Shao Jenny M, Alimi Yewande, Bingener Juliane, Puri Ruchir, Shim Joon K, Collins Courtney, Sylla Patricia, Qureshi Alia P
Division of Minimally Invasive Surgery, Department of Surgery, University of Michigan, 2926A Taubman Center, 1500 E. Medical Center Drive, Ann Arbor, MI, 48109, USA.
Division of General Surgery, Department of Surgery, Medstar Georgetown University Hospital, Washington, DC, USA.
Surg Endosc. 2025 Jan;39(1):614-623. doi: 10.1007/s00464-024-11365-x. Epub 2024 Nov 4.
The Fundamentals of Leadership Development (FLD) Curriculum was created to increase integration of diversity, equity, and inclusion (DEI) in leadership skills. The pilot FLD course was utilized 1) evaluate short-term impact of the curriculum, and 2) evaluate optimal delivery methods of curricular interventions on diversity in a leadership context in a randomized fashion.
After IRB approval, the pilot FLD course was opened to all SAGES Committee members for enrollment. All participants had access to the same online modules and discussion forum, but were randomized either to a 4-week longitudinal or 2-day intensive didactic session. Participants were asked to assess the curricular content after each online module and provide overall course feedback on all sessions. This data was collected along with leadership experience, course participation, and course completion data.
A total of 79 participants registered for the FLD course, with 55 (69.7%) of participants completing the course. Of those that registered, 46 (58.2%) self-identified as underrepresented in medicine, 32 (40.5%) self-identified with she/her/hers pronouns, and 45 (57.0%) held an institutional leadership position. Fifty-nine (74.6%) participants were willing to be randomized. Course engagement was higher in the intensive course with 64.1% and 48.7% participation over days 1 and 2, respectively. In the longitudinal course, participation dropped off every week from 70%, 47.5%, 35%, and 27.5%, throughout the 4-week course. Participants who accessed the online modules spent a median time of 3 h and 34 min. User confidence after completion of each individual module were "somewhat confident" and "completely confident" for almost all survey respondents on a 5-tier Likert scale.
The pilot FLD course appealed to SAGES members in leadership roles and who identified as. URiM. Course engagement was higher in the intensive course. Long-term behavior changes after course completion will need to be assessed with additional qualitative interviews. (300/300 words).
领导力发展基础（FLD）课程旨在增强领导力技能中多样性、公平性和包容性（DEI）的融合。FLD试点课程用于：1）评估该课程的短期影响；2）以随机方式评估课程干预措施在领导力背景下对多样性的最佳授课方式。
经机构审查委员会（IRB）批准后，FLD试点课程向所有SAGES委员会成员开放报名。所有参与者都可访问相同的在线模块和讨论论坛，但被随机分配到为期4周的纵向课程或为期2天的强化授课课程。要求参与者在每个在线模块结束后评估课程内容，并对所有课程提供总体反馈。收集这些数据以及领导力经验、课程参与情况和课程完成数据。
共有79名参与者报名参加FLD课程，其中55名（69.7%）完成了课程。在报名者中，46名（58.2%）自我认定为在医学领域代表性不足，32名（40.5%）自我认定使用她/她的/她的代词，45名（57.0%）担任机构领导职务。59名（74.6%）参与者愿意被随机分配。强化课程的课程参与度更高，在第1天和第2天的参与率分别为64.1%和48.7%。在纵向课程中，在为期4周的课程中，参与率每周分别从70%、47.5%、35%和27.5%下降。访问在线模块的参与者平均花费时间为3小时34分钟。在5级李克特量表上，几乎所有调查受访者在完成每个单独模块后的用户信心为“有些信心”和“完全有信心”。
FLD试点课程吸引了担任领导角色且自我认定为医学领域代表性不足的SAGES成员。强化课程的课程参与度更高。课程完成后的长期行为变化需要通过额外的定性访谈进行评估。（300/300字）
