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Kakemam E, Liang Z. Guidance for management competency identification and development in the health context: a systematic scoping review. BMC Health Serv Res 2023; 23:421. [PMID: 37127614 PMCID: PMC10150671 DOI: 10.1186/s12913-023-09404-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Accepted: 04/13/2023] [Indexed: 05/03/2023] Open
Abstract
BACKGROUND Using management competency-based frameworks to guide developing and delivering training and formal education to managers has been increasingly recognized as a key strategy in building management capacity. Hence, interest in identifying and confirming the competency requirements in various contexts have been witnessed. Therefore, learnings from how competency studies were designed and conducted, how competencies were identified, and strategies in ensuring success in competency identification are of great value to researchers planning and conducting competency studies in their own country. METHODS A scoping review was conducted guided by the Arksey and O'Malley framework and reported according to the PRISMA Extension for Scoping Reviews (PRISMA-ScR). All papers that published empirical studies aiming at identifying and assessing manager's competencies at the peer-reviewed journals were identified from Web of sciences, PubMed, Scopus and Emerald Management between 2000 and 2021. In order to maximize learning, studies focusing on health and non-health sectors are all included. RESULTS In total, 186 studies were included in the review including slightly more than half of the studies conducted in health sector (54.5%). 60% of the studies focused on mid to senior level managers. Surveys and Interviews were the two most commonly used methods either solely or as part of the mix-method in the studies. Half of the studies used mixed methods approach (51.1%). Large proportion of the papers failed to include all information that is necessary to contribute to learning and improvement in future study design. Based on the results of the scoping review a four steps framework was developed that can guide designing and implementing management competency studies in specific country vs. sector context and to ensure benefits of the studies are maximised. CONCLUSION The review confirmed the increasing trend in investing in management competency studies and that the management competency identification and development process varied substantially, in the choice of methods and processes. The identification of missing information in majority of the published studies calls for the development of more rigorous guidelines for the peer-review process of journal publications. The proposed framework of improving the quality and impact of the future management competency study provides clear guidance to management competency identification and development that promotes the functional alignment of methods and strategies with intended uses and contexts.
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Affiliation(s)
- Edris Kakemam
- Clinical Research Development Unit of Tabriz Valiasr Hospital, Tabriz University of Medical Sciences, Tabriz, Iran.
- College of Public Health, Medical and Veterinary Science, James Cook University, Townsville, Australia.
| | - Zhanming Liang
- College of Public Health, Medical and Veterinary Science, James Cook University, Townsville, Australia
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Sabqat M, Khan RA, Yasmin R, Mahboob U. Exploring developmental assignments shaping experience-driven acquisition of leadership competencies in young clinicians. BMC MEDICAL EDUCATION 2022; 22:505. [PMID: 35761278 PMCID: PMC9238052 DOI: 10.1186/s12909-022-03544-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Accepted: 06/02/2022] [Indexed: 05/30/2023]
Abstract
BACKGROUND Experiential leadership development is well documented in the corporate sector, but those models cannot be applied as is, in the healthcare domain. The current study proposes a framework for the healthcare sector to enable experiential leadership development for young clinicians. The authors identify developmental assignments (DAs) and explore those characteristics [developmental assignment characteristics; DACs] therein that help develop leadership competencies in young clinicians. METHODS As part of a qualitative exploratory study in Pakistan, the authors conducted 16 semi-structured interviews with senior clinicians in leadership positions with post-graduate residents under their supervision from different medical specialties. The participants were selected through purposive sampling, ensuring a maximum variation sample. Focusing on participants' experiences and perspectives related to experience-driven leadership development, the authors used a multi-level theoretical framework for analysis. RESULTS The thematic analysis resulted in 19 subthemes with four overarching themes for both objectives. The authors categorized the developmental assignments (DAs) into clinical, academic, and administrative assignments. These assignments can be utilized for leadership development by ensuring that they have the requisite characteristics built into their context and structure. These developmental assignment characteristics (DACs) can range from learner-driven to supervisor-driven. The learner-driven characteristics include autonomy, high levels of responsibilities, unfamiliar assignments, working across boundaries, managing diversity, making a commitment, and creating change. The supervisor-driven characteristics include briefing, debriefing, accountability, and learner-assignment matching. The authors also developed a learner-assignment matching (LAM) framework to guide supervisors in customizing and adjusting the level of each DAC in a DA. CONCLUSION A modern healthcare educational system can utilize studies like this to enable supervisors to develop required leadership skills in young clinicians along with clinical skills.
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Affiliation(s)
- Mashaal Sabqat
- Department of Health Professions Education, National University of Medical Sciences, Block C Police Foundation, Rawalpindi, Punjab, 968, Pakistan.
| | - Rehan Ahmed Khan
- Department of Surgery, Riphah International University, Rawalpindi, Pakistan
| | - Raheela Yasmin
- Medical Education and Dean Riphah Academy of Research and Education [RARE], Department of Medical Education, Riphah International University, Rawalpindi, Pakistan
| | - Usman Mahboob
- Department of Medical Education, Institute of Health Professions Education & Research, Khyber Medical University, Peshawar, Pakistan
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Zayapragassarazan Z, Dharanipragada K. Forty-five years of faculty development: The experience of the National Teacher Training Centre, Jawaharlal Institute of Postgraduate Medical Education and Research, India. INTERNATIONAL JOURNAL OF ADVANCED MEDICAL AND HEALTH RESEARCH 2022. [DOI: 10.4103/ijamr.ijamr_94_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Mano MS, Çitaku FT, Barach P. Implementing multidisciplinary tumor boards in oncology: a narrative review. Future Oncol 2021; 18:375-384. [PMID: 34787482 DOI: 10.2217/fon-2021-0471] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022] Open
Abstract
The healthcare industry compares unfavorably with other ultra-safe industries such as aviation and nuclear power plants, which address complexity by reducing the vulnerability of a single person and promoting teams and strong systems. A multidisciplinary tumor board (MTB) is an evidence-based organizational approach to implementing a more effective concept in oncology practice. Studies addressing the correlation between MTBs and cancer outcomes show promising results, and other potential benefits are also addressed. The objectives of this article are to define and characterize MTBs in modern oncology practice, review the current literature on MTBs effectiveness and address challenges to the implementation and maintenance of MTBs. In this commentary-type narrative review, the authors present their opinions and, whenever possible, substantiate recommendations by citing supportive literature.
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Affiliation(s)
- Max S Mano
- Grupo Oncoclínicas, São Paulo, Brazil.,Academy of Leadership Sciences Switzerland, Switzerland
| | | | - Paul Barach
- Academy of Leadership Sciences Switzerland, Switzerland.,Wayne State University School of Medicine, Children's Hospital of Michigan, 3901 Beaubien Blvd, Detroit, MI 48201, USA.,Interdisciplinary Research Institute for Health Law & Science, Sigmund Freud University, Vienna, Austria
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Leadership development for orthopaedic trauma surgeons in Latin America: opportunities for and barriers to skill acquisition. OTA Int 2021; 4:e146. [PMID: 34765897 PMCID: PMC8575414 DOI: 10.1097/oi9.0000000000000156] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Accepted: 09/25/2021] [Indexed: 11/25/2022]
Abstract
Introduction There is growing interest in leadership courses for physicians. Few opportunities are available in global regions with limited resources. This study describes orthopaedic trauma surgeons' desired leadership skill acquisition, opportunities, and barriers to course participation in Latin America. Methods Latin American orthopaedic trauma surgeons from the Asociación de Cirujanos Traumatólogos de las Americas (ACTUAR) network were surveyed. This survey solicited and gauged the surgeons' level of interest in leadership topics and their relative importance utilizing a 5-point Likert-scale. Additionally, comparisons were calculated between middle-income countries (MICs) and high-income countries (HICs) to ascertain if needs were different between groups. The survey included demographic information, nationality, level of training, years in practice, leadership position, needs assessment, and perceived barriers for leadership educational opportunities. Results One hundred forty-four orthopaedic surgeons completed the survey, representing 18 countries across Latin America; 15 MICs and 3 HICs. Participants had more than 20 years in practice (49%) and held leadership positions (81%) in hospital settings (62%), national orthopaedic societies (45%), and/or clinical settings (40%). Sixty-three percent had never attended a leadership course due to lack of opportunities/invitations (69%), difficulty missing work (24%), and costs (21%). Ninety-seven percent expressed interest in attending a leadership course. No difference in needs was determined between respondents from MICs and HICs. Professional Ethics, Crisis Management/Organizational Change Management, and High Performing Team-Building were identified as the most important leadership topics. Conclusion Orthopaedic surgeons in Latin America demonstrate an interest in acquiring additional leadership skills but have few opportunities. Identifying interests, knowledge gaps, and core competencies can guide the development of such opportunities.
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Chamunyonga C, Edwards C, Caldwell PJ, Rutledge P, Burbery J. Advancing leadership in medical radiation sciences: Incorporating systematic leadership education in pre-registration curricula. J Med Imaging Radiat Sci 2021; 52:499-504. [PMID: 34645576 DOI: 10.1016/j.jmir.2021.09.014] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2021] [Revised: 09/19/2021] [Accepted: 09/24/2021] [Indexed: 11/18/2022]
Affiliation(s)
- Crispen Chamunyonga
- School of Clinical Sciences, Faculty of Health, Queensland University of Technology, Brisbane, QLD 4000, Australia; Centre for Biomedical Technologies, Queensland University of Technology, Brisbane, QLD 4000, Australia.
| | - Christopher Edwards
- School of Clinical Sciences, Faculty of Health, Queensland University of Technology, Brisbane, QLD 4000, Australia; Centre for Biomedical Technologies, Queensland University of Technology, Brisbane, QLD 4000, Australia; Mater Research Institute-University of Queensland, Level 3 Aubigny Place, Raymond Terrace, South Brisbane, QLD 4000, Australia; Department of Medical Imaging, Redcliffe Hospital, Redcliffe, QLD 4020, Australia
| | - Peter J Caldwell
- School of Clinical Sciences, Faculty of Health, Queensland University of Technology, Brisbane, QLD 4000, Australia
| | - Peta Rutledge
- School of Clinical Sciences, Faculty of Health, Queensland University of Technology, Brisbane, QLD 4000, Australia
| | - Julie Burbery
- School of Clinical Sciences, Faculty of Health, Queensland University of Technology, Brisbane, QLD 4000, Australia; Centre for Biomedical Technologies, Queensland University of Technology, Brisbane, QLD 4000, Australia
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Tucker Belliveau GC. Leading into the future: Revising nuclear medicine education across Canada to satisfy the newly imposed CAMRT leadership competency. J Med Imaging Radiat Sci 2021; 52:S32-S38. [PMID: 34479832 DOI: 10.1016/j.jmir.2021.07.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2021] [Revised: 07/11/2021] [Accepted: 07/19/2021] [Indexed: 12/01/2022]
Abstract
INTRODUCTION The adoption of the CanMEDS framework into the 2024 competency profiles established by the Canadian Association of Medical Radiation Technologists (CAMRT) requires an increased focus on leadership education and training of student medical radiation technologists (MRTs). METHODS A literature review was used to explore current MRT novice leadership and to identify content that should be incorporated into Canadian nuclear medicine curricula to meet the leadership component of the CanMEDS framework. A table, summarizing leadership education currently provided in English-speaking Canadian nuclear medicine programs, is provided. RESULTS A gap in leadership preparedness for medical radiation technologists as well as inconsistencies in leadership education within Canadian nuclear medicine curricula were identified. Content inclusions for leadership education is also provided. DISCUSSION Recommended content and strategies to revise MRT curricula are offered to enable effective healthcare leadership by MRTs. A specific focus on leadership areas such as technology adoption, radiation safety, and professional advocacy is recommended. The implications for nuclear medicine practice and education are described. CONCLUSION Standardized leadership education in nuclear medicine and medical radiation technology education will ensure MRTs are equipped with the skills required to lead effectively.
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Affiliation(s)
- Giselle C Tucker Belliveau
- Faculty of Nursing and Health Studies, Athabasca University, Athabasca, Alberta, Canada; MD Program, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta.
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Jones SK, Chan KH, Bourdage JS, Bharwani A. Identifying leadership in medical trainees: evaluation of a competency-based approach. BMJ LEADER 2021; 6:20-29. [DOI: 10.1136/leader-2020-000402] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2020] [Revised: 04/14/2021] [Accepted: 05/04/2021] [Indexed: 11/04/2022]
Abstract
BackgroundAs medical professional roles diversify, it is essential to understand what makes effective medical leaders. This study develops and validates a medical leadership competency framework that can be used to develop and evaluate leaders across all levels of medical organisations.MethodIn Phase One, the authors derived desired leadership traits and behaviours in the medical context from a panel of subject matter experts (SMEs). Traits and behaviours were then combined into multifaceted competencies which were ranked and further refined through evaluation with additional SMEs. In Phase Two, the final seven competencies were evaluated with 181 medical trainees and 167 supervisors between 2017 and 2018 to determine the validity of rapid-form and long-form leadership assessments of medical trainees. Self and supervisor reports of the seven competencies were compared with validated trait and leadership behaviour measures as well as clinical performance evaluations.ResultsThe final seven leadership competencies were: Ethical and Social Responsibility, Civility, Self-Leadership, Team Management, Vision and Strategy, Creativity and Innovation, and Communication and Interpersonal Influence. Results demonstrate initial validity for rapid-form and long-form leadership evaluations; however, perceptions of good leadership may differ between trainees and supervisors. Further, negative leadership behaviours (eg, incivility) are generally not punished by supervisors and some positive leadership behaviours (eg, ethical leadership) were associated with poor leadership and clinical performance evaluations by supervisors. Supervisor perceptions of leadership were significantly driven by trainee scores on social boldness (a facet of extraversion).ConclusionsA multicompetency framework effectively evaluates leadership in medicine. To more effectively reinforcepositive leadership behaviours and discourage negative leadership behaviours in medical students and resident physicians, we recommend that medical educators:: (1) Use validated frameworks to build leadership curriculum and evaluations. (2) Use short-term and long-term assessment tools. (3) Teach assessors how to evaluate leaders and encourage positive leadership behaviours early in training.
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Sebelski CA, Tschoepe BA, Green-Wilson J, Zeigler S, Clark D. Needed 100 Years Ago and Still Needed Now: Leadership Through Crisis and Recovery. Phys Ther 2021; 101:6064340. [PMID: 33411892 DOI: 10.1093/ptj/pzaa234] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/09/2020] [Revised: 08/17/2020] [Accepted: 12/02/2020] [Indexed: 11/12/2022]
Affiliation(s)
- Chris A Sebelski
- Department of Physical Therapy and Athletic Training, Doisy College of Health Sciences, Saint Louis University, 3437 Caroline Mall Ste 1026, St. Louis, MO 63104, USA
| | - Barbara A Tschoepe
- Physical Therapy Learning Institute, Whitworth University, Boulder, Colorado, USA
| | | | | | - Diane Clark
- The University of Alabama at Birmingham, Birmingham, Alabama, USA
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Dopelt K, Levi B, Davidovitch N. Identifying distinctive traits of healthcare leaders in Israel: in-depth interviews with senior physicians – an exploratory study. Leadersh Health Serv (Bradf Engl) 2021. [DOI: 10.1108/lhs-08-2020-0059] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This paper aims to examine the views of physicians in senior management positions regarding the distinctive characteristics and roles of leaders in the Israeli health-care system and what might be the interactions between management and leadership.
Design/methodology/approach
In total, 13 semi-structured in-depth interviews were conducted with physicians in senior management positions. Interviews were recorded, transcribed and analyzed using the qualitative-phenomenological method.
Findings
Interviewees discerned leaders as exhibiting traits of transformational leadership and managers, as expressing characteristics of transactional leadership. Most interviewees asserted that physicians should act as social leaders promoting public health and equality in health care, beyond their clinical practice. They agreed that physicians should fill most senior positions in the health-care system, provided they undergo appropriate training in management, leadership and interdisciplinary collaboration.
Originality/value
Interviewees revealed gaps between the aspiration to lead, perceptions of physicians as leaders and what occurs in reality: physicians wish to assume leadership roles in the health-care system and emphasize the qualities of transformative leadership, but medical education does not include leadership training. Therefore, there is a need to develop training programs for physicians in management and leadership. There is also a need to integrate physicians from various communities to promote local leadership in the health-care field and to reduce disparities. The consideration of health-care leadership is especially applicable in the context of the Covid-19 pandemic, which has placed the question of leadership within and outside of the medical community in a broader social context.
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Bharwani A, Swystun D, Oddone Paolucci E, Ball CG, Mack LA, Kassam A. Assessing leadership in junior resident physicians: using a new multisource feedback tool to measure Learning by Evaluation from All-inclusive 360 Degree Engagement of Residents (LEADER). BMJ LEADER 2020. [DOI: 10.1136/leader-2020-000286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
BackgroundThe multifaceted nature of leadership as a construct has implications for measuring leadership as a competency in junior residents in healthcare settings. In Canada, the Royal College of Physicians and Surgeons of Canada’s CanMEDS physician competency framework includes the Leader role calling for resident physicians to demonstrate collaborative leadership and management within the healthcare system. The purpose of this study was to explore the construct of leadership in junior resident physicians using a new multisource feedback tool.MethodsTo develop and test the Learning by Evaluation from All-Inclusive 360 Degree Engagement of Residents (LEADER) Questionnaire, we used both qualitative and quantitative research methods in a multiphase study. Multiple assessors including peer residents, attending physicians, nurses, patients/family members and allied healthcare providers as well as residents’ own self-assessments were gathered in healthcare settings across three residency programmes: internal medicine, general surgery and paediatrics. Data from the LEADER were analysed then triangulated using a convergent-parallel mixed-methods study design.ResultsThere were 230 assessments completed for 27 residents. Based on key concepts of the Leader role, two subscales emerged: (1) Personal leadership skills subscale (Cronbach’s alpha=0.81) and (2) Physicians as active participant-architects within the healthcare system (abbreviated to active participant-architects subscale, Cronbach’s alpha=0.78). There were seven main themes elicited from the qualitative data which were analogous to the five remaining intrinsic CanMEDS roles. The remaining two themes were related to (1) personal attributes unique to the junior resident and (2) skills related to management and administration.ConclusionsFor healthcare organisations that aspire to be proactive rather than reactive, we make three recommendations to develop leadership competence in junior physicians: (1) teach and assess leadership early in training, (2) empower patients to lead and transform training and care by evaluating doctors, (3) activate frontline care providers to be leaders by embracing patient and team feedback.
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Chamunyonga C, Edwards C, Caldwell PJ, Rutledge P, Burbery J. Leadership in the radiation therapy profession: The importance of understanding the potential benefits and theoretical perspectives. J Med Imaging Radiat Sci 2020; 51:535-539. [DOI: 10.1016/j.jmir.2020.09.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Accepted: 09/16/2020] [Indexed: 12/01/2022]
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Mano MS, Gomes R, Werutsky G, Barrios CH, Marta GN, Villarreal-Garza C, Frasson AL, Sternberg C, Clara R, Simon SD, Çitaku F, Waldrop M, Violato C, Zillioux D, Khan YH. Cross-Cultural Validity Study of a Medical Education Leadership Competencies Instrument in Latin American Physicians: A Multinational Study. J Glob Oncol 2020; 5:1-9. [PMID: 31770067 PMCID: PMC6882509 DOI: 10.1200/jgo.19.00243] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
PURPOSE Physicians rarely receive formal training in leadership skills. Çitaku and colleagues have identified a set of leadership competencies (LCs) providing validity evidence in North American (NA) and European Union (EU) medical education institutions. We aim to apply this same survey to a sample of Latin American (LA) medical leaders from the oncology community and related areas, compare the results with those of the previous survey, and perform subgroup analyses within the LA cohort. METHODS The survey was sent to nearly 8,000 physicians of participating professional organizations. In addition to the 63 questions, we also collected data on the type of institution, country, specialty, sex, age, years of experience in oncology, and leadership position. RESULTS The 217 LA respondents placed the highest value on task management competencies (91.37% reported these as important or very important v 87.0% of NA/EU respondents; P < .0001), followed by self-management (87.45% of LA respondents v 87.55% of NA/EU respondents; P = not significant [NS]), social responsibility (86.83% of LA respondents v 87.48% of NA/EU respondents; P = NS), innovation (86.69% of LA respondents v 85.31% of NA/EU respondents; P = NS), and leading others (83.31% of LA respondents v 84.71% of NA/EU respondents; P = NS). Social responsibility, which was first in importance in the NA/EU survey, was only third in the LA survey. Subgroup analyses showed significant variations in the ratings of specific LCs within the LA population. CONCLUSION LCs valued by LA leaders somewhat differ from those valued by their NA and EU counterparts, implying that cultural aspects might influence the perception of desired LCs. We also detected variations in the responses within the LA population. Our data indicate that current physician leadership training programs should be tailored to suit specific needs and cultural aspects of each region. Further validity studies of this instrument with other samples and cultures are warranted.
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Affiliation(s)
- Max S Mano
- Latin American Cooperative Oncology Group, Porto Alegre, Brazil.,Hospital Sírio-Libanês, São Paulo, Brazil
| | - Rafaela Gomes
- Latin American Cooperative Oncology Group, Porto Alegre, Brazil
| | | | | | - Gustavo Nader Marta
- Latin American Cooperative Oncology Group, Porto Alegre, Brazil.,Instituto do Câncer do Estado de São Paulo of the Universidade de São Paulo, Sao Paulo, Brazil
| | - Cynthia Villarreal-Garza
- Hospital Zambrano Hellion-Tecnológico de Monterrey, San Pedro Garza García, Mexico.,Instituto Nacional de Cancerologia, Ciudad de México, México
| | | | | | - Renan Clara
- Brazilian Society of Clinical Oncology, Sao Paulo, Brazil
| | - Sergio D Simon
- Brazilian Society of Clinical Oncology, Sao Paulo, Brazil
| | - Fadil Çitaku
- Academy of Leadership Sciences Switzerland, Zürich, Switzerland
| | | | - Claudio Violato
- Academy of Leadership Sciences Switzerland, Zürich, Switzerland
| | - Don Zillioux
- Academy of Leadership Sciences Switzerland, Zürich, Switzerland
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Iesa MAM. Medical Students' Perception of Their Education and Training to Cope with Future Market Trends. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:237-243. [PMID: 36199446 PMCID: PMC9529227 DOI: 10.2147/amep.s233494] [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: 10/05/2019] [Accepted: 02/09/2020] [Indexed: 06/16/2023]
Abstract
PURPOSE Medical studies is a very diverse field of education that seeks to prepare students for a rapidly evolving healthcare market. This study presents the findings of a survey about the perception of medical students about whether they receive training in professionalism and management skills and whether their education prepares them to face the evolving market trends. METHODS This was a qualitative study that used descriptive data obtained via an online survey conducted among medical students via WhatsApp. The sample included 500 students from 10 medical schools across the UK. The survey was divided into three parts: The first part contained questions related to professionalism and the training they received at the basic level. The second part contained questions about management and leadership training for the medical field and whether the students thought it was important for their future. The last part contained questions about whether the students thought that their level of education was competitive enough to ensure their survival in the face of future market trends. RESULTS Most students (77%) thought that training in leadership and management skills was necessary to prepare them for the future market, and 68% felt that they were not receiving satisfactory training in leadership and management skills. The students also felt that they need to be taught more about the market and its various changing features. Finally, the majority (62%) of the students felt that their courses did not focus on social and professional skills. CONCLUSION The findings from the survey indicate that there is a clear need for courses on professionalism and management among medical students and that institutes need to keep up with these emerging needs in terms of training.
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Walsh AP, Harrington D, Hines P. Are hospital managers ready for value-based healthcare? INTERNATIONAL JOURNAL OF ORGANIZATIONAL ANALYSIS 2020. [DOI: 10.1108/ijoa-01-2019-1639] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeHospital organisations are currently experiencing significant challenges that have encouraged a move towards a value-based approach to health care. However, such a transition requires understanding the underlying competencies required to enable such a focus. This paper aims to undertake a systematic review of the available literature on managerial competencies in hospitals and considers these in a value-based health-care context.Design/methodology/approachA systematic literature review was conducted to identify research studies that describe the characteristics of management competence in hospital environments.FindingsCategories and sub-categories of management competence in hospitals were identified and considered in a value-based health-care context.Research limitations/implicationsThe systematic literature review identifies a need for further research regarding managerial competencies of managers of hospitals. Competencies for managing in a value-based health-care model also require deeper investigation.Practical implicationsThe categories of management competence provide guidance to organisations transitioning towards value-based health care in terms of identifying and developing management competencies. Hospitals should consider the development of a competency model that includes broader categories of competencies than purely clinical or professional competencies.Originality/valueThis study builds upon and advances previous reviews of management competence in hospitals, and the competency categories presented can be used as a basis to identify management competency requirements in hospitals.
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Mano MS, Çitaku F, Zillioux D, Waldrop M. Leadership Competencies in Medical Education: The Importance of Cross-Cultural Validation. J Glob Oncol 2019; 4:1-4. [PMID: 30321095 PMCID: PMC7010458 DOI: 10.1200/jgo.18.00162] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022] Open
Affiliation(s)
- Max S Mano
- Max S. Mano, Hospital Sírio-Libanês, Brazil; Fadil Çitaku, Don Zillioux, and Marianne Waldrop, Academy of Leadership Sciences Switzerland, Switzerland; Don Zillioux and Marianne Waldrop, Strategic Development Worldwide, Taos, NM
| | - Fadil Çitaku
- Max S. Mano, Hospital Sírio-Libanês, Brazil; Fadil Çitaku, Don Zillioux, and Marianne Waldrop, Academy of Leadership Sciences Switzerland, Switzerland; Don Zillioux and Marianne Waldrop, Strategic Development Worldwide, Taos, NM
| | - Don Zillioux
- Max S. Mano, Hospital Sírio-Libanês, Brazil; Fadil Çitaku, Don Zillioux, and Marianne Waldrop, Academy of Leadership Sciences Switzerland, Switzerland; Don Zillioux and Marianne Waldrop, Strategic Development Worldwide, Taos, NM
| | - Marianne Waldrop
- Max S. Mano, Hospital Sírio-Libanês, Brazil; Fadil Çitaku, Don Zillioux, and Marianne Waldrop, Academy of Leadership Sciences Switzerland, Switzerland; Don Zillioux and Marianne Waldrop, Strategic Development Worldwide, Taos, NM
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Low S, Butler-Henderson K, Nash R, Abrams K. Leadership development in health information management (HIM): literature review. Leadersh Health Serv (Bradf Engl) 2019; 32:569-583. [PMID: 31612782 DOI: 10.1108/lhs-11-2018-0057] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PURPOSE The health information management (HIM) profession lacks clarity around leadership and leadership development. To date, little empirical research exists on this topic, and it is unclear if broader approaches for healthcare leadership are suitable. This paper aims to explore which the leadership styles are relevant to the HIM profession. The findings were also used to inform a discussion on how HIM professionals could develop these leadership styles. DESIGN/METHODOLOGY/APPROACH Through a systematic scoping literature review, deductive thematic analysis was undertaken to extrapolate common themes around this style of leadership based on transversal competency domains that reflect twenty-first century skills (i.e. critical thinking and innovation, interpersonal, intrapersonal and global citizenship) (Bernard, Watch and Ryan, 2016; UNESCO, 2015 ). This approach enabled the findings to be discussed from a leadership development perspective. FINDINGS Analysis of the literature revealed that a relational leadership style through a team-based approach is required. Literature studies on how to develop leadership competencies were not found. RESEARCH LIMITATIONS/IMPLICATIONS Future policy and research implications include the need for research on transversal competencies to determine if they can shape HIM leadership development. PRACTICAL IMPLICATIONS This leadership style and competencies proposed are relevant across many occupations and may have broader applications for leadership research, education and development. ORIGINALITY/VALUE This paper defines the style of leadership required in the HIM profession and identifies a succinct set of contemporary competencies to inform the development of this type of leadership.
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Affiliation(s)
- Sarah Low
- College of Health and Medicine, University of Tasmania , Hobart, Australia
| | | | - Rosie Nash
- School of Medicine, University of Tasmania , Hobart, Australia
| | - Kelly Abrams
- Computer Science, University of Regina , Regina, Canada
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Al Kuwaiti A, Al Muhanna FA. Challenges facing healthcare leadership in attaining accreditation of teaching hospitals. Leadersh Health Serv (Bradf Engl) 2019; 32:170-181. [PMID: 30945601 DOI: 10.1108/lhs-01-2018-0002] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PURPOSE This paper aims to examine the challenges faced by health-care leadership in teaching hospitals in attaining accreditation for their institutions. DESIGN/METHODOLOGY/APPROACH This paper is based on a study of current literature on health-care leadership, hospital accreditation and quality of patient care and identifies the challenges facing health-care leadership in attaining accreditation for teaching hospitals. FINDINGS Based on a review and analysis of literature, infrastructure, finance, legal support, workforce recruitment and training, documentation and technology are identified as challenges faced by health-care leadership in teaching hospitals. The key challenges facing health-care leadership with respect to medical education and clinical research are found to be integration of education into hospital operations, compliance with all regulatory and professional requirements and adequacy of resources in executing research programs. ORIGINALITY/VALUE This study draws the attention of health-care leadership in teaching hospitals on the challenges they face in obtaining accreditation for their institutions so that they may develop appropriate strategies to overcome them.
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Affiliation(s)
- Ahmed Al Kuwaiti
- College of Dentistry and Deanship of Quality and Academic Accreditation, Imam Abdulrahman Bin Faisal University , Al Khobar, Saudi Arabia
| | - Fahd A Al Muhanna
- Department of Internal Medicine, Imam Abdulrahman Bin Faisal University , Dammam, Saudi Arabia
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Abstract
Good medical leadership is the key to building high-quality healthcare. However, in the development of medical careers, the teaching of leadership has traditionally not equaled that of technical and academic competencies. As a result of changes in personal standards, the quality of medical leadership has led to variations between different organizations, as well as occasional catastrophic failure in the standard of care provided for patients. Leaders in the medical profession have called for reform in healthcare in response to challenges in the system and improvements in public health. Furthermore, there has been an increased drive to see leadership education for doctors starting earlier, and continuing throughout their careers so that they can take on more important leadership roles throughout the healthcare system. Being a physician requires not only management and leadership but also the need to transfer competencies to communication and critical thinking. These attributes can be obtained through experience in teamwork under the supervision of teaching staff. Therefore, medical students are expected to develop skills to deal with and resolve conflicts, learn to share leadership, prepare others to help and replace them, take mutual responsibility and discuss their performance.
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Affiliation(s)
- Tsung-Ying Chen
- Department of Anesthesiology, Buddhist Tzu Chi General Hospital and Tzu Chi University, Hualien, Taiwan.,Department of Medical Education, Buddhist Tzu Chi General Hospital, Hualien, Taiwan
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Lega F, Prenestini A, Rosso M. Leadership research in healthcare: A realist review. Health Serv Manage Res 2017; 30:94-104. [DOI: 10.1177/0951484817708915] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Being largely considered a human right, healthcare needs leaders who are able to make choices and to set directions. Following the recommendations expressed by Gilmartin and D'Aunno's review and roadmap compiled in 2008, today, it is important to acknowledge researchers' contributions to outline this landscape. The realist review of 77 publications answered questions such as “what works, for whom, and in which circumstances” highlighting: the effectiveness and acceptance of transformational and collaborative approaches; professionalism, expertise, and good task delegation within operational teams; distributed leadership, relationships, and social responsibility at a systemic level. The relevancy and need of leadership development programs, framed within a wider strategy, emerged. Nonetheless, gaps still exist and require further investigation: particular needs in public vs. private contexts; professionals' and women's differentiating characters; generational gaps; associations between leadership and recruitment HR practices research; how (and if) leaders (should) influence the organizational culture and values; and developing countries specific challenges. Also, a greater proportion of relevant findings should be drawn by empirical and more rigorous studies. Finally, a major attention could be paid to interactions happening at the team, organizational, and systemic level among different leaders and among leaders, followers and external actors.
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Affiliation(s)
- Federico Lega
- Department of Policy Analysis and Public Management, Bocconi University, Milan, Italy
- CeRGAS, SDA Bocconi – School of Management, Bocconi University, Milan, Italy
| | - Anna Prenestini
- CeRGAS, SDA Bocconi – School of Management, Bocconi University, Milan, Italy
| | - Matilde Rosso
- Fondazione IRCCS Ca' Granda Ospedale Maggiore Policlinico, Milan, Italy
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Pihlainen V, Kivinen T, Lammintakanen J. Management and leadership competence in hospitals: a systematic literature review. Leadersh Health Serv (Bradf Engl) 2016; 29:95-110. [DOI: 10.1108/lhs-11-2014-0072] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
– The purpose of this study is to describe the characteristics of management and leadership competence of health-care leaders and managers, especially in the hospital environment. Health-care leaders and managers in this study were both nursing and physician managers. Competence was assessed by evaluating the knowledge, skills, attitudes and abilities that enable management and leadership tasks.
Design/methodology/approach
– A systematic literature review was performed to find articles that identify and describe the characteristics of management and leadership competence. Searches of electronic databases were conducted using set criteria for article selection. Altogether, 13 papers underwent an inductive content analysis.
Findings
– The characteristics of management and leadership competence were categorized into the following groups: health-care-context-related, operational and general.
Research limitations/implications
– One limitation of the study is that only 13 articles were found in the literature regarding the characteristics of management and leadership competence. However, the search terms were relevant, and the search process was endorsed by an information specialist. The study findings imply the need to shift away from the individual approach to leadership and management competence. Management and leadership need to be assessed more frequently from a holistic perspective, and not merely on the basis of position in the organizational hierarchy or of profession in health care.
Originality/value
– The authors’ evaluation of the characteristics of management and leadership competence without a concentrated profession-based approach is original.
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Gordon LJ, Rees CE, Ker JS, Cleland J. Dimensions, discourses and differences: trainees conceptualising health care leadership and followership. MEDICAL EDUCATION 2015; 49:1248-1262. [PMID: 26611190 DOI: 10.1111/medu.12832] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2015] [Revised: 05/11/2015] [Accepted: 07/23/2015] [Indexed: 06/05/2023]
Abstract
CONTEXT As doctors in all specialties are expected to undertake leadership within health care organisations, leadership development has become an inherent part of medical education. Whereas the leadership literature within medical education remains mostly focused on individual, hierarchical leadership, contemporary theory posits leadership as a group process, which should be distributed across all levels of health care organisation. This gap between theory and practice indicates that there is a need to understand what leadership and followership mean to medical trainees working in today's interprofessional health care workplace. METHODS Epistemologically grounded in social constructionism, this research involved 19 individual and 11 group interviews with 65 UK medical trainees across all stages of training and a range of specialties. Semi-structured interviewing techniques were employed to capture medical trainees' conceptualisations of leadership and followership. Interviews were audiotaped, transcribed verbatim and analysed using thematic framework analysis to identify leadership and followership dimensions which were subsequently mapped onto leadership discourses found in the literature. RESULTS Although diversity existed in terms of medical trainees' understandings of leadership and followership, unsophisticated conceptualisations focusing on individual behaviours, hierarchy and personality were commonplace in trainees' understandings. This indicated the dominance of an individualist discourse. Patterns in understandings across all stages of training and specialties, and whether definitions were solicited or unsolicited, illustrated that context heavily influenced trainees' conceptualisations of leadership and followership. CONCLUSIONS Our findings suggest that UK trainees typically hold traditional understandings of leadership and followership, which are clearly influenced by the organisational structures in which they work. Although education may change these understandings to some extent, changes in leadership practices to reflect contemporary theory are unlikely to be sustained if leadership experiences in the workplace continue to be based on individualist models.
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Affiliation(s)
- Lisi J Gordon
- Medical Education Institute, School of Medicine, University of Dundee, Dundee, UK
| | - Charlotte E Rees
- Faculty of Medicine, Nursing & Health Sciences, Monash University, Melbourne, Australia
| | - Jean S Ker
- Medical Education Institute, School of Medicine, University of Dundee, Dundee, UK
| | - Jennifer Cleland
- Division of Medical and Dental Education, School of Medicine and Dentistry, University of Aberdeen, Aberdeen, UK
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Negandhi P, Negandhi H, Tiwari R, Sharma K, Zodpey SP, Quazi Z, Gaidhane A, Jayalakshmi N, Gijare M, Yeravdekar R. Building Interdisciplinary Leadership Skills among Health Practitioners in the Twenty-First Century: An Innovative Training Model. Front Public Health 2015; 3:221. [PMID: 26501046 PMCID: PMC4595738 DOI: 10.3389/fpubh.2015.00221] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2015] [Accepted: 09/17/2015] [Indexed: 11/13/2022] Open
Abstract
Transformational learning is the focus of twenty-first century global educational reforms. In India, there is a need to amalgamate the skills and knowledge of medical, nursing, and public health practitioners and to develop robust leadership competencies among them. This initiative proposed to identify interdisciplinary leadership competencies among Indian health practitioners and to develop a training program for interdisciplinary leadership skills through an Innovation Collaborative. Medical, nursing, and public health institutions partnered in this endeavor. An exhaustive literature search was undertaken to identify leadership competencies in these three professions. Published evidence was utilized in searching for the need for interdisciplinary training of health practitioners, including current scenarios in interprofessional health education and the key competencies required. The interdisciplinary leadership competencies identified were self-awareness, vision, self-regulation, motivation, decisiveness, integrity, interpersonal communication skills, strategic planning, team building, innovation, and being an effective change agent. Subsequently, a training program was developed, and three training sessions were piloted with 66 participants. Each cohort comprised a mix of participants from different disciplines. The pilot training guided the development of a training model for building interdisciplinary leadership skills and organizing interdisciplinary leadership workshops. The need for interdisciplinary leadership competencies is recognized. The long-term objective of the training model is integration into the regular medical, nursing, and public health curricula, with the aim of developing interdisciplinary leadership skills among them. Although challenging, formal incorporation of leadership skills into health professional education is possible within the interdisciplinary classroom setting using principles of transformative learning.
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Affiliation(s)
- Preeti Negandhi
- Indian Institute of Public Health Delhi, Public Health Foundation of India , Gurgaon , India
| | - Himanshu Negandhi
- Indian Institute of Public Health Delhi, Public Health Foundation of India , Gurgaon , India
| | | | - Kavya Sharma
- Public Health Foundation of India , Gurgaon , India
| | | | - Zahiruddin Quazi
- Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences , Wardha , India
| | - Abhay Gaidhane
- Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences , Wardha , India
| | - Jayalakshmi N
- Symbiosis College of Nursing, Symbiosis International University , Pune , India
| | - Meenakshi Gijare
- Symbiosis College of Nursing, Symbiosis International University , Pune , India
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Jaffe GA, Pradarelli JC, Lemak CH, Mulholland MW, Dimick JB. Designing a leadership development program for surgeons. J Surg Res 2015; 200:53-8. [PMID: 26323368 DOI: 10.1016/j.jss.2015.08.002] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2015] [Revised: 07/21/2015] [Accepted: 08/06/2015] [Indexed: 11/24/2022]
Abstract
BACKGROUND Although numerous leadership development programs (LDPs) exist in health care, no programs have been specifically designed to meet the needs of surgeons. This study aimed to elicit practicing surgeons' motivations and desired goals for leadership training to design an evidence-based LDP in surgery. MATERIALS AND METHODS At a large academic health center, we conducted semistructured interviews with 24 surgical faculty members who voluntarily applied and were selected for participation in a newly created LDP. Transcriptions of the interviews were analyzed using analyst triangulation and thematic coding to extract major themes regarding surgeons' motivations and perceived needs for leadership knowledge and skills. Themes from interview responses were then used to design the program curriculum specifically to meet the leadership needs of surgical faculty. RESULTS Three major themes emerged regarding surgeons' motivations for seeking leadership training: (1) Recognizing key gaps in their formal preparation for leadership roles; (2) Exhibiting an appetite for personal self-improvement; and (3) Seeking leadership guidance for career advancement. Participants' interviews revealed four specific domains of knowledge and skills that they indicated as desired takeaways from a LDP: (1) leadership and communication; (2) team building; (3) business acumen/finance; and (4) greater understanding of the health care context. CONCLUSIONS Interviews with surgical faculty members identified gaps in prior leadership training and demonstrated concrete motivations and specific goals for participating in a formal leadership program. A LDP that is specifically tailored to address the needs of surgical faculty may benefit surgeons at a personal and institutional level.
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Affiliation(s)
- Gregory A Jaffe
- Center for Healthcare Outcomes and Policy, University of Michigan, Ann Arbor, Michigan; University of Michigan Medical School, Ann Arbor, Michigan
| | - Jason C Pradarelli
- Center for Healthcare Outcomes and Policy, University of Michigan, Ann Arbor, Michigan; University of Michigan Medical School, Ann Arbor, Michigan.
| | - Christy Harris Lemak
- Center for Healthcare Outcomes and Policy, University of Michigan, Ann Arbor, Michigan; Department of Health Services Administration, School of Health Professions, University of Alabama at Birmingham, Birmingham, Alabama
| | | | - Justin B Dimick
- Center for Healthcare Outcomes and Policy, University of Michigan, Ann Arbor, Michigan; Department of Surgery, University of Michigan, Ann Arbor, Michigan
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