Schmidt-Huber Marion, Netzel Janine, Kiesewetter Jan
Ludwig-Maximilians-Universität, Munich, former: LMU Center for Leadership and People Management, A47 Consulting Munich, Munich, Germany.
Ludwig-Maximilians-Universität, Munich,LMU Center for Leadership and People Management, Munich, Germany.
GMS J Med Educ. 2017 Aug 15;34(3):Doc34. doi: 10.3205/zma001111. eCollection 2017.
There is a need for young physicians to take a responsible role in clinical teams, comparable to a leadership role. However, today's medical curricula barely consider the development of leadership competencies. Acquisition of leadership skills are currently a by-product of medical education, even though it seems to be a competency relevant for physicians' success. Therefore, an innovative leadership training program for young physicians was developed and validated. Training conceptualisation were based upon findings of critical incidents interviews (=19) with relevant personnel (e.g. experienced doctors/nurses, residents) and upon evidence-based leadership contents focusing on ethical leadership behaviors. The training consists of four sessions (3-4 hours each) and provided evidence-based lectures of leadership theory and effective leader behaviors, interactive training elements and a simulation-based approach with professional role players focusing on interprofessional collaboration with care staff. Training evaluation was assessed twice after completion of the program (=37). Assessments included items from validated and approved evaluation instruments regarding diverse learning outcomes (satisfaction/reaction, learning, self-efficacy, and application/transfer) and transfer indicators. Furthermore, training success predictors were assessed based on stepwise regression analysis. In addition, long-term trainings effects and behavioral changes were analysed. Various learning outcomes are achieved (self-reported training satisfaction, usefulness of the content and learning effects) and results show substantial transfer effects of the training contents and a strengthened awareness for the leadership role (e.g. self-confidence, ideas dealing with work-related problems in a role as responsible physician). We identified competence of trainer, training of applied tools, awareness of job expectations, and the opportunity to learn from experiences of other participants as predictors of training success. Additionally, we found long-term training effects and participants reported an increase in specific competencies, relevant for effective interprofessional collaboration (active perspective-taking, communication, conflict management, personal competencies). The training of leadership competencies for young physicians seems feasible to develop constructive influence strategies for a successful interprofessional collaboration in early career stages. The simulation-based approach is beneficial for residents to practice leadership behaviour in realistic job situations.
年轻医生需要在临床团队中承担起与领导角色相当的责任。然而，当今的医学课程几乎没有考虑领导能力的培养。目前，领导技能的获得是医学教育的一个副产品，尽管它似乎是与医生成功相关的一项能力。因此，针对年轻医生开发并验证了一个创新的领导力培训项目。培训概念的形成基于对相关人员（如经验丰富的医生/护士、住院医生）进行的关键事件访谈（=19）的结果，以及基于关注道德领导行为的循证领导力内容。该培训由四个单元组成（每个单元3 - 4小时），提供循证领导力理论讲座和有效的领导行为讲座、互动培训元素以及一种基于模拟的方法，由专业角色扮演者参与，重点是与护理人员的跨专业协作。在项目完成后进行了两次培训评估（=37）。评估包括来自经过验证和批准的评估工具的项目，涉及不同的学习成果（满意度/反应、学习、自我效能感以及应用/迁移）和迁移指标。此外，基于逐步回归分析评估了培训成功的预测因素。另外，分析了长期培训效果和行为变化。实现了各种学习成果（自我报告的培训满意度、内容的实用性和学习效果），结果表明培训内容有显著的迁移效果，并且对领导角色的认识得到了加强（例如自信心、以负责医生的角色处理与工作相关问题的能力）。我们确定培训师的能力（胜任力）、应用工具的培训、对工作期望的认识以及从其他参与者的经验中学习的机会是培训成功的预测因素。此外，我们发现了长期培训效果，参与者报告在与有效的跨专业协作相关的特定能力（积极的换位思考、沟通、冲突管理、个人能力）方面有所提高。对年轻医生进行领导能力培训似乎是可行的，这有助于在职业生涯早期阶段制定成功的跨专业协作的建设性影响策略。基于模拟的方法有利于住院医生在实际工作场景中练习领导行为。
