Lucas Raymond, Goldman Ellen F, Scott Andrea R, Dandar Valerie
R. Lucas is associate dean for faculty affairs and professional development and associate professor of emergency medicine, School of Medicine and Health Sciences, George Washington University, Washington, DC. E.F. Goldman is assistant dean for faculty and curricular development, School of Medicine and Health Sciences, and associate professor of human and organizational learning, Graduate School of Education and Human Development, George Washington University, Washington, DC. A.R. Scott is a doctoral candidate, Graduate School of Education and Human Development, George Washington University, Washington, DC. V. Dandar is manager, Faculty Forward and Academic Affairs, Association of American Medical Colleges, Washington, DC.
Acad Med. 2018 Feb;93(2):229-236. doi: 10.1097/ACM.0000000000001813.
To identify the prevalence and characteristics of faculty leadership development programs (LDPs) offered by North American academic health centers (AHCs) and to uncover gaps in leadership training.
Faculty development/affairs deans of the 161 Association of American Medical Colleges member schools were surveyed in 2015 on their approach to faculty leadership training. For AHCs delivering their own training, the survey included questions about LDP participants, objectives, curriculum, delivery, resources, and evaluation. The literature on leadership and leadership development was used to develop a taxonomy of leadership competencies, which formed the basis of the survey questions related to program content. Survey results were analyzed with descriptive statistics and chi-square analysis for categorical data.
Of the 94 respondents (response rate 58%), 93 provided some form of leadership training and 61 provided a formal internal faculty LDP. Content was variable and rarely based on a specific leadership competency model. Although programs described innovative approaches to learning, lectures and case discussions were the predominant approaches. Evaluation beyond participant satisfaction was uncommon.
Faculty LDPs were common, with some programs describing elements informed by the leadership literature. However, nationally programs can improve by basing content on a leadership competency model, incorporating multiple approaches to teaching, and implementing more rigorous program evaluation.
确定北美学术医疗中心（AHC）提供的教职员工领导力发展项目（LDP）的普及率和特点，并找出领导力培训方面的差距。
2015年对美国医学院协会161所成员学校的教职员工发展/事务院长进行了调查，了解他们开展教职员工领导力培训的方法。对于自行开展培训的AHC，调查内容包括LDP参与者、目标、课程、授课方式、资源和评估等问题。利用关于领导力和领导力发展的文献，制定了领导力能力分类法，作为与项目内容相关的调查问题的基础。对调查结果进行描述性统计分析和分类数据的卡方分析。
94名受访者（回复率58%）中，93名提供了某种形式的领导力培训，61名提供了正式的内部教职员工LDP。内容各不相同，很少基于特定的领导力能力模型。尽管项目介绍了创新的学习方法，但讲座和案例讨论仍是主要方式。除了参与者满意度之外的评估并不常见。
教职员工LDP很普遍，一些项目介绍了受领导力文献启发的要素。然而，在全国范围内，项目可以通过基于领导力能力模型制定内容、采用多种教学方法以及实施更严格的项目评估来改进。
