Tiffany A Moore Simas1, Joanna M Cain, Robert J Milner, Martha E Meacham, Annika L Bannon, Leonard L Levin, Nili Amir, Katherine Leung, Judith K Ockene, Luanne E Thorndyke. 1. Dr. Moore Simas is Associate Professor, Departments of Obstetrics & Gynecology, Pediatrics, Psychiatry and Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, MA. Dr. Cain is Professor of Obstetrics & Gynecology and Director of Talent Management, Office of Faculty Affairs, University of Massachusetts Medical School, Worcester, MA. Dr. Milner is Professor of Neurology and Associate Vice Provost for Professional Development, Office of Faculty Affairs, University of Massachusetts Medical School, Worcester, MA. Ms. Meacham is Education and Outreach Coordinator with the National Networks of Libraries of Medicine, New England Region and Lamar Soutter Library, University of Massachusetts Medical School, Worcester, MA. Ms. Bannon is a medical student, University of Massachusetts Medical School, Worcester, MA. Mr. Levin is the Head of Education and Clinical Services, Lamar Soutter Library and Assistant Professor, Department of Family Medicine and Community Health, University of Massachusetts Medical School, Worcester, MA, and Francis A. Countway Library of Medicine, Harvard Medical School, Boston, MA. Ms. Amir is a medical student, University of Massachusetts Medical School, Worcester, MA. Ms. Leung is a biostatistician, Department of Obstetrics and Gynecology, University of Massachusetts Medical School, Worcester, MA. Dr. Ockene is Professor of Medicine and Associate Vice Provost for Gender and Equity, Office of Faculty Affairs, University of Massachusetts Medical School, Worcester, MA. Dr. Thorndyke is Professor of Medicine and Vice Provost of Faculty Affairs, Office of Faculty Affairs, University of Massachusetts Medical School, Worcester, MA.
Abstract
INTRODUCTION: To describe Academic Health Center (AHC) faculty leadership development program characteristics and categorize leadership topics into thematic areas suggesting competency domains to guide programmatic curricular development. METHODS: A systematic literature review was conducted (PubMed/MEDLINE, Scopus, Cumulative Index of Nursing and Allied Health Literature [CINAHL], and Journal Storage [JSTOR databases]). Eligible studies described programs with leadership development intent for faculty in AHCs. Information was extracted using a structured data form and process. RESULTS: Six hundred ninety citations were screened; 25 publications describing 22 unique programs were eligible. The majority (73%) were institutionally based; mean class size was 18.5 (SD ± 10.2, range 4.5-48); and mean in-person time commitment was 110 hours (SD ± 101.2, range 16-416), commonly occurring in regular intervals over months to years (n = 10, 45%). Six programs provided per participant costs (mean $7,400, range $1000-$21,000). Didactic teaching was the primary instructional method (99.5%); a majority (68%) included project work. Fourteen thematic content areas were derived from 264 abstracted topics. The majority or near majority incorporated content regarding leadership skills, organizational strategy and alignment, management, self-assessment, and finance/budget. DISCUSSION: Institutions and faculty invest significantly in leadership development programs, addressing perceived needs and with perceived benefit for both. The prevalence of common curricular content indicates that AHCs deem important faculty development in leadership, business, and self-assessment skills.
INTRODUCTION: To describe Academic Health Center (AHC) faculty leadership development program characteristics and categorize leadership topics into thematic areas suggesting competency domains to guide programmatic curricular development. METHODS: A systematic literature review was conducted (PubMed/MEDLINE, Scopus, Cumulative Index of Nursing and Allied Health Literature [CINAHL], and Journal Storage [JSTOR databases]). Eligible studies described programs with leadership development intent for faculty in AHCs. Information was extracted using a structured data form and process. RESULTS: Six hundred ninety citations were screened; 25 publications describing 22 unique programs were eligible. The majority (73%) were institutionally based; mean class size was 18.5 (SD ± 10.2, range 4.5-48); and mean in-person time commitment was 110 hours (SD ± 101.2, range 16-416), commonly occurring in regular intervals over months to years (n = 10, 45%). Six programs provided per participant costs (mean $7,400, range $1000-$21,000). Didactic teaching was the primary instructional method (99.5%); a majority (68%) included project work. Fourteen thematic content areas were derived from 264 abstracted topics. The majority or near majority incorporated content regarding leadership skills, organizational strategy and alignment, management, self-assessment, and finance/budget. DISCUSSION: Institutions and faculty invest significantly in leadership development programs, addressing perceived needs and with perceived benefit for both. The prevalence of common curricular content indicates that AHCs deem important faculty development in leadership, business, and self-assessment skills.
Authors: Emily A Vail; Nandita R Nadig; Sarina K Sahetya; Lisa K Vande Vusse; Allan J Walkey; Vincent Liu; Kusum S Mathews Journal: Ann Am Thorac Soc Date: 2020-04