Training of leadership skills in medical education.

Published on Nov 15, 2013
Jan Kiesewetter10
Estimated H-index: 10
Marion Schmidt-Huber1
Estimated H-index: 1
+ 3 AuthorsMartin R. Fischer28
Estimated H-index: 28
Background: Effective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians’ everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable. Objective: The review aims to summarize the findings in the current literature regarding training in leadership skills in medicine and tries to integrate the findings to guide future research and training development. Method: The PubMED, ERIC, and PsycArticles, PsycINFO, PSYNDEX and Academic search complete of EBSCOhost were searched for training of leadership skills in medicine in German and English. Relevant articles were identified and findings were integrated and consolidated regarding the leadership principles, target group of training and number of participants, temporal resources of the training, training content and methods, the evaluation design and trainings effects. Results: Eight studies met all inclusion criteria and no exclusion criteria. The range of training programs is very broad and leadership skill components are diverse. Training designs implied theoretical reflections of leadership phenomena as well as discussions of case studies from practice. The duration of training ranged from several hours to years. Reactions of participants to trainings were positive, yet no behavioral changes through training were examined. Conclusions: More research is needed to understand the factors critical to success in the development of leadership skills in medical education and to adapt goal-oriented training methods. Requirements analysis might help to gain knowledge about the nature of leadership skills in medicine. The authors propose a stronger focus on behavioral training methods like simulation-based training for leadership skills in medical education.
📖 Papers frequently viewed together
4 Authors (Ming Lee, ..., Dan Osterweil)
8 Citations
25 Citations
#1Erin J. Ciampa (Vandy: Vanderbilt University)H-Index: 4
#2Aubrey Hunt (Vandy: Vanderbilt University)H-Index: 7
Last. Terence S. Dermody (Vandy: Vanderbilt University)H-Index: 80
view all 9 authors...
Success in academic medicine requires scientific and clinical aptitude and the ability to lead a team effectively. Although combined MD/PhD training programs invest considerably in the former, they often do not provide structured educational opportunities in leadership, especially as applied to investigative medicine. To fill a critical knowledge gap in physician-scientist training, the Vanderbilt Medical Scientist Training Program (MSTP) developed a biennial two-day workshop in investigative le...
12 CitationsSource
#1Marilyn HammickH-Index: 23
#2Tim Dornan (University of Manchester)H-Index: 57
Last. Yvonne Steinert (McGill University)H-Index: 48
view all 3 authors...
This paper outlines the essential aspects of conducting a systematic review of an educational topic beginning with the work needed once an initial idea for a review topic has been suggested through to the stage when all data from the selected primary studies has been coded. It draws extensively on the wisdom and experience of those who have undertaken systematic reviews of professional education, including Best Evidence Medical Education systematic reviews. Material from completed reviews is use...
121 CitationsSource
#1William C. McGaghie (NU: Northwestern University)H-Index: 68
#2S. Barry Issenberg (UM: University of Miami)H-Index: 26
Last. Ross J. Scalese (UM: University of Miami)H-Index: 10
view all 4 authors...
Objectives This article reviews and critically evaluates historical and contemporary research on simulation-based medical education (SBME). It also presents and discusses 12 features and best practices of SBME that teachers should know in order to use medical simulation technology to maximum educational benefit. Methods This qualitative synthesis of SBME research and scholarship was carried out in two stages. Firstly, we summarised the results of three SBME research reviews covering the years 19...
1,037 CitationsSource
#1Roland F. J. M. Laan (Radboud University Nijmegen)H-Index: 40
#2Ron R. M. Leunissen (Radboud University Nijmegen)H-Index: 1
Last. C.L.A. van Herwaarden (Radboud University Nijmegen)H-Index: 42
view all 3 authors...
The 2009 Framework defines the joint Dutch national learning outcomes to be attained by medical students after completing their three-year master programme in medicine. The Framework thus helps to guarantee to society at large and to patients in particular that medical graduates who are starting out as practitioners have attained a certain professional level. This level is the aggregate of the physicians’ target profile, physicians’ (sub-) competencies to be achieved and the list of issues relat...
68 CitationsSource
#1Sharon A. Levine (BMC: Boston Medical Center)H-Index: 12
#2Serena H. Chao (BMC: Boston Medical Center)H-Index: 5
Last. Lisa B. Caruso (BMC: Boston Medical Center)H-Index: 7
view all 7 authors...
Chief residents (CRs) play a crucial role in training residents and students but may have limited geriatrics training or formal preparation for their CR role. A 2-day off-site chief resident immersion training (CRIT) addressed these challenges. Objectives were to foster collaboration between disciplines in the management of complex older patients, increase knowledge of geriatrics principles to incorporate into teaching, enhance leadership skills, and help CRs develop an achievable project for im...
37 CitationsSource
#1Chayan Chakraborti (George Washington University Hospital)H-Index: 9
#2Romsai T. Boonyasai (JHBMC: Johns Hopkins Bayview Medical Center)H-Index: 11
Last. David E. Kern (JHBMC: Johns Hopkins Bayview Medical Center)H-Index: 38
view all 4 authors...
Background Teamwork is important for improving care across transitions between providers and for increasing patient safety.
111 CitationsSource
#1Kristofer L. Smith (Mount Sinai Hospital)H-Index: 9
#2Dustin J. Petersen (BU: Boston University)H-Index: 1
Last. Lisa D. Bensinger (ISMMS: Icahn School of Medicine at Mount Sinai)H-Index: 2
view all 5 authors...
Introduction: Challenges to American academic medical centers have diverted attention and resources away from the core missions of teacher and leader development. To train the next generation of medical education leaders, substantial and institutionalized new programs are necessary.Methods: The American Medical Student Association, with the Mount Sinai School of Medicine, designed the Training Tomorrow's Teachers Today national medical student retreat. The week-long course endeavors to enhance p...
21 CitationsSource
#1Samir S. Awad (BCM: Baylor College of Medicine)H-Index: 44
#2Barbara Hayley (BCM: Baylor College of Medicine)H-Index: 1
Last. F. Charles Brunicardi (BCM: Baylor College of Medicine)H-Index: 48
view all 5 authors...
Abstract Background Today's complex health care environment coupled with the 80-hour workweek mandate has required that surgical resident team interactions evolve from a military command-and-control style to a collaborative leadership style. Methods A novel educational curriculum was implemented with objectives of training the residents to have the capacity/ability to create and manage powerful teams through alignment, communication, and integrity integral tools to practicing a collaborative lea...
49 CitationsSource
#1James K. Stoller (Cleveland Clinic)H-Index: 69
#2Mark E. Rose (Cleveland Clinic)H-Index: 3
Last. Byron J. Hoogwerf (Cleveland Clinic)H-Index: 59
view all 5 authors...
OBJECTIVE: The purpose of this report is to describe and evaluate the impact of a 1-day retreat focused on developing leadership skills and teambuilding among postgraduate year 1 residents in an internal medicine residency.
66 CitationsSource
#1Meta T Lee (U.H.: University of Hawaii at Manoa)H-Index: 3
#2Alice M. TseH-Index: 7
Last. Gwen S NaguwaH-Index: 1
view all 3 authors...
8 CitationsSource
Cited By15
#2Nicholas R. Power (Royal College of Physicians of Ireland)H-Index: 1
#3Sarah Dellière (University of Paris)H-Index: 8
Last. Aleksandra BaracH-Index: 53
view all 8 authors...
Abstract null null Background null The COVID-19 pandemic has demonstrated the value of highly skilled and extensively trained specialists in clinical microbiology (CM) and infectious diseases (ID). Training curricula in CM and ID must constantly evolve to prepare trainees for future pandemics and to allow trainees to reach their full clinical and academic potential. null null null Objectives null In this narrative review, we aim to outline necessary future adaptations in CM and ID training curri...
1 CitationsSource
#1Riikka Hofmann (University of Cambridge)H-Index: 10
#2Jan D. Vermunt (TU/e: Eindhoven University of Technology)H-Index: 45
INTRODUCTION The aim of this study is to develop a conceptually sound outcome model for clinical leadership (CL) development in healthcare, linking individual professional learning and organisational change. Frontline doctors' CL is often offered as a solution to healthcare challenges worldwide. However, there is a paucity of rigorous evidence of effectiveness of CL development, or theories supporting it. Importantly, the literature currently lacks robust outcome models for CL development, imped...
1 CitationsSource
#1Daniel H Mai (EVMS: Eastern Virginia Medical School)
#2Heather Newton (EVMS: Eastern Virginia Medical School)H-Index: 1
Last. Rupa Kapoor (EVMS: Eastern Virginia Medical School)
view all 5 authors...
Introduction:Although clinical leadership in physicians is associated with improved healthcare, leadership training is rarely integrated into residency training. Our objective was to perform a comp...
#1Peng Gao (Dalian Medical University)
#2Chenyu Wang (Dalian Medical University)
Last. Qingping Wen (Dalian Medical University)
view all 5 authors...
BACKGROUND Simulation training is an essential criterion for medical staff. The majority of residents are trained in operating room crisis management (ORCM), but only a few pre-clinical anesthesia undergraduate students are trained. Anesthesia methodology and technology were studied by the anesthesia undergraduate students in theory, but they were not able to practically resolve all clinical problems scientifically and reasonably. Consequently, there is a need to apply their competencies and bri...
#1Anupam Thakur (U of T: University of Toronto)H-Index: 1
#1Anupam Thakur (U of T: University of Toronto)H-Index: 3
Last. Sophie Soklaridis (U of T: University of Toronto)H-Index: 16
view all 4 authors...
The study explored knowledge, attitude, and practices of Canadian Medical Education Directions for Specialists (CanMEDS) “‘Leader” role in faculty psychiatrists in a university setting. This is a qualitative study using a thematic analysis approach. Participants were identified by purposive, convenience, and snowball sampling. Telephone interviews were conducted to explore participants’ perceptions of leadership. Qualitative analysis was carried out using a constant comparative analysis approach...
1 CitationsSource
#1Daniel N Ricotta (Harvard University)H-Index: 6
#2Brittany L. Ranchoff (BIDMC: Beth Israel Deaconess Medical Center)H-Index: 1
Last. Grace Huang (Harvard University)H-Index: 24
view all 6 authors...
In the context of inpatient general medicine, “rounding” refers to the process of seeing, assessing, and caring for patients as a team. The clinical leadership skills required of residents to lead rounds are essential to inpatient care and clinical education. Assessment of these skills has relevance to developing competent physicians; however, there is an absence of widely accepted tools to specifically measure this competency. To develop and collect validity evidence for a direct observation in...
1 CitationsSource
#1Anupam Thakur (CAMH: Centre for Addiction and Mental Health)H-Index: 3
#2Bryan O’LearyH-Index: 1
Last. Sophie Soklaridis (CAMH: Centre for Addiction and Mental Health)H-Index: 16
view all 4 authors...
1 CitationsSource
#1Justin B. Ziemba (Johns Hopkins University)H-Index: 10
Last. Alan J. Wein (UPenn: University of Pennsylvania)H-Index: 100
view all 6 authors...
Abstract Introduction Leadership is an integral component of medical practice. Nevertheless, during residency minimal attention is paid to developing this important domain. Therefore, we report on our experience with a formal leadership curriculum for senior urology residents. Methods In consultation with a leadership expert a curriculum was developed with readings and discussion questions focusing on understanding and applying leadership theory. A symposium was then organized to discuss leaders...
#1Charles W. HargettH-Index: 5
#2Joseph P. DotyH-Index: 3
Last. Dean C. TaylorH-Index: 52
view all 9 authors...
Purpose: Despite increasing awareness of the importance of leadership in healthcare, our understanding of the competencies of effective leadership remains limited. We used a concept mapping approach (a blend of qualitative and quantitative analysis of group processes to produce a visual composite of the group's ideas) to identify stakeholders' mental model of effective healthcare leadership, clarifying the underlying structure and importance of leadership competencies. Methods: Literature review...
38 CitationsSource
#1Barbara Saravo (LMU: Ludwig Maximilian University of Munich)H-Index: 4
#2Janine Netzel (LMU: Ludwig Maximilian University of Munich)H-Index: 4
Last. Jan Kiesewetter (LMU: Ludwig Maximilian University of Munich)H-Index: 10
view all 3 authors...
Background For the purpose of providing excellent patient care, residents need to be strong, effective leaders. The lack of clinical leadership is alarming given the detrimental effects on patient safety. The objective of the study was to assess whether a leadership training addressing transactional and transformational leadership enhances leadership skills in residents. Methods A volunteer sample of 57 residents from postgraduate year one to four was recruited across a range of medical specialt...
28 CitationsSource