Voirol Christian, Pelland Marie-France, Lajeunesse Julie, Pelletier Jean, Duplain Rejean, Dubois Josee, Lachance Silvy, Lambert Carole, Sader Julia, Audetat Marie-Claude
Haute Ecole Arc Santé, HES-SO University of Applied Sciences and Arts Western Switzerland, Neuchâtel, Switzerland.
Département de Médecine Familiale et de Médecine d'urgence, Faculté de Médecine, Université de Montréal, Montréal, Québec, Canada.
J Healthc Leadersh. 2021 Apr 28;13:109-117. doi: 10.2147/JHL.S288199. eCollection 2021.
Due to the increasing complexity of medical education and practice, the training of healthcare professionals for leadership and management roles and responsibilities has become increasingly important. But gaps in physician leadership and management skills have been identified across a broad range of organizational and geographic settings. Many clinicians are inadequately prepared to meet their day-to-day clinical leadership responsibilities. Simultaneously, physicians' leadership and management skills play a central role and yield superior outcomes for patients and health care delivery organizations. Currently, there is a tremendous variability in the amount of time, structure and resources dedicated to leadership/management training for physicians. Physicians who have completed such trainings seem to be pleased with the outcome. However, only a limited number of physicians enroll in these types of trainings. Several reasons can explain this fact, but it seems crucial to investigate what could increase the involvement of medical leaders and managers in these training programs. This paper offers a framework for addressing the barriers to training commitment and for designing initial training interventions for physicians. This framework is rooted in two well-known theoretical models used in social sciences. It aims to promote self-assessed knowledge and expertise amongst physicians about to embrace leader/manager careers. By developing the ability to explore and be curious about one's own experience and actions, physicians may suddenly open up the possibilities of purposeful learning. The process we describe in this paper may be an essential step in fostering the involvement of physicians in leadership and management training processes. And this is essential to contribute to the advancement of medical discipline.
由于医学教育和实践日益复杂，培养医疗保健专业人员承担领导和管理角色及职责变得愈发重要。但在广泛的组织和地理环境中，已发现医生在领导和管理技能方面存在差距。许多临床医生在履行日常临床领导职责方面准备不足。与此同时，医生的领导和管理技能发挥着核心作用，能为患者和医疗服务组织带来更好的结果。目前，用于医生领导/管理培训的时间、结构和资源差异巨大。完成此类培训的医生似乎对结果感到满意。然而，只有少数医生参加这类培训。有几个原因可以解释这一现象，但调查哪些因素能提高医学领导者和管理者参与这些培训项目的积极性似乎至关重要。本文提供了一个框架，用于解决培训参与的障碍，并为医生设计初始培训干预措施。这个框架基于社会科学中两个著名的理论模型。它旨在促进即将投身领导/管理职业的医生进行自我评估的知识和专业技能提升。通过培养探索自身经历和行为并保持好奇心的能力，医生可能会突然开启有目的学习的可能性。我们在本文中描述的过程可能是促进医生参与领导和管理培训过程的关键一步。而这对于推动医学学科的发展至关重要。
