GME Leadership Development: Educating the Next Generation of GME Leaders

1. GME Leadership Development:Educating the Next Generation of GME Leaders W Wiese-Rometsch, MD & H Kromrei, PhDc Detroit Medical Center

3. 83 Residency Programs > 1000 Trainees

4. Formal Leadership Training ?

5. GME Conceptual Model: Performance Domains Evaluation Clinical

6. GME Leadership Academy Curriculum Development Process

7. Needs Assessment ACGME & AOA Requirements Citation Tracking Tool Internal Reviews Program Director Survey

10. Internal Review Action Plan

11. GME Leadership Program Director Survey • Perceived importance • Perceived competence • 25 items; 5- point Likert scale • Categories: • Resident Leadership • People Leadership • Business Leadership

12. PD Survey: “Resident Leadership” Category

13. PD Survey: “People” Leadership Category

14. PD Survey: “Business” Leadership Category

15. Summary of Needs Assessment Findings Goal: Triangulation of data • Macro Level: Accreditation Outcomes • Micro Level: Internal Review Results • Stakeholder Perceptions: Program Director Survey

16. GME Leadership Academy Aims

17. Instructional Methods • Baseline reflection survey on “ideal program” • Pre-test / Post –test • Mini-lectures • “Hands on” experiential learning activities • Round table dialogues for all sessions • Assignments • Large group workshops (open to all PDs)

18. GME Leadership Academy Curriculum Accreditation Cycle Core Competencies Designing & Developing Competency Based Curriculum / Evaluations The Annual Program Review Communication and Technology Resource Planning Writing Your Program Information Form / Booklet Program Management Leadership Development

19. Session 1: Accreditation

20. Session 2: Core Competencies

21. Session 3: Developing Competency-Based Curriculum & Evaluations

22. Session 4: The Annual Program Review

23. Session 5: Communication & Technology Resource Planning

24. Session 6: Writing Your PIF (Booklet) and Telling the Story of Your Program

25. Session 7: Program Management

26. Session 8: Leadership Development

27. 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

28. Table 1: Pre & Post-Test Average Scores Outcomes: Knowledge Gain Table 1: Pre & Post-Test Average Scores

29. Table 2: Course Evaluation Results Table 2: Course Evaluation Results 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.”

30. Lessons Learned

31. Future Directions Tessmer and Wedman’s Layers-of-Necessity Model ID Process Layer 1 Limited Time & Resources Simple ID Process ID Process Layer 2 ID Process Layer 3 Ample Time & Resources ID Process Layer ’n’ Complex ID Process Quality

32. Take Home Points • Conduct a Needs Assessment • Align with Accreditation Requirements • Adapt • Tailor Curriculum based on Feedback

33. Questions ?

34. References • Wiese-Rometsch, W., Guerra-López, I., Kromrei, H., Developing Successful Leaders: A Model for Graduate Medical Education. Poster presented at the Association for Medical Education Europe, Malaga, Spain, 2009. • Kromrei H., Wiese-Rometsch W. (2010). Portfolio Assessment: Relevant Evaluation Methods and Their Implication for Portfolio Design. In Guerra-Lopez, I (Ed) Social and Organizational Performance Review: Concepts and Research; 2010 2:2. pp119-134 Bloomington: Author House • Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step "microskills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419-424.