Abstract
ABSTRACTBackground: Chief Residents must lead, manage and mentor a diverse and often large group of residents, however there is a lack of formal leadership training throughout graduate medical education.Objective: Development of a 3-part Chief Resident (CR) Program focused on leading, managing and mentoring.Design: Each participant completes an Emotional Intelligence (EI) Inventory prior to the day-long event. Participants receive their EI scores at the beginning of the program, which features interactive sessions on leadership, management, and feedback skills. The program then reinforces the application of their new knowledge about EI through a four station OSTE (Observed Structured Teaching Encounter). CRs practice feedback and coaching skills in a simulated environment where they need to provide the context of formative feedback to a standardized resident.Results: The aggregated mean pre-session EI score for all participants was 76.9 (an ideal score is >85). An independent-samples t-test compared the CRs’ leadership and feedback performance on their first and second OSTE performance within a single afternoon session. There was a significant difference between the first OSTE performance (M = 47.92, SD = 7.8) and the second OSTE performance (M = 51.22, SD = 6.9); t (68) = 1.99, p = 0.006. These results suggest that participating in multiple OSTEs positively reinforces the core interpersonal and communication skills discussed in the didactic and practiced in the interactive portions of the program.Conclusion: The low mean pre-session EI score achieved by our participants supports the idea that CRs enter their new roles with a level of EI that can be enhanced. CRs had an overall positive reaction to EI and its application to the core skills addressed in the program, highlighting the fact that similar programs could be used to train early career physicians to be more skilled and comfortable with leading, managing and mentoring.Abbreviations: CR: Chief resident; EI: Emotional intelligence; GME: Graduate medical education; OSTE: Objective structured teaching encounter
Highlights
Chief Residents (CRs) are typically chosen based on their clinical work as residents or as a set role during the final year of residency
This role has evolved over the past century and the responsibilities of CRs vary among specialties, but what has remained constant is that CRs all are required to lead and mentor a diverse and often large group of residents
The goal for our CR learners would be to move from their baseline score over time and progress to a higher score (85–100) as they continue their professional development as a physician
Summary
Chief Residents (CRs) are typically chosen based on their clinical work as residents or as a set role during the final year of residency. Described as early as the 19th century, chief residents refer to senior residents that have demonstrated competence to manage and care for patients with minimal supervision [1] This role has evolved over the past century and the responsibilities of CRs vary among specialties, but what has remained constant is that CRs all are required to lead and mentor a diverse and often large group of residents. Design: Each participant completes an Emotional Intelligence (EI) Inventory prior to the daylong event Participants receive their EI scores at the beginning of the program, which features interactive sessions on leadership, management, and feedback skills.
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