Purpose: To pilot
a leadership training program for residents designed to develop
interprofessional and team management skills.
Background: Leadership in medicine is increasingly important, however many residency
programs lack curricula on how to effectively lead and work on a team of
healthcare professionals.
Methods: Myers-Briggs Personality Inventory and debriefing were performed prior to
intervention for all participants as a prepartory step. Pilot curriculum
consisted of 360-feedback, and four 30-minute, interactive, didactic sessions
addressing topics in leadership. Residents were randomized to: 1)
feedback-only, 2) didactic sessions-only, 3) both, and 4) neither (controls).
360 feedback was obtained using the LOFT, a 29-item questionnaire designed to
assess resident leadership behaviors. Evaluations were completed before and
after a rotation by 2 to 5 raters (supervisors, peers, and subordinates blinded
to randomization status). Trained human resource professionals conveyed 360
feedback. Faculty gave didactics in groups of 1-6 residents. We compared change
in LOFT score, adjusted for baseline, between randomization groups in a linear
mixed-effects model.
Results: Twenty-nine residents completed the pilot and 5-10 per group were
available for analysis. Total LOFT score improved (mean change 4.9 points;
p<0.001), however, improvement did not significantly differ among any
treatment group or controls. Similarly, improvement in each LOFT domain
(coaching:1.62, p=0.002, project management:1.81, p<0.001, and self-control:
1.41, p<0.001), was significant but not different by randomization group.
Among residents with the lowest quartile of average baseline LOFT, feedback was
associated with significantly more improvement than no feedback (3.61,
p=0.001). Didactic sessions were not associated with significant improvement
overall or by domain.
Discussions: Performance
feedback has the potential to improve resident leadership behavior as assessed
by 360 evaluation. In this pilot study, significant improvement was only
observed amongst those with the most room for improvement.
Topics: CREOG & APGO Annual Meeting, 2018, Resident, Faculty, Residency Director, Residency Coordinator, Professionalism, Interpersonal & Communication Skills, GME, Assessment, General Ob-Gyn,
Nanette Santoro, MD
University
of Colorado School of Medicine
Kelsey Jones, BA; Amanda Allshouse, MS;
Meredith Alston,
MD; Elaine
Landry, MD;
and Eva Aagaard,
MD
