Preparing the Next Generation of Physician Leaders

2020 ◽  
pp. 130-147
Author(s):  
I. Michael Leitman ◽  
Brian Nickerson
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
Medical Students ◽  
Graduate Medical Education ◽  
Medical Practice ◽  
Formal Training ◽  
Management Skills ◽  
Educational Content ◽  
Academic Medical ◽  
Physician Leaders

Formal training in leadership development has become increasingly popular among physicians. There is a growing interest to provide this educational content to medical students and residents so that they will have these skills upon the start of their clinical or academic medical practice. It is possible to provide the proper management skills to medical trainees so they will have the opportunity to utilize and master these competences during their education. This chapter provides an overview of the available content and the literature to support the integration of this curriculum into formal undergraduate and graduate medical education. This chapter provides a template for the development of a longitudinal experience and the necessary proficiencies to allow trainees to develop as effective clinical leaders.

scholarly journals The ecology of program director leadership: power relationships and characteristics of effective program directors

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Bharat Kumar ◽  
Melissa L. Swee ◽  
Manish Suneja
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Program Directors ◽  
Power Relationships ◽  
Main Body ◽  
Power Bases ◽  
Power Structures ◽  
Graduate Medical ◽  
Medical Environment ◽  
Academic Medical

Abstract Background Program directors are often perceived as strong and independent leaders within the academic medical environment. However, they are not as omnipotent as they initially appear. Indeed, PDs are beholden to a variety of different agents, including trainees (current residents, residency applicants, residency alumni), internal influencers (departmental faculty, hospital administration, institutional graduate medical education), and external influencers (the Accreditation Council for Graduate Medical Education (ACGME), medical education community, and society-at-large). Altogether, these agents form a complex ecosystem whose dynamics and relationships shape the effectiveness of program directors. Main body This perspective uses management theory to examine the characteristics of effective PD leadership. We underline the importance of authority, accessibility, adaptability, authenticity, accountability, and autonomy as core features of successful program directors. Additionally, we review how program directors can use the six power bases (legitimacy, referent, informational, expert, reward, and coercive) to achieve positive and constructive change within the complexity of the academic medical ecosystem. Lastly, we describe how local and national institutions can better structure power relationships within the ecosystem so that PD leadership can be most effective. Conclusion Keen leadership skills are required by program directors to face a variety of challenges within their educational environments. Understanding power structures and relationships may aid program directors to exercise leadership judiciously towards fulfilling the educational missions of their departments.

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 Practice-Based Learning and Improvement for Institutions: A Case Report

2010 ◽  
Vol 2 (4) ◽  
pp. 633-637 ◽  
Author(s):  
Susan E. Kirk ◽  
R. Edward Howell
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
University Of Virginia ◽  
Review Committee ◽  
New Classification ◽  
Graduate Medical ◽  
Institutional Review ◽  
Medical Institutions ◽  
Academic Medical ◽  
The University

Abstract Background In 2006, the University of Virginia became one of the first academic medical institutions to be placed on probation, after the Accreditation Council for Graduate Medical Education (ACGME) Institutional Review Committee implemented a new classification system for institutional reviews. Intervention After University of Virginia reviewed its practices and implemented needed changes, the institution was able to have probation removed and full accreditation restored. Whereas graduate medical education committees and designated institutional officials are required to conduct internal reviews of each ACGME–accredited program midway through its accreditation cycle, no similar requirement exists for institutions. Learning As we designed corrective measures at the University of Virginia, we realized that regularly scheduled audits of the entire institution would have prevented the accumulation of deficiencies. We suggest that institutional internal reviews be implemented to ensure that the ACGME institutional requirements for graduate medical education are met. This process represents practice-based learning and improvement at the institutional level and may prevent other institutions from receiving unfavorable accreditation decisions.

A Practical Framework for Conducting Video Telemedicine Visits with Trainees

2020 ◽  
Author(s):  
Brian Kwan ◽  
Stacy Charat ◽  
Darcy Wooten ◽  
Deanna Hill ◽  
Nivedita Restaino ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Care ◽  
Clinical Education ◽  
Teaching Tool ◽  
Distance Teaching ◽  
Feedback Cycle ◽  
Academic Medical ◽  
Clinician Educators ◽  
Future Evaluation

Abstract Background:Due to COVID-19, traditional clinical education for senior medical students has largely halted. In response to social distancing, many outpatient practices have transitioned to Telemedicine (TM). While TM has been integrated into undergraduate medical education curricula at many institutions, a published roadmap for incorporating learners into TM is not readily available.Aim:To describe one healthcare system’s transition to TM and propose a framework for including learners in video TM visitsSetting:Primary care clinics at an academic medical centerParticipants:Medical students, facultyProgram Description:Training protocols were distributed to providers and students. Multi-provider video visits were enabled for distance teaching. Students tested potential workflow models and provided feedback, facilitating creation of a 4-phase construct to guide inclusion of learners in video TM encounters.Program Evaluation:We employed a rapid feedback cycle to improve workflow process and to modify trainee and preceptor instructions. We analyzed student comments for narrative themes to plan for future evaluation of video TM encounters.Discussion:TM will be increasingly used in the provision of medical care. Clinician-educators will need to innovate in order to meet patient and learner expectations. TM will be an integral teaching tool and may enhance the educational experience.

Walking the swards: medical education and the rise and spread of the botanical field class

2000 ◽  
Vol 27 (3) ◽  
pp. 335-367 ◽  
Author(s):  
D. E. ALLEN
Keyword(s):  
Medical Education ◽  
Seventeenth Century ◽  
Medical Students ◽  
Medical Practice ◽  
Medical Schools ◽  
Northern Italy ◽  
Living State ◽  
Informal Approach

Physic gardens expressly for teaching medical students to recognise herbs in the living state originated in northern Italy in 1543 and became a facility to which Europe's leading universities increasingly aspired. In default of one, the practice arose of taking students into the countryside instead; but that depended on there being a teacher who was also a keen field botanist. In the seventeenth century Paris, London and Edinburgh replaced Montpellier and Basle as the principal centres of this more informal approach, which eventually had one or two commercial imitators as well. When stricter qualifications governing medical practice in Britain induced a great expansion of medical schools there after 1815 student excursions were taken in Scotland to new heights of popularity and ambitiousness. Having originated in a need to protect future practitioners from being duped by their suppliers, field classes ended up by generating the publication of floras, a market for botanical collecting equipment and, above all, a simpler model for local associations of naturalists which liberated them from an inherited organisational straitjacket.

Sign in / Sign up

Export Citation Format

Share Document