Steven M Loscalzo1, Tracy Seimears2, Nancy D Spector3, Theodore C Sectish4, Thomas J Sandora4. 1. Department of Anesthesia and Critical Care Medicine, Children's Hospital of Philadelphia (SM Loscalzo), Philadelphia, Pa; Department of Pediatrics, Saint Christopher's Hospital for Children (SM Loscalzo), Philadelphia, Pa. Electronic address: loscalzos@chop.edu. 2. Department of Pediatrics, Boston Children's Hospital (T Seimears, TC Sectish, and TJ Sandora), Boston, Mass; Department of Pediatrics, Seattle Children's Hospital (T Seimears), Seattle, Wash. 3. Drexel University College of Medicine (ND Spector), Philadelphia, Pa. 4. Department of Pediatrics, Boston Children's Hospital (T Seimears, TC Sectish, and TJ Sandora), Boston, Mass.
Abstract
OBJECTIVE: Physicians serve as leaders in varying roles, but often with minimal dedicated training. Existing pediatric residency competencies may not completely describe all leadership skills that should be valued. We sought to identify a set of high-value leadership skills and evaluate current training in these skills in pediatric residency programs. METHODS: A modified Delphi process was used to inform a national survey of pediatric residency program directors. Programs were asked to rate the perceived importance of identified leadership skills and the presence of dedicated teaching. Skills identified as extremely or quite important by ≥90% of respondents were classified as high-value. RESULTS: Our modified Delphi process generated 16 core leadership skills to evaluate. A total of 67/204 residency programs responded. Six skills were identified as high-value: managing time effectively, receiving feedback, communicating effectively through speaking, embodying professionalism, demonstrating emotional intelligence, and addressing conflict. Only 19% of responding programs reported providing dedicated teaching time for all high-value skills. CONCLUSIONS: Despite a high degree of national agreement among program directors about the importance of specific leadership skills, few pediatric residency programs dedicate time to teaching residents about these skills. The identified high-value leadership skills could help to inform future educational efforts.
OBJECTIVE: Physicians serve as leaders in varying roles, but often with minimal dedicated training. Existing pediatric residency competencies may not completely describe all leadership skills that should be valued. We sought to identify a set of high-value leadership skills and evaluate current training in these skills in pediatric residency programs. METHODS: A modified Delphi process was used to inform a national survey of pediatric residency program directors. Programs were asked to rate the perceived importance of identified leadership skills and the presence of dedicated teaching. Skills identified as extremely or quite important by ≥90% of respondents were classified as high-value. RESULTS: Our modified Delphi process generated 16 core leadership skills to evaluate. A total of 67/204 residency programs responded. Six skills were identified as high-value: managing time effectively, receiving feedback, communicating effectively through speaking, embodying professionalism, demonstrating emotional intelligence, and addressing conflict. Only 19% of responding programs reported providing dedicated teaching time for all high-value skills. CONCLUSIONS: Despite a high degree of national agreement among program directors about the importance of specific leadership skills, few pediatric residency programs dedicate time to teaching residents about these skills. The identified high-value leadership skills could help to inform future educational efforts.