Assessing leadership in junior resident physicians: using a new multisource feedback tool to measure Learning by Evaluation from All-inclusive 360 Degree Engagement of Residents (LEADER) (original) (raw)
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BMC medical education, 2014
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Exploring medical students’ perspectives of physician leadership
BMC Medical Education
BackgroundLeadership has been recognized as an important competency in medicine. Nevertheless, leadership curricula for Canadian medical students lacks standardization and may not be informed by medical students’ perspectives of physician leadership. The purpose of this study was to elicit these perspectives on physician leadership.MethodsThe present study utilized semi-structured interviews to ascertain the views of medical student participants, including students in their first, second and third years of medical school, on physician leadership. Interview questions were based on ‘the 3-C model’ of physician leadership, which includes three aspects of leadership, namely character, competence and commitment. The interviews were audio-recorded, transcribed and then coded using thematic analysis.ResultsThe medical students of this study provided rich examples of resident and staff physicians demonstrating effective and ineffective leadership. The participants identified the importance ...
Journal of graduate medical education, 2018
While leadership training is increasingly incorporated into residency education, existing assessment tools to provide feedback on leadership skills are only applicable in limited contexts. We developed an instrument, the Leadership Observation and Feedback Tool (LOFT), for assessing clinical leadership. We used an iterative process to develop the tool, beginning with adapting the Leadership Practices Inventory to create an open-ended survey for identification of clinical leadership behaviors. We presented these to leadership experts who defined essential behaviors through a modified Delphi approach. In May 2014 we tested the resulting 29-item tool among residents in the internal medicine and pediatrics departments at 2 academic medical centers. We analyzed instrument performance using Cronbach's alpha, interrater reliability using intraclass correlation coefficients (ICCs), and item performance using linear-by-linear test comparisons of responses by postgraduate year, site, and ...
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 ...
American journal of medical quality : the official journal of the American College of Medical Quality, 2018
Despite the fact that physicians are being asked to lead and enact change to improve a myriad of quality of care measures, there is little focus on leadership skills development during their training. One strategy to address this gap is to focus on trainees during graduate medical education, specifically those residents aspiring to careers as physician leaders in quality. The authors designed a leadership curriculum for self-selected residents who are pursuing a certificate in health care leadership in quality. Residents were surveyed and focus groups were conducted with health system executives who participated in the curriculum as part of an evaluation designed to inform improvements in the program and to provide guidance to others who direct physician leadership training programs. The findings support the need to invest in young physician leaders who are focused on quality with the ultimate goal of improving population health in the ever-changing health care environment.
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...
The resident physician as leader within the healthcare team
Purpose-The purpose of this study was to explore inter-professional clinicians' perspectives on resident leadership in the context of inter-professional teams and to identify a definition for leadership in the clinical context. In 2015, CanMEDS changed the title of one of the core competencies from manager to leader. The shift in language was perceived by some as returning to traditional hierarchical and physician-dominant structures. The resulting uncertainty has resulted in a call to action to not only determine what physician leadership is but to also determine how to teach and assess it. Design/methodology/approach-Focus groups and follow-up individual interviews were conducted with 23 inter-professional clinicians from three pediatric clinical service teams at a large, Canadian tertiarylevel rehabilitation hospital. Qualitative thematic analysis was used to inductively analyze the data. Findings-Data analysis resulted in one overarching theme: leadership is collaborativeand three related subthemes: leadership is shared; leadership is summative; and conceptualizations of leadership are shifting. Research limitations/implications-Not all members of the three inter-professional teams were able to attend the focus group sessions because of scheduling conflicts. Participation of additional clinicians could have, therefore, affected the results of this study. The study was conducted locally at a single rehabilitation hospital, among Canadian pediatric clinicians, which highlights the need to explore conceptualization of leadership across different contexts. Practical implications-There is an evident need to prepare physicians to be leaders in both their daily clinical and academic practices. Therefore, more concerted efforts are required to develop leadership skills
MedEdPublish
Background: To understand Canadian family medicine programs directors' perspective on the incorporation of leadership skills development in curriculum. Methods: Semi-structured interviews based on CanMEDS Leader role competencies were conducted and audio recorded. Recordings were transcribed and analyzed by two independent researchers using an interpretive approach to thematic analysis. Results: Eight interviews were conducted. All participants indicated that leadership development in family medicine residency education was important. There were varying levels of leadership development at all institutions. Barriers to incorporating leadership development included curricular time, suitable teaching skills of faculty and cost. Important factors to consider in developing curricula included approaching the subject collaboratively and offering a variety of levels of engagement. Of the 22 Key Concepts in the CanMEDS Leader Role, three were not referenced by participants: complexity of systems, effective committee participation, and information technology for healthcare. Participants offered three concepts that were not included in the CanMEDS list: communication, teamwork and research skills. Conclusions: There were varying levels of incorporation of leadership skills development into family medicine training. A clearer understanding of each of the leader competencies is needed by educational leaders in order to identify and prioritize the skills to include in family medicine residency programs. This study contributes to the knowledge of what leadership skills should be incorporated into family medicine programs.
Leadership skills in postgraduate medical residents
International Journal of Health Sciences (IJHS), 2023
Background of the Study: Safe patient care is the fundamental objective of every healthcare facility by the services provided by high performing healthcare providers with effective leadership skills. Leadership competencies are considered now as essential for all medical trainees, not only to face challenges at individual level but it also helps them solving certain institutional and interpersonal challenges. Aim: To assess the current leadership training needs of postgraduate medical resident undergoing training in different hospitals of the Pakistan. Methods: This was a crosssectional online quantitative survey. A request link of online google survey form was sent to the residents through social media residents' groups and through email addresses of residents to fill the form. Results: A total of 67 residents of all years completed the survey. Mean age of the residents was 30.63 ±3.87, with about 81% being male and 84% were getting done their residency training in specialty related to medicine and allied. On a Likert scale (1 = strongly disagree, 3 = neutral, 5 = strongly agree), residents rated the importance of leadership skills in the clinical setting as high (4.15 of 5). The most commonly rated leadership skills included problem solving (65 % of the residents thought they need such leadership skill training), leading a team (52.2%), resolving conflicts (48.1%), effective communication (46.3%) and establishing and playing role in achieving institutional organizational goals (24%). Majority of residents thought that regular refresher leadership training if conducted would be 1038 valuable to strengthen their leadership skills. Conclusion: There is an immense need of regular training to build leadership competencies in residents as effective clinical leadership is critical to the quality improvement efforts. Standardized approach to leadership training may be cornerstone to quality patient care.