Morahan P S, Kasperbauer D, McDade S A, Aschenbrener C A, Triolo P K, Monteleone P L, Counte M, Meyer M J
Allegheny University of the Health Sciences, Philadelphia, Pennsylvania 19102-1192, USA.
Acad Med. 1998 Nov;73(11):1159-68. doi: 10.1097/00001888-199811000-00012.
The authors review the need for internal programs for leadership training at academic health centers and then describe in detail three programs of this type that have operated during the 1990s: (1) the Allegheny Leadership Institute, founded by the Allegheny Health, Education and Research Foundation, Pittsburgh, Pennsylvania; (2) the Physician Executive Management Development Program (PEMDP) of Saint Louis University School of Medicine; and (3) the University of Nebraska Medical Center Leadership Institute. Educational elements common to these programs include having a small class size and participants from many areas of academic medicine and health care, focusing on educational strategies that draw on participants' experiences and training, conducting the training away from the participants' institutions, having short sessions, using faculty from both within and outside the participants' institutions, and creating strategies to reinforce learning. Lessons learned reflect the unique context of each institution; the authors list the major lessons learned by each of the three programs they surveyed (e.g., leaders of the Saint Louis University PEMDP program believe that it is important to help participants implement desired changes in their work areas once they return to work, and are investigating how to do this). The authors conclude with an extensive list of recommendations to optimize the effects of leadership development training carried out in AHCs' internal programs (e.g., "Focus on specific skills that can be learned, and link the learning experiences to real work situations in health care and higher education") and explain why they think internal leadership institutes have at least three distinct advantages over external programs.
作者回顾了学术医疗中心内部领导力培训项目的必要性，然后详细描述了20世纪90年代运作的此类三个项目：（1）阿勒格尼领导力学院，由宾夕法尼亚州匹兹堡的阿勒格尼健康、教育和研究基金会创立；（2）圣路易斯大学医学院的医师行政管理发展项目（PEMDP）；以及（3）内布拉斯加大学医学中心领导力学院。这些项目共有的教育要素包括小班授课、学员来自学术医学和医疗保健的多个领域、注重借鉴学员经验和培训的教育策略、在学员所在机构以外的地方进行培训（时间）短、使用学员所在机构内外的教员以及制定强化学习的策略。所吸取的经验教训反映了每个机构的独特背景；作者列出了他们所调查的三个项目各自吸取的主要经验教训（例如，圣路易斯大学PEMDP项目的负责人认为，帮助学员在返回工作岗位后在其工作领域实施期望的变革很重要，并且正在研究如何做到这一点）。作者最后提出了一系列广泛的建议，以优化学术医疗中心内部项目中领导力发展培训的效果（例如，“专注于可以学习的特定技能，并将学习体验与医疗保健和高等教育中的实际工作情况联系起来”），并解释了他们认为内部领导力学院相对于外部项目至少具有三个明显优势的原因。
