Leadership Program Research Articles

Do Resident Unions Improve Graduate Medical Education Training? Benefits and Potential Pitfalls.

The last 10 years have seen an increase in union representation for residents and fellows across the United States. It is estimated that 15% of residents and fellows are represented by unions. With increasing numbers of U.S. residents and fellows in graduate medical education (GME) programs being represented by unions, the authors contend that it is worthwhile to consider the benefits and potential drawbacks of resident unions and how GME and health system leaders can best work to ensure that the educational needs of residents continue to be emphasized in an era of resident unionization. Union bargaining can be a method to secure salary increases and other benefits for residents. Unionization can also provide a mechanism for more rapidly addressing worker protection issues and allows residents to advocate on behalf of patients. Residents participating as union leaders may develop important leadership and negotiation skills as well as gain beneficial knowledge about health system structure, financing, and priorities. However, with all the possible benefits that may come with resident unionization, there are also potential pitfalls. The collective bargaining process may create an adversarial relationship between program and institution leaders and trainees. Additionally, while residents are considered employees and able to collectively bargain, the National Labor Relations Board has also acknowledged that residents are "students learning their chosen medical craft." Program and institution leaders have an obligation to prioritize resident education and adhere to accreditation requirements even when these requirements conflict with union demands. Furthermore, because of the obligation to protect the public, program leaders should maintain control of resident academic due process issues. Program and institutional leaders must continue to prioritize resident education. Furthermore, GME leaders have a joint responsibility to create clinical learning environments that are conducive to quality patient care and promote resident learning and well-being.

Unsolicited scam invitations from predatory publications and fraudulent conferences: Radiology-in-training experience

PurposeRadiology faculty across various specialties have been reported to receive an average of 20.7 invitations to submit manuscripts to bogus journals and 4.1 invitations to speak at unsuitable events over a two-week span. Radiology trainees also receive a fair number of unsolicited invitations from unknown senders to submit manuscripts and speak at meetings. Trainees can be more vulnerable to predatory invitations due to potential naivety. We aimed to determine the prevalence of these spam invitations received by radiology trainees. Material and methodsThe designed survey for evaluating the experience of radiology trainees regarding phishing scams of predatory publications and conferences was sent to radiology residency and neuroradiology fellowship program leadership to redistribute amongst their trainees, and was advertised on social media platforms. The survey was first sent out on September 28, 2023, and was closed two weeks later October 12, 2023. Spearman’s correlation, univariable and multivariable linear regression analyses were performed. ResultsOur study included 151 respondents who completed the survey. Of the survey respondents, 53 % reported receiving unsolicited emails from predatory publications (mean = 6.76 ± 7.29), and 32 % reported receiving emails from fraudulent conferences (mean = 5.61 ± 5.77). Significant positive correlation was observed between number of unsolicited email invitations with number of PubMed indexed publications, number as corresponding author, number in open access journals and number of abstract presentations. ConclusionsTrainees in radiology receive many unsolicited invitations to publish papers as well as to present at meetings that are not accredited. This could lead to wasted time and financial resources for unsuspecting trainees.

Tail Lights

How quickly time flies – Christmas and NewYear are in the rear view mirror and we arehurtling towards Easter! Phew! I wanted to learn more about Disability in(Medical) Education - so I hunted down DrBeth Dillon (MBChB 2023, co-founder andTrustee of the award winning LUNA Project),Scott Duguid (Disability Services, UoG) andProf Ines Alvarez (Dept of Education UoG,Programme Leader for the MEd in InclusiveEducation) to learn more. I have included anexcerpt of Beth’s interview for your perusal.Niall Holden (current student) has alsowritten a piece to share his experiences andknowledge on this complex topic.I found out “Disability” is a broad category:ranging from visible and physical disabilitiesto invisible ones such as long term chronichealth, mental health issues, ADHD, Autismand specific learning disabilities such asDyslexia. Dyslexia is common – affecting 10%of the population worldwide. Highfunctioning learners with (undiagnosed)dyslexia can “mask” and perform exceedinglywell academically until their “usual” supportis reduced - such as when they start life inHigher Education. Students with any disability are entitled tohelp (they are protected by law under the UKEquality Act 2010, particularly while inEducation). “Help” can range from extra timefor assessments, flexible deadlines,(“reasonable adjustments”) to individualised,personal learning support with study skills,computer software, mentoring and coachingto help adjust to life - and thrive! - atUniversity. Scott wanted me to raise awareness amongstudents that the doors to DisabilityServices are wide open. Even if you are notsure if you have a disability, fill out a formand Disability Services will get in touch,provide support if appropriate and how toprogress if not. Also, 18 March markedNeuroDiversity Week. Here is a fantasticresource to check out:https://linktr.ee/neurodiv.I am very much looking forward to see allyour “Visual Abstracts” – this is youropportunity to showcase the projects youhave been doing throughout the year, getpublished in a peer reviewed journal and thefirst 5 can even earn a little bit of money(enough for a nice meal out). The best visualabstract of the year will be selected byProfessor Matthew Walters – winninganother £100! Get your skates on and getyour abstracts in! Finally, a little plug for my fabulously exciting and fun summer elective: NavigatingUncertainty in Medicine. Fill out this form: https://forms.gle/k5ngU1D9FGyn9XCA8 andspend 4 weeks with super star doctors and moi! Until the next Taillights! Cindy.

Church Ministry Participants' Learning Participation Motives Effect on Servant Leadership

This study was conducted in order to investigate the structural relationship between the learning participation motive effect on servant leadership in the church family ministry program and the sense of community. First, analyzing previous studies, a structural model was developed. Then, in the effort of verifying the structural model, 607 responses out of 700 questionnaires distributed into nationwide churches and institutes participating in church family ministry program were collected as target data. Informations on learning participation motive, servant leadership, and sense of community were collected through the questionnaires after the church family ministry program. In order to study the structural relationship between the servant leadership effect on learning participation motive and the sense of community, the collected data were analyzed according to structure equation model analysis. As a result, the structural model this study suggested was found proper. Accordingly, it was verified that the sense of community carrying the effect of intrinsic and extrinsic motives, two of learning participation motives, affected servant leadership. Also, it was verified that the subfactors of the sense of community played important role in enhancing servant leadership in cause and effect relationship between learning participating motive and servant leadership. Therefore, in church family ministry program, it can be suggested that moderating sense of community under the consideration of participants’ intrinsic and extrinsic motives makes moderating the level of learning participation motive possible.

A Space to Breathe & Grow: A Women & Leadership Program Operates as a Counterspace at a Predominantly White Institution for First-Generation Women of Color

ABSTRACT In recent years, higher education institutions have created several efforts to support both first-generation college students and Women of Color (WOC), including within leadership education. However, these programs often need to account for the intersectional oppression experienced by first-generation undergraduate WOC. The researchers of this case study demonstrate how a Women and Leadership Program at a Predominantly White Institution in the Western U.S. operates as a counterspace for first-generation undergraduate WOC by contributing to their validation, sense of belonging, and leadership development. As such, the researchers recommend creating and sustaining leadership programs for first-generation undergraduate WOC.

Assessing workplace coachability: a multi-study approach to design and validation

ABSTRACT Coaches’ subjective evaluation has been relied upon to assess clients’ coachability. The validation of a coachability measure could aid in more accurately evaluating the impact of coaching, creating strategies to improve the effectiveness of coaching interventions, and guiding future research. We developed and validated a workplace coachability scale using the framework proposed by Cavanaugh and colleagues, which included: awareness, openness, vulnerability, growth orientation, and external support. We took a multi-study approach in which items were generated, administered to multiple samples, refined via exploratory and confirmatory factor analyses (CFA), and investigated for validity. The CFA resulted in a 17-item scale supporting the five proposed factors. We found evidence of convergent, divergent and predictive validity. Specifically, pre-programme self-rated coachability was positively correlated with post programme engagement in leadership training and programme impact as rated by the coach (engagement r = .26, p = .01; impact r = .23, p = .03); and, pre-programme self-rated coachability was positively correlated with post programme self-rated coaching engagement processes and outcomes (r’s = .18–.22, p = .02–.05). We propose that leveraging a validated workplace coachability assessment can help coaches and clients have open discussions to prepare for and maximise the engagement.

Identifying potential LGBTQIA+ competencies for genetic counseling student training.

The LGBTQIA+ community faces considerable health disparities. Developing and integrating LGBTQIA+ competencies into healthcare provider training programs is one way to promote inclusive high-quality care to potentially improve this community's health. Currently, there are no established LGBTQIA+-specific competencies for genetic counseling graduate programs (GCPs), so training across GCPs likely varies. This qualitative focus group-based study aimed to explore current topics related to genetic counseling (GC) for LGBTQIA+ patients covered in North American GCPs, their learning objectives, and LGBTQIA+-specific competencies that GC students (GCSs) should achieve by graduation. Eligible participants were program leaders at ACGC-accredited GCPs and/or faculty who taught LGBTQIA+-related content in at least one GCP over the last 5 years. A semistructured interview guide was used to conduct virtual focus groups that were recorded and transcribed. Transcripts were analyzed using reflexive thematic analysis and an inductive iterative approach that generated themes regarding what content is taught and what knowledge, attitudes, and skills GCSs should demonstrate as a result. Thirteen people participated, including nine LGBTQIA+ people. They represented 12 GCPs (22% of current GCPs) across the United States and Canada. Focus groups ran 73-90 min. Transcript analysis identified six themes, framed as learning objectives (LOs), and 24 subobjectives. These included recognizing the breadth of the LGBTQIA+ community and their lived experience with the healthcare system, demonstrating respect for and responding to patient identities to provide inclusive GC, employing strategies to mitigate social aspects that influence health care, and assessing personal biases and the impact of socialization. Participants used several teaching methods including didactic lectures, simulation, written activities, reflections, and fieldwork experiences. The six identified LOs may be a starting point for GCPs looking to develop or refine their LGBTQIA+ curricula. Competency-based education may enhance GCSs' abilities to provide inclusive GC to the LGBTQIA+ community.

Syarifah Salwa Al-Attas dan Majelis Nururrahmah: Menguatkan Muslimah di Medan

This study aims to examine the role of Syarifah Salwa Al-Attas and the Nururrahmah Assembly in strengthening the position and role of Muslim women in Medan. Syarifah Salwa Al-Attas is an influential Muslim female figure in her community, while the Nururrahmah Assembly is an organization focused on empowering women through religious education, skill development, and quality of life improvement. Using a qualitative approach with a case study method, this research collects data through in-depth interviews, participatory observation, and document analysis. The results show that Syarifah Salwa Al-Attas has successfully inspired many Muslim women in Medan to be more active in social and religious life. The Nururrahmah Assembly has provided various programs that not only enhance religious understanding but also strengthen the economic and social capacities of its members. The study concludes that the combination of inspirational leadership and comprehensive empowerment programs is highly effective in strengthening Muslim women in Medan, making them more independent and competitive in various aspects of life.

Effective mentor training, education and development: a qualitative multilevel meta-synthesis

PurposeThis paper synthesises international research on effective mentor training, education and development (MTED).Design/methodology/approachAn adaptive theory methodology (Layder, 1998), combining deductive and inductive methods, was deployed in a qualitative meta-synthesis of thematic findings generated in three studies: a systematic review of literature published between January 2010 and July 2020, together with a secondary analysis of studies including evidence on MTED; a subsequent systematic review of literature published between August 2020 and May 2023 and a general inductive analysis (Thomas, 2006) of interviews of leaders of large-scale MTED programmes that had good evidence of impact.FindingsOur meta-synthesis found that effective MTED is evidence-based, refined through ongoing research, tailored both to individual needs and context and includes sustained support. Effective pedagogical approaches in MTED are underpinned by adult learning principles and establish a learning climate that fosters open and trusting relationships. Effective MTED is shaped by the espoused mentoring model or approach, with particular emphasis on understanding, building and sustaining mentoring relationships and incorporating observing, practising, critically reflecting on and receiving feedback on mentoring.Practical implicationsThe study will be helpful to practitioners designing, reviewing and evaluating MTED programmes, researchers seeking to enhance the sparse MTED evidence base and programme commissioners.Originality/valueThe original and significant contribution of this study is the identification of key principles relating to the overall design of – as well as specific content, pedagogical approaches and supporting resources within – MTED programmes that have evidenced positive effects on mentors, mentees, mentoring and/or organisations.

Work Values Assessment and Professional Attributes of Public Elementary School Heads Towards Value Leadership Program

Work Values Assessment and Professional Attributes of Public Elementary School Heads Towards Value Leadership Program

Influence of Communication of Team Leadership on Team Effectiveness of Collaborative Partnerships in International Research Organizations in Kenya

The objective of the study was to evaluate the influence of communication by team leadership on the effectiveness of collaborative partnerships in international research organizations in Kenya. The study was grounded on positivist research philosophy. The study adopted the correlational research design. The anticipated respondents from the 12 international research organizations included 164 program leaders, project managers and heads of departments. A census was conducted. Structured questionnaires were used to collect the data. SPSS version 25 was used to organize, code, and analyze information and generate the quantitative report. The data was analyzed using descriptive and inferential statistics. The correlation results showed that communication by team leadership is positively and significantly related to team effectiveness. The regression (R2) showed that 50.1% of the variations of team effectiveness of collaborative partnerships in international research organizations in Kenya were explained by the communication by team leadership R2 = .501. The regression parameter estimates showed that communication by team leadership is positively and significantly related to team effectiveness (β =.743, t (151) = 12.269, p<.05). Thus, communication of team leadership significantly influences the team effectiveness of collaborative partnerships in international research organizations in Kenya. The study recommends effective communication through team leadership is crucial for international research organizations in Kenya to enhance their effectiveness, achieve success, and address various factors influencing collaborative partnerships.

Transforming Challenges to Victories: An Inquiry on Transformational Leadership of School Leaders in the Public Elementary Schools

This study narrated the lived experiences of school heads in public elementary schools on transformational leadership. This employed qualitative phenomenological research. Ten transformational school leaders as participants, provided rich narratives that coalesced around three primary themes: fostering shared vision, setting high expectations and motivation, and innovative teaching practices. Alongside, coping strategies for the challenges associated with transformational leadership revealed three major themes: individualized support, collaboration and team building, and continuous professional development. Furthermore, the study identified two overarching learning insights derived from school heads' lived experiences: the need of emotional and mental well-being support. The Department of Education officials are urged to leverage the study's findings to refine its leadership programs and cultivate a leadership culture that aligns with contemporary educational needs and aspirations. Teachers, in turn, should understand the impact of transformative leadership style, be inspired with this approach, and appreciate that this could contribute to their growth, job satisfaction, and adaptability. Finally, school leaders must embrace transformational leadership approach. This approach not only fosters a positive and dynamic work culture but also contributes to improved teacher performance, student achievement, and overall educational success within the school community.

Creative Solutions for a Condensed Anatomy Course.

There are many variations of anatomy courses taught in accredited physician assistant (PA) programs in the United States. Course directors and program leadership must choose how to effectively deliver content within their program constraints. Our anatomy course has faced challenges related to instructional time for didactic and laboratory sessions, course length, curricular placement and alignment, assessments, and faculty availability. These challenges are not specific to anatomy courses in PA curricula but exist in anatomy courses in various health care programs. In this article, we present major solutions to challenges in didactic delivery, laboratory sessions, course content, and assessments over a 5-year period. Through modifications and problem-solving, we identified the following 4 lessons learned during this process: course alignment to clinical relevance, intentional content delivery for different pedagogical approaches, structured laboratory sessions with appropriate staffing, and an appropriate weighting for assessments. These lessons and solutions will be useful to other anatomy and disciplines-based course directors facing similar challenges.

Training Health Professional Students as Social Risk Advocates

Recognizing the intersection of cultural competency and social determinants of health is a pivotal aspect of enhancing health outcomes. In this retrospective cohort study, we sought to assess the influence of a 2-year leadership program on participants’ knowledge and self-confidence in utilizing social risk-targeted care to advocate for individual health and well-being. From 2018 to 2022, 318 health profession students completed the comprehensive 2-year program, and completed the program evaluation, which gauged the program’s impact on their knowledge and confidence to utilize social risk advocacy for those they serve. The data analysis revealed a statistically significant positive change between the pre-test and post-test phases regarding students’ self-reported comprehension of how an individual’s culture or background can impact their overall health and healthcare choices. There was a notable improvement in self-efficacy related to catering to the unique needs of individuals in rural and underserved settings as well as an increased intent to practice in underserved communities. The findings underscore the affirmative influence of affording students the opportunity to engage in tailored didactic training and community-based learning designed to cultivate the self-confidence necessary to advocate for health equity within their communities.

Virtual leadership program for adolescents with muscular dystrophy: a process evaluation

ABSTRACT Children with muscular dystrophy go through the challenge of moving into adolescence compounded with the challenge of living with a debilitating muscle disease. This paper describes the process evaluation of a group leadership program for adolescents with muscular dystrophy. A five-day online program was conducted for 14 participants, 12 males, and 2 females, between 13 and 18 years, beneficiaries of Mobility in Dystrophy (MIND) trust, Kerala, India. The sessions, which lasted around one and a half hours each, focused on self-discovery through a participatory strength-based approach. The participants’ feedback was thematically analyzed. The process evaluation parameters, fidelity, dose delivered and received, reach, and context were found to be effective. The 100% attendance of the participants and their perceived improvement in self-confidence, self-awareness, friends circle, skills-set, and leadership were identified as positive outcomes. Psychosocial intervention programs through the online platform, with structured follow-ups for adolescents with life-limiting conditions would be beneficial.

Fortifying the workforce: A national survey of hematology/oncology fellowship program directors and training fellows for community-based careers.

9028 Background: Most hematology/oncology (HO) care occurs in community settings. In a recent national survey of currently practicing community oncologists, we highlighted areas of unmet need regarding preparation for community-based (CB) careers during fellowship [Agrawal et al, JCO OP 2024]. Our study aims to explore attitudes of HO fellowship program directors (PDs) relating to CB HO training. Methods: We conducted a cross-sectional email survey of 185 HO fellowship PDs in the United States. The primary outcome was assessing PDs’ attitudes regarding inclusion of CB HO training during fellowship. Secondary outcomes included assessing whether programs currently have clinical and/or non-clinical training experiences specifically addressing skills relevant to community practice. Participants were also surveyed to assess PDs’ attitudes regarding what motivates fellows to choose careers in community practice. Demographics pertaining to program leadership and fellows were also obtained. Results: We received a total of 53 responses (29% response rate). The majority of respondents’ programs were in academic tertiary care hospitals (76%) with a plurality in the Northeast (32%), had a median of 5 trainees per class, and had roughly equal Male and Female (including transgender men and women) trainees (70%). The majority of PDs had been in clinical practice for ≥10 years (68%) and in their program leadership position for ≤10 years (83%). Almost all PDs (96%) reported having graduates who pursue careers in CB settings, with financial compensation cited most frequently in making this decision (98%). The majority of PDs (83%) agreed that training experiences in CB HO should be available for their trainees during fellowship. A multivariate regression analysis demonstrated that there were no significant factors associated with this outcome (p>.05). Training experiences relevant to community practice were not uniformly available amongst programs, with 74% of programs offering clinical experiences, but only 32% offering non-clinical experiences. The most cited clinical experience was the option to rotate in a CB setting (80%), and the most common non-clinical experience was exposure to training in quality improvement/patient safety (88%). Conclusions: While most HO training programs in the U.S. are embedded within academic centers, nearly all PDs indicated their programs train fellows who pursue careers in the community. PDs believe that experiences tailored to CB HO practice should be available to their fellows. Although many respondents’ programs offer CB clinical rotations, relevant extra-clinical skill development opportunities are lacking. Goal-concordant pathways for career development during HO fellowship can be optimized, particularly as they relate to training individuals for practice in CB settings, a growing need within the HO workforce.

A multicenter analysis of didactic curricula in a hematology oncology fellowship program.

9031 Background: Each hematology and oncology (H/O) fellowship program has a unique educational curriculum. Best practices about how to structure the curricula in H/O programs are limited. Here, we provide the results of a multicenter assessment to understand differences in H/O fellowship didactic curricula. Methods: H/O fellows were recruited via email to be site coordinators (SC) for a multicenter study investigating H/O educational experiences. In total, we identified SCs at 27 unique programs who enrolled in the study with leadership approval. Each SC received a REDCAP survey in which they granularly described their didactic curriculum. We present descriptive statistics from this background assessment sub-study. Results: There was even geographic distribution of the programs. Programs varied in size with median 16 fellows (range 4-33). Most (71%) reported that disease-specific didactic lectures were sporadically distributed throughout the year instead of being organized into blocks by disease type. For malignant H/O, the majority (93%) had disease-specific faculty deliver the lectures. For classical hematology, 18 SCs (64%) reported most lectures were given by topic experts, however 10 noted most lectures were given by fellows (22%) or program leadership (14%). Only 1 program had access to a curated didactic series for disease specific outpatient clinic experiences. Formal journal club (JC) was included in 24 programs (86%) while 3 programs had no JC and 1 had sporadic JC on certain rotations. Only 4 (17%) had statisticians present at any JC. Introductory statistic lectures were given at 8 programs (28%). Of these, 5 had one lecture, 2 had two lectures, and 1 had a formal 5 lecture series. Most programs (79%) integrated a board-review series. Reading assignments were not included in didactics by most programs (61%). A total of 23 programs (82%) recommended access to online videos while 5 (18%) did not. None reported mandatory requirements for video use prior to lecture content. Amongst those with video access, 20 used ASH Review Series and 17 programs used MD Anderson Board Review Series. Only one program provided access and encouraged use of the ASCO Education Series. Conclusions: In this cross-sectional study, we found significant variation in the didactic structure at H/O fellowships across the country. Most programs have sporadic lecture topics as opposed to organized longitudinal block didactics. There were more content experts leading lectures for malignant H/O compared to classical hematology. Not all programs have formal JC in their curriculum with only 4 programs involving a statistician. Few programs provide formal lectures in statistics. Access to online review videos is variable and only one program had recommended access to ASCO video resources. Further research is needed to identify best practices and establish uniformity in didactic curricula for H/O trainees.

Hematology/oncology clinical investigator training: Is current model of education adequate?

9005 Background: Clinical investigator training (CIT) is commonly performed in an apprenticeship manner rather than following a prospective education model. This may lead to disparities in educational prospects. There is greater accesiblity for training opportunites prevailing in larger academic institutions – an advantage not always within reach for majority of oncology patients and professionals. Lack of predefined standard competencies during fellowship training may lead to significant heterogeneity, weaken the current pipeline, and decrease the number of principal investigators (PIs) for clinical trials. We performed a national needs assessment to understand oncology trainee and faculty perceptions of CIT. Methods: Program directors and leaders at 102 U.S. hematology/oncology (hem/onc) fellowship programs were contacted via email to invite their respective trainees and faculty to answer a 32-question cross-sectional survey. The study was IRB excempt. The survey was developed with the University of Chicago Survey Lab. Four thematic areas were interrogated: current level of experience in CI, knowledge of PI roles and responsibilities (R/R), areas of perceived weakness/lack of confidence related to CI, and interest in a course that teaches CI. Response frequencies and descriptive statistics were analyzed, with the goal of informing future targeted educational initiatives. Results: 207 respondents from 47/102 (46%) institutions completed the survey between 5/2023 – 11/2023. Respondents included 92 (40%) trainees and 137 (60%) attendings, 47% were men, 47% women and 57% had more than 9 years of experience as an attending post-speciality training. Among attendings, only 4.4% reported never participating in CIT, compared to 55.4% of trainees. Informal or “on the job” teaching was the most common method of learning PI R/R with response rate of 58% in attendings and 62% in trainees. Trainees reported lack of confidence and need for education in all aspects of CIT, and 85% indicated high level of interest in enrolling in a CIT course. Most attendings reported lack of confidence in areas of budget development (57%), quality of life (70%) and translational correlatives (51%). Others reported feeling weaknesses in designing primary and secondary end points (32%), letter of intent writing (33%) and creating protocols (31%). 53% of the attendings were interested in enrolling in a CIT course. Conclusions: To our knowledge, this is the first reported survey formally assessing current perceptions of preparedness in CIT within hem/onc in the U.S. Our findings strongly indicate that CIT educational gaps exist, even for attendings with prior CIT experience, and that training deficits are marked for trainees. A structured, practical, and widely-accessible CIT program is urgently needed to prepare the future hem/onc workforce. Acknowledgement: MERITS program and Section of Hem/Onc at University of Chicago.

Business of Medicine: Developing Leaders in Academic Medicine and Learning Health Systems.

To develop healthcare professionals as clinical leaders in academic medicine and learning health system; and uncover organizational barriers, as well as pathways and practices to facilitate career growth and professional fulfillment. The Department of Medicine strategic plan efforts prompted the development of a business of medicine program informed by a needs assessment and realignment between academic departments and the healthcare system. The business of medicine leadership program launched in 2017. This descriptive case study presents its 5th year evaluation. Competencies were included from the Physician MBA program and from specific departmental needs and goals. The program hosted a total of 102 clinical faculty. We had a 37% response rate of those retained at Indiana University School of Medicine. Overall, responses conveyed a positive experience in the course. Over 80% of participants felt that they gained skills in professional reflection, professional socialization, goal orientation, critical thinking, and commitment to profession. Financial literacy was overwhelmingly the skill that was reported to be the most valuable. Finance and accounting were mentioned as the most difficult concepts to understand. Familiar concepts included communication, LEAN, and wellness related topics. One hundred percent of participants said they are utilizing the skills gained in this program in their current role and that they would recommend the course to others. Business of medicine courses are more common now with programs describing elements informed by health system operations. However, few programs incorporate aspects of wellness, equity, diversity, inclusion, and health equity. Our program makes the case for multiple ways to develop inclusive leaders through a focused five-month program. It also recognizes that to really impact the learning health system, health professionals need leadership development and leaders suited to work alongside career administrators, all aiming towards a common goal of equitable patient-centered care.

Educating hematology-oncology fellows about how to communicate with patients about cancer clinical trials: A needs assessment.

9029 Background: Cancer clinical trials (CCTs) are vital to advancing treatment yet only 5-8% of people with cancer ever participate, with even lower rates among underserved groups. Teaching oncologists in training how to communicate about CCTs may improve the frequency and quality of patient-oncologist communication about CCTs and increase participation. However, little is known about interest in or feasibility of such training during Hematology-Oncology (Hem-Onc) graduate medical education (GME) fellowships. We aimed to determine Hem-Onc fellowship programs’: 1) current practices, needs, and preferences for CCT-related communication training; and 2) the acceptability and feasibility of implementing a CCT communication skills workshop. Methods: We recruited and surveyed program directors (PDs) from Hem-Onc fellowship programs across the U.S. PDs were recruited via email through the ASCO program directors’ community, a publicly accessible list of ACGME Hematology-Oncology programs, and co-authors’ professional networks. Participants were compensated with a $50 gift card. Survey data were analyzed using descriptive statistics and responses were measured on a 5-point Likert scale (1 = “strongly disagree” to 5 = “strongly agree”). Results: 40 PDs were surveyed, most representing programs in the Northeast (30%), Midwest (25.6%), Southeast (20.5), and Southwest (15.4%) U.S. Most were male (57%) and identified as White (55%), Asian (30%), Black/African American (2.5%) and Native American/Alaskan Native (2.5%). PDs stated their institutions prioritize CCT accrual (M=4.58, SD=.78) and clinical research training (M=4.20, SD=.85). They reported their GME CCT curriculum least often addressed: (1) How to talk to patients about CCTs when none are available (27.5%), and (2) How to help patients find CCTs at other institutions (17.5%). PDs rated their fellows’ CCT knowledge as lowest in: (1) Provider-level barriers to enrolling/referring patients in CCTs (M=3.41, SD=.91) and (2) System-level barriers to patient accrual to CCTs (M=3.33, SD=.95). Fellows’ lowest-rated CCT communication skills areas were: (1) Making shared decisions with patients about CCT participation (M=3.54, SD=1.14) and (2) Patient-centered communication (M=3.50, SD=1.15). PDs were interested in a CCT communication workshop (‘yes’=67.5%, ‘maybe’=32.5%) and said such training was feasible (M=4.28, SD=.78) and useful (M=4.47, SD=.78). Training preferences were live presentations (M=3.9, SD=1.03) and program-tailored virtual workshops (M=3.9, SD=1.08). Conclusions: Hem-Onc fellowship program leaders expressed a need for training that improves fellows’ CCT knowledge and patient-centered communication skills. By highlighting current practices, challenges, and preferences, this study is an important step towards implementing and scaling communication skills training in GME programs.