Interdisciplinary Leadership Research Articles

The curriculum for the doctor of the future: Messages from the clinician's perspective

Background: Medical curricula should focus on the future of health care. Contemporary competency frameworks for curriculum design such as Canadian Medical Education Directions for Specialists (CanMEDS), ACGME and Tomorrow's Doctors share this vision by stressing generic competencies.Aim: The objective of this study was to investigate how well a contemporary competency framework fits in with clinicians’ perspectives on future health care.Methods: Using a strategic planning approach, a semi-structured open-ended questionnaire on the future of their profession was sent to 102 Dutch gynecologists. Through inductive analysis, a future perspective and its needed competencies were identified and compared to the CanMEDS framework.Results: The 62 responses showed content validity for the CanMEDS roles. Additionally, two roles were identified: advanced technology user and entrepreneur. Within the role Communicator, the focus will change through more active patient participation. The roles Collaborator and Manager are predicted to change in focus because of an increase of complex interdisciplinary teamwork and leadership roles.Conclusion: By studying the Dutch gynecologists’ perspective of the future in a strategic planning approach, two additional roles and focus areas within a contemporary competency framework were identified. The perspective of clinicians on future health care provides valuable messages on how to design future-proof curricula.

Interdisciplinarity within an academic career

This project identified academics who have been involved with interdisciplinary leadership initiatives and sought to find out what had motivated them, what issues they had encountered and how they had resolved them. A powerful message emerging is the central importance of motivation in interdisciplinary work. Interviewees spoke of leaving their disciplinary ‘home’ for a more complex and difficult – but often more rewarding – environment. Interviews also illuminated the impact of interdisciplinary work on academic careers and suggested that an academic’s career stage was a vital factor influencing the likelihood of pursuing an interdisciplinary initiative. The individual and systemic challenges brought on by interdisciplinary work highlight the role of structure and agency in an academic career path. These issues coalesce around reward systems, where there is a need to recognise the expanding role of academics within interdisciplinary contexts.

Most-Accessed Articles from an Interdisciplinary Leader in Physical Chemistry

Most-Accessed Articles from an Interdisciplinary Leader in Physical Chemistry

Prospects for Geography as an Interdisciplinary Discipline

The drive to examine broad-ranging problems that encompass a complex mix of phenomena and processes has spurred the conduct of research that bridges traditional disciplines. Geographers have played active roles in many interdisciplinary projects, because geography itself is inherently interdisciplinary. Geography builds on major emphases in spatial analysis, human–environment interaction, and place-based and regional analyses to encourage communication and interaction with myriad other disciplines. The active pursuit of inquiries related to space, place, and interactions, especially dynamics within and across spaces and places, leads many geographers to range far from the field's core and explore the peripheral realms where geographic perspectives and insights intersect with those from other fields. Scholars who have engaged in interdisciplinary collaborations cite many positive aspects in working with colleagues from other fields, and they affirm their desire to conduct interdisciplinary work in the future despite the challenges they face when moving beyond comfortable disciplinary cores. Patience and open-mindedness are among the critical factors that foster success of interdisciplinary collaboration. Geographers should continue to show interdisciplinary leadership by embracing different perspectives, by supporting institutional arrangements that foster interdisciplinary activity, and by seeking the knowledge and techniques other fields can share at the same time they contribute geographic perspectives, approaches, and insights to the collective effort.

Qualities and practices of professional social work leadership in an interdisciplinary mental health service: an action learning approach

Since the mid-1980s, health service restructuring in New Zealand has strengthened managerialism, arguably detracting from professional considerations. Professional leaders without line-management responsibilities have replaced social work departments headed by a professional social worker. An emerging social work contribution to interdisciplinary leadership in mental health settings aims to advance quality of service and fill social work leadership gaps resulting from structural changes created by health policy initiatives. In the context of limited research into these changes, this paper presents an action learning organic approach examining how social work professional leaders implemented Kouzes and Posner's ‘exemplary leadership’ in a District Health Board. This examination integrates indigenous Māori approaches to leadership with Western models. Findings suggest both caution and optimism about the professional leader role. The paper suggests further research to explore the relationship of professional leadership and clinical governance in public health services.

The UNC-CH MCH Leadership Training Consortium: Building the Capacity to Develop Interdisciplinary MCH Leaders

This article describes the UNC-CH MCH Leadership Consortium, a collaboration among five MCHB-funded training programs, and delineates the evolution of the leadership curriculum developed by the Consortium to cultivate interdisciplinary MCH leaders. In response to a suggestion by the MCHB, five MCHB-funded training programs--nutrition, pediatric dentistry, social work, LEND, and public health--created a consortium with four goals shared by these diverse MCH disciplines: (1) train MCH professionals for field leadership; (2) address the special health and social needs of women, infants, children and adolescents, with emphasis on a public health population-based approach; (3) foster interdisciplinary practice; and (4) assure competencies, such as family-centered and culturally competent practice, needed to serve effectively the MCH population. The consortium meets monthly. Its primary task to date has been to create a leadership curriculum for 20-30 master's, doctoral, and post-doctoral trainees to understand how to leverage personal leadership styles to make groups more effective, develop conflict/facilitation skills, and identify and enhance family-centered and culturally competent organizations. What began as an effort merely to understand shared interests around leadership development has evolved into an elaborate curriculum to address many MCH leadership competencies. The collaboration has also stimulated creative interdisciplinary research and practice opportunities for MCH trainees and faculty. MCHB-funded training programs should make a commitment to collaborate around developing leadership competencies that are shared across disciplines in order to enhance interdisciplinary leadership.

A Multidisciplinary Approach to Reducing Door-to-Balloon Time in a Community Hospital

A Multidisciplinary Approach to Reducing Door-to-Balloon Time in a Community Hospital

Successfully Managing Attending Physicians

Successfully Managing Attending Physicians

Etablierung eines interdisziplinären Krebszentrums im Spannungsfeld interner und externer Interessen

Excellence in oncology requires specialized centers covering a broad spectrum of oncological competence and technology. Such Comprehensive Cancer Centers, which in most cases are affiliated with a university, are well established in many countries, particularly North America. But despite their advantages, only few of these interdisciplinary cancer centers have so far been set up in Germany. The establishment of a Comprehensive Cancer Center covering patient care, cancer research as well as education and training in Germany will be discussed using the example of the Dresden University Cancer Center. Consideration will be given to the interests of the different groups involved and to critical success factors such as its mission, interdisciplinary leadership structures, interfaces, responsibilities and quality management.

Research Projects Can Help Staff Bond With Residents

Research Projects Can Help Staff Bond With Residents

Design and Implementation of an Interdisciplinary Leadership Studies Minor at an Historically Black, Liberal Arts College

This article summarizes the design, implementation, and current status of an undergraduate interdisciplinary leadership studies minor at Morehouse College. The college’s primary mission is to “develop men with disciplined minds who will lead lives of leadership, service, and self-realization,” as well as provide students with an understanding of the African American heritage and cultural experience. The leadership studies minor was designed as a place within the academic curriculum of the college program for students to learn about and reflect upon the study, practice, and interdisciplinary nature of leadership, its theoretical and historical foundations, and explore critical ethical leadership challenges that impact civil society with special emphasis on issues as they relate to African Americans, their heritage, and their cultural experience. Program results to date and the future of the minor in the college’s academic curriculum are also discussed.

The community psychiatrist of the future

The potential contributions of the community psychiatrist are described, via the interdisciplinary team, to individuals and families dealing with mental illness, and to the communities of the future, along with the opportunities for, and barriers to, effective teamwork and community collaborations. Health and medical training systems still provide perverse incentives deterring psychiatrists from becoming adequately trained in community psychiatry and full members of interdisciplinary teams, and skilled partners in improving the mental health of the whole community. Sources of potential role conflict should be resolved, and advantages of community collaborations, interdisciplinary leadership, support of teamwork, division of labour, cross-fertilization and hybrid vigour should be realized. Truly essential and desirable roles and the skill base of community psychiatrists in interdisciplinary teams and local communities could be developed and strengthened by changes in basic and advanced psychiatric training, and by psychiatric professional bodies and training programmes placing greater emphasis and value upon the roles of a community psychiatrist.

Using Case Writing to Meet Diverse Agendas in Special Education

Through case-writing pedagogy, an approach to case-method instruction, early intervention-early childhood leadership students examined interdisciplinary perspectives, reflected, and integrated new content. Students explored leadership theories and researched current issues and trends in early childhood mental health as they engaged in a collegial, reflective process. Furthermore, students identified issues or tensions from their work settings and developed problem-solving skills, including defining and reframing problems. The interdisciplinary leadership institute and the specific features of the case-writing pedagogy are described. Teaching outcomes are discussed, including course evaluation results and a descriptive case study. Changes in students' personal and professional beliefs; dispositions regarding reflective practice and mental health; and connections between theory, research, and practice are provided. Applications to other contexts are discussed.

Achieving Consensus on Leadership Competencies and Outcome Measures

Pediatric Pulmonary Centers (PPCs) are federally funded interdisciplinary leadership training programs aiming to improve the health of families and children. This article describes the process PPCs used to efficiently and effectively achieve consensus on leadership training competencies and outcome measures among a large and diverse group of health professionals. Phase 1 used a modified Delphi technique to develop an initial set of competencies and outcome measures. Phase 2 used the nominal group technique and modified focus group strategies to refine and prioritize the competencies and outcomes measures. Participants reported being highly satisfied with the process and outcomes. In Phase 3, a formal program evaluation instrument was implemented, designed to measure the competency and describe the career paths and leadership accomplishments of previous trainees. The consensus process adopted can serve as a model for academic and public health entities seeking to achieve consensus on program goals, strategies, methods, priorities, and outcomes.

Building academic success on social and emotional learning: what does the research say?

In this book, nationally recognized interdisciplinary leaders examine the relationships between social-emotional education and school success - specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of SEL programs.

APD in Academia

APD in Academia

Leading interagency collaboration

Leading interagency collaboration

Interdisciplinary leadership training outcomes of Maternal and Child Health-funded pediatric pulmonary centers.

To describe career paths, leadership accomplishments, and extent of incorporation of Maternal and Child Health Bureau (MCHB) values into professional activities of all previous long-term trainees. In 1998 the Pediatric Pulmonary Centers (PPCs) completed a Leadership Training Outcomes Survey of all previous long-term trainees. The survey included 1) characteristics, 2) career paths, 3) current professional activities, 4) leadership roles and activities, and 5) career incorporation of MCHB values. There was a 63% response rate (N = 274) from 431 mailed surveys. Most respondents provided clinical care in varied health-related settings. Of the respondents, 44% (N = 120) served mothers, 87% (N = 239) served children, and 78% (N = 214) served children with special health care needs. Forty-seven percent of the mothers and children served were from racial or ethnic minority groups. Ninety-two percent (N = 252) of respondents had conducted training since graduation and 56% (N = 153) had provided technical assistance. Many provided leadership in the acquisition and dissemination of new knowledge through research publication (33%), advocacy (37%), and program administration/oversight (87%). Thirty percent of the respondents (N = 83) had received special recognition awards for professional activities. Most PPC graduates serve families and children as a central aspect of their career, providing or enhancing family-centered, community-based, culturally competent, comprehensive interdisciplinary care.

Genomic-based health care in nursing: a bidirectional approach to bringing genetics into nursing's body of knowledge.

Nurses can expect to become partners with patients and their families as genomic-based health care brings decisions involving gene-based diagnostics and therapeutics into commonplace practice. All health professionals need genetic literacy to continue competence in clinical practice in the future. This article explores the efforts nursing has undertaken during the past decade to integrate human and clinical genetics into practice and scholarship. Genetics nursing education literature in the second half of the 20th century was analyzed. A focused survey of 15 genetics nurses and nursing leaders regarding key national initiatives, genetics research training programs, and genetics education models was conducted. Nursing has taken a bidirectional approach (through grass roots and top-down initiatives) to implementing change and advancing genetics in nursing practice, research, and education. For optimal leadership in genetics education for nursing and other disciplines, bidirectional efforts must continue and concentrate on bringing genetics into clinical practice and scholarship as genomic-based health care spreads worldwide. Evidence of nursing's interdisciplinary leadership is recognized. Recommendations and strategies for continued nursing leadership and programs that build on previous work are presented.

Ethical Considerations in the Development of the Interdisciplinary Leadership Studies Program

Executive Summary The recent increase in college-level leadership coursework offers ethical challenges for educators and administrators responsible for the development of leadership programs. In the past, many such programs were designed to meet the needs of very unique and limited student populations. However, a broader view of leadership studies suggests that our programs need to employ a transformational model of leader development across the student body. This article chronicles the development of two recent leadership studies programs—University of Colorado at Colorado Springs and the University of North Carolina at Wilmington—and the ethical decision-making considerations that directed their evolution from planning to implementation.