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GME Leadership Development: Educating the Next Generation of GME Leaders

GME Leadership Development: Educating the Next Generation of GME Leaders. W Wiese- Rometsch , MD & H Kromrei , PhDc Detroit Medical Center. 83 Residency Programs > 1000 Trainees. Formal Leadership Training ?. GME Conceptual Model: Performance Domains. Evaluation. Clinical.

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GME Leadership Development: Educating the Next Generation of GME Leaders

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

  2. 83 Residency Programs > 1000 Trainees

  3. Formal Leadership Training ?

  4. GME Conceptual Model: Performance Domains Evaluation Clinical

  5. GME Leadership Academy Curriculum Development Process

  6. Needs Assessment ACGME & AOA Requirements Citation Tracking Tool Internal Reviews Program Director Survey

  7. Internal Review Action Plan

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

  9. PD Survey: “Resident Leadership” Category

  10. PD Survey: “People” Leadership Category

  11. PD Survey: “Business” Leadership Category

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

  13. GME Leadership Academy Aims

  14. 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)

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

  16. Session 1: Accreditation

  17. Session 2: Core Competencies

  18. Session 3: Developing Competency-Based Curriculum & Evaluations

  19. Session 4: The Annual Program Review

  20. Session 5: Communication & Technology Resource Planning

  21. Session 6: Writing Your PIF (Booklet) and Telling the Story of Your Program

  22. Session 7: Program Management

  23. Session 8: Leadership Development

  24. 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

  25. Table 1: Pre & Post-Test Average Scores Outcomes: Knowledge Gain Table 1: Pre & Post-Test Average Scores

  26. Table 2: Course Evaluation Results Table 2: Course Evaluation Results 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.”

  27. Lessons Learned

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

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

  30. Questions ?

  31. 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.

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