GME Leadership Development: Educating the Next Generation of GME Leaders W Wiese-Rometsch & MD & H Kromrei, MA Detroit Medical Center
83 Residency Programs > 1000 Trainees
FORMAL LEADERSHIP TRAINING?
GME Conceptual Model: Performance Domains Education Accreditation Leadership Evaluation Management Clinical & Improvement Communication
GME Leadership Academy Curriculum Development Process
Needs Assessment ACGME & AOA Requirements Citation Tracking Tool Internal Review Results Program Director Survey
Internal Review Action Plan
GME Leadership Program Director Survey Perceived importance Perceived competence 25 items; 5- point Likert scale Categories: Resident Leadership People Leadership Business Leadership
PD Survey: “ Resident Leadership ” Category “ Resident ” Leadership Importance * Competence* Creating & Evaluating 18% Not /Some 64% Very / Ext Competency Based Curricula Maintaining Compliance with 5% Not /Some 90% Very / Ext ACGME / AOA Requirements Communicating with Residents 100% Very/Ext 0% Not /Some Communicating with Former 13% Not /Some 55% Very / Ext Residents Managing & Evaluating Resident 94% Very / Ext 5% Not /Some Performance Managing Resident Conflicts & 90% Very / Ext 7% Not /Some Problems Recruiting Resident Candidates 9% Not /Some 93% Very / Extra
PD Survey: “ People ” Leadership Category “ People ” Leadership Importance * Competence* Selecting & Recruiting Program 23% Not /Some 91% Very / Extra Faculty & Staff Managing Program Faculty & 16% Not /Some 91% Very/Extra Staff Managing Program Faculty & 20% Not /Some 85% Very / Extra Staff Conflicts/ Problems Retaining Program Faculty & 7% Not /Some 88% Very / Extra Staff Promoting Program Faculty & 76% Very / Extra 18% Not /Some Staff Professional Development
PD Survey: “ Business ” Leadership Category “ Business ” Leadership Importance * Competence* Maximizing Program Performance 89 % Very / Extra 17% Not /Some Competing for Resources 75 % Very / Extra 23% Not /Some Managing Resources 86 % Very / Extra 14% Not /Some Creating & Managing Budgets 68% Very / Extra 25% Not /Some Negotiating with Institutional 23% Not /Some 84% Very / Extra Leadership Analyzing Program Performance 5% Not /Some 93% Very/Extra Communicating / Relationship 9% Not /Some 77% Very / Extra with Leadership Peers
Summary of Needs Assessment Findings Goal: Triangulation of data Macro Level: Accreditation Outcomes 1. Micro Level: Internal Review Results 2. Stakeholder Perceptions: Program Director Survey 3.
GME Leadership Academy Aims
GME Leadership Academy Aims
GME Leadership Academy Aims
Instructional Methods Baseline reflection Round table survey on “ ideal dialogues for all program ” sessions Pre-test / Post –test Assignments Mini-lectures Large group workshops (open “ Hands on ” experiential to all PDs) learning activities
GME Leadership Academy Curriculum Accreditation Cycle Core Competencies Developing Competency Based Curriculum and Evaluations The Annual Program Review Communication and Technology Resource Planning Writing Your Program Information Form or Booklet Program Management Leadership Development
Accreditation Session 1: Accreditation Goals / Objectives Tasks Understand the ACGME / AOA Review ACGME or AOA Regulatory Cycle and Associated Specific Program Requirements Protocols Understand Institutional and Review new ACGME / AOA Program Level Accreditation Common Program Requirements (Effective July 1, 2011) Understand the Internal Review Participate in an Internal Protocol and Process Review Participate in self-assessment Rate program performance in activity meeting accreditation compliance
Education Session 2: Core Competencies Goals / Objectives Tasks Understand the ACGME / AOA Evaluate Your Program Core Competencies Information Form ’ s Learning Activities Incorporate the Core Determine Program need for Competencies into Your Program development of competency- based learning activities Participate in Self-Assessment Rate program performance in Activity implementing experiential learning activities for core competencies Participate in Group Activity Develop / improve a learning activity for PBL or SBP
Session 3: Developing Competency-Based Education & Evaluation Curriculum & Evaluations Goals / Objectives Tasks Understand how to write goals, Revise a sample curriculum for a objectives, and evaluations core rotation in your program Understand the requirement for Align the existing evaluation to aligning program curriculum the curriculum (measurable goals / objectives) to evaluation and assessment tools Participate in Self-Assessment Rate program performance in Activity compliance with requirements for competency-based goals and objectives
Evaluation Session 4: The Annual Program Review Goals / Objectives Tasks Review current annual review Understand the Annual Program Review Requirements protocol Compare current review process to ACGME requirements Identify opportunities for improving your annual program review Describe program ’ s approach to Participate in Self-Assessment Activity Annual Review Determine compliance with requirements
Session 5: Communication & Technology Resource Planning Communication Goals / Objectives Tasks Understand effective utilization of Participate in Office of educational technology to improve Teaching and Learning Session resident / program performance Apply educational technology to Import lecture to “ Wimba ” enhance communication and Review manuscript for teaching plagiarism using “ Safe-Assign ” Develop resident exams on “ Blackboard ” Participate in Self-Assessment Rate program performance in Activity utilization of technology in communicating and teaching residents
Session 6:Writing Your PIF and Telling the Accreditation & Communication Story of Your Program Goals / Objectives Tasks Understand importance of the PIF Develop PIF writing plan for or Booklet your program Determine PIF stakeholders Delegate PIF responsibilities to program members Identify effective PIF writing Review / revise PIF to strategies increase compliance and effectiveness Participate in Self-Assessment Rate your program ’ s PIF and Activity describe your involvement with PIF
Session 7: Program Management Management & Improvement Goals / Objectives Tasks Review program data Understand the process of program management (Annual Program Review Action Plan and Internal Review Action Plan) Understand “ Performance Track program performance Indicators ” and their importance (GME Score Card) in program evaluation Identify obstacles to program improvement Participate in Self-Assessment Rate program ’ s current Activity methods for evaluating program performance in specified domains
Session 8: Leadership Development Leadership Goals / Objectives Tasks Understand leadership Analyze personal values and competencies align with leadership competencies Develop short and long-term Review Current CV professional development plan Develop action plan to meet identified goals Identify negotiation strategy skills Describe requirements for leadership in your current role Participate in Self-Assessment Describe your current core Activity values and long term goals
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
Outcomes: Knowledge Gain Table 1: Pre & Post-Test Average Scores Pre-Test Post-Test Session 1 79 % 96% 2 65% 74% 3 73% 87%
Outcomes: Course Evaluation Table 2: Course Evaluation Results Agree/ Evaluation item Strongly Agree Recommend 97 % session to others Interactive/ 100% Engaging Relevant to job 97%
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.”
Lessons Learned
Future Directions Tessmer and Wedman ’ s Layers-of-Necessity Model Limited Simple ID ID Time & Process Process Resources Layer 1 ID Process Layer 2 ID Process Layer 3 Ample ID Process Layer ’ n ’ Time & Complex Resources ID Process Quality
Future Directions
Take Home Points Conduct a Needs Assessment Align with Accreditation Requirements Adapt Tailor Curriculum based on Feedback
Questions ?
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