Duration: 00:26:42
The first years of academic appointment are often the most critical in the career of a physician-scientist. Frequently, the first external grant during this important period is the K Award from the National Institutes of Health.
Subscribe: Apple Podcasts | Spotify
Watch the Conversation.
Meet the Panel.
HOST
A national expert in solutions for solving complex faculty leadership and subspecialty talent challenges.
Wesley D. Millican, MBA
CEO and Physician Talent Officer
Professor Emeritus and Chair Emeritus at the University of Washington School of Medicine. Read more.
Bruder Stapleton, MD
Pediatric Nephrologist
Professor of Pediatrics at the University of Michigan School of Medicine and C.S. Mott Children’s Hospital. Read more.
Valerie Opipari, MD
Pediatric Hematologist/Oncologist
Emeritus Professor and Surgeon in Chief at Seattle Children’s Hospital and the University of Washington. Read more.
Robert Sawin, MD
Pediatric Surgeon
President and Professor Emerita of SUNY Upstate Medical University. Read more.
Danielle Laraque-Arena, MD, FAAP
Child Abuse Pediatrics
Emeritus CEO, Penn State Health; Emeritus Dean and Professor of Pediatrics at Penn State University. Read more.
Craig Hillemeier, MD
Pediatric Gastroenterologist
Emeritus Professor and Chair of Pediatrics, University of Cincinnati College of Medicine and Cincinnati Children’s Hospital Medical Center. Read more.
Arnold (Arnie) Strauss, MD
Pediatric Cardiologist
Professor and Chair Emeritus of Pediatrics at Virginia Commonwealth University (VCU). Read more.
Bruce Rubin, MEngr, MD, MBA, FRCPC
Pediatric Pulmonologist
Professor Emerita of Pediatrics at the University of Washington School of Medicine. Read more.
Christine Gleason, MD
Neonatologist
Professor and Chair Emerita at Howard University College of Medicine in Washington, D.C. Read more.
Renée Jenkins, MD, FAAP
Adolescent Medicine Physician
Have a question or a topic you’d like us to discuss? Send us an email.
Listen to the Podcast.
Duration: 00:26:42
Leaders at every level within the academic pediatric department require strong administrative support. The Child Health Advisory Council discuss the importance of the partnership of a senior business administrator and the academic leader, as well as the qualities that they found led to a successful administrative leader.
Subscribe: Apple Podcasts | Spotify
Watch the Conversation.
Meet the Panel.
HOST
A national expert in solutions for solving complex faculty leadership and subspecialty talent challenges.
Wesley D. Millican, MBA
CEO and Physician Talent Officer
Professor Emeritus and Chair Emeritus at the University of Washington School of Medicine. Read more.
Bruder Stapleton, MD
Pediatric Nephrologist
Professor of Pediatrics at the University of Michigan School of Medicine and C.S. Mott Children’s Hospital. Read more.
Valerie Opipari, MD
Pediatric Hematologist/Oncologist
Emeritus Professor and Surgeon in Chief at Seattle Children’s Hospital and the University of Washington. Read more.
Robert Sawin, MD
Pediatric Surgeon
President and Professor Emerita of SUNY Upstate Medical University. Read more.
Danielle Laraque-Arena, MD, FAAP
Child Abuse Pediatrics
Emeritus CEO, Penn State Health; Emeritus Dean and Professor of Pediatrics at Penn State University. Read more.
Craig Hillemeier, MD
Pediatric Gastroenterologist
Emeritus Professor and Chair of Pediatrics, University of Cincinnati College of Medicine and Cincinnati Children’s Hospital Medical Center. Read more.
Arnold (Arnie) Strauss, MD
Pediatric Cardiologist
Professor and Chair Emeritus of Pediatrics at Virginia Commonwealth University (VCU). Read more.
Bruce Rubin, MEngr, MD, MBA, FRCPC
Pediatric Pulmonologist
Professor Emerita of Pediatrics at the University of Washington School of Medicine. Read more.
Christine Gleason, MD
Neonatologist
Professor and Chair Emerita at Howard University College of Medicine in Washington, D.C. Read more.
Renée Jenkins, MD, FAAP
Adolescent Medicine Physician
Have a question or a topic you’d like us to discuss? Send us an email.
Listen to the Podcast.
Duration: 00:26:42
Overview: In this Pediatric Insight Conversation, the Child Health Advisory council tackles a crucial conversation of effectively guiding Internal Candidates through the leadership search committee process. While your efforts will literally affect one faculty member, the experiences of the one will be a window for all faculty into how you value and manage the careers of emerging leaders. The resulting faculty observations and opinions will definitively impact your retention efforts, for good or bad!
Subscribe: Apple Podcasts | Spotify
Watch the Conversation.
Meet the Panel.
HOST
A national expert in solutions for solving complex faculty leadership and subspecialty talent challenges.
Wesley D. Millican, MBA
CEO and Physician Talent Officer
Professor Emeritus and Chair Emeritus at the University of Washington School of Medicine. Read more.
Bruder Stapleton, MD
Pediatric Nephrologist
Professor of Pediatrics at the University of Michigan School of Medicine and C.S. Mott Children’s Hospital. Read more.
Valerie Opipari, MD
Pediatric Hematologist/Oncologist
Emeritus Professor and Surgeon in Chief at Seattle Children’s Hospital and the University of Washington. Read more.
Robert Sawin, MD
Pediatric Surgeon
President and Professor Emerita of SUNY Upstate Medical University. Read more.
Danielle Laraque-Arena, MD, FAAP
Child Abuse Pediatrics
Emeritus CEO, Penn State Health; Emeritus Dean and Professor of Pediatrics at Penn State University. Read more.
Craig Hillemeier, MD
Pediatric Gastroenterologist
Emeritus Professor and Chair of Pediatrics, University of Cincinnati College of Medicine and Cincinnati Children’s Hospital Medical Center. Read more.
Arnold (Arnie) Strauss, MD
Pediatric Cardiologist
Professor and Chair Emeritus of Pediatrics at Virginia Commonwealth University (VCU). Read more.
Bruce Rubin, MEngr, MD, MBA, FRCPC
Pediatric Pulmonologist
Professor Emerita of Pediatrics at the University of Washington School of Medicine. Read more.
Christine Gleason, MD
Neonatologist
Professor and Chair Emerita at Howard University College of Medicine in Washington, D.C. Read more.
Renée Jenkins, MD, FAAP
Adolescent Medicine Physician
Have a question or a topic you’d like us to discuss? Send us an email.
Listen to the Podcast.
Duration: 00:26:42
Listen to what the Child Health Advisory Council™ has to say about the definition of a diverse search, preparation, selection process for best outcomes, candidate pool development, establishing purpose and metrics, executive firm expectations and more.
Subscribe: Apple Podcasts | Spotify
Watch the Conversation.
Meet the Panel.
HOST
A national expert in solutions for solving complex faculty leadership and subspecialty talent challenges.
Wesley D. Millican, MBA
CEO and Physician Talent Officer
Professor Emeritus and Chair Emeritus at the University of Washington School of Medicine. Read more.
Bruder Stapleton, MD
Pediatric Nephrologist
Professor of Pediatrics at the University of Michigan School of Medicine and C.S. Mott Children’s Hospital. Read more.
Valerie Opipari, MD
Pediatric Hematologist/Oncologist
Emeritus Professor and Surgeon in Chief at Seattle Children’s Hospital and the University of Washington. Read more.
Robert Sawin, MD
Pediatric Surgeon
President and Professor Emerita of SUNY Upstate Medical University. Read more.
Danielle Laraque-Arena, MD, FAAP
Child Abuse Pediatrics
Emeritus CEO, Penn State Health; Emeritus Dean and Professor of Pediatrics at Penn State University. Read more.
Craig Hillemeier, MD
Pediatric Gastroenterologist
Emeritus Professor and Chair of Pediatrics, University of Cincinnati College of Medicine and Cincinnati Children’s Hospital Medical Center. Read more.
Arnold (Arnie) Strauss, MD
Pediatric Cardiologist
Professor and Chair Emeritus of Pediatrics at Virginia Commonwealth University (VCU). Read more.
Bruce Rubin, MEngr, MD, MBA, FRCPC
Pediatric Pulmonologist
Professor Emerita of Pediatrics at the University of Washington School of Medicine. Read more.
Christine Gleason, MD
Neonatologist
Professor and Chair Emerita at Howard University College of Medicine in Washington, D.C. Read more.
Renée Jenkins, MD, FAAP
Adolescent Medicine Physician
Have a question or a topic you’d like us to discuss? Send us an email.
Core Leadership Competencies
Research
Effectively fosters institutional and faculty aspirations that lead to impactful research initiatives and accomplishments from basic science to bedside
Attributes | Assessment Questions | FAQ | Pediatric Insight Content | Additional Resources
Attributes
- Establish a culture that encourages faculty toward clinical, discovery, and outcomes research.
- Pursue a diverse research portfolio supported by external faculty funding
- Establish institutional initial and “bridging” support programs for faculty research.
- Support successful mentorship of early investigators.
- Establish a culture that recognizes scholarly contributions and their impact on child health
- Encourage and support participation in regional and national collaborative trials and outcomes studies.
- Quantify and document research productivity and trends annually.
- Generate shared facility and professional expertise to support research with information technology, biostatistics, epidemiology, and research nurse and assistant personnel.
Assessment Questions
- Have you completed a research strategic plan?
- What are your program’s research goals?
- Describe your program’s research support portfolio and your program’s research productivity as measured against the program’s research goals.
- Do you provide ongoing grant support for your faculty?
- Can you describe your most successful research mentees?
- Describe the national and regional research collaboratives in which your program participates. If none, which collaboratives are your best opportunity for advancing research in your program?
- How do you encourage team science?
- How have you incorporated DEI or health inequities in your research programs?
- What shared facility and personnel support research at your institution?
FAQ
What measures of research productivity should we use?
Number and impact factors of publications and total and federal research funding per year.
What percent of faculty research time should be funder?
Funding should be for about 70% of research time and cost.
What percent effort for mentorship is reasonable?
This is highly variable and dependent upon faculty position, but 5-10% is reasonable.
How long should bridge funding be provided?
12-18 months with a requirement for submission of multiple grant applications.
How do we initiate participation in research collaboratives?
Subspecialists and division directors can provide lists of such collaboratives and evaluate the benefits of participation.
Pediatric Insight® Content
Additional Resources
- Cheng TL, Goodman E, et al. Race, Ethnicity, and Socioeconomic Status in Research on Child Health. Pediatrics (2015) 135 (1): e225–e237. https://doi.org/10.1542/peds.2014-3109.
- Gitterman DO, Langford, WS, Hay, WW. The Frqgile Stqte of NIH Pediatric Research Portfolio. JAMA Pediatrics 172:287-293, 2018.
- Good M, McElroy SJ, Berger JN, Wynn JL. Name and characteristics of National Institutes of Health R01-funded pediatric physician-scientists: hope and challenges for the vanishing pediatric physician-scientists. JAMA Pediatr. 172:297-299, 2018. doi:10.1001/jamapediatrics.2017.4947
Core Leadership Competencies
Recruitment & Retention
Establishes and implements candidate-centric faculty talent recruitment and retention strategies and initiatives capable of attracting and retaining transformational talent
Attributes | Assessment Questions | FAQ | Pediatric Insight Content | Additional Resources
Pediatric departments/divisions which have developed search execution strategies and skills to enable the recruitment and retention of world-class faculty talent have the following attributes:
- Recruitment processes are candidate-facing (not institutional-facing)
- Established year-round candidate sourcing efforts with protocols for opportunistic hires
- roven track record of success in diverse faculty hiring and established processes that ensure DE&I best practices
- Excellent track record of faculty retention and satisfaction
- Established recruiting process training and education programs for both staff and faculty
Assessment Questions
- Describe aspects of your program’s recruiting practices that ensure commitment to DE&I.
- Outside of advertising and faculty referrals, describe engagement strategies utilized to identify candidates for open faculty positions.
- Describe your strategy when forming a search committee.
- What are established recruiting best practices utilized by your program?
- Would your recruiting process be described as candidate or institutionally oriented? If institutional, how can you modify to become more candidate oriented?
- Is recruiting for outreach practices a challenge for your program?
- What can you learn from your most disappointing recruitment/retention failures?
- What is the most common reason for a voluntary faculty departure in your program?
- What steps have you taken to improve faculty retention?
FAQ
What are important charges to a search committee?
A. I always stressed confidentiality for search committee discussions and restraint in reaching out to candidates and their colleagues except for the Committee Chair.
What are important considerations in forming a search committee?
A. It is important to have gender and racial/ethnic diversity and to include relevant stakeholders from outside the department/division, including potentially a community member.
How involved should an incumbent division chief be in the search for their successor?
A. This should be determined by the Department Chair; however, in general, the current chief should be available as a resource for the search committee and to potential candidates with an interview during a recruitment visit.
Should the department Chair ever chair a division chief Search Committee?
A. The chair generally likes to receive options from a search committee to choose the final candidate. Separating the role of the search chair and the department chair offers an advocate for the candidate separate from the final decision. The chair should, however, be involved in the search and evaluation of the candidates throughout the search process.
What do you do if the Dean, Hospital CEO or Department Chair decides against the recommendation of a Search Committee?
A. This is an unfortunate situation and can be avoided in most instances by excellent communication between the executives and search committee chair. Including the institutional leaders in the interview process and valuing their input is important. Ultimately, the leaders who have the final decision must approve or the search then reinitiated.
Pediatric Insight® Content
- Creating a Candidate-Centric Interview Process
- Candidate Sourcing Best Practices
- Faculty Retention in Pediatric Academic Medicine
- Recruiting and Retaining Top Talent: K Award Recipients
- Hiring a Department/Division Business Administrator
- Professional Treatment of Internal Candidates
- What is a Diverse Search?
Additional Resources
Articles
- Carroll JB, Wolverton M 2004. Who becomes a chair? In: Gmelch WH, Schuh JH eds. The life cycle of a department Chair. San Francisco Ca. Josse-Bass.
- Grigsby RK, Hefner DS, Souba WW, Kirch DG 2004. The future-oriented department chair. Acad Med, 79:571-577.
- Rikkers L. 2013. The real job: Recruit, mentor, protect. JAMA Surg 148:515.
- Ross WE, Huang KHC, Jones GH 2014. Executive onboarding: Ensuring the success of the newly hired department Chair. Acad Med 89:728-733.
Book
- Mallon WT, Grigsby RK, Barrett M. 2009. Finding Top Talent: How to Search for leaders in academic medicine. Washington DC: AAMC.
Core Leadership Competencies
Philanthropy
Establishes philanthropic cultures that affirm philanthropy as a strategic priority for all faculty in their efforts to create outstanding programs across all missions
Attributes | Assessment Questions | FAQ | Pediatric Insight Content | Additional Resources
Attributes
- Established philanthropic strategic plan including established priorities with DO and foundations at hospital and university
- Recognizes the importance of philanthropy for support of research and clinical programs.
- Established philanthropy training and/or training program for faculty, including conflicts of interest
- Clear plan for energizing and rewarding faculty around philanthropic contributions
- Clear plan for community fund-raising events with clearly articulated goals/needs for each program
- Established strong relationships with the institutional development offices
- Create and assure grateful patient family giving program
- Educated faculty on important aspects of conflict of interest
Assessment Questions
- What is your current strategy for philanthropy?
- Do you have multi- institutional support for philanthropy directed to your program?
- How frequently do you meet with institutional development officers?
- What is your program’s ‘brand’ and/or community reach?
- Do surveys show that philanthropy is supported?
- Are faculty educated and trained in philanthropic solicitation and know where/how to make referrals to development staff?
- What was your most successful philanthropic accomplishment?
- What donor disappointment taught you a lesson?
- hat conflict of interest programs are established and operational?
FAQs
How did you offer fund-raising support for your faculty?
Answer. I worked closely with the Hospital’s Foundation office to engage a consultant who offered a training session for division leaders.
What were some key learnings from philanthropy training sessions?
Answer. Most important was to listen to the donor and what they wanted to accomplish. Before asking for a gift, carefully consider the goals of the donor and how the proposed gift will facilitate successful focus to the donor’s goal.
What has been a pitfall you have observed in fund-raising?
Answer. Sincere efforts to honor an individual led to the idea of a grass-roots campaign to establish a large endowment without having a major donor and without the support of the institution’s development office. The effort failed and the honoree was disappointed. For a large endowment, a major donor is needed and one should work with the development office to avoid donor competition and to take advantage of the Foundation’s infrastructure.
Have you encountered a donor whose expectations created a conflict of interest, crossed institutional boundaries or institutional policies?
Answer 1. A research program donor expected to dictate the focus for research and the methodologic approach.
Answer 2. A donor expected to visit our NICU at non-regular hours and to provide tours for lay people who did not follow HIPPA and infection control policies.
Pediatric Insight® Content
Additional Resources
Articles
Ekin J. The art and science of fund raising. When to ask. Nonprofit Pro, March 25, 2020.
Willians AV, A brief introduction to the science of fundraising. Council for advancement and support of education. May 2016.
Books
McFarlan FW. 2021. Effective fund raising. Wiley 2021
Brice E. 2020. Don’t make me fund raise: A guide for reluctant volunteers.
Core Leadership Competencies
Advocacy & Mentorship
Fosters the development of engagement and conflict resolution skills and the EQ and self-awareness required for effectively addressing leadership, operational and personality challenges that stand in the way of progress
Attributes | Assessment Questions | FAQ | Pediatric Insight Content | Additional Resources
Attributes
- Established mentorship program for new and current faculty
- Established advocacy resource utilization plan for “problematic faculty” and as a part of an established faculty leadership development program
- Established plan and protocols for managing challenging faculty/staff interactions?
- Established cadre of mentors and external coaching resources
- Established sponsorship to support mentorship and coaching initiatives
Assessment Questions
- What are the advocacy/mentoring opportunities for faculty in your program?
- Do you have a mentoring program specifically for new faculty?
- Is advocacy and mentoring valued at your institution? Are surveys conducted to make certain these programs are functioning effectively?
- How do you manage challenging faculty/staff interactions?
- Are executive coaches available for faculty leaders at your institution?
- Describe the successful mentoring/coaching experiences you provide to faculty.
- Who was your most important mentor and why?
- Do you currently have mentees?
- What was the most interesting/important feedback received from a mentee?
Pediatric Insight® Content
- Strategies for Building Clinical Research Infrastructure
- Strategies for Building Clinical Research - Pediatric Insight: Passing Leadership Wisdom To The Next Generation Topic: Strategies for Building Clinical Research Our goal as pediatricians is to improve patient care and outcomes. Our panel discusses how and why clinical research is critical to that goal. We also emphasize how clinical research improves interactions among faculty; extends collaboration to other departments; schools, […]
Additional Resources
Articles
Mentorship topics, New England Journal of Medicine and Harvard Business Review. Chopra, Vinett.
Reconceptualizing Mentoring at Work: A Developmental Network Perspective. The Academy of Management Review, Vol. 26, No. 2 (Apr., 2001), pp. 264-288.
What Is a Mentor? Suzanne Koven, M.D. n engl j med 390;8 nejm.org. February 22, 2024.
Books
Tribe of Mentors: Short Life Advice from the Best in the World. HarperCollins. Tim Ferriss, 2017.
The Mentoring Guide. Helping Mentors and Mentees Succeed. Michigan Publishing Services. Chopra, Vinett; Vaughn, Valerie; Saint, Sanjay, 2019.
One Minute Mentoring: How to Find and Work with a Mentor–And Why You’ll Benefit from Being One. HarperCollins. Blanchard, Ken; Diaz-Ortiz, Claire, 2017.
Core Leadership Competencies
Leadership
Effectively builds and guides healthy teams capable of empowering programmatic mission, vision and strategic priorities
Assessment Questions
- What is your personal leadership statement?
- Have you personally participated in meaningful leadership development programs? Is this important or is life experience and self-directed learning as valuable?
- Have you completed a personal leadership assessment?
- Who is your current active leadership mentor?
- Who is your current active leadership sponsor?
- What faculty leadership development activities are offered by your institution?
- What faculty leadership development activities are offered outside of your institution.
- How have you developed trust with your faculty?
- Describe the succession plans in place for your program.
- How have you grown in your understanding of diversity, equity and inclusion?
- Describe initiatives you have championed to promote diversity, equity and inclusion and excellence in medicine and the health professions
- Are you familiar with the theories undergirding health equity and leadership?
FAQs
What are the key components of a successful leader?
The successful leader has been able to establish a vision for the program and has clearly articulated this to the members of the department. Each member of the department should understand their role and how their success in helping to reach that vision will be measured. There are many important steps in accomplishing these goals but using this framework can often provide clarity when difficult decisions need to be made. An alternative view is the leader who is not a named leader but has displayed through action the elements of ethical leadership.
What are some important qualities of a good leader?
They should be a good listener and communicate on a regular basis. It should be easy to explain decisions made by the leader as being consistent with a set of core values. These values should be explicitly stated and referenced on a regular basis. An effective leader should make decisions in a consistent manner that can be usually be predicted by members of the organization. That having been said, adaptive leadership that is based on organizational justice principles recognizes the need to understand context, tensions and the need to accept that change is not only inevitable but necessary for progress. Effective leaders support awareness and movement towards change that support greater equity in clinical care, research, policy and leads to improved health outcomes.
What are some examples of core values a leader should value?
Many organizations find it useful to clearly delineate 4-6 core values that are used to guide decision making processes at all levels of the organizations. It is often useful to settle upon these values in an open manner such as a brainstorming session. The exact values often include such concepts as honesty, integrity, trust worthiness, and equity. The precise values chosen are not as important as the fact that are openly discussed and widely agreed upon. They can often prove helpful as a sounding board in complex decisions. A critical concept is inclusion of diverse perspectives based on self-identified identities and lived experience.
Why is communication so important in leadership?
It is important to understand the importance of bidirectional communication. Without this type of communication leadership tends to become insular and non-responsive to the needs of an organization. Successful leadership requires active listening and opportunities for voices to be heard. Communication with opportunities for feedback are a way to develop clarity, understanding and buy in to a position. This type of communication recognizes the need to adjust the balance of power and to aim for non-hierarchical processes that respect inclusive points of view.
Why is it important for leadership to promote strong mentoring programs?
Mentorship results in significant benefits to both the mentor and mentees. Research has shown mentoring results in higher rates of professional success for the mentees in clinical, educational and research activities. Mentors themselves often experience greater productivity, career satisfaction, and personal gratification. As a hedge against burnout, encouraging mentorship can have a significant positive impact on the faculty at large. In this context, it is important to note that mentorship is not sufficient and does not equate to sponsorship. Sponsorship goes beyond mentorship to actively engage and support the development of a faculty or trainee no matter the status of that mentee.
Pediatric Insight® Content
- Successful Communication - Succession planning is a critical factor in the long-term success of an academic health department.
- Legacy of Leadership: Preparation and Succession Planning - Succession planning is a critical factor in the long-term success of an academic health department.
- What do new faculty recruits most often want to know? - What are the key questions academic leaders receive from faculty recruits and how should they respond?
- The Joys of Leadership - Leadership is one of the most rewarding experiences throughout a division chair or chief’s career.
- Helping Faculty Transition to New Career Paths - One of the many challenges that academic medicine leaders face is helping faculty deal with significant changes in their career direction or emphasis.
- The Search Process for Candidates - The Child Health Advisory Council discusses best practices in the search process including changes that have evolved over the last few decades (e.g. Zoom interviews, impact of social media/employment platforms etc.) and their impact.
- The Innumerable Costs of an Unsuccessful (FAILED) Search in Academic Pediatrics - Pediatric Insight: Passing Leadership Wisdom To The Next Generation Topic: The Innumerable Costs of an Unsuccessful (FAILED) Search in Academic Pediatrics Valerie P. Opipari, MD, Bruder Stapleton, MD and Wesley Millican, MBA There are few responsibilities with more consequences to the leadership of an organization its divisions, departments, school, or hospital/health system than recruiting talent […]
- Strategies for Building Clinical Research - Pediatric Insight: Passing Leadership Wisdom To The Next Generation Topic: Strategies for Building Clinical Research Our goal as pediatricians is to improve patient care and outcomes. Our panel discusses how and why clinical research is critical to that goal. We also emphasize how clinical research improves interactions among faculty; extends collaboration to other departments; schools, […]
- Responsibilities of the Chair of a Search Committee
- New Leader Engagement: Part 2
Additional Resources
Articles
Program Evaluation of the Research in Academic Pediatrics Initiative on Diversity (RAPID): Impact on Career Development and Professional Society Diversity. Flores G, Mendoza F, Brimacombe MB, Frazier III W., Academic Medicine, Vol. 96, No. 4 / April 2021.
New Century Scholars: A Mentorship Program to Increase Workforce Diversity in Academic Pediatrics. Pachter LM, Kodjo C. Acad Med . 2015 Jul;90(7):881-7. doi: 10.1097/ACM.0000000000000669.
Leadership in Academic Medicine: Purpose, People, and Programs. Edmonds BT, Tori AJ. Skylar, DP. Academic medicine, Vol.93, no. 2, pp.145-148.
Leading by Design: Lessons for the Future From 25 Years of Executive Leadership in Academic Medicine (ELAM) Program for Women. Jagsi, R, Spector N. Academic Medicine, 95 pp. 1479-1482. doi 10.1097/ACM0000000000003577.
Leadership in Academic Medicine: Capabilities and Conditions for Organizational Success. Lobas, R. Spector, N. The American Journal of Medicine, 2006, vol 119, no. 7, pp. 617-621.
Teaching and learning in medicine. Ramani et al. 2017, 29(2), 153-161
Reading between the lines: Faculty interpretations of narrative evaluation comments. Ginsburg S, et al. Medical Education 2015;49:296–306.
D.L. Lam et al. / Current Problems in Diagnostic Radiology 51 (2022) 1720.
Hedging to save face: A linguistic analysis of written comments on in-training evaluation reports. Ginsburg S et al. Advances in Health Sciences Education 2016;21:175–88.
Books
Successful Leadership in Academic Medicine. David M Greer. Cambridge University, 2022, ISBN 9781108923132.
Succeeding in Academic Medicine: A Roadmap for Diverse Medical Students and Residents. John P. Sànchez, Springer, 2020.
Find Your Why: A Practical Guide for Discovering Purpose for You and Your Team, Sinek, Simon; Mead, David; Docker, Peter. Penguin Publishing Group, 2017.
Leaders Eat Last. Sinek, Simon. Penguin Publishing Group, 2014.
The Infinite Game. Sinek, Simon. Portfolio/Penguin, 2019.
Start with WHY: How Great Leaders Inspire Everyone to Take Action. Sinek, Simon. Penguin Random House, 2009.
Academic Leadership in Higher Education: from the top down and the bottom up. Edited by Robert J. Sternberg, Elizabeth Davis, April C. Mason, Robert V. Lanham ; Boulder ; New York ; London : Rowman & Littlefield, 2015
Wisdom leadership in academic health science centers: leading positive change. Edited by Margaret Plews-Ogan, MD, MS, University of Virginia School of Medicine, Charlottesville, VA, USA, and Gene Beyt, MD, MS. Radcliffe Publishing, 2014, 239 pages.
Learning to Lead in the Academic Medical Center: A Practical Guide. Jeffrey L. Houpt, Roderick W Gilkey, Susan H. Ehringhaus. Cham: Springer International Publishing: Imprint: Springer, 2015. 219 pages.
Organizational Change – Helping from Inside. In Leadership at the Intersection of Gender and Race in Healthcare and Science: Case Studies and Tools. Laraque-Arena D and Etzel RA. Laraque-Arena D, Germain L, Young V, Laraque-Ho, A. (Editors), Routledge, 2023.
Websites and Videos
Center for Creative Leadership. https://www.ccl.org/
Harvard Business Review articles. https://hbr.org/
The Public Speaking Lesson You Never Had
How to Speak So that People Want to Listen
TED Talks or Podcasts
Why good leaders make you feel safe, Simon Sinek
Core Leadership Competencies
Education
Attracts, inspires and educates the next generation of pediatrician, subspecialist and surgeons while foster their meaningful impact across all missions
Attributes | Assessment Questions | FAQ | Pediatric Insight Content | Additional Resources
Attributes
- Protected time and salary support for faculty contributions to educational mission
- Faculty rewards structure that encourages innovation and continuous improvement for all educational programs
- Established efficacy measures and metrics of success for education initiatives and for program graduates
- Established faculty and trainee development programs devoted to education
- Diversity in trainees and educational leaders
- Succession plan for educational leaders
Assessment Questions
- Do you have a mission statement (include goals/importance) for your educational programs (including CME)?
- How have you selected the educational leadership for your program(s)?
- Do your faculty have “protected time”/effort support for their leadership of, and/or participation in educational programs?
- Are there faculty development programs at your institution that are focused on faculty educators?
- Are there clear expectations, track descriptions, performance measures, and promotion criteria for faculty clinician-educators?
- What innovations have you initiated or supported in your educational programs?
- How do you monitor the quality, the success of your education programs?
- What initiatives do you utilize to improve retention of faculty educators? Of the best trainees as faculty?
- Are your training program(s) highly rated by trainees?
- Are you satisfied with the quality/diversity of training program applicants? If not, what measures can be taken to improve?
Pediatric Insight® Content
- Leadership Development in the Face of Scarce Resources
- Creating Successful Departmental Education Programs
FAQs
Is a division chief role the likely next step for fellowship program directors?
Answer: Highly variable, depending primarily on the career aspirations of that program director, whether they are considering an internal vs. external chief position and on their strengths and weaknesses as a program director, especially related to the financial oversight of education programs.
What qualities do you look for in selecting new leaders for your educational programs?
Answer: With both external & internal candidates, look for evidence of leadership experience/skills (no matter the venue), commitment to medical education, contributions to educational scholarship and most important—desire to be a program director!
Several of my division chiefs also serve as their division’s fellowship program director. Do you recommend that?
Answer: Depends how successful these individuals are at both roles and how satisfied they are, which likely depends on the size (and growth?) of the division & training program.
Are there any organizations that residency and fellowship training program directors should be encouraged, supported to join, participate in?
Answer: Recommend both APPD (for residency program directors) and CoPS (for fellowship program directors)—good for career development and for continuous program improvements.
My medical school administration does not have a clinician-educator faculty track nor does it support protected time for faculty educators. While I continue to advocate for that, are there other ways I could provide support?
Answer: Consider supporting faculty educators’ application to institutional or national educator programs/conferences. Could also initiate awards that recognize faculty excellence as mentors or by their educational scholarship.
Additional Resources
- Uijtdehaage S et.al. Academies in health professions education: A scoping review. Academic Medicine 96: 1476-1483, 2021.
- Boucher D et.al. Early career development and graduate medical education leadership pathways. J Grad Med Ed 12(5): 644-46, 2020.
- Rees E, Guckian J & Fleming S. Fostering excellence in medical education career pathways. Ed Primary Care 32:2, 66-69, 2020.
- Mink R et.al. Council of Pediatric Subspecialties (CoPS): The first five years. Pediatr 130(2):335-341, 2012.
- Yager J et.al. What sustains residency program directors: Social and interpersonal factors that foster recruitment and support retention. Acad Medicine, 2022 (epub ahead of print) DOI: 10.1097/ACM.0000000000004887