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Piloting a Resident-Oriented Leadership Training Program Using the Leadership Observation and Feedback Tool (LOFT)

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,

General Information

Resident,Faculty,Residency Director,Residency Coordinator,
Professionalism,Interpersonal & Communication Skills,
Clinical Focus
General Ob-Gyn,

Author Information

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

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