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.

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 Faculty Development Series on Graduate Medical Education: Systems-Based Practice

MedEdPORTAL ◽  
2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Sara Multerer ◽  
Michael Weisgerber ◽  
Jennifer Miller ◽  
Susan Guralnick ◽  
Sharon Dabrow ◽  
...  
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Graduate Medical Education ◽  
Education Systems ◽  
Graduate Medical

scholarly journals New beginnings in post graduate medical education. Latin American Medical Education Leaders Forum

2021 ◽  
Vol 46 (4) ◽  
Author(s):  
Klaus Puschel ◽  
Tai Telesco ◽  
Marcela Grez ◽  
Trinidad Hoyl ◽  
Luis Ibañez ◽  
...  
Keyword(s):  
Medical Education ◽  
Latin America ◽  
American Medical ◽  
Graduate Medical Education ◽  
Latin American ◽  
Critical Time ◽  
Lessons Learned ◽  
Post Graduate ◽  
Graduate Medical ◽  
Education Leaders

Introduction: The consequences of the Covid-19 epidemic have been catastrophic for Latin America in 2021. This study explores experiences, lessons learned, and practice changes during this critical time in post-graduate medical education in Latin America. Methods: A panel of 53 post-graduate medical education leaders from 8 Latin American countries and Canada was invited to participate in the 2021 Latin American Medical Education Leaders Forum to share their experiences, lessons learned, and main educational practice changes given the Covid-19 pandemic scenario. Participants were selected following a snowball technique with the goal of obtaining a diverse group of experts. Small group discussions were conducted by bilingual facilitators based on a semi-structured questionnaire. The plenary session with the main conclusions of each group was recorded and fully transcribed for a thematic analysis using a framework methods approach. Results: Participants´ profiles included 13 experienced clinician-educators, 19 program directors, and 23 deans or organizational representatives. Seven specific themes emerged. They followed a pattern that went from an initial emotional reaction of surprise to a complex collective response. The responses highlighted the value of adaptability, the application of new digital skills, a renovated residents’ protagonism, the strengthening of humanism in medicine, the openness of new perspectives in wellness, and finally, an unresolved challenge of assessment in medical education in a virtual post-pandemic scenario. Conclusion: A diverse panel of medical educators from Latin America and Canada identified changes triggered by the Covid-19 pandemic that could transform postgraduate medical education in the region.

scholarly journals A Dialogic Approach to Teaching Person-Centered Care in Graduate Medical Education

2019 ◽  
Vol 11 (4) ◽  
pp. 460-467
Author(s):  
Ayelet Kuper ◽  
Victoria A. Boyd ◽  
Paula Veinot ◽  
Tarek Abdelhalim ◽  
Mary Jane Bell ◽  
...  
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Graduate Medical Education ◽  
Development Program ◽  
Faculty Development Program ◽  
Dialogic Teaching ◽  
Graduate Medical ◽  
Person Centered Care ◽  
Centered Care ◽  
Education Model

ABSTRACT Background Training future physicians to provide compassionate, equitable, person-centered care remains a challenge for medical educators. Dialogues offer an opportunity to extend person-centered education into clinical care. In contrast to discussions, dialogues encourage the sharing of authority, expertise, and perspectives to promote new ways of understanding oneself and the world. The best methods for implementing dialogic teaching in graduate medical education have not been identified. Objective We developed and implemented a co-constructed faculty development program to promote dialogic teaching and learning in graduate medical education. Methods Beginning in April 2017, we co-constructed, with a pilot working group (PWG) of physician teachers, ways to prepare for and implement dialogic teaching in clinical settings. We kept detailed implementation notes and interviewed PWG members. Data were iteratively co-analyzed using a qualitative description approach within a constructivist paradigm. Ongoing analysis informed iterative changes to the faculty development program and dialogic education model. Patient and learner advisers provided practical guidance. Results The concepts and practice of dialogic teaching resonated with PWG members. However, they indicated that dialogic teaching was easier to learn about than to implement, citing insufficient time, lack of space, and other structural issues as barriers. Patient and learner advisers provided insights that deepened design, implementation, and eventual evaluation of the education model by sharing experiences related to person-centered care. Conclusions While PWG members found that the faculty development program supported the implementation of dialogic teaching, successfully enabling this approach requires expertise, willingness, and support to teach knowledge and skills not traditionally included in medical curricula.

scholarly journals Accreditation Council for Graduate Medical Education Self-Study for Pathology: One Institution's Experience and Lessons Learned

2019 ◽  
Vol 143 (10) ◽  
pp. 1271-1277 ◽  
Author(s):  
Kruti P. Maniar ◽  
Nicoleta Arva ◽  
Luis Z. Blanco ◽  
Qinwen Mao ◽  
Elizabeth G. Morency ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
English Language ◽  
Lessons Learned ◽  
Shared Resources ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Self Evaluation ◽  
Self Study ◽  
Fellowship Programs

Context.— The Accreditation Council for Graduate Medical Education (ACGME) established a new system for accreditation of residency and fellowship programs in 2013. One key aspect of the Next Accreditation System is the 10-year self-study, which requires programs to conduct a comprehensive self-evaluation, including development of program aims and analysis of strengths, weaknesses, and environmental context, in order to plan improvements and take the program to the next level. Objective.— To provide a review of the recent changes and current state of ACGME accreditation, with a focus on the new 10-year self-study, and to share our institution's experience with conducting the first self-study of our pathology residency and accredited fellowship programs in 2018. Data Sources.— Review of English-language literature, published resources from the ACGME, and materials/data from our department's 2018 self-study. Conclusions.— The self-study process now required for ACGME accreditation is a useful way to assess program strengths and weaknesses in the context of current environmental and institutional factors, and helps develop an effective framework for improvements geared at achieving program aims and taking the program to the next level. Additionally, conducting residency and fellowship self-studies together allows for collaboration, effective use of shared resources, and the development of a cohesive educational mission.

scholarly journals Moving Beyond Accidental Leadership: A Graduate Medical Education Leadership Curriculum Needs Assessment

2017 ◽  
Vol 182 (7) ◽  
pp. e1815-e1822 ◽  
Author(s):  
Joshua D. Hartzell ◽  
Clifton E. Yu ◽  
Brian M. Cohee ◽  
Michael R. Nelson ◽  
Ramey L. Wilson
Keyword(s):  
Medical Education ◽  
Needs Assessment ◽  
Graduate Medical Education ◽  
Education Leadership ◽  
Graduate Medical ◽  
Leadership Curriculum

scholarly journals Early experiences of accredited clinical informatics fellowships

2016 ◽  
Vol 23 (4) ◽  
pp. 829-834 ◽  
Author(s):  
Christopher A Longhurst ◽  
Natalie M Pageler ◽  
Jonathan P Palma ◽  
John T Finnell ◽  
Bruce P Levy ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Lessons Learned ◽  
Clinical Informatics ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Early Experiences ◽  
Fellowship Programs ◽  
Collective Experience ◽  
Medical Subspecialty

Abstract Since the launch of the clinical informatics subspecialty for physicians in 2013, over 1100 physicians have used the practice and education pathways to become board-certified in clinical informatics. Starting in 2018, only physicians who have completed a 2-year clinical informatics fellowship program accredited by the Accreditation Council on Graduate Medical Education will be eligible to take the board exam. The purpose of this viewpoint piece is to describe the collective experience of the first four programs accredited by the Accreditation Council on Graduate Medical Education and to share lessons learned in developing new fellowship programs in this novel medical subspecialty.

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