Grant T Savage1, W Jack Duncan2, Kathy L Knowles3, Kathleen Nelson4, David A Rogers5, Karen N Kennedy6. 1. MISQ Department, School of Business, University of Alabama at Birmingham, Birmingham, AL, 35294-4460, USA. Electronic address: gsavage@uab.edu. 2. Health Care Organization and Policy Department, School of Public Health, University of Alabama at Birmingham, Birmingham, AL, 35294-0022, USA. 3. Office of Faculty Development, School of Medicine, University of Alabama at Birmingham, Birmingham, AL, 35294-3412, USA. 4. Department of Pediatrics, Keck School of Medicine, University of Southern California, Los Angeles, CA, 90027, USA. 5. Department of Surgery and Office of Faculty Development, School of Medicine, University of Alabama at Birmingham, Birmingham, AL, 35294-3412, USA. 6. MIDE Department, School of Business, University of Alabama at Birmingham, Birmingham, AL, 35294-4460, USA.
Abstract
AIM: The study describes the genesis of the University of Alabama at Birmingham's Healthcare Leadership Academy (HLA), highlights the HLA's outcomes, discloses how the HLA has changed, and delineates future directions for academic health center (AHC) interprofessional leadership training. BACKGROUND: While interprofessional training is recognized as an important component of the professional education for health professionals, AHCs have not focused on interprofessional leadership training to prepare future AHC leaders. As professional bureaucracies, AHCs require leadership distributed across different professions; these leaders not only should be technical experts, but also skilled at interprofessional teamwork and collaborative governance. METHODS: The HLA is examined using the case method, which is supplemented with a descriptive analysis of program evaluation data and outcomes. RESULTS: The HLA has created a networked community of AHC leaders; the HLA's interprofessional team projects foster innovative problem solving. CONCLUSIONS: Interprofessional leadership training expands individuals' networks and has multiple organizational benefits.
AIM: The study describes the genesis of the University of Alabama at Birmingham's Healthcare Leadership Academy (HLA), highlights the HLA's outcomes, discloses how the HLA has changed, and delineates future directions for academic health center (AHC) interprofessional leadership training. BACKGROUND: While interprofessional training is recognized as an important component of the professional education for health professionals, AHCs have not focused on interprofessional leadership training to prepare future AHC leaders. As professional bureaucracies, AHCs require leadership distributed across different professions; these leaders not only should be technical experts, but also skilled at interprofessional teamwork and collaborative governance. METHODS: The HLA is examined using the case method, which is supplemented with a descriptive analysis of program evaluation data and outcomes. RESULTS: The HLA has created a networked community of AHC leaders; the HLA's interprofessional team projects foster innovative problem solving. CONCLUSIONS: Interprofessional leadership training expands individuals' networks and has multiple organizational benefits.
Authors: Daniel M Blumenthal; Ken Bernard; Traci N Fraser; Jordan Bohnen; Jessica Zeidman; Valerie E Stone Journal: BMC Med Educ Date: 2014-11-30 Impact factor: 2.463
Authors: David Beran; Sigiriya Aebischer Perone; Gabriel Alcoba; Alexandre Bischoff; Claire-Lise Bussien; Gilles Eperon; Olivier Hagon; Olivia Heller; Frédérique Jacquerioz Bausch; Nicolas Perone; Thomas Vogel; François Chappuis Journal: Global Health Date: 2016-04-29 Impact factor: 4.185