Developing Physician Leaders Research Articles

Developing Physician Leaders’ Complex Problem-Solving Skills

Complex problem-solving is difficult for any leader. Fortunately, physicians have an edge, as they solve problems hundreds of times every day in their clinical practice and research endeavors. That’s the good news. The bad news is that problem-solving does not necessarily come as easily when physicians enter formal leadership roles.

How Can Health Systems Develop Physician Leaders to Implement Better? Lessons From the Stanford-Intermountain Fellowship in Population Health, Delivery Science, and Primary Care.

How Can Health Systems Develop Physician Leaders to Implement Better? Lessons From the Stanford-Intermountain Fellowship in Population Health, Delivery Science, and Primary Care.

Developing physician leaders: does it work?

BackgroundLeader development programmes are signature features of frontrunner multinational companies. Healthcare institutions have generally lagged behind, though attention to implementing leader development programmes in healthcare institutions is increasing. The rationale...

Implementing a Radiology Residency Quality Curriculum to Develop Physician Leaders and Increase Value for Patients.

Diagnostic and interventional radiology residency programs must educate trainees on quality and patient safety topics to meet board requirements and prepare residents to become effective physician leaders. A quality curriculum should encompass process improvement methodology as well as instruction about crucial patient safety subjects. The authors have developed a standardized and structured approach to fulfill this need using didactic and experiential learning. The educational format includes short lectures, peer-to-peer instruction, and self-study, with the value of presented information reinforced by physician leaders and process improvement specialists. Equally important is a structured experience in departmental quality improvement wherein trainees learn the collaborative nature of effective durable process change in areas of interest to them. This curriculum is implemented during the 3rd year of radiology residency to leverage residents' knowledge and experience with radiology workflows and proximity to the American Board of Radiology Core Exam. Feedback from educators and trainees as well as objective examination data support this approach. This article shares guidance and lessons learned from the authors' radiology residency educational efforts and offers a framework for successful implementation of a comprehensive quality curriculum at any residency training program. This curriculum serves the dual purpose of developing skilled future physician leaders and promoting value for patients. ©RSNA, 2020.

Developing Physician Leaders.

Developing Physician Leaders.

RESPONSE: Fostering Competent Physician Leaders for the Future

There is widespread recognition of the need to develop physician leaders who are trained and mentored in several nonclinical competencies that are critical to organizational and health system management [(1)][1]. Traditionally, leadership skills have not been a feature of medical training.

Charting a Course for Leader and Leadership Education and Development in American Medical Schools

This article was migrated. The article was marked as recommended. Problem: Leadership has been identified as an essential component for success in medicine. Many medical schools have initiated Leader and Leadership Education and Development (LEAD) programs to develop physician leaders. Currently, there is no consensus whether teaching leadership is important, who to teach, what topics to teach, and where leadership fits into the curriculum during medical school. Approach: To address these issues, the Uniformed Services University of the Health Sciences (USU) LEAD team convened an inaugural Medical Student LEAD Summit and Working Group Meeting on April 4, 2017. Participants came from public and private U.S. medical schools engaged in LEAD programs, military service academies, the Veterans Administration, and the Association of American Medical Colleges. The purpose of this meeting was to share opinions, experiences, and current practices regarding medical student LEAD. Outcomes: Participants overwhelmingly agreed that: (1) providing LEAD is an essential component of undergraduate medical education; (2) there currently is no single best LEAD program for all medical schools; (3) a clear purpose, goal, philosophy, and conceptual framework consistent with the mission and vision of each institution is needed; (4) assessment of students, programs, faculty must be incorporated; and (5) research and scholarship are essential for LEAD programs. Next Steps: Based on the positive feedback and interest from participants, the USU LEAD team will host a second Summit in April 2018 to follow up with the inaugural participants and to include representatives from additional institutions who are currently conducting or interested in starting their own medical school LEAD programs.

Physician-Organization Collaboration Reduces Physician Burnout and Promotes Engagement: The Mayo Clinic Experience

The process of creating healthy organization-physician relationships is critical to organizational success. Partnerships in process improvement can nurture these relationships and mitigate burnout by meeting physicians' psychological needs. To flourish, physicians need some degree of choice (control over their lives), camaraderie (social connectedness), and an opportunity for excellence (being part of something meaningful). Organizations can provide these opportunities by establishing constructive organization-physician relationships and developing physician leaders. We present a case study from the Mayo Clinic that supports the foundational principles of a physician-engagement model. We developed the Listen-Act-Develop model as an integrated strategy to reduce burnout and engage physicians in the mission of the organization. The intent of the model is to maximize physician wellness by fostering engagement and mitigating the drivers of burnout. This model provides a path to increase physician satisfaction and meaning in work and to improve organizational effectiveness.

Developing leaders among your faculty members

Background: Complexities in medical care delivery and an increasing focus on value in health care has spotlighted the need to develop physician leaders within healthcare organizations. Academic medical centers and their faculty are uniquely situated to further the healthcare industry through teaching of medical students and residents, introducing research and technology, and providing the body of knowledge that is the framework within which medicine is practiced. Methods: Through in-depth literature review, pertinent information about the role of faculty leaders and the methods to develop them will be presented. Results: Literature suggests that health care organizations with physician leaders provide higher quality care and that academic productivity can be enhanced by leadership development among faculty. Various processes of physician leadership development exist, including the simple mentor-mentee relationship, a less formal facilitated small group format, and a more formalized leadership development course. There is no research literature to suggest the superiority of one method over another to develop faculty members. Conclusions: It is important that healthcare organizations consider the role of physician leaders in their strategic planning to provide quality, high-valued care while maintaining the goals of academic leadership and performance. The following core competencies are addressed in this article: Interpersonal skills and communication, Practice based learning and improvement, Professionalism, Systems based practice.

Demystify Leadership in Order to Cultivate It

Correspondence should be addressed to Dr. Dhaliwal, San Francisco VA Medical Center, 4150 Clement St. (111), San Francisco, CA 94121; telephone: (415) 221-4810 ext. 4150; fax: (415) 750-6982; e-mail: gurpreet.dhaliwal@ucsf.edu. Graduate medical education programs need to develop physician–leaders who can address our broken and unsustainable health care system. But “leadership” suffers from a branding problem among trainees, who often equate it with official positions of authority. The essential function of a leader is to produce change. To make leadership an accessible and appealing goal for all trainees, it requires a redesigned brand as a multifaceted construct: an everyday instinct, a set of skills, a menu of options, and a professional obligation.

Enhancing physician engagement: an international perspective.

The purpose of this article is to provide specific recommendations to enhance physician engagement in health care organizations. It summarizes the evidence on physician engagement, drawing on peer-reviewed articles and reports from the gray literature, and suggests an integrative framework to help health care managers better understand and improve physician engagement. While we examine some other international examples and experiences, we mainly focus on physician engagement in Canada, the United States, and the United Kingdom. Physician engagement can be conceptualized as an ongoing two-way social process in which both the individual and organizational/cultural components are considered. Building on several frameworks and examples, we propose a new integrative framework for enhancing physician engagement in health care organizations. We suggest that in order to enhance physician engagement, organizations should focus on the following strategies: developing clear and efficient communication channels with physicians; building trust, understanding, and respect with physicians; and identifying and developing physician leaders. We propose that the time is now for health care managers to set aside traditional differences and historical conflicts and to engage their physicians for the betterment of their organizations.

A systematic review of physician leadership and emotional intelligence.

This review evaluates the current understanding of emotional intelligence (EI) and physician leadership, exploring key themes and areas for future research. We searched the literature using PubMed, Google Scholar, and Business Source Complete for articles published between 1990 and 2012. Search terms included physician and leadership, emotional intelligence, organizational behavior, and organizational development. All abstracts were reviewed. Full articles were evaluated if they addressed the connection between EI and physician leadership. Articles were included if they focused on physicians or physicians-in-training and discussed interventions or recommendations. We assessed articles for conceptual rigor, study design, and measurement quality. A thematic analysis categorized the main themes and findings of the articles. The search produced 3713 abstracts, of which 437 full articles were read and 144 were included in this review. Three themes were identified: (1) EI is broadly endorsed as a leadership development strategy across providers and settings; (2) models of EI and leadership development practices vary widely; and (3) EI is considered relevant throughout medical education and practice. Limitations of the literature were that most reports were expert opinion or observational and studies used several different tools for measuring EI. EI is widely endorsed as a component of curricula for developing physician leaders. Research comparing practice models and measurement tools will critically advance understanding about how to develop and nurture EI to enhance leadership skills in physicians throughout their careers.

Developing Physician Leaders for Over 50 years: The Duke Medical Student Research Experience in the US and Singapore

Duke University has long incorporated research into its medical school curriculum. Its sister school, DukeNational University of Singapore, adopted the same model to inculcate a culture of research and develop graduates with a strong scientific foundation. The results are an impressive percentage of student publications and students pursuing academic careers.

Developing Physician Leaders of Patient-Centered Care

PM&RVolume 2, Issue 11 p. 983-986 Invited Perspective Developing Physician Leaders of Patient-Centered Care Michael Lupinacci MD, Corresponding Author Michael Lupinacci MD drlupinacci@prismdrs.com Physicians of Rehab Industrial and Spine Medicine Prism PC, Mechanicsburg, PADisclosure: 9, AAPM&R president-electAddress correspondence to M.L.Search for more papers by this author Michael Lupinacci MD, Corresponding Author Michael Lupinacci MD drlupinacci@prismdrs.com Physicians of Rehab Industrial and Spine Medicine Prism PC, Mechanicsburg, PADisclosure: 9, AAPM&R president-electAddress correspondence to M.L.Search for more papers by this author First published: 18 November 2010 https://doi.org/10.1016/j.pmrj.2010.10.010Citations: 2 Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume2, Issue11November 2010Pages 983-986 RelatedInformation

Health Advocacy Training: Now Is the Time to Develop Physician Leaders

To the Editor: Physicians have a societal responsibility to be health advocates and must act to positively influence public health and policy. But how can they achieve this without learning about the legislative process and policy reform? It is time for advocacy training to become more prominent in training future physicians, as the skills developed will enhance students' comprehension of how to deliver optimal patient care at the population level. Several regulatory physician organizations emphasize the importance of health advocacy training.1,2 At the medical school level, it is outlined in the AAMC's Medical School Objectives Project3 and in the Medical Council of Canada Qualifying Examination objectives.4 Several U.S. medical schools have incorporated health advocacy training into their curricula. For example, Cha et al5 developed a one-month curriculum in health activism where students research, develop, and implement an advocacy plan. However, Canadian medical schools have been slow to adopt similar programs. To address this deficiency, the University of Alberta and the University of Calgary hosted the first Annual Alberta Political Action Day (PAD) to engage medical students in political advocacy and policy reform. The 40 students participating received training from accomplished lobbyists and physicians and implemented it by meeting with over 41 elected representatives. The two-day requirement of this initiative makes PAD a good approach for medical schools to use to start integrating health advocacy training into their already busy curricula. Proficient health advocates will become leaders in health care by becoming health administrators, joining lobbying groups, or assisting charitable organizations. The need for stronger physician leaders has never been greater. Clearly, it is time for medical schools to place greater emphasis on health advocacy training. Peter J. Gill Medical student, MD/PhD Program, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada; [email protected]. Harbir S. Gill Medical student, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada. Thomas J. Marrie, MD Dean, Dalhousie Medical School, Dalhousie University, Halifax, Nova Scotia, Canada.

The Influence of Mentorship and Role Modeling on Developing Physician–Leaders: Views of Aspiring and Established Physician–Leaders

Although the benefits of mentoring in academic medical centers have been amply discussed, the major focus has been on conferring traditional academic skills (e.g., grantsmanship, publications, etc.). In contrast, little attention has been given to the career development of physician-leaders (e.g., communication, vision, team-building, etc.). To understand the role and functions of mentoring and role-modeling in developing physician-leaders as experienced by aspiring and established physician-leaders. Qualitative design using a stratified purposeful sample and inductive analysis. Semi-structured interviews. Twenty-five Cleveland Clinic faculty participated (14 established physician-leaders, 11 aspiring leaders). Three themes emerged: 1. Role modeling was differentiated as a valued experience separate from mentoring, with respondents describing the significant influence of purely observational learning and "watching leaders-in-action". 2. Many respondents favored a series of "strategic" interactions with various individuals about specific professional issues rather than traditional, longitudinal mentoring experiences. 3. Emotional and psychological support was considered the most valued type of interventional activity. In our small sample both established and aspiring physician leaders believed that mentorship and role modeling played a significant role in their career development. Short, focused "strategic" mentoring relationships were favored by many over the classic longitudinal experience. Our participants valued role-modeling as an experience separate from mentoring and described the impact of learning from direct observation of skilled leaders. The educational implications of these findings are summarized.

What Is the Future of Electronic Learning in Radiology?

HomeRadioGraphicsVol. 27, No. 2 PreviousNext EditorialWhat Is the Future of Electronic Learning in Radiology?Adam E. FlandersAdam E. FlandersAuthor Affiliations1From the Department of Radiology, Division of Neuroradiology/ENT, Thomas Jefferson University Hospital, Suite 1080B Main Building, 132 S Tenth St, Philadelphia, PA 19107-5244. Received and accepted November 20, 2006. The author has no financial relationships to disclose.Address correspondence to the author (e-mail: [email protected]).Adam E. FlandersPublished Online:Mar 1 2007https://doi.org/10.1148/rg.272065192MoreSectionsFull textPDF ToolsImage ViewerAdd to favoritesCiteTrack CitationsPermissionsReprints ShareShare onFacebookTwitterLinked In References1 RowellMR, Johnson PT, Fishman EK. Radiology education in 2005: World Wide Web practice patterns, perceptions, and preferences of radiologists. RadioGraphics2007; 27: 563–571. Link, Google Scholar2 SparaciaG, Cannizzaro F, D’Alessandro DM, D’Alessandro MP, Caruso G, Lagalla R. Initial experiences in radiology e-learning. RadioGraphics2007; 27: 573–581. Link, Google Scholar3 HoaD, Micheau A, Gahide G. Creating an interactive Web-based e-learning course: a practical introduction for radiologists. RadioGraphics Online. Available at: http://radiographics.rsnajnls.org/cgi/content/full/e25v1. Accessed November 10, 2006. Google Scholar4 BoonnWW, Flanders AE. Survey of personal digital assistant use in radiology. RadioGraphics2005; 25: 537–541. Link, Google Scholar5 WutohR, Boren SA, Balas EA. eLearning: a review of Internet-based continuing medical education. J Contin Educ Health Prof2004; 24: 20–30. Crossref, Medline, Google Scholar6 DavisDA, Thomson MA, Oxman AD, Haynes RB. Changing physician performance: a systematic review of the effect of continuing medical education strategies. JAMA1995; 274: 700–705. Crossref, Medline, Google Scholar7 PatelMR, Meine TJ, Radeva J, et al. State-mandated continuing medical education and the use of proven therapies in patients with an acute myocardial infarction. J Am Coll Cardiol2004; 44: 192–198. Crossref, Medline, Google Scholar8 BrownJS, Collins A, Duguid P. Situated cognition and the culture of learning. Educ Res1989; 18: 32–42. Google Scholar9 LaveJ, Wenger E. Situated learning: legitimate peripheral participation. Cambridge, England: Cambridge University Press, 1990. Google Scholar10 KahnCE, Ehlers KC, Wood BP. Radiologists’ preferences for just-in-time learning. J Digit Imaging2006; 19: 202–206. Crossref, Medline, Google ScholarArticle HistoryPublished in print: Mar 2007 FiguresReferencesRelatedDetailsCited ByInsights into Imaging, Vol. 11, No. 1The British Journal of Radiology, Vol. 92, No. 1103, Vol. 9039Academic Radiology, Vol. 20, No. 3European Journal of Radiology, Vol. 82, No. 5Journal of the American College of Radiology, Vol. 10, No. 8Net Assets: Review of Online Radiology Resources. Part II. Organizations and SocietiesTaha Bandukwala, , Sourabh Arora, , and Sriharsha Athreya, 1 January 2012 | Radiology, Vol. 262, No. 1Net Assets: Review of Online Radiology Resources. Part I. Educational ResourcesTaha Bandukwala, , Sourabh Arora, , and Sriharsha Athreya, 1 November 2011 | Radiology, Vol. 261, No. 2Radiología, Vol. 53, No. 6Telemedicine and e-Health, Vol. 17, No. 10The British Journal of Radiology, Vol. 84, No. 1005Recommended Articles Social Media Tools for Department and Practice Communication and Branding in the Digital AgeRadioGraphics2018Volume: 38Issue: 6pp. 1773-1785Implementing a Radiology Residency Quality Curriculum to Develop Physician Leaders and Increase Value for PatientsRadioGraphics2020Volume: 40Issue: 2pp. 505-514Integrating Eye Tracking and Speech Recognition Accurately Annotates MR Brain Images for Deep Learning: Proof of PrincipleRadiology: Artificial Intelligence2020Volume: 3Issue: 1Learning from Gamers: Integrating Alternative Input Devices and AutoHotkey Scripts to Simplify Repetitive Tasks and Improve WorkflowRadioGraphics2020Volume: 40Issue: 1pp. 141-150Establishing 3D Printing at the Point of Care: Basic Principles and Tools for SuccessRadioGraphics2022Volume: 42Issue: 2pp. 451-468See More RSNA Education Exhibits Flip It! Techniques for Interactive, Learner-Directed Educational Conferences to Increase Trainee Engagement and Diagnostic ConfidenceDigital Posters2019Imaging Physics Quality Management System for MRIDigital Posters2018Immersive First-Person Virtual Reality Training Experiences for Teaching Fluoroscopy-Guided Injection ProceduresDigital Posters2020 RSNA Case Collection Pediatric MeningiomaRSNA Case Collection2022Intraventricular MeningiomaRSNA Case Collection2021Primary intraosseous meningiomaRSNA Case Collection2020 Vol. 27, No. 2 Metrics Downloaded 1,113 times Altmetric Score PDF download

Characteristics of physician leaders working to improve the quality of care in acute myocardial infarction.

The influence of physician leaders on their colleagues in local medical communities has been recognized for several decades. However, the literature indicates that little is known about the specific characteristics of physician leaders involved in improving quality in today's hospital environment. A taxonomy of the characteristics of the physician quality leader from the perspective of physicians and nonphysicians was developed. Information about physician leaders working to improve acute myocardial infarction (AMI) was gathered from in-depth interviews with 45 key physicians and nursing, quality management, and administrative staff at eight hospitals. Data were analyzed using the constant comparative method of qualitative data analysis. The physician leader characteristics were described in four main categories: personal commitment, professional credibility, quality improvement behaviors and skills, and institutional linkages. Each physician leader possessed different combinations of the characteristics from the four categories, revealing the complexity of the physician leader role. Understanding the key characteristics of physician leaders is a critical step in helping hospitals choose and develop physician leaders who can effectively bring about meaningful quality improvement.

Developing Physician Leaders in Todayʼs Hospitals

The business of delivering healthcare in our nation's hospitals is becoming increasingly complex. Hospitals are developing multidisciplinary teams of executives to manage and lead their healthcare institutions, and physician executives are key members of these leadership teams. Physicians are needed in today's hospitals, not only to serve as clinicians, medical directors, and members of medical committees, but to assist other hospital executives with strategic planning, managed care contracting, medical records billing code compliance, cost-benefit analysis for developing or changing the size of clinical programs, and a host of other medical administrative leadership issues. Many hospitals are now carefully mentoring and developing physician leaders to assume future positions of senior leadership in those healthcare institutions. Dr. Guthrie accurately describes the unique challenges in developing physician leaders. Physicians generally have limited management training, are accustomed to a different job culture, and a have high degree of socialization primarily with other physicians. Physicians are also trained to excel as solo practitioners, whereas healthcare management requires close collaboration and teamwork. Physicians use qualitative data and expect quick results once a decision is made; often business decisions are not based on perfect data and require long-term planning and analysis. Communications between physicians and hospital leaders are frequently cluttered with mixed messages, such as the importance of balancing the budget versus the delivery of patient care, and often hospital decisions may work to the economic detriment of individual physicians. Physician leaders working with hospital leadership can help bridge this gap to minimize miscommunication and enhance understanding. Problems and Opportunities Dr. Guthrie points out the distinct advantages for the hospital that develops physician leaders. Successful physician leaders understand the patient care process from the viewpoint of a clinician and share common concerns with the physicians with whom they practice. Once physician leaders have a clear understanding of how the hospital organization works, they can better recognize how they can affect the hospital's entire healthcare delivery process, rather than just how to help one patient at a time. Dr. Guthrie correctly points out that a physician's leadership development takes time and involves a behavioral change on the part of the new physician leader. Physician executives have to learn the language-including the jargon-of business, the principles of management, the applications of financial management, managed care contracting, communications, and a myriad of other management skills. Dr. Guthrie identifies several approaches to developing physician leaders including on-the-job training, mentoring, external degree training, and certificate programs. Professional organizations such as the American College of Physician Executives, Medical Group Management Association, and the American College of Healthcare Executives also offer training programs. One Hospital's Experience In 1994, the Johns Hopkins University School of Medicine and the Johns Hopkins Hospital recognized many of the problems and opportunities described in Dr. Guthrie's article. Johns Hopkins's Institutions began developing formal and informal approaches to developing future physician leaders in the business of medicine. In 1995, a formal program was developed that led to a certificate degree obtainable in 11 months. This 12-credit program is held on the medical campus and enables physicians to obtain a graduate certificate in the business of medicine. The program was further developed to allow the physician to continue on to earn a Master of Business Administration (MBA degree with a concentration in Medical Service Management. The master's program courses include clinical practice improvement, medical economics, medical informatics, long-term care organizations, strategic planning for healthcare organizations, marketing of medical organizations, and a capstone course on the business applications in a medical care organization. …