A Multi-Institutional Targeted Needs Assessment of Leadership Skills: A Pilot Study

Document Type

Conference Proceeding

Publication Date

11-1-2024

Publication Title

Anesth Analg

Abstract

Introduction: Excellence in medical care transcends clinical expertise, requiring physicians to possess essential leadership skills. The importance of leadership skills is recognized by several Accreditation Council for Graduate Medical Education (ACGME) Anesthesiology milestones including Situational Awareness and Crisis Management, Reflective Practice and Commitment to Personal Growth, Interpersonal and Team Communication, among others.1 While leadership qualities are not innate, they can be honed with training and supportive experiences.2,3 Despite the escalating demand for leadership training, graduate medical education often neglects this vital aspect. The aim of this study was to assess leadership needs among anesthesia trainees and junior faculty across multiple institutions to inform the development of a leadership curriculum. We hypothesized that there would be significant differences in desired leadership domains and teaching methods between groups. Methods: We used an electronic cross-sectional survey design to investigate the need for a leadership curriculum in anesthesia education. The survey measured demographic information, as well as previous leadership experience and training. The participants were then asked about the importance of validated leadership domains using Kazley's Masters of Health Administration Collaborative Leadership Model, by utilizing a seven-point Likert scale. Participants were also asked about preferred learning modalities using the same Likert scale. Descriptive statistics were used to report participants' demographic information and experience. Cronbach's Alpha was calculated to test the internal reliability of the survey instrument. Chi square tests were used to detect differences in proportions between groups. Results: Sixty-four participants, from five different institutions, comprising residents (38), fellows (13), and junior attendings (8), responded to the survey, yielding an overall response rate of 92%. A summary of participants demographic data is provided in Table 1. Notably less than 20% of any participant group had received any formal leadership education. Even though 50% of the attendings held leadership roles, none had formal leadership training. On average, participants rated themselves “slightly satisfied” with their leadership abilities. The 27-item survey was shown to have a high level of internal validity with a Cronbach's alpha of 0.94 and average interitem covariance of 0.49. There were no significant differences in the preferred leadership domains and learning modalities between groups (Table 2). In terms of competencies, all groups highly valued interpersonal communication, teamworking, emotional intelligence, ability for honest self-assessment, problem solving and decision making. Presentation skills, writing skills, human resource navigation, and billing and coding competencies were regarded as less important. In terms of learning modalities, there was not a clear preference for a single modality (Table 3). Case-based studies and small group sessions were valued highly by all three groups of learners. Reflective writing and online slide decks were the least preferred learning modalities. Conclusions: In this multi-institutional survey, we found an overall lack of leadership training and self-reported ability in all groups. Training in interpersonal communication, teamworking, and emotional intelligence was thought to be most helpful. This study highlights a pressing need for a leadership curriculum in anesthesia education, unveiling disparities in perceived abilities and training preferences. The absence of formal training reported by junior attendings in leadership roles signals a significant oversight. Evaluation of learning modalities stresses the importance of diverse instructional approaches as no single approach appeared to be superior. These insights lay the groundwork for targeted curriculum development, aspiring to cultivate effective and adaptable leaders within the anesthesia profession. (Table Presented).

Volume

139

Issue

5

First Page

309

Last Page

312

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