Janis P Tupesis1,2, Janet Lin3, Brett Nicks4, Arthur Chiu1, Christian Arbalaez5, Abraham Wai6, Nic Jouriles7. 1. BerbeeWalsh Department of Emergency Medicine University of Wisconsin School of Medicine and Public Health Madison WI USA. 2. University of Wisconsin-Madison Global Health Institute Madison WI USA. 3. Department of Emergency Medicine Chicago School of Medicine University of Illinois Chicago IL USA. 4. Department of Emergency Medicine Wake Forest School of Medicine Winston Salem NC USA. 5. Department of Emergency Medicine Brown University School of Medicine Providence RI USA. 6. Department of Emergency Medicine Li Ka Shing Faculty of Medicine Hong Kong City Hong Kong. 7. Department of Emergency Medicine Summa Health-Akron Campus Akron OH USA.
Abstract
OBJECTIVES: The objective was to research and develop a novel curriculum on administrative leadership development within the discipline of emergency medicine (EM) with the goal of establishing and implementing it through the world's EM professional organizations. METHODS: From 2016 to 2018 an assessment of different administrative and leadership programs was performed by researching and reviewing previously outlined curricula. Using the data from this assessment, a questionnaire was developed, that was subsequently sent to members of the International Federation for Emergency Medicine's (IFEM) listserv. RESULTS: A total of 377 people from 38 different countries participated in the survey. The majority of respondents identified themselves as EM specialists (81%, 306/377), while others identified themselves as EM resident physicians (9.5%, 36/377) and non-EM specialist physicians (4.5%, 17/377). A large majority of respondents articulated that there was a paucity of developed curricula focusing on leadership, administrative, and management principles within their institution, training program, or professional organization. Across all topic areas, fewer than 30% of polled individuals indicated that they had formal education related to individual and programmatic leadership development, change management, assessment methodology, negotiation skills, financial analysis, media relations, and health care policy. Quality improvement (QI) was the only curricular element that a majority of respondents had integrated into their clinical practice (61%). Qualitative data analysis of the narrative comments was performed with further evaluation of thematic components. CONCLUSIONS: The results of this study further support the findings that the majority of EM providers queried do not have a longitudinal curriculum that fosters administrative and leadership development nor advocate for its importance in relation to the quality of care. Given this gap, we propose that medical education at all levels-medical schools, EM resident/specialty training programs, and professional organizations-should consider creating administrative and leadership development programs. Additionally, development of any curriculum should require a global understanding of health care systems and awareness of the unique contexts of a given location and its available resources.
OBJECTIVES: The objective was to research and develop a novel curriculum on administrative leadership development within the discipline of emergency medicine (EM) with the goal of establishing and implementing it through the world's EM professional organizations. METHODS: From 2016 to 2018 an assessment of different administrative and leadership programs was performed by researching and reviewing previously outlined curricula. Using the data from this assessment, a questionnaire was developed, that was subsequently sent to members of the International Federation for Emergency Medicine's (IFEM) listserv. RESULTS: A total of 377 people from 38 different countries participated in the survey. The majority of respondents identified themselves as EM specialists (81%, 306/377), while others identified themselves as EM resident physicians (9.5%, 36/377) and non-EM specialist physicians (4.5%, 17/377). A large majority of respondents articulated that there was a paucity of developed curricula focusing on leadership, administrative, and management principles within their institution, training program, or professional organization. Across all topic areas, fewer than 30% of polled individuals indicated that they had formal education related to individual and programmatic leadership development, change management, assessment methodology, negotiation skills, financial analysis, media relations, and health care policy. Quality improvement (QI) was the only curricular element that a majority of respondents had integrated into their clinical practice (61%). Qualitative data analysis of the narrative comments was performed with further evaluation of thematic components. CONCLUSIONS: The results of this study further support the findings that the majority of EM providers queried do not have a longitudinal curriculum that fosters administrative and leadership development nor advocate for its importance in relation to the quality of care. Given this gap, we propose that medical education at all levels-medical schools, EM resident/specialty training programs, and professional organizations-should consider creating administrative and leadership development programs. Additionally, development of any curriculum should require a global understanding of health care systems and awareness of the unique contexts of a given location and its available resources.
Authors: Jonathan R Medverd; Demetrius L Dicks; Joseph Tang; Jennifer R Kohr; Peter G Stratil; Christina M Cinelli; Eric J Monroe Journal: J Am Coll Radiol Date: 2012-03 Impact factor: 5.532
Authors: Jan Kiesewetter; Marion Schmidt-Huber; Janine Netzel; Alexandra C Krohn; Matthias Angstwurm; Martin R Fischer Journal: GMS Z Med Ausbild Date: 2013-11-15