Leadership Training in Graduate Medical Education: A Systematic Review

ABSTRACT Background Leadership is a critical component of physician competence, yet the best approaches for developing leadership skills for physicians in training remain undefined. Objective We systematically reviewed the literature on existing leadership curricula in graduate medical education (GME) to inform leadership program development. Methods Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines, we searched MEDLINE, ERIC, EMBASE, and MedEdPORTAL through October 2015 using search terms to capture GME leadership curricula. Abstracts were reviewed for relevance, and included studies were retrieved for full-text analysis. Article quality was assessed using the Best Evidence in Medical Education (BEME) index. Results A total of 3413 articles met the search criteria, and 52 were included in the analysis. Article quality was low, with 21% (11 of 52) having a BEME score of 4 or 5. Primary care specialties were the most represented (58%, 30 of 52). The majority of programs were open to all residents (81%, 42 of 52). Projects and use of mentors or coaches were components of 46% and 48% of curricula, respectively. Only 40% (21 of 52) were longitudinal throughout training. The most frequent pedagogic methods were lectures, small group activities, and cases. Common topics included teamwork, leadership models, and change management. Evaluation focused on learner satisfaction and self-assessed knowledge. Longitudinal programs were more likely to be successful. Conclusions GME leadership curricula are heterogeneous and limited in effectiveness. Small group teaching, project-based learning, mentoring, and coaching were more frequently used in higher-quality studies.

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Skills-Based Programs Used to Reduce Physician Burnout in Graduate Medical Education: A Systematic Review

Journal of Graduate Medical Education ◽

10.4300/jgme-d-20-01433.1 ◽

2021 ◽

Vol 13 (4) ◽

pp. 471-489

Author(s):

Taylor S. Vasquez ◽

Julia Close ◽

Carma L. Bylund

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Final Analysis ◽

Physician Burnout ◽

Graduate Medical ◽

Assessment Scores ◽

Quality Instrument ◽

The Impact ◽

Prolonged Stress ◽

Article Quality

ABSTRACT Background Physician burnout is pervasive within graduate medical education (GME), yet programs designed to reduce it have not been systematically evaluated. Effective approaches to burnout, aimed at addressing the impact of prolonged stress, may differ from those needed to improve wellness. Objective We systematically reviewed the literature of existing educational programs aimed to reduce burnout in GME. Methods Following the PRISMA guidelines, we identified peer-reviewed publications on GME burnout reduction programs through October 2019. Titles and abstracts were reviewed for relevance, and full-text studies were acquired for analysis. Article quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). Results A total of 3534 articles met the search criteria, and 24 studies were included in the final analysis. Article quality varied, with MERSQI assessment scores varying between 8.5 and 14. Evaluation was based on participant scores on burnout reduction scales. Eleven produced significant results pertaining to burnout, 10 of which yielded a decrease in burnout. Curricula to reduce burnout among GME trainees varies. Content taught most frequently included stress management (n = 8), burnout reduction (n = 7), resilience (n = 7), and general wellness (n = 7). The most frequent pedagogical methods were discussion groups (n = 14), didactic sessions (n = 13), and small groups (n = 11). Most programs occurred during residents' protected education time. Conclusions There is not a consistent pattern of successful or unsuccessful programs. Further randomized controlled trials within GME are necessary to draw conclusions on which components most effectively reduce burnout.

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Graduate Medical Education and the Evaluation of Physician Competence

Plastic & Reconstructive Surgery ◽

10.1097/00006534-198803000-00020 ◽

1988 ◽

Vol 81 (3) ◽

pp. 425-430

Author(s):

William C. Trier

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Graduate Medical ◽

Physician Competence

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Training Future Family Physicians to Become Master Adaptive Learners

Family Medicine ◽

10.22454/fammed.2021.192268 ◽

2021 ◽

Author(s):

Louito Edje ◽

David W. Price

Keyword(s):

Medical Education ◽

Family Medicine ◽

Graduate Medical Education ◽

Adaptive Learning ◽

Clinic Visit ◽

Adaptive Expertise ◽

Small Group Teaching ◽

Optimal Learning ◽

Graduate Medical ◽

Optimal Learning Environment

This article examines the use of a concept that teaches learners how to learn in the context of family medicine residency training. We describe the four phases of this master adaptive learning framework and its place in educational theory and adaptive expertise, its implications for graduate medical education training and Accreditation Council for Graduate Medical Education competencies, as well as its role in imprinting family medicine residents for career-long learning. We lay out pragmatic strategies supporting this concept with a proposed curricular format for training in family medicine, including small group teaching methods, didactics, the clinic visit, faculty development and an optimal learning environment.

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