LEADERSHIP EDUCATION ACROSS THE CONTINUUM Dr. Isser Dubinsky, - - PowerPoint PPT Presentation

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LEADERSHIP EDUCATION ACROSS THE CONTINUUM Dr. Isser Dubinsky, - - PowerPoint PPT Presentation

Jul 20, 2023 32 likes •322 views

LEADERSHIP EDUCATION ACROSS THE CONTINUUM Dr. Isser Dubinsky, Faculty of Medicine and Institute of Health Policy, Management and Evaluation U ofT Dr. Jamie Meuser, University of Toronto Department of Family and Community Medicine I, Isser

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LEADERSHIP EDUCATION ACROSS THE CONTINUUM

  • Dr. Isser Dubinsky, Faculty of Medicine and Institute of

Health Policy, Management and Evaluation U ofT

  • Dr. Jamie Meuser, University of Toronto Department of

Family and Community Medicine

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Isser Dubinsky a eu une affiliation (financière ou autre) avec une entreprise pharmaceutique, un fabricant d’appareils médicaux ou un cabinet de communication. (Hay Group Health Care Consulting) I, Isser Dubinsky, have/had an affiliation (financial or otherwise) with a pharmaceutical, medical device or communications

  • rganization. (Hay Group Health Care Consulting)

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  • Dr. Jamie Meuser does not have an affiliation (financial or
  • therwise) with a pharmaceutical, medical device or

communications organization. Dr Jamie Meuser n’a aucune affiliation (financière ou autre) avec une entreprise pharmaceutique, un fabricant d’appareils médicaux ou un cabinet de communication.

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Introductions/Experience Learning Goals “Education” “Continuum” AGENDA Educational Objectives

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  • Share information on attendees’ organizations

leadership education “across the continuum”

  • Share information gleaned from the literature
  • Critical analysis of what’s available and what’s

needed

  • Suggest opportunities for improvement

(including content, “sharing”, evaluation,

  • utcome studies etc.)

Educational Objectives

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  • what worked (or didn’t)
  • your “ideal” model(s)

Introductions/Experience

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Formal

  • Faculty of Medicine
  • Other

Informal

  • mentorship/role model
  • ”on the job” training

Education

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  • undergraduate
  • postgraduate
  • continuing professional development

Continuum

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CanMeds

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  • U of T
  • undergrad SLI
  • postgrad SLI
  • other faculties (e.g. Rotman)
  • CPD

The Canadian Literature/Experience

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McGill University

  • undergrad (see Benrimoh et al-

Advocacy and Leadership) Canadian Literature/Experience

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Emerging Health Leaders Program

  • undergrad, graduate and medical residents
  • non-degree, “residential“

McMaster U.

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“Leadership Development Programs for Physicians: A Systematic Review” Frich et al JGIM 2014

  • lit search
  • 35 programs
  • multiple learning methods
  • only 6 demonstrated positive organizational
  • utcomes
  • International Literature
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“Physicians as Managers of Health Care Delivery and the Implications for Postgraduate Medical Training: A Literature review “ Busari et al Teaching and Learning in Medicine 2011

  • lit review
  • most existing programs in North America/FM
  • lack evidence of impact of training but

“improved knowledge and confidence”

  • suggest ideally in postgrad

International

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University of Toronto

  • Ob/Gyn
  • Family Medicine
  • Surgery

Graduate Medical Education

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“A Model for Physician Leadership Development and Succession Planning” Dubinsky, Feerasta and Lash Healthcare Quarterly 2015

  • focus on experiential learning

Graduate Medical Education

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“An Educational Package to Facilitate Leadership Development in Graduate Medical Education” Bohnen, J et al 2015

  • ”how to” guide

Graduate Medical Education

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“Implementing a Pilot Leadership Course for Internal Medicine Residents: Design Considerations, Participant Impressions, and Lessons Learned” Blumenthal et al BMC Medical Education 2014

  • focus on 2nd year medical residents
  • large/small group teaching
  • weekly 2-3 hours sessionsX4 weeks

GRADUATE MEDICAL EDUCATION

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“Administration and Leadership Competencies: Establishment of a National Consensus for Emergency Medicine” Thoma et al CJEM 2015

  • consensus document on core admin and

leadership competencies as “guide” for residency program directors Graduate Medical Education

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University of Queensland Medical Leadership Program

  • 3 of 4 years of undergrad
  • evenings and weekends
  • practical component

Australia

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Similarities to UG/PG

  • Variety of approaches – formal and informal
  • Lack of data on outcomes

Differences

  • Perceived needs become clearer,

unperceived needs become perceived

  • Importance of context to determination of

needs

  • Expectations of colleagues
  • System need as a driver

Continuing Professional Development (CPD)

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  • Recognition of transformative potential of

primary care

  • larger groups
  • emergence of networks
  • local system-level identification of needs and
  • versight of implementation
  • Practice-based QI as a standard of care
  • key roles of MD
  • Identification and expression of needed skills
  • checklist format for documenting

System developments driving change

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“A Model for Physician Leadership Development and Succession Planning” Dubinsky, Feerasta and Lash Healthcare Quarterly 2015

  • Naming and grouping of attributes
  • Position accountabilities related to attributes
  • Relevant experience related to attributes
  • Possible questions to sample achievement

and reflection A practical expression of leadership skills

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Self-funded

  • PLI, Royal Roads, American Association for

Physician Leadership, Canadian Society of Physician Leaders

  • Universities – Health Science faculties,

business faculties

  • Courses, certificates, Master’s programs
  • In-person, online, executive and hybrid

models Models of MD Leadership Education in CPD

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Externally funded

  • Organized by government (e.g. AB), local

health system (e.g. cancer care in MB), medical associations, universities (academic leadership)

  • Focused need vs broad-based curriculum
  • Formal and informal (e.g. mentorship

models) Models of MD Leadership Education in CPD

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1.Lack of formal programs (UG/PG) 2.Trend of increasing prevalence 3.Highly context dependent

3 Key Messages

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1.Research on outcomes necessary 2.Opportunities for curriculum development 3.Could Canada lead the world?

3 considerations for moving forward

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What needs to be changed about what we’re already doing?

  • U/G
  • P/G
  • CPD

What educational opportunities need to be created?

  • Formal
  • Informal

For discussion…

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THANKS TO ALL OF YOU!!!