Collaborative leadership: organisational structure and institutional investment to multiply innovative educational efforts among trainees

BMJ Leader ◽  
2020 ◽  
pp. leader-2020-000233
Author(s):  
Albert Do ◽  
Luming Li ◽  
Danielle R Heller ◽  
Maen D Abou Ziki ◽  
Daniel H Glaser ◽  
...  
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
Graduate Medical Education ◽  
Common Interest ◽  
Institutional Investment ◽  
Medical Specialties ◽  
Graduate Medical ◽  
The Usa ◽  
Faculty Mentorship ◽  
Institutional Engagement

BackgroundTrainees comprise a substantial employee population worldwide and there is increasing perspective of leadership as a foundational skill of physician development. In the USA, the Accreditation Council for Graduate Medical Education mandates a ‘Resident/Fellow Forum’ to facilitate cross-institutional engagement and communication with the Graduate Medical Education Committee.InterventionsTo increase effectiveness, we conceived a ‘Senate’ in place of a forum, incorporating broader housestaff representation and partnerships with faculty and hospital executive leadership. The ‘Yale-New Haven Hospital Resident and Fellow Senate’ was supported by hospital financial resources and faculty mentorship. It provided leadership development, enhanced interdepartmental, connected multiple medical specialties, and improved housestaff engagement with institutional leaders. The Senate comprised an elected Executive Board and five councils in areas of common interest with appointed Chairs and members at large.ConclusionsWe summarise the Senate’s conception, structure, election process, lessons learnt and associated impact. We conclude that the creation of an institutionally supported Senate with interest-specific councils and faculty mentorship leads to qualitatively positive downstream effects on housestaff social interactions, institutional engagement and leadership opportunities.

scholarly journals Graduate Medical Education Leadership Development Curriculum for Program Directors

2011 ◽  
Vol 3 (2) ◽  
pp. 232-235 ◽  
Author(s):  
Constance K. Haan ◽  
Elisa A. Zenni ◽  
Denise T. West ◽  
Frank J. Genuardi
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
Faculty Development ◽  
Graduate Medical Education ◽  
Core Curriculum ◽  
Education Leadership ◽  
Lessons Learned ◽  
Leadership Roles ◽  
Leadership Challenges ◽  
Graduate Medical

Abstract Objective Program director (PD) orientation to roles and responsibilities takes on many forms and processes. This article describes one institution's innovative arm of faculty development directed specifically toward PDs and associate PDs to provide institutional resources and information for those in graduate medical education leadership roles. Methods The designated institutional official created a separate faculty development curriculum for leadership development of PDs and associate PDs, modeled on the Association of American Medical Colleges-GRA (Group on Resident Affairs) graduate medical education leadership development course for designated institutional officials. It consists of monthly 90-minute sessions at the end of a working day, for new and experienced PDs alike, with mentoring provided by experienced PDs. We describe 2 iterations of the curriculum. To provide ongoing support a longitudinal curriculum of special topics has followed in the interval between core curriculum offerings. Results Communication between PDs across disciplines has improved. The broad, inclusive nature allowed for experienced PDs to take advantage of the learning opportunity while providing exchange and mentorship through sharing of lessons learned. The participants rated the course highly and education process and outcome measures for the programs have been positive, including increased accreditation cycle lengths. Conclusion It is important and valuable to provide PDs and associate PDs with administrative leadership development and resources, separate from general faculty development, to meet their role-specific needs for orientation and development and to better equip them to meet graduate medical education leadership challenges. This endeavor provides a foundational platform for designated institutional official and PD interactions to work on program building and improvement.

Optimizing training programs and opportunities for professional development in the era of digital pain interventions: A unique opportunity for collaboration

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Syed H, Mahmood ◽  
Amara Nasir
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Training Programs ◽  
Digital Health ◽  
Grey Literature ◽  
Medical Specialties ◽  
Accreditation Council ◽  
Health Technologies ◽  
Graduate Medical

Introduction: New digital health technologies provide accessible adjuncts to alleviating pain in the general population. The advent novel digital pain interventions have resulted in a rapidly evolving learning environment. Improving knowledge and understanding of these digital patient-centric approaches to treating pain is vital for our current practitioners and new cadre of trainees. The objective of this manuscript is to initiate a discussion about digital pain intervention educational needs of residents as well as attendings in PM&R, anesthesia and neurology. Methodology: After reviewing Accreditation Council Graduate Medical Education (ACGME) and relevant American Board of Medical Specialties policies and best available evidence, including grey literature, we interviewed a group of practicing physicians in physiatry, anesthesiology and neurology, including program directors, to provide expert opinion, guidance and formulate recommendations on educational requirements, research endeavors, and learning techniques and opportunities in utilizing digital health interventions for management of pain. IRB approval was not required. Conclusions: We hope that this manuscript will serve as the basis of designing a comprehensive educational program and outlining opportunities for research that prioritizes optimal care for pain patients and leverages the unique and complementary knowledge base within our fields. Key words: Digital pain; Physiatry; anesthesiology; Neurology; Competency; Accreditation Council Graduate Medical education Citation: Nasir A, Mahmood SH. Optimizing training programs and opportunities for professional development in the era of digital pain interventions: A unique opportunity for collaboration. Anaesth. pain intensive care 2021;25(1): 76–80. D0I: 10.35975/apic.v25i1.1444 Received: 24 October 2020; Reviewed: 22 November 2020; Accepted: 5 December 2020

scholarly journals Medical Education Transformation: Lifestyle Medicine in Undergraduate and Graduate Medical Education, Fellowship, and Continuing Medical Education

2021 ◽  
pp. 155982762110066
Author(s):  
Brenda Rea ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Megan Alexander ◽  
Jennifer L. Trilk
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Curriculum Reform ◽  
Continuing Medical Education ◽  
Task Force ◽  
Lessons Learned ◽  
Lifestyle Medicine ◽  
Medical Specialties ◽  
Graduate Medical ◽  
Second Tier

A gaping void of adequate lifestyle medicine (LM) training exists across the medical education continuum. The American College of Lifestyle Medicine’s (ACLM’s) undergraduate medical education (UME) Task Force champions the need for widespread integration of LM curriculum in UME by sharing ideas for catalyzing success, lessons learned, and publishing standards and competencies to facilitate curriculum reform. When it comes to graduate medical education and fellowship, the ACLM and American Board of Lifestyle Medicine have made great strides in filling the void, developing both Educational and Experiential Pathways through which physicians may become certified LM Physicians or LM Specialists (LMSs). The Lifestyle Medicine Residency Curriculum meets the Educational Pathway requirements and prepares resident graduates for the LM Physician board certification. LMS is the second tier of LM certification that demonstrates expertise in disease reversal. The LMS Fellowship is an Educational Pathway intent on American Board of Medical Specialties recognition of LM as a new subspecialty in the near future. Finally, continuing medical education and maintenance of certification equip physicians with LM training to support knowledge, application, and certification in LM.

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