Leadership Program Research Articles

Female Leadership in Pediatric Ophthalmology: A Descriptive Analysis.

To examine female representation among current chiefs of pediatric ophthalmology services of academic medical centers and children's hospitals, as well as program directors of ophthalmology residency and pediatric ophthalmology fellowship programs in the United States. Data collection for this cross-sectional study occurred between December 2023 and February 2024, using publicly available sources to compile a list of academic medical centers and children's hospitals, as well as ophthalmology residency programs and pediatric ophthalmology fellowship programs that participated in the 2023-2024 San Francisco Match. Chi-squared analyses were performed using Excel 2021 software, where a P value less than .05 was considered statistically significant. Of the dedicated pediatric ophthalmology services across academic medical centers and children's hospitals in the United States, 38.3% (64/167) are led by a female chief. Female representation was greater at children's hospitals (40.0%, 36/90) than at academic medical centers (36.4%, 28/77), although no significant difference was observed (P = .69). Gender distribution was near equivalent at both academic training program levels, with slightly more female directors of fellowship programs (45.7%, 21/46) than ophthalmology residency programs (42.3%, 52/123) (P = .33). The authors report near equivalent female representation in the leadership of academic training programs at the residency and fellowship level. However, the proportion of female pediatric ophthalmology division chiefs lags behind the actual gender composition of the workforce. Given the increasing prevalence of female pediatric ophthalmologists, promotion of concordant representation in leadership is necessary to reflect the changing sociocultural landscape and to close the gender gap. [J Pediatr Ophthalmol Strabismus. 20XX;X(X):XX-XX.].

A Pilot Study of the Effectiveness and Feasibility of an Early Intervention Leadership Program for Families of Children With Disabilities

A Pilot Study of the Effectiveness and Feasibility of an Early Intervention Leadership Program for Families of Children With Disabilities

Serendipitous Pathways and Elusive Definitions: Leadership in Continuing Professional Development.

Although the Continuing Professional Development (CPD) field has rapidly expanded in scope, breadth, and depth, there is a gap in how we understand CPD leadership and the role of the leader. Previous scholarship indicates that there is neither an agreed on set of competencies for CPD leadership roles nor a distinct pathway towards those roles. This study is aimed at answering the following question: How is leadership described or defined in CPD and what are the contextual issues that are and/or should be shaping its evolution? Conducted between 2020 and 2022, CPD leadership program learners and CPD leaders with a range of leadership expertise were identified using convenience and purposive sampling and invited to participate in this study. Semistructured interviews were conducted with consenting participants. Interviews were recorded, transcribed, and analyzed using a qualitative thematic template analysis approach. Seventeen interviews were conducted. There were multiple components identified that were important to CPD leadership, such as being visionary, or having strong collaboration skills with some components, such as adaptability and flexibility appearing more unique to the CPD context. The role of CPD leadership and the pathway to CPD leadership remain highly variable. Attaining a CPD leadership position predominantly involves some degree of "serendipity." While CPD leaders may fundamentally need basic and common leadership skills, an essential attribute of the CPD leader is to effectively respond to the context and the unique needs of the health system. We recommend better articulating and valuing the role of the CPD leader within the health system.

The National Organization of Nurse Practitioner Faculties Leadership Mentoring Program: Ten years of positive outcomes

BackgroundNursing leadership programs can have a positive impact on organizations and communities. Health equity in nursing requires leaders who parallel the population demographics. PurposeThis work evaluated the National Organization of Nurse Practitioner Faculties Leadership Mentoring Program (LMP) 10 years from its inception. Lessons learned from this evaluation can inform leadership initiatives in nursing and other health professions. MethodThis cross-sectional evaluation applied the Context, Inputs, Process, and Products model to gauge effectiveness of the LMP. All 48 participants were invited to participate. ResultsThirty-two survey respondents, a 67 % response rate, demonstrated a 767 % increase in extramural scholarship collaborations and promotion to associate and full professor at 43 % and 90 %, respectively. Academic leadership positions to department chair, assistant/associate dean, and dean increased 200 %, 167 %, and 100 %, respectively. Seventy-seven percent of program participants are engaged on boards and committees at local, state, national, and international levels. These roles significantly impact legislative, policy, advocacy, and regulatory efforts, signifying the LMP's influence on broader societal and professional domains. ConclusionIdentifying clear program outcomes and metrics for leadership program evaluation can advance diversity, equity, and inclusion efforts. Sustainable funding models for leadership development will have a high return on investment for health professions.

Affordances for agency in a nature-based outdoor activity program: a qualitative study of ‘Nature school’ for childhood critical illness survivors and next of kin

ABSTRACT This study aimed to explore the experiences of a nature-based outdoor activity program for children and adolescents who have survived a serious illness like cancer, as well as their siblings. The study utilised individual semi-structured interviews (N=10) and focus group interviews (N=8) to investigate the experiences of participants, parents, and program leaders. Data was analysed using interpretative phenomenological analysis (IPA), resulting in two main themes: 1) What nature affords, and 2) Influence on the child. The various affordances in nature influenced the child in multifaceted ways: mastery experiences, autonomy, motivation, awareness, stress reduction and affect regulation, belongingness and social support. These categories are connected to the main agentic features: intentionality, forethought, self-reactiveness and self-reflectiveness. The Nature school contributes to the development of agency within children. They become more capable of self-care, and there are examples of the children transferring this knowledge to other aspects of their daily lives.

Development and Assessment of a Rubric for Evaluating Teaching Portfolios Developed by Teaching and Learning Curriculum (TLC) Program Participants

ObjectiveTo describe the validation and reliability assessment of a rubric designed to assess the participants’ teaching portfolios and identify teaching excellence among teaching and learning curriculum (TLC) program participants. MethodsFollowing focus groups with program leadership at a single TLC program, an initial rubric was developed, consisting of criteria mapped to 5 domains, to be rated on a 4-point scale. The rubric was then redistributed to the TLC program leadership and external stakeholders for evaluation of face and content validity. The rubric was piloted using teaching portfolios from 3 cycles of the program. Cronbach αwas used to measure internal consistency and a 2-way random-effects model was used to assess the inter-rater reliability. ResultsA total of 18 portfolios were independently evaluated by 4 raters. The overall mean Cronbach α for internal consistency was 0.90 and ranged from 0.65 to 0.84 by domain. The overall mean intraclass correlation coefficient for inter-rater reliability was 0.95 and ranged from 0.57 to 0.91 by domain. ConclusionThe rubric evaluates characteristics of teaching portfolios important to internal and external stakeholders and had good to excellent internal consistency and inter-rater reliability. It can be adapted and applied by TLC programs to identify teaching excellence.

Jewish and Arab lecturers teaching Jewish and Arab teachers how to teach in the ‘other’ society: Insights into the development of intercultural competence in a high-intensity conflict society

This study focused on the Leadership in Cross-Cultural Teaching Program (Cross-Teach), which retrains academics to become teachers in the ‘other’ (Jewish vs. Arab) educational stream in Israel, a high-intensity conflict society. The research aimed to uncover lecturers' understanding of intercultural competence (henceforth, IC), investigating how they perceive it should be imparted to pre-service teachers operating across intercultural boundaries. Nine lecturers, representing diverse backgrounds and extensive experience, were interviewed and the transcripts were used as data for qualitative analysis. This research presents a novel perspective on IC among educators, emphasizing comprehensive skills ranging from cognitive and emotional dimensions to identity exploration. Diverging from existing literature, our study uniquely focuses on identity and conflict as an essential component of IC among teachers. The lecturers delve into the reciprocal learning environment, exposing participants to identity conflicts and fostering intercultural encounters. The inclusion of diverse Arab and Jewish lecturers further enriches our exploration of identity formation. Our findings illuminate the complex dynamics, challenges, and opportunities for IC within a society marked by high-intensity conflict.

Centering Equity in Teacher Education Research Through Pláticas Con Maestras

The Capital Area North Doctorate in Educational Leadership (CANDEL) program is committed to educational equity and supports, amongst others, K-12 schoolteachers, administrators, and teacher educators who are committed to bridging the worlds of theory and practice. As teacher educators, we advocate for those in doctoral programs to consider pláticas as a methodology that positions researchers and educators as equal collaborators, each with a wealth of experience to share. The historical roots as well as the five principles of plática methodology (Fierros & Delgado Bernal, 2016) are considered. We discuss our positionality as Latinas and first-generation college graduates, as researchers and as platicadoras engaged in teacher education research. Furthermore, we provide examples of how each has used pláticas methodology to understand the experiences of teachers. We conclude by providing advice for doctoral students interested in using pláticas in their own research.

The hustle behind knowledge: role of workplace ostracism and knowledge hiding towards quiet quitting in knowledge-intensive organisations

PurposeGiven the workplace’s reinvention to accommodate the global pandemic’s novel conditions, knowledge hiding (KH) behaviour in knowledge-intensive organisations must be examined from a fresh perspective. In this context, the relationship between workplace ostracism (WO) as KH’s antecedent and quiet quitting (QQ) as its consequence is undertaken via the mediating role of KH behaviour among knowledge workers (KWs).Design/methodology/approachThrough stratified sampling, data from 649 KWs is obtained to test the model. Partial least squares structural equation modelling (PLS-SEM) using SMART-PLS 4.0. software establishes a significant influence of WO on KH and QQ. KH significantly mediates the relationship between WO and QQ, highlighting its critical intermediary role PLSPredict evaluates the model’s predictiveness. WO and KH’s effects on QQ are examined using necessity logic by collectively applying PLS-SEM and necessary condition analysis (NCA).FindingsThe model wherein WO plays a significant role in increasing KH and QQ, with KH as a partial mediator in the relationship, has high predictive relevance. Moreover, NCA confirms WO as the key predictor variable that provides variance in QQ, followed by KH. The Importance-performance map analysis technique supports the study’s managerial implications.Originality/valueThis study enriches QQ’s emerging literature by empirically identifying its antecedents-WO and KH. Methodologically, this paper gives a model for using PLS-SEM and NCA together in relation to QQ by identifying WO as its necessary condition. Evidence of selected constructs’ interrelationships may help organisations draft leadership programmes to curtail KH and QQ behaviour.

Impact of Research and the Power of Data

In this article, I share ways in which my professional journey, from admissions and enrollment to diversity, equity, and inclusion, intersect with my evolution as a scholar-practitioner through CANDEL, the doctorate in educational leadership program at the University of California Davis. I further share how I have leveraged my experience in the EdD program as a scholar-practitioner to challenge systems of higher education through storytelling and counter narratives as a means to reroute narratives that institutions create around the experiences of marginalized communities, including the African diaspora.

Competency based medical education implementation at the institutional level: A cross-discipline comparative program evaluation

Introduction As an early adopter of competency-based medical education (CBME) our postgraduate institution was uniquely positioned to analyze implementation experience data across programs, while keeping institutional factors constant. We described participants’ experiences related to CBME implementation across programs derived from early program evaluation efforts within our setting. Methods This evaluation focused on eight residency programs at a medium-sized academic institution in Canada. Participants (n = 175) included program leaders, faculty, and residents. The study consisted of 3 phases: (1) describing intended implementation; (2) documenting enacted implementation; and (3) comparing intended with enacted implementation to inform adaptations. Each program’s findings were summarized in technical reports which were then analyzed thematically. Cross program data were organized by themes. Results Six themes were identified. All groups emphasized the need for ongoing refinement of CBME resulting from shared tensions such as increased assessment burden. However, there were some disparate CBME-related experiences between programs such as the experience with entrustable professional activities, the interpretation of retrospective entrustment anchors, and quality of feedback. Conclusion We detected several cross-program successes and important challenges related to CBME. Our experience can inform other programs engaging in implementation and evaluation of CBME.

An Update on the Independent Plastic Surgery Match (2019-2022): Trends, Predictors, and Program Leaders' Perspectives.

A previous study by the authors noted a decline in independent plastic surgery residency programs and rising applicant participation. This study provides updates on match trends and influential predictors, and gathers program leaders' views on the future of the independent track. Match data (2019-2022) were obtained from the San Francisco match after American Council of Educators in Plastic Surgery approval. Variables influencing match success were analyzed, and program leaders were surveyed about desirable applicant traits and program trajectories. From 2019 to 2022, 243 of 428 applicants matched. Programs and positions declined by 10% and 9.5%, respectively. Applicants rose to 42.3%, but match rates fell from 82% to 56%. Osteopathic graduates doubled, whereas international graduates increased to 53.8%. Successful matches were associated with US allopathic medical school graduates, university-affiliated general surgery residencies, eight or more interviews, United States Medical Licensing Examination scores greater than 230, and high post graduate year (PGY)1-3 American Board of Surgery In-service Training Examination scores (PGY1-64.7%, PGY2-61.2%, PGY3-60.7%; P < 0.05). Of surveyed programs, 55.6% aimed to continue running the independent track in the next year. Conversely, 7.4% planned to discontinue in the next year, 22.2% within 2-5 years, 7.4% within the next decade, and 7.4% were unsure. Although support for the independent plastic surgery track remains, program participation diminishes as applicant interest increases, intensifying match challenges. Increasing number of interviews improves match potential. Program leaders display varied commitments, with looming plans for some programs to discontinue offering this track. Applicant evaluation pivots on strong recommendations, research, and test scores.

Survey of Hematology/Oncology Program Leaders on Equity and Global Health Opportunities for Fellows.

The study assesses the current state of global oncology (GO)/hematology training opportunities in US fellowship programs. We developed a comprehensive survey of 64-Likert multiple-choice and open-ended questions. The survey was electronically distributed to fellowship program leaders at Accreditation Council for Graduate Medical Education-accredited adult hematology/oncology fellowships. Program directors received three reminders after which survey was sent to assistant program directors or division heads for programs not represented. A total of 171 programs were eligible for the survey. We received 42 (24.6%) responses; 40 were included in the analysis, and two were excluded for declined consent and incomplete responses. The programs include large academic (81.6%) and community hospitals (10.5%). Of the respondents, 18 (48.6%) reported offering some opportunities for global health training, and half reported interest among current fellows. Most programs (29, 82.9%) had three or fewer faculty engaged in GO research. Institutional training grants were available in 15 (39.5%) programs, of which six (40%) allowed for global health research. Of the 18 programs offering global health training activities, most (15, 83.3%) report less than a quarter of their trainees currently participate in GO experiences. The most commonly perceived barriers to GO opportunities include competing priorities (85.3%) and lack of faculty mentors with GO-related experience (82.4%). Conversely, the most commonly perceived facilitators include established partnerships outside the United States (97.0%) and dedicated institutional funding (93.9%). Our survey demonstrates that although there is significant interest among fellowship trainees, a minority of the fellowship programs offer GO opportunities. Providing GO opportunities would require programs to establish partnerships with institutions outside the United States and to have systematic approaches of addressing other barriers, including enhancing funding and mentorship.

Beyond competence and retention: Developing a comprehensive evaluation framework for a rural primary care nurse practitioner residency program.

With the rise in nurse practitioner (NP) residency programs, evaluations have largely focused on retention and competency completion for residents. There is a need for expanded evaluation to ensure the sustainability of NP residency programs, to ensure timely adaptations to address resident satisfaction, and to solidify a long-term pathway of NPs well prepared for rural practice. We created a family nurse practitioner (FNP) residency program with a comprehensive evaluation framework to prepare residents for practice in rural settings. The evaluation framework was developed through collaborative engagement of an external evaluation team, program leadership, and clinical site representatives. The evaluation framework of the FNP residency program combined resident assessment and holistic program evaluation, using a rapid continuous quality improvement (QI) approach. The evaluation considered three distinct perspectives: the resident, the peer coach, and the clinical site. The rapid continuous QI approach allowed program leadership to respond swiftly to programmatic challenges, improve the residency program in response to residents' reported experiences, and emphasize sustainability for continued program impact, while assessing residents' learning and performance. The program's data-driven evaluation approach has demonstrated its success in meeting the goals of the Health Resources and Services Administration funding by increasing the number of primary care providers in rural settings. The program's expansion and continued success have further validated the efficacy of this evaluation framework in assessing, improving, and ensuring the sustainability of APRN residency programs. This article calls for the adoption of similar evaluation strategies in future residency programs to promote their long-term success and impact in rural health care settings.

Community Service Program for Mentoring Organizational Leaders in Shaping Character-Building Students at Dayah Raudhatun Najah, Langsa City

Community Service Program for Mentoring Organizational Leaders in Shaping Character-Building Students at Dayah Raudhatun Najah, Langsa City

How Medical Students Benefit from Participating in a Longitudinal Resource Stewardship Medical Education Program (STARS): An International Descriptive Evaluation.

STARS (Students and Trainees Advocating for Resource Stewardship) is a medical student leadership program that promotes integration of resource stewardship (RS) into medical education in at least seven countries. Little is known about how participation affects student leaders. To understand how partaking in STARS impacted participants' knowledge, skills, and influenced career plans, and aspirations. We conducted qualitative semi-structured interviews with STARS participants (n = 27) from seven countries. STARS was designed to facilitate grassroots efforts that embed RS principles into medical education. STARS programs globally share common features: participation from several medical schools, centralized organizing hubs and leadership summits, and support from faculty mentors. Students take lessons learnt from centralized programming to implement changes that advance RS initiatives at their schools. Students finished STARS with better RS knowledge, enhanced change management skills (leadership, advocacy, collaboration), and a commitment to incorporate RS into future practice. Nearly all respondents hoped to pursue leadership activities in medicine, but most were unclear if they would focus efforts to advance RS. STARS participants gained knowledge as it relates to RS, change management skills, and catalyzed a commitment to incorporate high-value care into future practice. Medical education initiatives should be leveraged as a key strategic approach to build RS capacity.

Community-based health programme for nurses and midwives: A mixed methods evaluation.

To evaluate a community-based psychological health and well-being programme for nurses and midwives. Mixed methods programme evaluation. Four studies were included: observational descriptive study (cross-sectional survey) of the health, well-being and experiences of previous programme participants (Study 1); observational exploratory prospective cohort study (longitudinal survey) of health, well-being and experiences of participants who engaged in the programme from 2020 to 2023 (Study 2); qualitative descriptive study (interviews) of experiences and perceptions of nurses and midwives who have engaged with the programme as participants or clinicians (Study 3); observational descriptive study (cross-sectional survey) of experiences and perceptions of programme stakeholders (Study 4). Surveys included validated measures. Data were collected online. Descriptive, repeated measures and thematic analyses were conducted. One-hundred and fifteen participants completed Study 1: 20% (n = 23) reported stress in the severe-to-extremely severe category; 22% (n = 25) reported psychological distress in the moderate-to-severe category. Thirty-one programme participants were followed in Study 2: the effect of the programme on participant well-being over time was not significant. Sixteen programme participants and eight programme clinicians were interviewed (Study 3). Experiences of nurses and midwives engaging with the programme were highly positive and strong attributes of the programme included (1) shared professional experience of clinicians and participants which supported a common language and facilitated understanding, and (2) effective programme leadership, and autonomy and flexibility in the clinicians' role which enabled and supported a positive working experience. Thirty-nine broader stakeholders participated in a cross-sectional survey (Study 4). All stakeholders reported high satisfaction with the programme. Participants considered the programme being 'by nurses and midwives, for nurses and midwives' critical to the programme's success and value. The community-based psychological health and well-being programme developed, led and delivered by nurses and midwives, for nurses and midwives, was a highly valued resource. Levels of stress and burnout in the health workforce are high. A community-based psychological health and well-being programme for nurses and midwives was found to be an important and highly valued resource for nurses and midwives. A programme delivered by nurses and midwives, for nurses and midwives, was considered critical to programme success. Programme leadership, and autonomy and flexibility in the programme clinicians' roles, facilitated and supported a positive working experience for programme clinicians. Quality and safety in patient care is directly impacted by the well-being of nurse and midwives. A community-based psychological health and well-being programme for nurses and midwives was found to be an important and highly valued resource for nurses and midwives. Survey findings were reported according to STROBE (von Elm etal. in Lancet, 370:1453-1457, 2007) and qualitative findings according to COREQ (Tong etal. in International Journal for Quality in Health Care, 19(6):349-357, 2007). No patient or public contribution.

Individual capacity growth over time in leadership courses: an intra-individual multilevel model approach

PurposeOur study was designed to investigate the longitudinal trajectories of student leader development capacities in a sample of students enrolled in multiple leadership-focused courses across several semesters. Our goal was to assess the degree to which course enrollment was associated with growth over the time that students engage as undergraduates in academic leadership programs, and if so, to assess the shape and speed of capacity change.Design/methodology/approachWe utilized a multilevel intra-individual modeling approach assessing students’ motivation to lead, leader self-efficacy, and leadership skills across multiple data collection points for students in a campus major or minor focused on leadership studies. We compared an unconditional model, a fixed effect model, a random intercept model, a random slope model, and a random slope and intercept model to determine the shape of score trajectories. Our approach was not to collect traditional pre-test and post-test data – choosing to collect data only at the beginning of each semester – to reduce time cues typically inherent within pre-test and post-test collections.FindingsOur results strongly suggested that individual students differ greatly in the degree to which they report the capacity to lead when initially enrolling in their first class. Surprisingly, the various models were unable to predict a pattern of longitudinal leader development through repeated course enrollment in our sample.Originality/valueOur investigation employed statistical methods that are not often utilized in leadership education quantitative research, and also included a data collection effort designed to avoid a linear pre-test/post-test score comparison.

The Military Medicine Leadership Life Cycle: A Model for Longitudinal Leadership Development in Medicine-Undergraduate and Graduate Medical Education.

Physicians must be leaders more than ever with innumerable challenges. Despite this need, there is a paucity of consistent leadership development (LD) from medical student to staff physician. Military medicine has additional challenges-working within a large health care organization, constant turnover, working in a variety of contexts-that make the need for LD even more pressing. The purpose of this paper is to describe the LD life cycle for military undergraduate and graduate medical education (UME and GME), providing examples for other organizations while identifying steps to meet the future needs in military medicine. The Health Professions Scholarship Program produces over 75% of graduates for military medicine each year. Yet, since learners are dispersed throughout civilian medical schools any LD results in a heterogeneous experience. Uniformed Services University has a 4-year LD program required for all students as well as other opportunities for leadership professional growth. Military GME programs are unique, requiring a military unique curriculum to prepare graduates for their initial assignments. Military unique curriculum vary, but include clinical topics relevant to military medicine as well as leadership. There is no Military Healthcare System-wide leadership curriculum used by everyone at this time. Based on these UME and GME approaches to LD, there have been multiple lessons learned formed on the authors experience and published literature: learners do not typically see themselves as leaders; learners want applicable curriculum with less lecturing and more application and discussion; programs are often siloed from one another and sharing curriculum content does not typically occur; no one-size-fits-all model. On the basis of the lessons learned and the current state of UME and GME leadership education, there are 5 recommendations to enhance UME and GME leadership programs: (1) develop a Health Professions Scholarship Program Leadership Curriculum; (2) develop a MHS GME Leadership Curriculum; (3) integrate UME and GME Leadership Curricula; (4) develop faculty to teach leadership; and (5) conduct research on UME and GME in military and share lessons learned. We suggest a roadmap for strengthening LD within military medicine and civilian institutions.

Relationship between Leadership Skills Program and Spiritual Development of Street Families in Selected Faith-Based Organization’s Rehabilitation Programs in Eldoret Town, Kenya

This study aimed to investigate the relationship between leadership programs and the spiritual growth of street families participating in selected Faith-Based Organisations (FBOs) rehabilitation programs in Eldoret Town, Kenya. The study was guided by the Divine Command Theory and utilised a descriptive mixed-methods research design anchored in the pragmatist research philosophy. Data were collected through semi-structured questionnaires for quantitative data, observations, and oral interviews for qualitative data. Various sampling techniques were employed, including purposive, proportionate stratified random, simple random sampling, and census sampling. The study sample included 12 directors of FBO’s, 185 street families, 48 chaplains, and the Chairman of the North Rift Child Care and Protection Association (NORCCAPA). Data collection instruments were validated through a pilot study in Kapsabet town in Nandi County. Quantitative data was analysed using descriptive statistics and Chi-square tests of association, while qualitative data was analysed thematically and reinforced with results from field observation using the NVIVO software. The study established a positive and significant relationship between exposure to leadership programs and the spiritual development of street families, as well as an improvement in their skills and confidence. Therefore, Christian-based initiatives infused in leadership programs given to street families ensure their holistic development by not only attending to their immediate physical and emotional needs but also nurturing their spiritual welfare. The study recommends that all FBOs implement leadership programs and policy guidelines to support these initiatives.