Writing healthcare training programs

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Your consent By using this website, you consent to the collection and use of this information by UCSD. This policy was last updated on November 27, Some general concepts are universally important for leadership development. For an effective program that will give leaders insight into themselves and others, pretesting for learning style and personality characteristics are a must.

An ideal leadership development program would include a basic curriculum of general, comprehensive health care concepts, presented with diverse methodologies, including didactic teaching, mentorship and coaching, and experiential leadership opportunities. Even more detailed specialty-specific topics may be appropriate, if feasible. For example, surgeons, operating room nurses, and allied health providers need to learn operating room-related leadership skills and information, whereas clinic nurses and outpatient-based physicians and pharmacists need to learn skills specific to their ambulatory setting.

Basic researchers have an entirely different set of skills required to run a major research program, and educators need the proper tools to lead curriculum development, innovative practices in education, etc.

Training about leadership styles and situational leadership should be a component of the curriculum for emerging health care leaders, allowing them to understand and be able to interact with individuals with different styles from their own. Among the competencies that should be included in most comprehensive leadership curricula, the most significant include finances and economics, emerging issues and strategic planning, personal professional development, adaptive leadership, conflict management, time management, ethical considerations, and personal life balance.

In addition, developing a well-defined project that will have an impact on the institution provides a practical, on-the-job application of skills learned that are therefore more likely to become ingrained. Blumenthal et al 3 suggested that the common elements of effective leadership development programs include reinforcing or building a supportive culture, ensuring high-level involvement and mentorship, using a variety of learning methods, offering extended learning periods with sustained support, encouraging ownership of self-development, and committing to continuous improvement.

Leaders develop personal resilience through continual learning. Lifelong learning is essential to success as a professional. Adult learning includes discovering the personal meaning of ideas. Learning shared with a cohort of fellow learners enhances the discovery process: adults can learn as much from each other as they do from formal instruction.

Learning is also enhanced when participants share common work experiences. While learning is unique to each person, learners need consistent methods of reviewing and improving learning outcomes. Learning is reinforced by mentoring and coaching and becomes embedded when participants are able to utilize what they have learned in a timely manner. Mentoring 36 deserves special attention. It is right-fully considered a key component of leadership training, especially at the emerging leader level.

Mentors are not reserved for emerging leaders: one is never too old or too senior to benefit from good mentorship. The next step, which in my opinion should be a required component of senior leader development, is exposure to executive coaching. Coaching differs from mentoring in that it is directed at enhancing performance in specific areas. It is goal oriented and may be a relatively short-term process, although many successful leaders avail themselves of a coach for their entire careers.

It is their responsibility to assure that the topics of discussion are appropriate to their needs and address any feedback they may have received. The coach does not set the agenda, but is there to assure that it is developed properly.

Finally, the environment in which the training occurs plays an important role. A long-term benefit of longer training programs, not to be underestimated, is the networking and peer mentoring that inevitably develops.

What emerge are life-long relationships and networks of trusted peers that can provide strong, safe, and valued support. Many programs have been developed to enhance culture- or situation-specific skills. Training may occur in different formats, ranging from self-directed to team training or formal curricula of variable duration.

Of the programs described in the literature, a large number are directed toward graduate medical education residencies , mostly in response to requirements by the accrediting body ACGME. Most of these programs have short and intense components eg, day-long retreats that may be followed by small elements disseminated throughout the training period.

Devising a curriculum at the professional school level is a greater challenge: the curriculum is tightly planned; therefore, such early career programs are most successful when integrated in the core curriculum, over the course of the entire duration of the degree program or planned during breaks from school.

Other programs for health care students in medicine, dentistry, and nursing have been described. Institution-based leadership programs directed toward faculty usually at the junior level are emerging with increasing frequency.

In more recent years, a number of specialty organizations have also developed specialty-specific leadership programs. A few examples include the American College of Surgeons Leadership Course for Surgeons, 50 covering topics such as the attributes of a leader, aligning values and leading change, building and maintaining team effectiveness, and leading oneself. These types of targeted programs are important and play key roles in the development of students, trainees, junior faculty, and practitioners.

Nevertheless, there is a need for more national-level interdisciplinary and comprehensive leadership training programs: these are still relatively scarce as are leadership training opportunities for senior career individuals who have already attained administrative and leadership roles.

National programs have access to a broader cohort of participants from diverse backgrounds and attract some of the best individuals in the country. This enhances the experience as participants and faculty bring their diverse experiences to the program and the networking element is expanded to a broad area.

These programs are intense and relatively short 1—2 weeks duration. Few comprehensive leadership programs have undergone formal evaluation. Now in its 20th year, ELAM is the most comprehensive national and international program available today, albeit specific to the academic sector, and open only to women.

ELAM enrolled its first class in and has to date trained almost senior-level women in academic medicine, dentistry, and public health. Evaluation has been an integral component of the program since its onset. Leadership skills and knowledge increase after participation; a greater proportion of ELAM alumnae advance to higher levels of academic leadership than do comparison groups; and medical and dental school deans view the ELAM program as having a positive impact both on their schools and on participants.

In fact, These included, at the time of publication, 14 of the 26 women deans at US accredited medical schools, seven of the eleven women deans at US dental schools, and one of the 13 women deans at US public health schools. Twenty-eight ELAM alumnae have held or currently hold positions of vice president, provost, or president of an academic institution of higher learning, and seven hold equivalent leadership positions in organizations outside academia foundations, pharmaceutical industry.

The documented outcomes from ELAM suggest that similar programs, open to a wider population of senior health care leaders, would help in resolving the deficiencies described by many reports in the literature. Over the past 20 years, we have made considerable progress in the field of leadership development.

Leadership is a common topic of conversation in health care today, and there is an increasing body of literature and awareness of leadership development needs and opportunities. As noted earlier, a very significant step forward is that outcomes of comprehensive leadership training programs are being evaluated both in the academic environment 10 and when the emphasis is on clinical providers. Graduates of these development programs are highly recruited nationally, and their knowledge is spread to diverse geographic areas.

As a consequence of the experience during a development program, there is greater acceptance of executive and leadership coaching. She had not discussed it with her boss, the medical school dean. Her coach reminded her that blindsiding a superior is never a good idea. The chair therefore shared her ideas with the dean before discussing them with the CEO and discovered that the dean had different ideas.

Given the impact of the reorganization, had she moved forward without first consulting the dean, it is likely that she would have been removed from her chair position.

Formal leadership development resources are growing in number and quality: the benefits of formal training are many and usually evident, albeit not always documented with objective data. Institutions and health care in general directly benefit by the increasing numbers of individuals already in leadership roles with formal training.

With the rise of programs for students and postgraduate residents and fellows, a pipeline of physicians, nurses, and administrators with some formal leadership training is being created: this bodes well for succession planning and sustained organizational success of our health care systems.

Significant individual benefits include personal growth, career satisfaction and advancement, and, very importantly, networking: participants who spend significant periods of time learning together often develop a special camaraderie, which encourages ongoing collaboration and synergy among colleagues and institutions.

Relying only on leadership training programs to develop new leaders is not free of risk to both the individual and the institution. First, not all leadership programs address the differentiating leadership competencies especially emotional intelligence that set true transformational and servant leaders apart, giving them the personal tools needed to move health care forward.

Programs may not include key components that are covered by the more comprehensive curricula. Reliance on such a program alone may not truly prepare the individual for a proposed leadership role: in these cases, it may be wise for an individual to fill any gaps by participating in more than one training opportunity.

A second pitfall is the cost of training in times of limited resources: even short programs require significant resources and time away from work for both course faculty and participants.

This becomes even more significant for a curriculum that follows the recommendation of providing opportunities to practice and implement new knowledge during the program itself. Obviously, this impacts costs significantly, whether covered by the institution or the individual.

In either case, a substantial sum is at risk, should the participant not develop into a true leader, or not secure a position where the new skills may be applied. To my knowledge, there has not yet been an analysis comparing the costs of offering a program including everything from faculty and administrative support to food, facilities, and time away from work with the revenue savings that may result from the enhanced skills of the participants.

Strategies and learning formats are as diverse as the programs themselves. The optimal timing of training is less clearly defined: Should leadership training take place early during professional school? Early career training happens at a time when many experiences that will shape the individual have not yet occurred.

However, generic competencies are readily understood and embedded at that time. Training as a more seasoned professional works upon a personal infrastructure where many of the building blocks are already in place.

It is logical to assume that taken in sequence, both would have the greatest impact, over the course of career maturation, in developing highly skilled health care leaders. Such a model does not exist yet, but it is possible that some of the students who were exposed to early career training programs will eventually participate in senior leadership development courses as well. Tracking those individuals, if feasible, may provide valuable information.

We have made a great deal of progress in the acceptance and implementation of leadership development programs, although there is no uniformity of career stage, timing, duration, or curriculum. With some broad, comprehensive programs reaching maturity and evaluation data covering a year period, there is more information available and more formally trained individuals in our health care systems, who are able to disseminate and role model the information they have learned.

There are data to support the optimal methodology, and opportunities are increasing, although not yet reaching all individuals who might benefit. With resources and expertise, these obstacles may be overcome in reasonable time.

Health care systems, academic institutions, and the practitioners themselves would be well served to find ways to make formal leadership development accessible and part of the routine career evolution for emerging health care leaders.

National Center for Biotechnology Information , U. Journal List J Healthc Leadersh v. J Healthc Leadersh. Published online Feb Roberta E Sonnino 1, 2.

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