From: Leadership training programs in graduate medical education: a systematic review
Study | Study Design | Setting | Sample Size | Age | Sex | Specialty | Level of Training | Description of Program | Topics Covered | Follow-up Period | Outcome Metrics |
---|---|---|---|---|---|---|---|---|---|---|---|
Whitman, 1988 [13] | Prospective case series | United States (participants from 138 residency programs) | 180 | Not reported | Not reported | 21 specialties, including Internal Medicine, Surgery, and Family Medicine | Chief Resident | Two-day workshop presenting information on a management skill in 45 min followed by 60-min small group exercise on applying the skills | Time management Delegation of work Feedback Motivation Stress management Conflict resolution Clinical teaching Team building | None | Survey of each lecture and small-group exercise (5-point scale) |
Doughty et al., 1991 [14] | Retrospective case series | United States (participants from 50 institutions) | 117 | Not reported | Not reported | Pediatrics | Chief Resident | 3-day experiential workshop | Leadership roles Group functioning Personal leadership skills and styles Dealing with conflict Effective feedback Stress management Working with hospital administration | 6 months | Evaluation of activities (10-point Likert Scale) |
Mygdal et al., 1991 [15] | Prospective case series | Texas Family Practice Chief Resident Leadership Conference | 27 | Not reported | Not reported | Family Medicine | Chief Resident | Workshops (stress coping skills, leadership skills), Small group discussions (supplementing the workshops), Plenary speeches (three talks by leaders in Texas Family Medicine), Concluding planning session | Leadership skills Stress management | 1 year | Self-rating scale, subdivided into two subscales: Stress Management and Leadership Skills; Reactions to conference scale, Conference Evaluation Scale |
Evans et al., 1997 [16] | Prospective case control | University of Washington Family Practice Residency Network | 78 (64 control, 14 study group) | 28.7 | 42.3% Male | Family Medicine | PGY-1 | A series of outdoor activities led by professional facilitators | Group dynamics Trust-building Problem-solving processes Communication patterns | None | Self-assessment survey instrument: 7-point Likert Scale |
Crites and Schuster, 2004 [17] | Prospective case series | Wright University | 12 | Not reported | Not reported | Internal Medicine/ Pediatrics | PGY-1 to PGY-4 | Monthly 30-min seminars | Basic coding Revenue management Optimizing coding to enhance reimbursement Physician personal finance Insurance systems and payment mechanisms Dynamics of group practice Getting a good job Accounts receivable management Accounts payable management Human resources Risk management Regulatory restrictions in practice | None | Self-assessment (Likert scale from 1 to 5); Curriculum Evaluation (Likert scale from 1 to 5) |
Lee, Tse and Naguwa, 2004 [18] | Prospective case series | University of Hawaii | 10 | Not reported | Not reported | Pediatrics | PGY-2 | 3-h interactive workshop | Leadership skills | None | Self-assessment (Likert scale from 1 to 5) |
Stoller, et al., 2004 [19] | Prospective case series | University of Washington | 32 | 27.7 | 25% Female | Internal Medicine | PGY-1, PGY-2 | Three 2-h sessions | Managing a ward team and leadership skills Resident role as a teacher Microskills of teaching and problems faced by residents | None | Self-assessment (Likert scale from 1 to 5) |
Hemer et al., 2007 [20] | Prospective case series | Mayo Clinic | 16 | Not reported | Not reported | Pathology | Senior Residents | Annual course consisting of 6 sessions, each of which were 1–2 days long (average 10 h), followed by a capstone seminar | Leadership and management Managing change and interpersonal skills Personnel issues and quality improvement Informatics Finance | None | Course Evaluation: Pre- and Post-test evaluation |
Stergiopoulos et al., 2009 [21] | Prospective case series | University of Toronto | 52 | Not reported | Not reported | Psychiatry | PGY-2 & PGY-4 | Four workshops, utilizing case studies, “think-pair-share”, and “buzz groups” | Teamwork Conflict resolution and negotiation Quality improvement Program planning and evaluation Leadership skills Mental health and addiction reform Organizational structures Self and career development | None | Workshop ratings (Likert scale from 0 to 5 for each topic covered assessing if the objectives were met) |
Pettit et al., 2011 [22] | Retrospective case series | University of Iowa | 9 | Not reported | Not reported | Neuro-surgery | PGY-1 to PGY-5 | Monthly 1-h workshops | Leadership styles Conflict management Communication styles Motivation | 1 year | 20-item retrospective pre-test and post-test |
Kuo et al., 2010 [23] | Retrospective case series | University of California San Francisco | 24 | Not reported | Not reported | Pediatrics | PGY-1 to PGY-3 | 3-year residency program. Completion of a collaborative child advocacy project (protected time: one-half day a week during non-seminar outpatient and elective rotation), structured mentoring | Leadership skills Advocacy | None | Awards and Grants obtained by graduates |
Brandon and Mullan, 2013 [24] | Prospective case series | University of Michigan | 44 | Not reported | Not reported | Radiology | Resident and Fellow Physicians | Seven modules of 90-min sessions | Costing analysis Quality improvement Profiles of practice groups Group governance Data collection and process improvement Healthcare economics Negotiation and conflict management | None | Pre- and post-test assessments |
Cole, et al., 2017 [25] | Prospective case series | University of Florida | 10 | Not reported | Not reported | Anesthesiology | Senior residents (PGY4) | 2-week rotation in the Operating Room consisting of guided readings and daily debriefings | Communication Teamwork Situational awareness Decision-making | None | Self-assessment and raters by others in the Operating Room |
Itri, et al., 2017 [26] | Prospective Case Series | University of Virginia | 21 | Not reported | Not reported | Radiology | Radiology Residents | 1 workshop with group discussion, role-play, and simulation | Communication Interpersonal skills | None | Self-assessment |
Hill, et al., 2018 [27] | Prospective case series | Staten Island University Hospital | 7 | Not reported | Not reported | Surgery | Senior Residents (PGY3–5) | Small-group discussions | Leadership skills (not further defined) | None | Pre- and post-test assessments |