Assessment of Clinical Leadership Training Needs in Senior Pediatric Residents

• Published in: Journal of medical education and curricular development Vol. 8; p. 2382120520988593
• Main Authors: Mai, Daniel H, Newton, Heather, Farrell, Peter R, Mullan, Paul, Kapoor, Rupa
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.01.2021; Sage Publications Ltd; SAGE Publishing
• Subjects: Educational Needs; Focus Groups; Graduate Medical Education; Leadership training; Medical Education; Needs Assessment; Original Research; Pediatrics; Teaching Methods; graduate medical education; focus groups; leadership curriculum; Needs assessment; professional development; resident leadership; clinical leadership
• ISSN: 2382-1205; 2382-1205
• DOI: 10.1177/2382120520988593

Introduction: Although clinical leadership in physicians is associated with improved healthcare, leadership training is rarely integrated into residency training. Our objective was to perform a comprehensive needs assessment of our pediatric residents’ existing leadership experiences and knowledge and to identify training gaps within our program. Methods: First, we held focus groups with senior pediatric residents to understand their clinical leadership experiences and identify training needs. Notes were transcribed and independently coded by 2 researchers, with thematic saturation achieved. Next, we focused each session on 1 leadership content area identified from the aforementioned themes to better understand the specific training needs for each topic. Results: Four major themes were identified: (1) Effective and timely communication with supervisors, learners, ancillary staff, and patients is indispensable in promoting safe patient care, avoiding conflict, and preventing misunderstanding. (2) Training in teaching methods is desired, especially gaining the skills needed to teach various levels of learners, in different settings and under time constraints. (3) Time management, availability of resources, and team logistics were often learned through trial-and-error. (4) Self-care, self-acceptance, emotional regulation, and peer debriefing are relied upon to manage negative emotions; rarely are resilience and wellness strategies employed in “real-time.” Conclusion: Senior residents currently face gaps in clinical leadership training and may benefit from additional instruction in content areas related to these 4 themes. Our next steps are to utilize the identified themes to develop a longitudinal and skills-based clinical leadership curriculum to address the gap in graduate medical education.