Dannels Sharon A, Yamagata Hisashi, McDade Sharon A, Chuang Yu-Chuan, Gleason Katharine A, McLaughlin Jean M, Richman Rosalyn C, Morahan Page S
Research Methods Faculty, Graduate School of Education and Human Development, The George Washington University, Washington, DC, USA.
Acad Med. 2008 May;83(5):488-95. doi: 10.1097/ACM.0b013e31816be551.
The Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) program provides an external yearlong development program for senior women faculty in U.S. and Canadian medical schools. This study aims to determine the extent to which program participants, compared with women from two comparison groups, aspire to leadership, demonstrate mastery of leadership competencies, and attain leadership positions.
A pre-/posttest methodology and longitudinal structure were used to evaluate the impact of ELAM participation. Participants from two ELAM cohorts were compared with women who applied but were not accepted into the ELAM program (NON) and women from the Association of American Medical Colleges (AAMC) Faculty Roster. The AAMC group was a baseline for midcareer faculty; the NON group allowed comparison for leadership aspiration. Baseline data were collected in 2002, with follow-up data collected in 2006. Sixteen leadership indicators were considered: administrative leadership attainment (four indicators), full professor academic rank (one), leadership competencies and readiness (eight), and leadership aspirations and education (three).
For 15 of the indicators, ELAM participants scored higher than AAMC and NON groups, and for one indicator they scored higher than only the AAMC group (aspiration to leadership outside academic health centers). The differences were statistically significant for 12 indicators and were distributed across the categories. These included seven of the leadership competencies, three of the administrative leadership attainment indicators, and two of the leadership aspirations and education indicators.
These findings support the hypothesis that the ELAM program has a beneficial impact on ELAM fellows in terms of leadership behaviors and career progression.
海德薇格·范·阿美林根学术医学高级行政领导力（ELAM）项目为美国和加拿大医学院校的资深女性教员提供为期一年的外部发展项目。本研究旨在确定与两个对照组的女性相比，该项目参与者在追求领导力、展现领导能力方面的掌握程度以及获得领导职位的情况。
采用前测/后测方法和纵向结构来评估参与ELAM项目的影响。将两个ELAM队列的参与者与申请但未被ELAM项目录取的女性（NON组）以及美国医学院协会（AAMC）教员名录中的女性进行比较。AAMC组是处于职业生涯中期教员的基线；NON组用于比较领导抱负。2002年收集基线数据，2006年收集随访数据。考虑了16项领导力指标：行政领导成就（4项指标）、正教授学术职级（1项）、领导能力和准备情况（8项）以及领导抱负和教育情况（3项）。
在16项指标中的15项上，ELAM项目参与者的得分高于AAMC组和NON组，在一项指标上他们仅高于AAMC组（对学术健康中心以外领导职位的抱负）。12项指标的差异具有统计学意义，且分布在各个类别中。这些指标包括7项领导能力、3项行政领导成就指标以及2项领导抱负和教育指标。
这些发现支持了这样的假设，即ELAM项目在领导行为和职业发展方面对ELAM学员有有益影响。
