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Vaezi A, Khoshgoftar M, Teimouri-Jervekani Z, Haghjooy Javanmard S. A qualitative report on experiences of participants in the young innovative leadership program. BMC MEDICAL EDUCATION 2024; 24:71. [PMID: 38233910 PMCID: PMC10795382 DOI: 10.1186/s12909-024-05033-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Accepted: 01/04/2024] [Indexed: 01/19/2024]
Abstract
BACKGROUND Leadership in health system is a universal challenge. The Young Innovative Leadership Program (YILP) designed for undergraduate and postgraduate medical sciences students, implemented at the Isfahan University of Medical Sciences, aimed to cultivate leadership capacities through a 16-week training program. This program comprises ten modules covering innovation, change leadership, and management skills, with mentor-facilitated group discussions. This study aimed to provide a qualitative report of the experiences of participants in the YILP. METHODS A qualitative study was conducted in 2022, three months after the end of the training program, to investigate the participants' perspectives. Data was extracted through in-depth, semi-structured interviews with 14 participants. RESULTS In this study 14 undergraduate and postgraduate medical sciences students who had participated in the YILP the previous year were included. Four main categories emerged from the interviews: "emergence of new horizons", "values as beacon", "an expanded toolbox", and "program's structure: a learning atmosphere". CONCLUSIONS The results of our study indicated that medical science students would benefit from leadership development programs. In this regard, the framework utilized to implement YILP could serve as a role model.
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Affiliation(s)
- Atefeh Vaezi
- Cancer Prevention Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Mohadeseh Khoshgoftar
- Health Education and Health Promotion, Student Research Committee and Department of Health Education and Health Promotion, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Zahra Teimouri-Jervekani
- Cardiac Rehabilitation Research Center, Cardiovascular Research Institute, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Shaghayegh Haghjooy Javanmard
- Department of Physiology, Applied Physiology Research Center, Cardiovascular Research Institute, Isfahan University of Medical Sciences, Isfahan, Iran.
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Rechtien L, Gradel M, Fischer MR, Graupe T, Dimitriadis K. A Mixed Methods Assessment of the Management Role of Physicians. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:1003-1017. [PMID: 36105767 PMCID: PMC9467689 DOI: 10.2147/amep.s370245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/24/2022] [Accepted: 08/04/2022] [Indexed: 06/15/2023]
Abstract
Introduction Physicians are increasingly confronted with new requirements in their daily job, which go beyond the mere treatment of patients. The aim of this Mixed-Method-Study is to better understand management as it relates to physicians' daily work, to clarify the physicians' perception of their management role and to examine physician's self-assessed competence in these functions. Methods We used three different instruments: Semi-structured interviews, a self-assessment survey and direct observations to evaluate managerial activities performed by residents. Both latter were based on instruments established for management research. Results Interviewed residents were familiar with the term "Management" but had difficulties in defining it. Concerning managerial functions in context of their daily work, we identified three main categories: Self-management, Patient-management and Management of the ward. In this context, physicians named numerous examples of management tasks and for which they felt ill prepared. Eighty-eight residents participated in the self-assessment survey and rated the majority of the management tasks as necessary for the residents' work. Although physicians estimated the proportion of managerial work to comprise only 40.6%, a much higher number of mere management tasks could be identified through direct observations (n = 12). Activities related to management were more often observed than genuine physician tasks. Discussion This study illustrates the prominent role of management activities in context of the residents' work, while at the same time showing that residents do not feel sufficiently educated, prepared nor competent in management tasks.
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Affiliation(s)
- Laura Rechtien
- Institute of Medical Education University Hospital, Ludwig Maximilian University of Munich, Munich, Germany
- Department of Dermatology, Friedrich-Alexander-University of Erlangen-Nuremberg, Erlangen, Germany
| | - Maximilian Gradel
- Institute of Medical Education University Hospital, Ludwig Maximilian University of Munich, Munich, Germany
| | - Martin R Fischer
- Institute of Medical Education University Hospital, Ludwig Maximilian University of Munich, Munich, Germany
| | - Tanja Graupe
- Institute of Medical Education University Hospital, Ludwig Maximilian University of Munich, Munich, Germany
| | - Konstantinos Dimitriadis
- Institute of Medical Education University Hospital, Ludwig Maximilian University of Munich, Munich, Germany
- Department of Neurology, Ludwig Maximilian University of Munich, Munich, Germany
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Hamlin RG, Ruiz CE, Jones J, Patel T. Toward a universalistic behavioural model of perceived managerial and leadership effectiveness for the health services sector. Health Serv Manage Res 2022; 36:89-101. [PMID: 35485323 DOI: 10.1177/09514848211065462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Much management and leadership development provision for healthcare professionals has been the subject of considerable criticism, and there have been numerous calls for training programmes explicitly focused on the specific managerial (manager/leader) behaviours healthcare managers, physician leaders and nurse managers need to exhibit to be perceived effective. The aim of our multiple cross-case/cross-nation comparative study has been to: i) identify similarities and differences between the findings of published qualitative critical incident studies of effective and ineffective managerial behaviour observed within British, Egyptian, Mexican and Romanian public hospitals, respectively, and ii) if possible, deduce from the identified commonalities a healthcare-related behavioural model of perceived managerial and leadership effectiveness. Adopting a philosophical stance informed by pragmatism, epistemological instrumentalism and abduction, we used realist qualitative analytic methods to code and classify into a maximum number of discrete behavioural categories empirical source data obtained from five previous studies. We found high degrees of empirical generalization which resulted in the identification of five positive (effective) and four negative (ineffective) behavioural dimensions (BDs) derived, respectively, from 14 positive and 9 negative deduced behavioural categories (BCs). These BDs and underpinning BCs are expressed in the form of an emergent two-factor universalistic behavioural model of perceived managerial and leadership effectiveness. We suggest the model could be used to critically evaluate the relevance and appropriateness of existing training provision for physician leaders, nurse managers and other healthcare managers/leaders in public hospitals or to design new explicit training programmes informed and shaped by healthcare-specific management research, as called for in the literature.
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Affiliation(s)
- Robert G Hamlin
- Management & Leadership, 66130University of Wolverhampton Business School, Wolverhampton, UK
| | - Carlos E Ruiz
- Georgia Gwinnett College, 216179School of Business Administration, Lawrenceville, GA, USA
| | - Jenni Jones
- Management & Leadership, 66130University of Wolverhampton Business School, Wolverhampton, UK
| | - Taran Patel
- 52837Grenoble Ecole de Management, Grenoble, France
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Suhas S, Vandita S, Vijaya R. A Roadmap to Leadership During the Postgraduate Residency in India. Indian J Psychol Med 2021; 43:168-173. [PMID: 34376895 PMCID: PMC8313446 DOI: 10.1177/0253717620957502] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Affiliation(s)
- Satish Suhas
- Dept. of Psychiatry, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, Karnataka, India
- Satish Suhas, Dept. of Psychiatry, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, Karnataka 560029, India. E-mail:
| | - Shanbhag Vandita
- Dept. of Psychiatry, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, Karnataka, India
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Giuliani M, Martimianakis MA(T, Broadhurst M, Papadakos J, Fazelzad R, Driessen EW, Frambach J. Motivations for and Challenges in the Development of Global Medical Curricula: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:449-459. [PMID: 32271225 PMCID: PMC7899747 DOI: 10.1097/acm.0000000000003383] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
PURPOSE The aim of this scoping review is to understand the motivations for the creation of global medical curricula, summarize methods that have been used to create these curricula, and understand the perceived premises for the creation of these curricula. METHOD In 2018, the authors used a comprehensive search strategy to identify papers on existing efforts to create global medical curricula published from 1998 to March 29, 2018, in the following databases: MEDLINE; MEDLINE Epub Ahead of Print, In-Process, and Other Non-Indexed Citations; Embase; Cochrane Central Register of Controlled Trials; Cochrane Database of Systematic Reviews; PsycINFO; CINAHL; ERIC; Scopus; African Index Medicus; and LILACS. There were no language restrictions. Two independent researchers applied the inclusion and exclusion criteria. Demographic data were abstracted from publications and summarized. The stated purposes, methods used for the development, stated motivations, and reported challenges of curricula were coded. RESULTS Of the 18,684 publications initially identified, 137 met inclusion criteria. The most common stated purposes for creating curricula were to define speciality-specific standards (50, 30%), to harmonize training standards (38, 23%), and to improve the quality or safety of training (31, 19%). The most common challenges were intercountry variation (including differences in health care systems, the operationalization of medical training, and sociocultural differences; 27, 20%), curricular implementation (20, 15%), and the need for a multistakeholder approach (6, 4%). Most curricula were developed by a social group (e.g., committee; 30, 45%) or Delphi or modified Delphi process (22, 33%). CONCLUSIONS The challenges of intercountry variation, the need for a multistakeholder approach, and curricular implementation need to be considered if concerns about curricular relevance are to be addressed. These challenges undoubtedly impact the uptake of global medical curricula and can only be addressed by explicit efforts to make curricula applicable to the realities of diverse health care settings.
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Affiliation(s)
- Meredith Giuliani
- M. Giuliani is staff radiation oncologist and medical director, Cancer Education Program, Princess Margaret Cancer Centre, and associate professor, Department of Radiation Oncology, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0003-1827-5590
| | - Maria Athina (Tina) Martimianakis
- M.A. Martimianakis is associate professor and director of medical education scholarship, Department of Paediatrics, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0002-2531-3156
| | - Michaela Broadhurst
- M. Broadhurst is research analyst, Cancer Education Program, Princess Margaret Cancer Centre, Toronto, Ontario, Canada
| | - Janet Papadakos
- J. Papadakos is codirector, Cancer Health Literacy Research Centre, Cancer Education Program, Princess Margaret Cancer Centre, and assistant professor, Institute of Health Policy, Management & Evaluation, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0001-6320-4156
| | - Rouhi Fazelzad
- R. Fazelzad is information specialist, Library and Information Services, Princess Margaret Cancer Centre, Toronto, Ontario, Canada
| | - Erik W. Driessen
- E.W. Driessen is professor and chair, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0001-8115-261X
| | - Janneke Frambach
- J. Frambach is assistant professor, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands; ORCID: https://orcid.org/0000-0003-1527-6539
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McInerney P, Green-Thompson LP. Theories of learning and teaching methods used in postgraduate education in the health sciences: a scoping review. JBI Evid Synth 2019; 18:1-29. [PMID: 31567525 DOI: 10.11124/jbisrir-d-18-00022] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The objective of this scoping review was to determine the theories of learning and methods used in teaching in postgraduate education in the health sciences. The longer-term objective was to use the information gathered to design a workshop for teachers of postgraduate students. INTRODUCTION Whilst undergraduate teaching in the health sciences has received considerable attention in the literature in terms of methods used, innovative ideas and outcomes, the same cannot be said of postgraduate education. A considerable amount of postgraduate teaching takes place in the workplace and often in the form of informal teaching. The increasing complexity of health problems calls for innovative teaching. INCLUSION CRITERIA Papers included in this review were those that considered postgraduate education in the health science disciplines, including but not limited to medicine, nursing, occupational therapy, physiotherapy, pharmacy and dentistry, and that described theories of learning and/or teaching methods used in teaching. METHODS Five databases were searched for the period 2001 through 2016. PubMed yielded the most records (3142). No relevant papers were identified through hand searching of the references of the included papers. A data extraction table was developed and used to extract relevant information from included papers. RESULTS Sixty-one papers were included in the review. Most of the included papers were from the USA, with 17 published in 2015. Descriptive study designs were the most frequently identified study design. Most of the papers were from the medical disciplines. Twenty-seven papers did not refer to a teaching and learning theory, a further group referred to a theory but often towards the end of the paper, and seven papers had as their focus the importance of theories in medical education. The theories named were of a wide variety. Likewise, a wide range of teaching methods were identified. CONCLUSIONS It is clear that a range of theories and teaching methods are used in postgraduate health science education, with educators feeling the need to explore more innovative methods.
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Affiliation(s)
- Patricia McInerney
- The Wits-JBI Centre for Evidence-based Practice: a Joanna Briggs Institute Centre of Excellence.,Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Lionel Patrick Green-Thompson
- The Wits-JBI Centre for Evidence-based Practice: a Joanna Briggs Institute Centre of Excellence.,Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
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Grady CM, Hinings CRB. Turning the Titanic: physicians as both leaders and managers in healthcare reform. Leadersh Health Serv (Bradf Engl) 2019; 32:338-347. [PMID: 31298081 DOI: 10.1108/lhs-09-2017-0058] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PURPOSE Physicians are instrumental in healthcare reform and their capacity to employ both leadership and management skills can affect change at all levels. This paper aims to present the challenges and opportunities for physicians in influencing system change and discuss how the two different but complementary skill sets may enable them to contribute to transformation of healthcare. DESIGN/METHODOLOGY/APPROACH This is a conceptual paper and represents the viewpoints of both authors while incorporating current evidence through the literature. FINDINGS Healthcare reform is important and underway in many Canadian provinces, yet it is difficult to achieve change. Leadership and management skills differ although these differences are often subtle in language. Physicians both lead and manage in the healthcare system; their capacity to do both is an advantage for healthcare reform. ORIGINALITY/VALUE This paper represents the opinions of both authors and is considered original as a conceptual paper.
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Affiliation(s)
| | - C R Bob Hinings
- Alberta School of Business, University of Alberta , Edmonton, Canada
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Saxena A, Desanghere L, Suryavanshi P. Developmental readiness and leadership development in medicine. BMJ LEADER 2018. [DOI: 10.1136/leader-2017-000048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
PurposeLeadership is a key competency for physicians. Based on the premise that not everyone benefits equally from leadership development programmes, the leader developmental readiness (LDR; ability and motivation to develop) construct has been proposed to account for the differences. The purpose of this project was to explore the relationship between LDR, leadership experience, leader behaviours and leader efficacy in medical learners.MethodSurvey data from 46 medical learners were collected in 2015–2016. Separate one-way analysis of variances, with between-group factors of leadership experience (<12 months, >12 months, 0 month), were carried out on LDR constructs ofabilityandmotivationusing five validated measures: motivation to lead, goal orientation, developmental efficacy, self-awareness and metacognitive ability. Spearman’s rank-order correlations were used to examine the relationship between LDR and experience with leader efficacy and leadership behaviours (transformational and transactional). Statistical significance was determined at p<0.05. Bonferroni corrections were applied for any multiple comparisons.ResultsSignificant main effects were observed for both ability and motivation to develop, showing lower scores on these variables for individuals with less leadership experience. Both experience and LDR constructs (motivation and ability) were shown to be significantly positively associated with transformational leadership behaviour (and not transactional leadership behaviour). The LDR constructs, but not leadership experience, were significantly positively associated with leader efficacy.ConclusionsThe positive correlation between LDR, experience, and transformational leadership behaviours and between LDR and leader efficacy is of value in leadership development. Understanding the developmental readiness of learners and how this affects leadership development is paramount to better inform personal leadership development and structure leadership development programmes for medical learners and physicians.
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Benrimoh DA, Bohnen JD, Hall JN. Finding a path to growth as a leader: a medical learner perspective. BMJ LEADER 2018. [DOI: 10.1136/leader-2018-000069] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Physicians are often required to lead teams in clinical and non-clinical environments but may not receive formal training in advance of these opportunities. In this commentary, three medical learners discuss their views on leadership education in undergraduate and postgraduate medicine, arguing that leadership development should be more explicitly integrated into training programmes and that medical leaders need to be better recognised for their contributions to this field, much like expert clinicians, clinician-educators and clinician-scientists are recognised for theirs. After reviewing the published literature in this domain, reflecting on their experiences engaging with medical leaders and attending a leadership education summit, the authors conclude that, as initial steps towards improving leadership training in medical education, faculties and programmes should commit to incorporating leadership training into their curricula, and strive to deliberately connect learners interested in leadership with practising clinician-leaders with an eye towards improving learners’ leadership skills. These first steps could help to catalyse the necessary shift towards improved leadership education and better patient care.
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Dickson G, Van Aerde J. Enabling physicians to lead: Canada's LEADS framework. Leadersh Health Serv (Bradf Engl) 2018; 31:183-194. [PMID: 29771223 DOI: 10.1108/lhs-12-2017-0077] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose The purpose of this paper is to provide a case study demonstrating that LEADS in a Caring Environment Capabilities Framework in Canada can assist physicians to be partners in leading health reform. Design/methodology/approach A descriptive case-based approach was followed, relying on existing documents, research papers and peer-reviewed articles, to substantiate the effect of LEADS on physician leadership in Canada. Findings The Canadian LEADS framework enables physicians to lead by providing them with access to best practices of leadership, acting as an antidote to fragmented leadership practice, setting standards for development and accountability and providing opportunities for efficient and effective system-wide leadership development and change. Research limitations/implications A formal systematic review of the literature was not conducted. Findings can only be generalized to other cases if the reader sees contextual similarities between the present study context and the other case's context. Practical implications This case demonstrates that national leadership frameworks have a role in facilitating physician leadership. Other national jurisdictions may wish to explore the Canadian case to determine how to use a common leadership language to engage physicians in health reform. Social implications Leadership is a key component of health reform. A common language and set of standards (LEADS) that can engage physicians will benefit patients and citizens in Canada. Originality/value This national case study shows how a nationally endorsed leadership framework such as LEADS can facilitate better physician leadership for health reform.
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Affiliation(s)
- Graham Dickson
- Royal Roads University , Victoria, Canada and Canadian Society of Physician Leaders, Ottawa, Canada
| | - John Van Aerde
- Department of Pediatrics, University of British Columbia , Vancouver, Canada
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Sonnenberg LK, Pritchard-Wiart L, Busari J. The resident physician as leader within the healthcare team. Leadersh Health Serv (Bradf Engl) 2018; 31:167-182. [PMID: 29771225 DOI: 10.1108/lhs-08-2017-0046] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose The purpose of this study was to explore inter-professional clinicians' perspectives on resident leadership in the context of inter-professional teams and to identify a definition for leadership in the clinical context. In 2015, CanMEDS changed the title of one of the core competencies from manager to leader. The shift in language was perceived by some as returning to traditional hierarchical and physician-dominant structures. The resulting uncertainty has resulted in a call to action to not only determine what physician leadership is but to also determine how to teach and assess it. Design/methodology/approach Focus groups and follow-up individual interviews were conducted with 23 inter-professional clinicians from three pediatric clinical service teams at a large, Canadian tertiary-level rehabilitation hospital. Qualitative thematic analysis was used to inductively analyze the data. Findings Data analysis resulted in one overarching theme: leadership is collaborative - and three related subthemes: leadership is shared; leadership is summative; and conceptualizations of leadership are shifting. Research limitations/implications Not all members of the three inter-professional teams were able to attend the focus group sessions because of scheduling conflicts. Participation of additional clinicians could have, therefore, affected the results of this study. The study was conducted locally at a single rehabilitation hospital, among Canadian pediatric clinicians, which highlights the need to explore conceptualization of leadership across different contexts. Practical implications There is an evident need to prepare physicians to be leaders in both their daily clinical and academic practices. Therefore, more concerted efforts are required to develop leadership skills among residents. The authors postulate that continued integration of various inter-professional disciplines during the early phases of training is essential to foster collaborative leadership and trust. Originality/value The results of this study suggest that inter-professional clinicians view clinical leadership as collaborative and fluid and determined by the fit between tasks and team member expertise. Mentorship is important for increasing the ability of resident physicians to develop collaborative leadership roles within teams. The authors propose a collaborative definition of clinical leadership based on the results of this study: a shared responsibility that involves facilitation of dialog; the integration of perspectives and expertise; and collaborative planning for the purpose of exceptional patient care.
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Affiliation(s)
- Lyn Kathryn Sonnenberg
- Department of Paediatrics, University of Alberta , Edmonton, Canada and Glenrose Rehabilitation Hospital, Edmonton, Canada
| | - Lesley Pritchard-Wiart
- Department of Physical Therapy, University of Alberta , Edmonton, Canada and Glenrose Rehabilitation Hospital, Edmonton, Canada
| | - Jamiu Busari
- Department of Pediatrics, Zuyderland Medical Center, Heerlen, The Netherlands and Department of Educational Development and Research, Maastricht University , Maastricht, The Netherlands
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Abstract
Purpose
This paper aims to describe the evolution of Sanokondu, highlighting the rationale, achievements and lessons learnt from this initiative. Sanokondu is a multinational community of practice dedicated to fostering health-care leadership education worldwide. This platform for health-care leadership education was conceived in 2014 at the first Toronto International Summit on Leadership Education for Physicians (TISLEP) and evolved into a formal network of collaborators in 2016.
Design/methodology/approach
This paper is a case study of a multinational collaboration of health-care leaders, educators, learners and other stakeholders. It describes Sanokondu’s development and contribution to global health-care leadership education. One of the major strategies has been establishing partnerships with other educational organizations involved in clinical leadership and health systems improvement.
Findings
A major flagship of Sanokondu has been its annual TISLEP meetings, which brings various health-care leaders, educators, learners and patients together. The meetings provide opportunities for dialog and knowledge exchange on leadership education. The work of Sanokondu has resulted in an open access knowledge bank for health-care leadership education, which in addition to the individual expertise of its members, is readily available for consultation. Sanokondu continues to contribute to scholarship in health-care leadership through ongoing research, education and dissemination in the scholarly literature.
Originality/value
Sanokondu embodies the achievements of a multinational collaboration of health-care stakeholders invested in leadership education. The interactions culminating from this platform have resulted in new insights, innovative ideas and best practices on health-care leadership education.
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