus leader performance in PGY1 and 3, and (2) leader performance during the fourth year of medical school is associated with military leadership performance in PGY1 and 3s while taking previous academic performance markers into account. Methods This study examined overall leader performance of learners (classes of 2016-2018) during...
The state of leadership education in US medical schools: results of a national survey
Medical Education Online, 2017
Over the past two decades, there have been increasing calls for physicians to develop the capabilities to lead health care transformation. Many experts and authors have suggested that leadership education should begin during medical school; however, little information exists regarding the presence or nature of undergraduate medical education leadership curricula in the USA. This study sought to determine the prevalence of formal leadership education in US undergraduate medical schools, as well as the delivery methods and degree of student participation. A web-based survey of medical education deans from US allopathic medical schools (N = 144) was administered from November 2014 to February 2015. The survey included questions on the presence of leadership curricula, delivery format, student participation rates, and forms of recognition. Eighty-eight surveys were completed; the majority (85%) of respondents were associate or assistant deans for medical education. Approximately half (54.5%) of respondents reported leadership curricula within their medical schools. Of those, 34.8% (16/46) were required; 32.6% (15/46) were elective; and 32.6% (15/ 46) indicated both required and elective components. Of schools with formal leadership curricula (n = 48), the common forms of content delivery were: mentoring programs (65.1%); dual degree programs (54.5%); workshops (48.8%); seminar/lecture series (41.9%); courses (41.9%); or single seminars (18.6%). Nineteen percent of institutions offer longitudinal leadership education throughout medical school. Common forms of recognition for leadership education were: course credit (48.8%); dual degrees (37.2%); certificates of completion (18.6%); and transcript notations (7.0%). This study indicates that formal leadership education exists in more than half of US allopathic medical schools, suggesting it is an educational priority. Program format, student participation, delivery methods, and recognition varied considerably. Further study is needed to identify the optimal content, competencies, and pedagogy for leadership education. Identifying best practices may help guide standards for leadership curricula across UME and fill this educational need.
Charting a Course for Leader and Leadership Education and Development in American Medical Schools
MedEdPublish, 2018
Problem: Leadership has been identified as an essential component for success in medicine. Many medical schools have initiated Leader and Leadership Education and Development (LEAD) programs to develop physician leaders. Currently, there is no consensus whether teaching leadership is important, who to teach, what topics to teach, and where leadership fits into the curriculum during medical school. Approach: To address these issues, the Uniformed Services University of the Health Sciences (USU) LEAD team convened an inaugural Medical Student LEAD Summit and Working Group Meeting on April 4, 2017. Participants came from public and private U.S. medical schools engaged in LEAD programs, military service academies, the Veterans Administration, and the Association of American Medical Colleges. The purpose of this meeting was to share opinions, experiences, and current practices regarding medical student LEAD. Outcomes: Participants overwhelmingly agreed that: (1) providing LEAD is an essential component of undergraduate medical education; (2) there currently is no single best LEAD program for all medical schools; (3) a clear purpose, goal, philosophy, and conceptual framework consistent with the mission and vision of each institution is needed; (4) assessment of students, programs, faculty must be incorporated; and (5) research and scholarship are essential for LEAD programs. Next Steps: Based on the positive feedback and interest from participants, the USU LEAD team will host a second Summit in April 2018 to follow up with the inaugural participants and to include representatives from additional institutions who are currently conducting or interested in starting their own medical school LEAD programs.
Leadership Training in Medicine-12 Years of Experience From the Feagin Leadership Program
Military medicine, 2021
INTRODUCTION Increasingly, physicians find themselves in demanding leadership positions. However, leadership education for medical trainees remains lacking with most physicians reporting that they are ill-equipped to tackle the challenges of leadership. Here, we set out to describe the Feagin Leadership Program (FLP) and assess its reception and impact on trainees over the past 12 years. MATERIALS AND METHODS During the 1-year FLP, selected scholars from Duke University, Wake Forest University, and the University of North Carolina participate in five leadership sessions, individual coaching, a leadership forum, and a multidisciplinary team-based capstone project. A 28-question survey with six optional free-response questions was distributed to the Feagin Alumni Network, and descriptive statistics were assessed. RESULTS Since its founding, 212 scholars have graduated from the FLP and 117 (55%) alumni have gone on to surgical specialties. A survey was distributed among all Feagin alum...
Medical Student Leader Performance in an Applied Medical Field Practicum
Military Medicine
Introduction Many medical schools in the United States are introducing leader and leadership curricula. However, there is a large gap regarding how to assess leader performance during undergraduate medical education. With the guidance of a conceptual framework, leadership assessment measures can be developed, learners can make expected improvements in performance over time, and assessment measures can be used in relevant, applied, medical teaching settings. Uniformed Services University (USU) medical students are educated to become healthcare leaders who can perform effectively in various settings. Medical students are assessed on multiple occasions for elements of leader performance during “Operation Bushmaster” – the capstone military medical field practicum event for fourth year medical students – by experienced faculty. A conceptual framework guides the assessment approach for leader performance during Bushmaster. The USU Leader and Leadership Education and Development program d...
MedEdPublish, 2018
Problem: There is a growing call to add leader and leadership education to undergraduate medical education (UME). Yet, there currently are no established standards, competencies, curricula, or requirements for UME leader and leadership education and development (LEAD) programs. The Uniformed Services University of the Health Sciences (USU) F. Edward Hébert School of Medicine LEAD program hosts annual Summit and Working Group meetings to address issues and to share experiences about LEAD programs. Approach: Based on survey results following the 2017 USU LEAD Summit, working group participants reported that the meeting was valuable, should be repeated, and should address the specific topics of curriculum and assessment. Therefore, the 2018 Summit's goal was for participants to share experiences, ideas, and ways forward regarding leader and leadership curricula and assessment measures for UME. Themes from working groups were compiled and reported. Outcomes: Themes within LEAD curriculum include: (1) what to teach: relevant knowledge, skills, and abilities/attitudes (KSA) for specific topics; (2) when to teach: a life-cycle program woven through UME into graduate medical education and beyond; and (3) how to teach: near peers, development of mentors, and near-term, practical applications of skills. Themes within LEAD assessment include: (1) what to assess: alignment with program goals and curriculum within a positive culture of assessment and trust; (2) when to assess: occur at times that are consistent with the learning objectives and curriculum to provide information on incremental "growth" of students and the program; (3) how to assess: use formative and summative, qualitative and quantitative measures that are reliable and valid. Next steps: Based on feedback from working group participants at the 2018 Summit, the USU LEAD team will host a third Summit in April 2019 focusing on leader and leadership education and development across the healthcare work force life cycle.
MedEdPublish
Problem: Leader and Leadership Education and Development (LEAD) is of growing interest in medical education and is a critical element for success. Several programs worldwide in undergraduate medical education (UME) and graduate medical education (GME) include their own versions of LEAD, but these programs remain relatively unique to university and institution missions. Creating and using a common language across the life-cycle (spanning pre-UME, UME, GME, and beyond) and delivering appropriate curricula and assessments for each stage of the professional life-cycle is essential. Approach: The purpose of the 2019 LEAD Summit and Working Group meeting was to share opinions, experiences, and current practices across the medical professional life-cycle. Attendees offered diverse perspectives relevant to leadership programs before, during, and after medical school. Outcomes: Three themes emerged from the meeting: the importance of common language; relevant and effective curriculum; and meaningful assessment across the life-cycle. Additionally, integration should occur within each step of the life-cycle and across the life-cycle to enhance the learning experience. To achieve these goals requires the development of learners and faculty. Next Steps: Leadership is valuable in medicine. If medical education programs do not value LEAD, then these programs will fail to equip graduates to be effective 21 st Century medical professionals. The development of a common language, clear expectations within and among training programs, and accreditation from appropriate organizations would provide some quality control and encourage institutions to provide resources and buy-in from learners and faculty.