Matt Hansen1, Tabria Harrod2, Nathan Bahr3, Amanda Schoonover4, Karen Adams5, Josh Kornegay6, Amy Stenson7, Vivienne Ng8, Jennifer Plitt9, Dylan Cooper10, Nicole Scott11, Sneha Chinai12, Julia Johnson13, Lauren Weinberger Conlon14, Catherine Salva15, Holly Caretta-Weyer16, Trang Huynh17, David Jones18, Katherine Jorda19, Jamie Lo20, Ryanne Mayersak21, Emmanuelle Paré22, Kate Hughes23, Rami Ahmed24, Soha Patel25, Suzana Tsao26, Eileen Wang27, Tony Ogburn28, Jeanne-Marie Guise29. 1. M. Hansen is associate professor of emergency medicine and pediatrics, Oregon Health & Science University School of Medicine, Portland, Oregon. 2. T. Harrod is senior research associate, Department of Obstetrics and Gynecology, Oregon Health & Science University School of Medicine, Portland, Oregon. 3. N. Bahr is senior research associate, Department of Obstetrics and Gynecology, Oregon Health & Science University School of Medicine, Portland, Oregon. 4. A. Schoonover is senior research assistant, Department of Obstetrics and Gynecology, Oregon Health & Science University School of Medicine, Portland, Oregon. 5. K. Adams is professor of obstetrics and gynecology, Oregon Health & Science University School of Medicine, Portland, Oregon. 6. J. Kornegay is associate professor of emergency medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. 7. A. Stenson is associate professor of obstetrics and gynecology, Oregon Health & Science University School of Medicine, Portland, Oregon. 8. V. Ng is assistant professor of emergency medicine, The University of Arizona College of Medicine, Tucson, Arizona. 9. J. Plitt is assistant clinical professor of emergency medicine, The University of Arizona College of Medicine, Tucson, Arizona. 10. D. Cooper is professor of clinical emergency medicine, Indiana University School of Medicine, Bloomington, Indiana. 11. N. Scott is assistant professor of clinical obstetrics and gynecology, Indiana University School of Medicine, Bloomington, Indiana. 12. S. Chinai is assistant professor of emergency medicine, University of Massachusetts Chan Medical School, Boston, Massachusetts. 13. J. Johnson is professor of obstetrics and gynecology, University of Massachusetts Chan Medical School, Boston, Massachusetts. 14. L.W. Conlon is assistant professor of emergency medicine, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania. 15. C. Salva is associate professor of clinical obstetrics and gynecology, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania. 16. H. Caretta-Weyer is assistant director, Emergency Medicine Residency Program, Stanford University School of Medicine, Stanford, California. 17. T. Huynh is associate professor of pediatrics, Oregon Health & Science University School of Medicine, Portland, Oregon. 18. D. Jones is associate professor of emergency medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. 19. K. Jorda is assistant professor of obstetrics and gynecology, Oregon Health & Science University School of Medicine, Portland, Oregon. 20. J. Lo is assistant professor of obstetrics and gynecology, Oregon Health & Science University School of Medicine, Portland, Oregon. 21. R. Mayersak is assistant professor of emergency medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. 22. E. Paré is associate professor of obstetrics and gynecology, Oregon Health & Science University School of Medicine, Portland, Oregon. 23. K. Hughes is assistant professor of emergency medicine, The University of Arizona College of Medicine, Tucson, Arizona. 24. R. Ahmed is professor of emergency medicine, Indiana University School of Medicine, Bloomington, Indiana. 25. S. Patel is assistant professor of obstetrics and gynecology, Vanderbilt University School of Medicine, Nashville, Tennessee. 26. S. Tsao is associate professor of emergency medicine, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania. 27. E. Wang is professor of obstetrics and gynecology, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania. 28. T. Ogburn is professor and chair of obstetrics and gynecology, University of Texas Rio Grande Valley School of Medicine, Edinburgh, Texas. 29. J.-M. Guise is professor of obstetrics and gynecology, Oregon Health & Science University School of Medicine, Portland, Oregon.
Abstract
PURPOSE: To determine whether a brief leadership curriculum including high-fidelity simulation can improve leadership skills among resident physicians. METHOD: This was a double-blind, randomized controlled trial among obstetrics-gynecology and emergency medicine (EM) residents across 5 academic medical centers from different geographic areas of the United States, 2015-2017. Participants were assigned to 1 of 3 study arms: the Leadership Education Advanced During Simulation (LEADS) curriculum, a shortened Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) curriculum, or as active controls (no leadership curriculum). Active controls were recruited from a separate site and not randomized to limit any unintentional introduction of materials from leadership curricula. The LEADS curriculum was developed in partnership with the Council on Resident Education in Obstetrics and Gynecology and Council of Residency Directors in Emergency Medicine as a novel way to provide a leadership toolkit. Both LEADS and the abbreviated TeamSTEPPS were designed as six 10-minute interactive web-based modules.The primary outcome of interest was the leadership performance score from the validated Clinical Teamwork Scale instrument measured during standardized high-fidelity simulation scenarios. Secondary outcomes were 9 key components of leadership from the detailed leadership evaluation measured on 5-point Likert scales. Both outcomes were rated by a blinded clinical video reviewer. RESULTS: One hundred ten obstetrics-gynecology and EM residents participated in this 2-year trial. Participants in both LEADS and TeamSTEPPS had statistically significant improvement in leadership scores from "average" to "good" ranges both immediately and at the 6-month follow-up, while controls remained unchanged in the "average" category throughout the study. There were no differences between LEADS and TeamSTEPPS curricula with respect to the primary outcome. CONCLUSIONS: Residents who participated in a brief structured leadership training intervention had improved leadership skills that were maintained at 6-month follow-up.
PURPOSE: To determine whether a brief leadership curriculum including high-fidelity simulation can improve leadership skills among resident physicians. METHOD: This was a double-blind, randomized controlled trial among obstetrics-gynecology and emergency medicine (EM) residents across 5 academic medical centers from different geographic areas of the United States, 2015-2017. Participants were assigned to 1 of 3 study arms: the Leadership Education Advanced During Simulation (LEADS) curriculum, a shortened Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) curriculum, or as active controls (no leadership curriculum). Active controls were recruited from a separate site and not randomized to limit any unintentional introduction of materials from leadership curricula. The LEADS curriculum was developed in partnership with the Council on Resident Education in Obstetrics and Gynecology and Council of Residency Directors in Emergency Medicine as a novel way to provide a leadership toolkit. Both LEADS and the abbreviated TeamSTEPPS were designed as six 10-minute interactive web-based modules.The primary outcome of interest was the leadership performance score from the validated Clinical Teamwork Scale instrument measured during standardized high-fidelity simulation scenarios. Secondary outcomes were 9 key components of leadership from the detailed leadership evaluation measured on 5-point Likert scales. Both outcomes were rated by a blinded clinical video reviewer. RESULTS: One hundred ten obstetrics-gynecology and EM residents participated in this 2-year trial. Participants in both LEADS and TeamSTEPPS had statistically significant improvement in leadership scores from "average" to "good" ranges both immediately and at the 6-month follow-up, while controls remained unchanged in the "average" category throughout the study. There were no differences between LEADS and TeamSTEPPS curricula with respect to the primary outcome. CONCLUSIONS: Residents who participated in a brief structured leadership training intervention had improved leadership skills that were maintained at 6-month follow-up.