Leadership in Public Health: Opportunities for Young Generations Within Scientific Associations and the Experience of the "Academy of Young Leaders"

This paper outlines the characteristics of scientific leadership and the role of Scientific Associations with their specific activities. The recent activities of the Lombard Academy of Public Health are subsequently described, including the creation, in 2019, of the Academy of young leaders in public health. Comparing to other sectors, scientific leadership dynamics take into consideration different aspects. Besides awards (Nobel Prize or several other) and prestigious affiliations, eventual indicators might be academic roles, fundraising abilities, relevant positions among scientific associations, editors of prestigious journals or editorial series and, more recently, high bibliometric indicators. The peculiar topics of public health encompass interactions with institutions, authorities, politicians, involved in different levels in health policies. Recently, in Italy, the Ministry of Health has identified parameters to be accreditated as a scientific and technical association. The role of SItI (Italian Society of Hygiene), EUPHA, ASPHER, and WFPHA appears relevant in PH, in national and international contexts, with Italian praiseworthy members constantly achieving leading roles. Considering that few training opportunities aimed to improve research and leadership skills are available, Accademia Lombarda di Sanità Pubblica (ALSP) designed the AYLPH (Academy of Young Leaders in Public Health) program. AYLPH program is a 1-year training to shape leadership skills among young professionals. A set of didactic, theoretical and practical methods was offered and evaluated.

Development and Implementation of a School-Wide Institute for Excellence in Education to Enable Educational Scholarship by Medical School Faculty

PROBLEM

Educational scholarship is an important component for faculty at Academic Medical Centers, especially those with single-track promotion systems. Yet, faculty may lack the skills and mentorship needed to successfully complete projects. In addition, many educators feel undervalued.

INTERVENTION

To reinvigorate our school's educational mission, the Institute for Excellence in Education (IEE) was created. Here we focus on one of the IEE's strategic goals, that of inspiring and supporting educational research, scholarship, and innovation.

CONTEXT

Using the 6-step curriculum development process as a framework, we describe the development and outcomes of IEE programs aimed at enabling educational scholarship at the Johns Hopkins University School of Medicine.

OUTCOME

Four significant programs that focused on educational scholarship were developed and implemented: (a) an annual conference, (b) a Faculty Education Scholars' Program, (c) "Shark Tank" small-grant program, and (d) Residency Redesign Challenge grants. A diverse group of primarily junior faculty engaged in these programs with strong mentorship, successfully completing and disseminating projects. Faculty members have been able to clarify their personal goals and develop a greater sense of self-efficacy for their desired paths in teaching and educational research.

LESSONS LEARNED

Faculty require programs and resources for educational scholarship and career development, focused on skills building in methodology, assessment, and statistical analysis. Mentoring and the time to work on projects are critical. Key to the IEE's success in maintaining and building programs has been ongoing needs assessment of faculty and learners and a strong partnership with our school's fund-raising staff. The IEE will next try to expand opportunities by adding additional mentoring capacity and further devilment of our small-grants programs.

The InterAcademy Partnership's Young Physician Leaders: A Leadership Training and Networking Program

The research, clinical, public health, and health policy areas of the health sector all need effective leaders. However, many young professionals learn their leadership skills by trial and error as they advance through their careers. Though some countries are making efforts to incorporate leadership training programs into their medical curricula, the provision of such training is available in too few countries. To fill this gap and contribute to building capacity for future leadership among health professionals worldwide, the InterAcademy Partnership for Health launched its Young Physician Leaders (YPL) program in 2011. The program provides a tailored workshop on leadership; the opportunity, via the World Health Summit, to engage with global leaders in the field of medicine and health; a matchmaking mentorship scheme; a network of peers with whom to share experiences and exchange best practices; and an interactive website to post real-time professional information and gain visibility both nationally and internationally. To date, some 107 YPL, nominated by some 30 academies of science and medicine and six other institutions, have participated in the scheme. In addition, some 30 YPL alumni from about 20 countries were selected to attend the recent World Health Assembly (WHA69). As well as gaining first-hand experience of the decision-making processes of the WHA, the event helped build their individual capacities because they had the opportunity to link with their national decision makers in global health policy. Though there is room for expansion of the program, it has been well received as an approach to supporting the leadership development of a new generation of physicians who will eventually lead clinical, educational, and research institutions and contribute to their societies and globally to improve health for all.