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      A landscape analysis of leadership training in postgraduate medical education training programs at the University of Ottawa

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          Abstract

          Background

          There is growing recognition of the importance of physician leadership in healthcare. At the same time, becoming an effective leader requires significant training. While educational opportunities for practicing physicians exist to develop their leadership skills, there is a paucity of leadership opportunities for post graduate trainees. In response to this gap, both the Royal College of Physicians and Surgeons of Canada and the Association of Faculties of Medicine of Canada have recommended that leadership training be considered a focus in Post Graduate Medical Education (PGME). However, post-graduate leadership curricula and opportunities in PGME training programs in Canada are not well described. The goal of this study was to determine the motivation for PGME leadership training, the opportunities available, and educational barriers experienced by PGME programs at the University of Ottawa.

          Methods

          An electronic survey was distributed to all 70 PGME Program Directors (PDs) at the University of Ottawa. Two PDs were selected, based on strong leadership programs, for individual interviews.

          Results

          The survey response rate was 55.7%. Seventy-seven percent of responding PDs reported resident participation in leadership training as being “important,” while only 37.8% of programs incorporated assessment of resident leadership knowledge and/or skills into their PGME program. Similarly, only 29.7% of responding residency programs offered chief resident leadership training.

          Conclusions

          While there is strong recognition of the importance of training future physician leaders, the nature and design of PGME leadership training is highly variable. These data can be used to potentially inform future PGME leadership training curricula.

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          Most cited references9

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          “Methods to increase response to postal and electronic questionnaires

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            Residents as leaders: A comprehensive guide to establishing a leadership development program for postgraduate trainees

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              Educational climate seems unrelated to leadership skills of clinical consultants responsible of postgraduate medical education in clinical departments

              Background The educational climate is crucial in postgraduate medical education. Although leaders are in the position to influence the educational climate, the relationship between leadership skills and educational climate is unknown. This study investigates the relationship between the educational climate in clinical departments and the leadership skills of clinical consultants responsible for education. Methods The study was a trans-sectional correlation study. The educational climate was investigated by a survey among all doctors (specialists and trainees) in the departments. Leadership skills of the consultants responsible for education were measured by multi-source feedback scores from heads of departments, peer consultants, and trainees. Results Doctors from 42 clinical departments representing 21 specialties participated. The response rate of the educational climate investigation was moderate 52% (420/811), Response rate was high in the multisource-feedback process 84.3% (420/498). The educational climate was scored quite high mean 3.9 (SD 0.3) on a five-point Likert scale. Likewise the leadership skills of the clinical consultants responsible for education were considered good, mean 5.4 (SD 0.6) on a seven-point Likert scale. There was no significant correlation between the scores concerning the educational climate and the scores on leadership skills, r = 0.17 (p = 0.29). Conclusions This study found no relation between the educational climate and the leadership skills of the clinical consultants responsible for postgraduate medical education in clinical departments with the instruments used. Our results indicate that consultants responsible for education are in a weak position to influence the educational climate in the clinical department. Further studies are needed to explore, how heads of departments and other factors related to the clinical organisation could influence the educational climate.
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                Author and article information

                Journal
                Can Med Educ J
                Can Med Educ J
                Canadian Medical Education Journal
                University of Calgary, Health Sciences Centre
                1923-1202
                October 2016
                18 October 2016
                : 7
                : 2
                : e32-e50
                Affiliations
                [1 ]Faculty of Psychiatry, University of British Columbia
                [2 ]Department of Otolaryngology, University of Ottawa
                Author notes
                Correspondence: Marlon Danilewitz, 1449 W 41 st Avenue, Vancouver, BC, V6M 1X5; Phone: (778) 988-8744; Email: marlondanilewitz@ 123456gmail.com
                Article
                cmej0732
                10.36834/cmej.36645
                5344055
                28344692
                5b6bbb56-7380-4ed7-b990-5acc97b3856f
                © 2016 Danilewitz, McLean; licensee Synergies Partners

                This is an Open Journal Systems article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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