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

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

Jun 23, 2023 130 likes •521 views

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:

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GME Leadership Development: Educating the Next Generation of GME Leaders

W Wiese-Rometsch & MD & H Kromrei, MA Detroit Medical Center

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83 Residency Programs > 1000 Trainees

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FORMAL LEADERSHIP TRAINING?

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GME Conceptual Model: Performance Domains

Education Accreditation Communication Management & Improvement Leadership

Evaluation

Clinical

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GME Leadership Academy

Curriculum Development Process

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Needs Assessment

 ACGME & AOA

Requirements

 Citation Tracking Tool  Internal Review Results  Program Director Survey

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Internal Review Action Plan

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GME Leadership Program Director Survey

 Perceived importance  Perceived competence  25 items; 5- point Likert scale  Categories:

 Resident Leadership  People Leadership  Business Leadership

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PD Survey: “Resident Leadership” Category

“Resident” Leadership Importance * Competence*

Creating & Evaluating Competency Based Curricula

64% Very / Ext

18% Not /Some Maintaining Compliance with ACGME / AOA Requirements

90% Very / Ext

5% Not /Some Communicating with Residents

100% Very/Ext

0% Not /Some Communicating with Former Residents

55% Very / Ext

13% Not /Some Managing & Evaluating Resident Performance

94% Very / Ext

5% Not /Some Managing Resident Conflicts & Problems

90% Very / Ext

7% Not /Some Recruiting Resident Candidates

93% Very / Extra

9% Not /Some

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PD Survey: “People” Leadership Category

“People” Leadership Importance * Competence*

Selecting & Recruiting Program Faculty & Staff

91% Very / Extra

23% Not /Some Managing Program Faculty & Staff

91% Very/Extra

16% Not /Some Managing Program Faculty & Staff Conflicts/ Problems

85% Very / Extra

20% Not /Some Retaining Program Faculty & Staff

88% Very / Extra

7% Not /Some Promoting Program Faculty & Staff Professional Development

76% Very / Extra

18% Not /Some

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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 Leadership

84% Very / Extra

23% Not /Some Analyzing Program Performance

93% Very/Extra

5% Not /Some Communicating / Relationship with Leadership Peers

77% Very / Extra

9% Not /Some

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Summary of Needs Assessment Findings

Goal: Triangulation of data

1.

Macro Level: Accreditation Outcomes

2.

Micro Level: Internal Review Results

3.

Stakeholder Perceptions: Program Director Survey

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GME Leadership Academy Aims

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GME Leadership Academy Aims

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GME Leadership Academy Aims

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Instructional Methods

  • Baseline reflection

survey on “ideal program”

  • Pre-test / Post –test
  • Mini-lectures
  • “Hands on”

experiential learning activities

  • Round table

dialogues for all sessions

  • Assignments
  • Large group

workshops (open to all PDs)

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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
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Session 1: Accreditation

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

Accreditation

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Session 2: Core Competencies

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

Education

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Session 3: Developing Competency-Based Curriculum & Evaluations

Goals / Objectives Tasks Understand how to write goals,

  • bjectives, and evaluations

Revise a sample curriculum for a core rotation in your program Understand the requirement for aligning program curriculum (measurable goals / objectives) to evaluation and assessment tools Align the existing evaluation to the curriculum Participate in Self-Assessment Activity Rate program performance in compliance with requirements for competency-based goals and objectives

Education & Evaluation

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Session 4: The Annual Program Review

Goals / Objectives Tasks Understand the Annual Program Review Requirements

  • Review current annual review

protocol

  • Compare current review process

to ACGME requirements

  • Identify opportunities for

improving your annual program review Participate in Self-Assessment Activity

  • Describe program’s approach to

Annual Review

  • Determine compliance with

requirements

Evaluation

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Session 5: Communication & Technology Resource Planning

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

Communication

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Session 6:Writing Your PIF and Telling the Story of Your Program

Goals / Objectives Tasks Understand importance of the PIF

  • r Booklet

Develop PIF writing plan for your program Determine PIF stakeholders Delegate PIF responsibilities to program members Identify effective PIF writing strategies Review / revise PIF to increase compliance and effectiveness Participate in Self-Assessment Activity Rate your program’s PIF and describe your involvement with PIF

Accreditation & Communication

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Session 7: Program Management

Goals / Objectives Tasks Understand the process of program management Understand “Performance Indicators” and their importance in program evaluation

  • Review program data

(Annual Program Review Action Plan and Internal Review Action Plan)

  • Track program performance

(GME Score Card)

  • Identify obstacles to

program improvement Participate in Self-Assessment Activity Rate program’s current methods for evaluating program performance in specified domains

Management & Improvement

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Session 8: Leadership Development

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

Leadership

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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

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Outcomes: Knowledge Gain

Session Pre-Test Post-Test 1 79 % 96% 2 65% 74% 3 73% 87%

Table 1: Pre & Post-Test Average Scores

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Outcomes: Course Evaluation

Table 2: Course Evaluation Results

Evaluation item Agree/ Strongly Agree Recommend session to others 97 % Interactive/ Engaging 100% Relevant to job 97%

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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.”

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Lessons Learned

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Future Directions

Simple ID Process

ID Process Layer 2 ID Process Layer 1 ID Process Layer 3 ID Process Layer ’n’

Complex ID Process

Quality

Limited Time & Resources Ample Time & Resources

Tessmer and Wedman’s Layers-of-Necessity Model

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Future Directions

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Take Home Points

 Conduct a Needs

Assessment

 Align with Accreditation

Requirements

 Adapt  Tailor Curriculum based on

Feedback

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Questions ?

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References

Wiese-Rometsch, W., Guerra-López, I., Kromrei, H., Developing Successful Leaders: A Model for Graduate Medical Education. Poster presented at the Association for Medical Education Europe, Malaga, Spain, 2009.

Kromrei H., Wiese-Rometsch W. (2010). Portfolio Assessment: Relevant Evaluation Methods and Their Implication for Portfolio

  • Design. In Guerra-Lopez, I (Ed) Social and Organizational

Performance Review: Concepts and Research; 2010 2:2. pp119-134 Bloomington: Author House

Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five- step "microskills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419-424.