Sarah B Merriam1, Scott D Rothenberger2, Jennifer A Corbelli3. 1. is Clinical Assistant Professor, Department of Medicine, VA Pittsburgh Healthcare System. 2. is Assistant Professor, Center for Research on Health Care Data Center, Department of Medicine, University of Pittsburgh School of Medicine. 3. is Associate Professor, Department of Medicine, University of Pittsburgh School of Medicine, and Program Director, Internal Medicine Residency Training Program, University of Pittsburgh Medical Center.
Abstract
BACKGROUND: Although graduate medical education accrediting bodies recognize the importance of leadership for residents and encourage curricular development, it remains unclear which competencies are most important for early career physicians to possess. OBJECTIVE: To generate a prioritized list of essential postgraduate leadership competencies to inform best practices for future curricular development. METHODS: In 2019, we used a Delphi approach, which allows for generation of consensus, to survey internal medicine (IM) physicians in leadership roles with expertise in medical education and/or leadership programming within national professional societies. Panelists ranked a comprehensive list of established leadership competencies for health care professionals, across 3 established domains (character, emotional intelligence, and cognitive skills), on importance for categorical IM residents to perform by the end of residency. Respondents also identified number of content hours and pedagogical format best suited to teach each skill. RESULTS: Sixteen and 14 panelists participated in Delphi rounds 1 and 2, respectively (88% response rate). Most were female (71%) and senior (64% in practice > 15 years, 57% full professor). All practiced in academic environments and all US regions were represented. The final consensus list included 12 "essential" and 9 "very important" leadership skills across all 3 leadership domains. Emotional intelligence and character domains were equally represented in the consensus list despite being disproportionately underweighted initially. Panelists most frequently recommended content delivery via mentorship/coaching, work-based reflection, and interactive discussion. CONCLUSIONS: This study's results suggest that postgraduate curricular interventions should emphasize emotional intelligence and character domains of leadership and prioritize coaching, discussion, and reflection for delivery.
BACKGROUND: Although graduate medical education accrediting bodies recognize the importance of leadership for residents and encourage curricular development, it remains unclear which competencies are most important for early career physicians to possess. OBJECTIVE: To generate a prioritized list of essential postgraduate leadership competencies to inform best practices for future curricular development. METHODS: In 2019, we used a Delphi approach, which allows for generation of consensus, to survey internal medicine (IM) physicians in leadership roles with expertise in medical education and/or leadership programming within national professional societies. Panelists ranked a comprehensive list of established leadership competencies for health care professionals, across 3 established domains (character, emotional intelligence, and cognitive skills), on importance for categorical IM residents to perform by the end of residency. Respondents also identified number of content hours and pedagogical format best suited to teach each skill. RESULTS: Sixteen and 14 panelists participated in Delphi rounds 1 and 2, respectively (88% response rate). Most were female (71%) and senior (64% in practice > 15 years, 57% full professor). All practiced in academic environments and all US regions were represented. The final consensus list included 12 "essential" and 9 "very important" leadership skills across all 3 leadership domains. Emotional intelligence and character domains were equally represented in the consensus list despite being disproportionately underweighted initially. Panelists most frequently recommended content delivery via mentorship/coaching, work-based reflection, and interactive discussion. CONCLUSIONS: This study's results suggest that postgraduate curricular interventions should emphasize emotional intelligence and character domains of leadership and prioritize coaching, discussion, and reflection for delivery.
Authors: Michael L Green; Margaret Winkler; Richard Mink; Melissa L Brannen; Meredith Bone; Tensing Maa; Grace M Arteaga; Megan E McCabe; Karen Marcdante; James Schneider; David A Turner Journal: Med Teach Date: 2017-03-10 Impact factor: 3.650