scholarly journals Knowledge of leadership and management: pilot study of students perceptions of a dentistry course at a university in Brazil

2015 ◽  
Vol 15 (2) ◽  
pp. 28-37
Author(s):  
Fábio Luiz Cunha D'Assuunção ◽  
Andressa Cartaxo De Almeida ◽  
Elsbeth Kalenderian
Keyword(s):  
Pilot Study ◽  
Technical Education ◽  
Leadership Skills ◽  
High Quality ◽  
Leadership And Management ◽  
Current Leadership

The Dentistry Course at UFPB was created in 1955. Although the course is recognized for its high-quality technical education in dentistry, through 2014, it has had no leadership and management subject, even though it is known that these skills are critical to the dentist. The aim of this research was therefore to evaluate the perceptions of knowledge about leadership and management of students in the fifth year of the UFPB dentistry course. Students answered a questionnaire and evaluated their current leadership skills on a scale from one (very poor) to five (excellent). On average, they rated themselves best on "Integrity" (4.42 points) and worst on "Advocacy skills" (2.38 points). The "ability to build others' trust" was the aspect considered most beneficial for an oral surgeon, representing 23.08% of responses, while "compassion" was the ability deemed least beneficial, with 34.62% of the responses. All students questioned agreed that it is important to create leadership and management subject in the UFPB dentistry course. Little knowledge of leadership and management has been demonstrated, as well as a great need for creating a leadership course at UFPB.

scholarly journals Statistical Reporting in Vocational Education: Review and Ways of Improving

2017 ◽  
pp. 58-69
Author(s):  
М. V. Lesnikova
Keyword(s):  
Labor Market ◽  
Labor Markets ◽  
Statistical Data ◽  
Technical Education ◽  
Statistical Information ◽  
The Body ◽  
National Accounts ◽  
High Quality ◽  
Wide Range ◽  
Statistical Indicators

Labor potential for the Ukrainian economy cannot be formed without professional training of staff. The system for professional technical education (PTE) consists of professional technical institutions in an industry, other enterprises, institutions, organizations, and education or supervisory offices charged with the administration of the former. The studies demonstrate that the existing PTE network in Ukraine is ineffective and distanced from the needs of regional economies in terms of their demography problems and needs of their labor markets. The abovementioned raises the importance of the issues of access to high quality and complete statistical information, incorporating a wide range of statistical indicators, first and foremost the ones on labor market performance, enabling for effective decision-making. The author’s review of the respective statistical reports shows that the existing statistical indicators form three linked modules (labor market, formation of PTE system, national accounts of education), containing quantitative data on network, enrolment, teaching personnel, material-technical and methodological provision of professional technical education institutions, PTE financing. Sufficiency of the existing statistical information is assessed by use of multi-step typology by the technology based on the statistics of non-numeric data. The data obtained from users and makers of PTE system in time of Turin process in 2016 show that the existing statistical reports fails to meet information needs of labor markets in high quality statistical data. According to the respondents, the main barrier is unstable economic situation; more than one quarter of the respondents (27%) mention irrelevance of the body supervising the collection of statistical data, and lack of advanced methodologies and methods for recording of jobs. A pressing problem is related with overlooking the scopes of shadow jobs and reluctance of a major part of employers to inform the development plans of their enterprises. Measures to improve the existing statistical reporting on PTE are as follows: introduce the questionnaire-based interviews of employers, to calculate the number of graduates kept on jobs, by specialty; considering large number of small enterprises and private enterprises, improve the existing method for collection and processing of bid data; construct a standard method for calculating the rate of graduates’ job placement using the shadow economy ratio; create an integrated information and analytical system for PTE; calculate the rate of apprenticeship passed, by specialty, ours of apprenticeship, and location of apprenticeship; introduce the monitoring-based assessment of PTE quality; develop the method for balancing the scopes of professional technical staff trained in education institutions and labor market needs.

Development and implementation of a structured leadership programme for junior doctors

BMJ Leader ◽  
2020 ◽  
pp. leader-2020-000281
Author(s):  
Anum Pervez ◽  
Aaisha Saqib ◽  
Sarah Hare
Keyword(s):  
Leadership Skills ◽  
District General Hospital ◽  
Training Programme ◽  
Junior Doctors ◽  
Leadership Roles ◽  
Self Assessment ◽  
Leadership And Management ◽  
Business Cases ◽  
Do So

IntroductionHealthcare performance and quality of care have been shown to improve when clinicians actively participate in leadership roles. However, the training for junior doctors in leadership and management is either not formally provided or requires out of programme training. In this article, we discuss how we devised a leadership training programme for junior doctors at our district general hospital and reflections on how it can be implemented elsewhere.MethodsA junior doctors leadership programme was developed involving workshops and guidance through delivery of quality improvement projects. A precourse and postcourse questionnaire assessing preparedness to lead was given to trainees to assess the effectiveness of the course.ResultsUsing a Likert Scale, trainees provided quantitative self-assessment for precourse and postcourse changes in their leadership skills. There was an overall increase in confidence across key areas such as communication, preparing business cases and understating hierarchies of management teams.DiscussionThe structure of this leadership programme has provided the opportunity to address gaps in leadership skills that trainees encounter, without the need to extend training. This programme is easily reproducible and offers other trusts a guide on how to do so.

The impact of debriefing modalities on nurse practitioner students’ knowledge and leadership skills in managing fatal dysrhythmias: A pilot study

2020 ◽  
Vol 42 ◽  
pp. 102687
Author(s):  
Abeer Alhaj Ali ◽  
Elaine Miller ◽  
Kathleen Ballman ◽  
Tamilyn Bakas ◽  
Gary Geis ◽  
...  
Keyword(s):  
Pilot Study ◽  
Nurse Practitioner ◽  
Leadership Skills ◽  
Nurse Practitioner Students ◽  
The Impact

The Impact of an Escape Room Simulation to Improve Nursing Teamwork, Leadership and Communication Skills: A Pilot Project

2020 ◽  
pp. 104687812097273
Author(s):  
Beatriz Valdes ◽  
Mary Mckay ◽  
Jill S. Sanko
Keyword(s):  
Pilot Study ◽  
Situational Awareness ◽  
Teaching Method ◽  
Leadership Skills ◽  
Pilot Project ◽  
Management Tool ◽  
Critical Skills ◽  
Post Test ◽  
Reflective Questions ◽  
The Impact

Background. Commercial escape room simulation-based educational experiences were piloted on a cohort of ten RN-BSN students to determine the effect on mastery of communication, leadership, and teamwork skills. Methods. Pre-test/post-test research design and qualitative questions were used to measure the impact of an escape room simulation activity on teamwork, communication, and leadership skills. The Team Strategies and Tools to Enhance Performance and Patient Safety® Teamwork Attitudes Questionnaire, and self reported levels of confidence and competence questionnaire were administered pre/post escape room simulation to measure communication, team structure and leadership skills. The University of Miami-Crisis Resource Management tool was utilized to measure observed teamwork. Additionally, four open-ended qualitative self-reflective questions were asked following the escape room. Results. Data from the analysis of the pre and post observations of simulation encounters found statistically significant time dependent differences noting improvements in observed teamwork and leadership, p <.001, pre-mean 18.5, post-mean 35.0. Qualitative data revealed the participants found the escape room simulation to be an engaging teaching method to master teamwork and leadership skills. Conclusion. This pilot study sets the foundation for future use and exploration of escape room experiences to teach teamwork, communication, leadership and situational awareness. Following the escape room simulation, observed improvements in teamwork and leadership were found. Participants found the escape room activity to be an engaging experiential teaching method to promote attainment of critical skills needed to work as an effective member of a team. Study findings suggest that the use of an escape room can impart experiential learning with critical skills needed to work as an effective member of a team. As a result of this pilot study, nursing faculty developed an escape room simulation experience that was initiated the following semester.

scholarly journals The Differences Between Management And Leadership

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Barid Nizarudin Wajdi
Keyword(s):  
Leadership Skills ◽  
Potential Change ◽  
Organizational Systems ◽  
Management Skills ◽  
Leadership And Management ◽  
Management And Leadership

There are a differences between management and leadership. The aim of this review is to determine the differences between management and leadership. The result of this review showed that management and leadership are two very distinct functions. Although, management and leadership do share many similar duties which consist of working with people and influencing others to achieve goals. Management skills are used to plan, build, and direct organizational systems to accomplish missions and goals, while leadership skills are used to focus on a potential change by establishing direction, aligning people, and motivating and inspiring. Leadership and management must go hand in hand. They are not the same thing. But they are necessarily linked, and complementary. Any effort to separate the two is likely to cause more problems than it solves.

scholarly journals Managerial Issues and Challenges of Manager in Muhammadiyah Health Center (AUMAKES), Yogyakarta, Indonesia

2019 ◽  
pp. 23-27
Keyword(s):  
Leadership Skills ◽  
Likert Scale ◽  
Management Skills ◽  
Leadership And Management ◽  
Organization Effectiveness ◽  
Top Managers ◽  
Mother And Child ◽  
Top Manager ◽  
Child Hospital ◽  
Hospital Manager

The aim of this study is to investigate the managerial issues and challenges of managers in Muhammadiyah Heath Center, Yogyakarta Indonesia. Questionnaires and interview based method was used for collecting data and focus group disscussion (FGD) was applied for explore valuable information. 29 participants from Mother and child Hospital of (RSIA) ‘Aisyiyah Klaten and 40 participants from Hospital of (RS) PKU Muhammadiyah Bantul were involved. They are top managers and employees from various fields of expertise. The results showed that the leadership and management skills (finance, human resources (HR), quality, medicine information systems and equipment) of top manager is (likert scale ≥ 3) while the middle and lower managers considered not sufficiently competent (likert scale ≥ 2). The Lack of competency and leadership skills of managers will affect to management of the organization, effectiveness of the organizational structure, planning, and monitoring at every stage of management. It can be conclude that hospital manager competencies are still basic and need to be upgraded in some aspects.

scholarly journals Essential Skills for Leadership Development in a Multicultural Organization

10.28945/4387 ◽  
2019 ◽  
Vol 3 ◽  
pp. 027-028
Author(s):  
Janelle Ward
Keyword(s):  
Leadership Development ◽  
Pilot Study ◽  
Leadership Skills ◽  
Development Program ◽  
Leadership Development Program ◽  
Essential Skills ◽  
Multicultural Workforce ◽  
Frontline Managers ◽  
Multicultural Organization

This research was conducted to address leadership concerns regarding managers’ effectiveness in leading a multicultural workforce. Essential leadership skills for frontline managers were explored via pilot study interviews and a follow-on survey. Six leadership skills were identified and prioritized that are currently informing the company’s new leadership development program initiative.

Improving feedback for hematologists and oncologists in training.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11025-11025
Author(s):  
Ilana Schlam ◽  
Sarah Sewaralthahab ◽  
Monica Peravali ◽  
Calvin Chou ◽  
Timothy D. Gilligan ◽  
...  
Keyword(s):  
Pilot Study ◽  
Interpersonal Skills ◽  
Fellowship Program ◽  
Post Intervention ◽  
High Quality ◽  
Effective Feedback ◽  
Protected Time ◽  
Quality Feedback ◽  
Giving Feedback

11025 Background: Feedback is an integral part of the learning process, allowing learners to remain on course in reaching competence in clinical, research, and interpersonal skills. However, the impact of teaching feedback during hematology-oncology training has not been studied. We aimed to identify barriers in delivering and receiving high-quality feedback in our fellowship program and to create a curriculum aimed at teaching fellows and faculty how to engage in more effective feedback conversations. Methods: This pilot study aimed at determining and addressing perceived barriers to high-quality feedback in the hematology-oncology fellowship program. A pre-intervention questionnaire, consisting of Likert scale and open-ended questions, was administered to identify barriers to giving feedback and to assess satisfaction with the quality of feedback received in our fellowship program. The results of the baseline questionnaire were utilized to build a virtual interactive three-session workshop provided by the ASCO Quality Training Program in which the importance of feedback and methods of providing effective feedback were taught. Topics included feedback set-up, low-inference observation, and a structured approach to reinforcing and modifying feedback. One month after the intervention the participants completed a follow up questionnaire. This project was developed through the ASH Medical Educators Institute. Results: Each questionnaire was completed by 11 participants. The two main barriers to high-quality feedback identified were the discomfort with both giving and receiving feedback, and the lack of protected time. At baseline only 54% of the participants reported they were comfortable giving feedback, increasing to 81% post- intervention. Pre-intervention, 81% of participants reported they did not have protected time for feedback, decreasing to 64% after the intervention and institution of weekly protected time for feedback. Half of the participants reported that the feedback was not actionable in the initial questionnaire, decreasing to 10% post-intervention. Overall, fellows reported that their feedback was mostly focused on notes, followed by presentations and interpersonal skills. Faculty reported that most of the feedback they received was about time management and patient care. Conclusions: This pilot study helped address a major barrier to improvement and growth within our training program and confirmed that feedback skills must be taught and practiced. A 6-hour virtual workshop showed tangible results in the satisfaction with and quality of feedback given to both fellows and faculty. Our findings are salient as we completed the intervention during the COVID pandemic. Limitations of the study include its single-institutional design and sample size. A major challenge anticipated is sustainability, which will be addressed by maintaining periodic lectures and assigning protected time for feedback.

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