GME Leadership Development: Educating the Next Generation of GME - PowerPoint PPT Presentation

GME Leadership Development: Educating the Next Generation of GME Leaders W Wiese-Rometsch & MD & H Kromrei, MA Detroit Medical Center

83 Residency Programs > 1000 Trainees

FORMAL LEADERSHIP TRAINING?

GME Conceptual Model: Performance Domains Education Accreditation Leadership Evaluation Management Clinical & Improvement Communication

GME Leadership Academy Curriculum Development Process

Needs Assessment  ACGME & AOA Requirements  Citation Tracking Tool  Internal Review Results  Program Director Survey

Internal Review Action Plan

GME Leadership Program Director Survey  Perceived importance  Perceived competence  25 items; 5- point Likert scale  Categories:  Resident Leadership  People Leadership  Business Leadership

PD Survey: “ Resident Leadership ” Category “ Resident ” Leadership Importance * Competence* Creating & Evaluating 18% Not /Some 64% Very / Ext Competency Based Curricula Maintaining Compliance with 5% Not /Some 90% Very / Ext ACGME / AOA Requirements Communicating with Residents 100% Very/Ext 0% Not /Some Communicating with Former 13% Not /Some 55% Very / Ext Residents Managing & Evaluating Resident 94% Very / Ext 5% Not /Some Performance Managing Resident Conflicts & 90% Very / Ext 7% Not /Some Problems Recruiting Resident Candidates 9% Not /Some 93% Very / Extra

PD Survey: “ People ” Leadership Category “ People ” Leadership Importance * Competence* Selecting & Recruiting Program 23% Not /Some 91% Very / Extra Faculty & Staff Managing Program Faculty & 16% Not /Some 91% Very/Extra Staff Managing Program Faculty & 20% Not /Some 85% Very / Extra Staff Conflicts/ Problems Retaining Program Faculty & 7% Not /Some 88% Very / Extra Staff Promoting Program Faculty & 76% Very / Extra 18% Not /Some Staff Professional Development

PD Survey: “ Business ” Leadership Category “ Business ” Leadership Importance * Competence* Maximizing Program Performance 89 % Very / Extra 17% Not /Some Competing for Resources 75 % Very / Extra 23% Not /Some Managing Resources 86 % Very / Extra 14% Not /Some Creating & Managing Budgets 68% Very / Extra 25% Not /Some Negotiating with Institutional 23% Not /Some 84% Very / Extra Leadership Analyzing Program Performance 5% Not /Some 93% Very/Extra Communicating / Relationship 9% Not /Some 77% Very / Extra with Leadership Peers

Summary of Needs Assessment Findings Goal: Triangulation of data Macro Level: Accreditation Outcomes 1. Micro Level: Internal Review Results 2. Stakeholder Perceptions: Program Director Survey 3.

GME Leadership Academy Aims

GME Leadership Academy Aims

GME Leadership Academy Aims

Instructional Methods  Baseline reflection  Round table survey on “ ideal dialogues for all program ” sessions  Pre-test / Post –test  Assignments  Mini-lectures  Large group workshops (open  “ Hands on ” experiential to all PDs) learning activities

GME Leadership Academy Curriculum  Accreditation Cycle  Core Competencies  Developing Competency Based Curriculum and Evaluations  The Annual Program Review  Communication and Technology Resource Planning  Writing Your Program Information Form or Booklet  Program Management  Leadership Development

Accreditation Session 1: Accreditation Goals / Objectives Tasks Understand the ACGME / AOA Review ACGME or AOA Regulatory Cycle and Associated Specific Program Requirements Protocols Understand Institutional and Review new ACGME / AOA Program Level Accreditation Common Program Requirements (Effective July 1, 2011) Understand the Internal Review Participate in an Internal Protocol and Process Review Participate in self-assessment Rate program performance in activity meeting accreditation compliance

Education Session 2: Core Competencies Goals / Objectives Tasks Understand the ACGME / AOA Evaluate Your Program Core Competencies Information Form ’ s Learning Activities Incorporate the Core Determine Program need for Competencies into Your Program development of competency- based learning activities Participate in Self-Assessment Rate program performance in Activity implementing experiential learning activities for core competencies Participate in Group Activity Develop / improve a learning activity for PBL or SBP

Session 3: Developing Competency-Based Education & Evaluation Curriculum & Evaluations Goals / Objectives Tasks Understand how to write goals, Revise a sample curriculum for a objectives, and evaluations core rotation in your program Understand the requirement for Align the existing evaluation to aligning program curriculum the curriculum (measurable goals / objectives) to evaluation and assessment tools Participate in Self-Assessment Rate program performance in Activity compliance with requirements for competency-based goals and objectives

Evaluation Session 4: The Annual Program Review Goals / Objectives Tasks  Review current annual review Understand the Annual Program Review Requirements protocol  Compare current review process to ACGME requirements  Identify opportunities for improving your annual program review  Describe program ’ s approach to Participate in Self-Assessment Activity Annual Review  Determine compliance with requirements

Session 5: Communication & Technology Resource Planning Communication Goals / Objectives Tasks Understand effective utilization of Participate in Office of educational technology to improve Teaching and Learning Session resident / program performance Apply educational technology to Import lecture to “ Wimba ” enhance communication and Review manuscript for teaching plagiarism using “ Safe-Assign ” Develop resident exams on “ Blackboard ” Participate in Self-Assessment Rate program performance in Activity utilization of technology in communicating and teaching residents

Session 6:Writing Your PIF and Telling the Accreditation & Communication Story of Your Program Goals / Objectives Tasks Understand importance of the PIF Develop PIF writing plan for or Booklet your program Determine PIF stakeholders Delegate PIF responsibilities to program members Identify effective PIF writing Review / revise PIF to strategies increase compliance and effectiveness Participate in Self-Assessment Rate your program ’ s PIF and Activity describe your involvement with PIF

Session 7: Program Management Management & Improvement Goals / Objectives Tasks  Review program data Understand the process of program management (Annual Program Review Action Plan and Internal Review Action Plan) Understand “ Performance  Track program performance Indicators ” and their importance (GME Score Card) in program evaluation  Identify obstacles to program improvement Participate in Self-Assessment Rate program ’ s current Activity methods for evaluating program performance in specified domains

Session 8: Leadership Development Leadership Goals / Objectives Tasks Understand leadership Analyze personal values and competencies align with leadership competencies Develop short and long-term Review Current CV professional development plan Develop action plan to meet identified goals Identify negotiation strategy skills Describe requirements for leadership in your current role Participate in Self-Assessment Describe your current core Activity values and long term goals

Supplemental Curricular Elements GME Faculty Development Series:  Decreasing Evaluation Bias  Effective Interviewing Skills  Teaching Skills: The 1 Minute Preceptor  The Problem Resident: Lessons Learned  Legal Issues in GME

Outcomes: Knowledge Gain Table 1: Pre & Post-Test Average Scores Pre-Test Post-Test Session 1 79 % 96% 2 65% 74% 3 73% 87%

Outcomes: Course Evaluation Table 2: Course Evaluation Results Agree/ Evaluation item Strongly Agree Recommend 97 % session to others Interactive/ 100% Engaging Relevant to job 97%

Outcomes: Course Evaluation Participant Comments “It was great! Really appreciated the pre-session survey and pace of content delivery.” “Should be completed by all PDs.” “Excellent initiative.”

Lessons Learned

Future Directions Tessmer and Wedman ’ s Layers-of-Necessity Model Limited Simple ID ID Time & Process Process Resources Layer 1 ID Process Layer 2 ID Process Layer 3 Ample ID Process Layer ’ n ’ Time & Complex Resources ID Process Quality

Future Directions

Take Home Points  Conduct a Needs Assessment  Align with Accreditation Requirements  Adapt  Tailor Curriculum based on Feedback

Questions ?