Faculty leadership development

A case study of a synergistic approach

Bibliographic Data

ID21448995
AuthorsEllen F Goldman (0000-0003-2560-4399, School of Medicine and Health Sciences, The George Washington University, Washington, DC, USA, corresponding author), Nisha Manikoth (0000-0002-4759-9423, School of Medicine and Health Sciences, The George Washington University, Washington, DC, USA), Katherine Fox (School of Medicine and Health Sciences, The George Washington University, Washington, DC, USA), Rosalyn Jurjus (School of Medicine and Health Sciences, The George Washington University, Washington, DC, USA), Rosalyn A Jurjus (0000-0003-3912-8020, George Washington University), Raymond Lucas (0000-0003-4415-088X, School of Medicine and Health Sciences, The George Washington University, Washington, DC, USA)
Year2021
Volume43
Issue8
Pages889-893
Publication date2021-08-03
Open AccessNo
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2021.1931079
PMID34078213
OpenAlexW3164789633
LanguageEN
Citations received2
References cited10

INTRODUCTION: Ongoing leadership development is essential for academic health center faculty members to respond to increasing environmental complexity. At the George Washington University School of Medicine and Health Sciences, an 8-month program, based on Conger's leadership development approach emphasizing conceptual understanding, skill building, feedback and personal growth was offered to mid-level faculty charged with developing educational programs, clinical services, and/or research initiatives. We studied how specific learning methods catering to different learning approaches contributed to improving leadership competencies. METHODS: Session and program evaluations, participant interviews, mentor surveys, and supervisor interviews were used for data collection. Themes were identified through open coding with use of constant comparative methods to help find patterns in the data. RESULTS: Readings and classroom modules provided a broadened, holistic understanding of leadership; role plays and action plans helped participants apply and practice leadership skills; self-assessments and feedback from peers and mentors provided specifics for focusing development efforts; and personal growth exercises provided opportunities to reflect and consider fresh perspectives. Anchoring learning methods around a real-time project led to improved leadership competencies and personal confidence as reported by participants, supervisors and mentors. CONCLUSION: A faculty leadership development program that integrates understanding, skill building, feedback and personal growth and connects multiple learning methods can provide the synergy to facilitate behavior change and organizational growth

Experiential learning · Faculty Development · Leadership development · Leadership studies · Leadership style · Medical education · Pedagogy · Personal development · Political science · Professional development · Public relations · Innovations in Medical Education · Medicine · Mentoring and Academic Development · Nursing education and management · Psychology

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