gme leadership development: educating the next generation of gme leaders

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GME Leadership Development: Educating the Next Generation of GME Leaders. W Wiese- Rometsch , MD & H Kromrei , PhDc Detroit Medical Center. 83 Residency Programs > 1000 Trainees. Formal Leadership Training ?. GME Conceptual Model: Performance Domains. Evaluation. Clinical. - PowerPoint PPT Presentation


  • GME Leadership Development:Educating the Next Generation of GME LeadersW Wiese-Rometsch, MD & H Kromrei, PhDcDetroit Medical Center

  • 83 Residency Programs> 1000 Trainees

  • Formal Leadership Training ?

  • GME Conceptual Model: Performance DomainsEvaluationClinical

  • GME Leadership Academy

    Curriculum Development Process

  • Needs Assessment

    ACGME & AOA Requirements

    Citation Tracking Tool

    Internal Reviews

    Program Director Survey

  • Internal Review Action Plan

  • GME Leadership Program Director SurveyPerceived importance

    Perceived competence

    25 items; 5- point Likert scale

    Categories:Resident LeadershipPeople LeadershipBusiness Leadership

  • PD Survey: Resident Leadership Category

    Resident Leadership Importance * Competence*Creating & Evaluating Competency Based Curricula64% Very / Extra18% Not /SomeMaintaining Compliance with ACGME Requirements90% Very / Extra5% Not /SomeCommunicating with Residents100% Very/Extra0% Not /SomeCommunicating with Former Residents55% Very / Extra13% Not /SomeManaging & Evaluating Resident Performance94% Very / Extra5% Not /SomeManaging Resident Conflicts & Problems90% Very / Extra7% Not /SomeRecruiting Resident Candidates93% Very / Extra9% Not /Some

  • PD Survey: People Leadership Category

    People Leadership Importance * Competence*Selecting & Recruiting Program Faculty & Staff91% Very / Extra23% Not /SomeManaging Program Faculty & Staff91% Very/Extra16% Not /SomeManaging Program Faculty & Staff Conflicts/ Problems85% Very / Extra20% Not /SomeRetaining Program Faculty & Staff88% Very / Extra7% Not /SomePromoting Program Faculty & Staff Professional Development76% Very / Extra18% Not /Some

  • PD Survey: Business Leadership Category

    Business Leadership Importance * Competence*Maximizing Program Performance89 % Very / Extra17% Not /SomeCompeting for Resources75 % Very / Extra23% Not /SomeManaging Resources86 % Very / Extra14% Not /SomeCreating & Managing Budgets68% Very / Extra25% Not /SomeNegotiating with Institutional Leadership84% Very / Extra23% Not /SomeAnalyzing Program Performance93% Very/Extra5% Not /SomeCommunicating / Relationship with Leadership Peers77% Very / Extra9% Not /Some

  • Summary of Needs Assessment FindingsGoal: Triangulation of data

    Macro Level:Accreditation Outcomes

    Micro Level:Internal Review Results

    Stakeholder Perceptions:Program Director Survey

  • GME Leadership Academy Aims

  • Instructional Methods

    Baseline reflection survey on ideal program

    Pre-test / Post test


    Hands on experiential learning activities

    Round table dialogues for all sessions


    Large group workshops (open to all PDs)

  • GME Leadership Academy Curriculum

    Accreditation CycleCore CompetenciesDesigning & Developing Competency Based Curriculum / EvaluationsThe Annual Program ReviewCommunication and Technology Resource PlanningWriting Your Program Information Form / BookletProgram ManagementLeadership Development

  • Session 1: Accreditation

    Goals / ObjectivesTasksUnderstand the ACGME & AOA Regulatory Cycle and Associated ProtocolsReview ACGME & AOA Program RequirementsUnderstand Institutional and Program Level AccreditationReview new ACGME or AOA Common Program Requirements (Effective July 1, 2011)Understand the Internal Review Protocol and ProcessParticipate in an Internal Review Participate in self-assessment activityRate program performance in meeting accreditation

  • Session 2: Core Competencies

    Goals / ObjectivesTasksUnderstand the ACGME / AOA Core CompetenciesEvaluate Your Program Information Forms Learning ActivitiesIncorporate the Core Competencies into Your Program Competency-Based JournalingMilestones ProjectResident PortfolioDetermine Program need for development of competency-based learning activities Participate in Group ActivityDevelop or improve a learning activity for Practice-Based Learning or Systems-Based Practice

  • Session 3: Developing Competency-Based Curriculum & Evaluations

    Goals / ObjectivesTasksUnderstand how to write goals, objectives, and evaluationsRevise a sample curriculum for a core rotation in your program to meet ACGME requirementsUnderstand the requirement for aligning program curriculum (measurable goals / objectives) to evaluation and assessment toolsAlign the existing evaluation to the curriculumParticipate in Self-Assessment ActivityRate program performance in compliance for requirements of competency-based curricula and evaluations.

  • Session 4: The Annual Program Review

    Goals / ObjectivesTasksUnderstand the ACGME Program Review RequirementsReview current annual review protocolCompare current review process to ACGME / AOA requirementsIdentify opportunities for improving your annual program reviewParticipate in Self-Assessment ActivityDescribe programs approach to Annual ReviewDetermine compliance with requirements

  • Session 5: Communication & Technology Resource Planning

    Goals / ObjectivesTasksUnderstand essential elements of effective communicationIdentify current strategies for communication with residentsIdentify current technological resources utilization for communicationDetermine opportunities for enhancing utilization of technology in communication planning Participate in Self-Assessment ActivityRate program performance in utilization of technology in communicating and teaching residents

  • Session 6: Writing Your PIF (Booklet) andTelling the Story of Your Program

    Goals / ObjectivesTasksUnderstand the importance of the PIF or BookletDevelop PIF writing plan for your programDetermine PIF stakeholdersDelegate PIF responsibilities to program membersParticipate in Self-Assessment ActivityRate your Programs PIF and describe your involvement with PIF writing

  • Session 7: Program Management

    Goals / ObjectivesTasksUnderstand the process of program management

    Understand Performance Indicators and their importance in program evaluation Review program data (Annual Program Review Action Plan and Internal Review Action Plans)Track program performance (GME Score Card)Identify obstacles to program improvementParticipate in Self-Assessment ActivityRate programs current methods for evaluating program performance in specified domains

  • Session 8: Leadership Development

    Goals / ObjectivesTasksUnderstand leadership competenciesAnalyze personal values and align with leadership competenciesDevelop short and long-term professional development planReview current CVDevelop action plan to meet identified goalsIdentify negotiation strategy skillsDescribe requirements for leadership in your current roleParticipate in Self-Assessment ActivityDescribe your current core values and long term goals

  • Supplemental Curricular Elements

    GME Faculty Development Series:Decreasing Evaluation BiasEffective Interviewing SkillsTeaching Skills: The 1 Minute PreceptorThe Problem Resident: Lessons LearnedLegal Issues in GME

  • Outcomes: Knowledge GainTable 1: Pre & Post-Test Average Scores

  • Outcomes: Course EvaluationParticipant Comments

    It was great! Really appreciated the pre-session survey and pace of content delivery.

    Should be completed by all PDs.

    Excellent initiative.

  • Lessons Learned

  • Future Directions

  • Take Home PointsConduct a Needs Assessment

    Align with Accreditation Requirements


    Tailor Curriculum based on Feedback

  • Questions ?

  • ReferencesWiese-Rometsch, W., Guerra-Lpez, I., Kromrei, H., Developing Successful Leaders: A Model for Graduate Medical Education. Poster presented at the Association for Medical Education Europe, Malaga, Spain, 2009.

    Kromrei H., Wiese-Rometsch W. (2010). Portfolio Assessment: Relevant Evaluation Methods and Their Implication for Portfolio Design. In Guerra-Lopez, I (Ed) Social and Organizational Performance Review: Concepts and Research; 2010 2:2. pp119-134 Bloomington: Author House

    Neher, J. O., Gordon, K. C., Meyer, B., & Stevens, N. (1992). A five-step "microskills" model of clinical teaching. Journal of the American Board of Family Practice, 5, 419-424.




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