Engaging senior residents as leaders: a novel structure for multiple chief roles (original) (raw)
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Archivos Argentinos de Pediatria, 2020
Introduction. The chief resident plays a strategic role in terms of leadership and cohesion among residents. Objective. To characterize the activities developed by chief residents and identify their achievements and difficulties. Methods. A survey about demographic outcome measures, activities performed, most and least gratifying situations, and training needs was completed. Results. In total, 88 % of chief residents completed the survey; 46 % were females. Activities were related to health care (26 %), academic management (25 %), teaching (24 %), administration (16 %), and research (10 %). The most gratifying situation was playing a teaching role, and the least gratifying one were difficulties in the management of interpersonal relations. A lack of training was recognized by 57 %, whereas 95 % would recommend becoming a chief resident. Conclusion. The most gratifying situation was playing a teaching role, and the least gratifying one were difficulties in the management of interpersonal relations.
How To Be a Leader: A Course for Residents
Cureus, 2018
Physicians are required to assume a leadership role as part of their career. For most, this is not an innate characteristic and must be developed throughout their medical training. There are few residency courses designed to assist in the enhancement of these leadership skills. We created and implemented a novel course on leadership, utilizing weekly presentations designed to stimulate discussions and improve the leadership qualities of trainees. Senior residents provided leadership lectures stimulated by assigned readings from the book "The Founding Fathers on Leadership." The traits and characteristics demonstrated throughout course readings and discussions were subsequently incorporated into everyday resident activities. Baseline and post-course survey responses were evaluated to assess changes in leadership qualities. Seven senior (postgraduate year (PGY) 3-5) participated as course leaders. All seven filled out pre- and post-course surveys. Seventeen junior residents ...
2016
Resident engagement is often noted as a key element in neighborhood transformation and community change efforts, yet very little literature exists that explains and captures how resident engagement actually happens and what it takes to achieve lasting resident engagement capacity and success. As one step toward expanding the information available, this report presents insights gained by the Annie E. Casey Foundation after more than a decade of working with residents to achieve better results during the Making Connections initiative, Casey's signature community change effort of the 2000s. The report describes the various activities in which residents were engaged during Making Connections, the sequence and timing of those activities and some of the impact and community improvements that were achieved as a result. Through a focus on the Making Connections experience, the report highlights effective resident engagement strategies and assesses the factors that can inhibit or enhance...
Developing resident leadership : theory and practice in Boston's neighborhoods
2005
ROTCH Preface We shall not cease from exploration and the end of all our exploring will be to arrive where we started and know the place for the first time. In my application to DUSP, I posed these questions: How does knowing a neighborhood's story influence individual decisions to vote, join civic associations, or lead community change efforts? How can residents' understanding of their local community's history and current issues impact attitudes and ultimately inspire choices to participate in their community? How can we build on the sense of pride that comes from knowing about one's community to develop grassroots leadership? How can communities use this information to engage newcomers and immigrants? My curiosity was sparked by my own experiences in helping young people learn and teach the stories of their families and their neighborhoods. Stories and images of local activism in the South End, Jamaica Plain, Chinatown, Roxbury and other neighborhoods inspired me....
Journal of the American Geriatrics Society, 2000
Chief residents (CRs) play a crucial role in training residents and students but may have limited geriatrics training or formal preparation for their CR role. A 2-day off-site chief resident immersion training (CRIT) addressed these challenges. Objectives were to foster collaboration between disciplines in the management of complex older patients, increase knowledge of geriatrics principles to incorporate into teaching, enhance leadership skills, and help CRs develop an achievable project for implementation in their CR year. Three cohorts totaling 47 trainees and 18 faculty mentors from 13 medical and surgical disciplines participated over 3 successive years. The curriculum, developed and taught by a multidisciplinary team, featured an interactive surgical case, mini-lectures on geriatrics topics, seminars to enhance teaching and leadership skills, and one-on-one mentoring to develop a project in geriatric care or education. Evaluation included pre- and postprogram tests and self-report surveys and two follow-up surveys or interviews. In 2006 and 2007, scores on a 12-item objective knowledge test increased significantly (P<.001) from before to immediately after CRIT. Self-report knowledge and confidence in teaching geriatrics also increased significantly (P<.05) in all formally covered topics. Mean enhancement of CR skills was 4.3 (1=not at all, 5=very much). Eleven months after CRIT, all but five CRs had implemented at least part of their action projects. CRs reported improved care of older patients, better leadership skills, more and better geriatrics teaching, and more collaboration between disciplines. A 2-day interactive program for CRs can increase institutional capacity regarding geriatrics teaching and care of elderly patients across medical specialties.
Chief Residents as Educators: An Effective Method of Resident Development
Http Dx Doi Org 10 1080 10401330802384722, 2008
The importance of teaching residents how to instruct medical students is recognized, but time and logistics challenge the implementation of teaching skills programs. No study has described a dissemination model with chief residents as trainers and managers of a teaching skills program. Description: All chief residents in three departments (n = 16), participated in an 8-hr train-the-trainer teaching skills program and then trained 178 residents through seven 1-hr sessions. Outcome was measured through student surveys using a validated instrument with seven teaching domains and overall assessment of teaching effectiveness. Evaluation: Survey results revealed a significant improvement in the vast majority of teaching domains 9 months after implementation of the program in all three departments. Student perceptions of overall teaching effectiveness improved in two departments and trended upwards in the third. Conclusion: A resident teaching skills program utilizing chief residents as trainers resulted in improved 3rd-year medical student ratings of resident teaching.
Journal of community hospital internal medicine perspectives, 2014
The role of the internal medicine chief resident includes various administrative, academic, social, and educational responsibilities, fulfillment of which prepares residents for further leadership tasks. However, the chief resident position has historically only been held by a few residents. As fourth-year chief residents are becoming less common, we considered a new model for rotating third-year residents as the chief resident. Online surveys were given to all 29 internal medicine residents in a single university-based program after implementation of a leadership curriculum and specific job description for the third-year chief resident. Chief residents evaluated themselves on various aspects of leadership. Participation was voluntary. Descriptive statistics were generated using SPSS version 21. Thirteen junior (first- or second-year) resident responses reported that the chief residents elicited input from others (mean rating 6.8), were committed to the team (6.8), resolved conflict...
2021
Background The Accreditation Council for Graduate Medical Education (ACGME) Internal Medicine Residency Program Guidelines identifies leadership as a core competency. The definition of strong resident leadership is not clearly defined. Prior studies have identified characteristics of resident leadership from the perspective of residency program leaders with little emphasis on the resident point of view. Objective This study aims to identify qualities of effective resident leadership from the perspective of Internal Medicine (IM) residents. Methods Participants were recruited through email invitations. An online focus group with five IM residents was conducted in September 2020. The transcribed discussion was inductively analyzed using thematic data analysis.Results Analysis resulted in four main themes of strong resident leadership: mentorship, team ownership, communication, and emotional intelligence. All four themes were further characterized by subthemes. Being a mentor as a resi...
Building Capacity Within a Residency Program
The chief resident plays a critical role in the educational, administrative, service, and research mission of the residency program. As the future leaders in academic medicine, we felt it was prudent to nurture the leadership skills and capacities of residents in ways that would serve and support the health of the program both during their time with us, but also as they move forward into their professional lives. A review of past practices had revealed weaknesses. For example, in the selection processes, there was a lack of clear role defini-tions, eligibility criteria, a transparent selection process, training or support for the role, or even clearly delineated responsibilities. Despite the ambiguity, past chief residents have all succeeded in their roles and have provided excellent role models for our newer chiefs; however, the training committee decided that this was an area that could be strengthened. A goal was established to conduct a needs assessment and then to research and document a plan to address the shortcomings. Our research revealed that our lack of attention to this area was actually quite common; few programs had clear processes, criteria, or policies in place. There also appeared to be conflicts between the ways in which the chief resident's role was conceptualized, compared to how it was carried out in practice.