scholarly journals CAEP 2016 Academic Symposium on Education Scholarship: Training our Future Clinician Educators in Emergency Medicine

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S1-S8 ◽  
Author(s):  
Robert A. Woods ◽  
Jennifer D. Artz ◽  
Benoit Carrière ◽  
Simon Field ◽  
James Huffman ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Education Leadership ◽  
Leadership Role ◽  
Academic Departments ◽  
Leadership Roles ◽  
Canadian Association ◽  
Career Opportunities ◽  
Clinician Educators ◽  
Education Leaders ◽  
Training Opportunities

Abstract Objective To develop consensus recommendations for training future clinician educators (CEs) in emergency medicine (EM). Methods A panel of EM education leaders was assembled from across Canada and met regularly by teleconference over the course of 1 year. Recommendations for CE training were drafted based on the panel’s experience, a literature review, and a survey of current and past EM education leaders in Canada. Feedback was sought from attendees at the Canadian Association of Emergency Physicians (CAEP) annual academic symposium. Recommendations were distributed to the society’s Academic Section for further feedback and updated by a consensus of the expert panel. Results Recommendations were categorized for one of three audiences: 1) Future CEs; 2) Academic departments and divisions (AD&D) that support training to fulfill their education leadership goals; and 3) The CAEP Academic Section. Advanced medical education training is recommended for any emergency physician or resident who pursues an education leadership role. Individuals should seek out mentorship in making decisions about career opportunities and training options. AD&D should regularly perform a needs assessment of their future CE needs and identify and encourage potential individuals who fulfill education leadership roles. AD&D should develop training opportunities at their institution, provide support to complete this training, and advocate for the recognition of education scholarship in their institutional promotions process. The CAEP Academic Section should support mentorship of future CEs on a national scale. Conclusion These recommendations serve as a framework for training and supporting the next generation of Canadian EM medical educators.

scholarly journals Building and strengthening relationships between academic departments/divisions of emergency medicine and rural and regional emergency departments

CJEM ◽  
2019 ◽  
Vol 21 (5) ◽  
pp. 595-599 ◽  
Author(s):  
Aaron Johnston ◽  
Kylie Booth ◽  
Jim Christenson ◽  
David Fu ◽  
Shirley Lee ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Emergency Departments ◽  
Academic Departments ◽  
List Type ◽  
Emergency Physicians ◽  
Common Value ◽  
Rural And Urban ◽  
Canadian Association ◽  
Rural Physicians ◽  
Training Opportunities

ABSTRACTObjectivesMake recommendations on approaches to building and strengthening relationships between academic departments or divisions of Emergency Medicine and rural and regional emergency departments.MethodsA panel of leaders from both rural and urban/academic practice environments met over 8 months. Draft recommendations were developed from panel expertise as well as survey data and presented at the 2018 Canadian Association of Emergency Physicians (CAEP) Academic Symposium. Symposium feedback was incorporated into final recommendations.ResultsSeven recommendations emerged and are summarized below: 1)CAEP should ensure engagement with other rural stakeholder organizations such as the College of Family Physicians of Canada and the Society of Rural Physicians of Canada.2)Engagement efforts require adequate financial and manpower resources.3)Training opportunities should be promoted.4)The current operational interface between the academic department of Emergency Medicine and the emergency departments in the catchment area must be examined and gaps addressed as part of building and strengthening relationships.5)Initial engagement efforts should be around projects with common value.6)Academic Departments should partner with and support rural scholars.7)Academic departments seeking to build or strengthen relationships should consider successful examples from elsewhere in the country as well as considering local culture and challenges.ConclusionThese recommendations serve as guidance for building and strengthening mutually beneficial relationships between academic departments or divisions of Emergency Medicine and rural and regional emergency departments.

scholarly journals Harnessing the power of simulation for assessment: Consensus recommendations for the use of simulation-based assessment in emergency medicine

CJEM ◽  
2020 ◽  
Vol 22 (2) ◽  
pp. 194-203 ◽  
Author(s):  
Andrew K. Hall ◽  
Timothy Chaplin ◽  
Tamara McColl ◽  
Andrew Petrosoniak ◽  
Kyla Caners ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Consensus Conference ◽  
Leadership Roles ◽  
Program Leaders ◽  
Canadian Association ◽  
Simulation Based ◽  
Scoping Literature Review ◽  
Increasing Demand ◽  
Catalytic Effects

ABSTRACTObjectivesTo address the increasing demand for the use of simulation for assessment, our objective was to review the literature pertaining to simulation-based assessment and develop a set of consensus-based expert-informed recommendations on the use of simulation-based assessment as presented at the 2019 Canadian Association of Emergency Physicians (CAEP) Academic Symposium on Education.MethodsA panel of Emergency Medicine (EM) physicians from across Canada, with leadership roles in simulation and/or assessment, was formed to develop the recommendations. An initial scoping literature review was conducted to extract principles of simulation-based assessment. These principles were refined via thematic analysis, and then used to derive a set of recommendations for the use of simulation-based assessment, organized by the Consensus Framework for Good Assessment. This was reviewed and revised via a national stakeholder survey, and then the recommendations were presented and revised at the consensus conference to generate a final set of recommendations on the use of simulation-based assessment in EM.ConclusionWe developed a set of recommendations for simulation-based assessment, using consensus-based expert-informed methods, across the domains of validity, reproducibility, feasibility, educational and catalytic effects, acceptability, and programmatic assessment. While the precise role of simulation-based assessment will be a subject of continued debate, we propose that these recommendations be used to assist educators and program leaders as they incorporate simulation-based assessment into their programs of assessment.

scholarly journals Creation of a national emergency medicine enhanced competency directory for residency training

CJEM ◽  
2018 ◽  
Vol 20 (4) ◽  
pp. 634-637
Author(s):  
Niran Argintaru ◽  
Jared Baylis ◽  
Jodie Pritchard ◽  
Ali Mulla ◽  
Alice Gray ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Residency Training ◽  
Working Group ◽  
Competency Training ◽  
Canadian Association ◽  
Recent Graduates ◽  
The Right ◽  
Survey Responses ◽  
National Emergency ◽  
Training Opportunities

AbstractCanadian emergency medicine Royal College residency training allows for pursuing extra training in enhanced competency areas. A wealth of enhanced competency training opportunities exist nationally. However, the search for the right fit is a challenging one because there is no centralized resource that catalogues all of these opportunities. A working group of the Canadian Association of Emergency Physicians (CAEP) Resident Section was assembled in 2016 to create a freely accessible and comprehensive directory of Canadian enhanced competency areas. The working group used stakeholder surveys (of residents, recent graduates, and faculty members), social media engagement, and program website searches. Information was collated into the first edition of a national enhanced competency directory, which is available at no cost at http://caep.ca/sites/caep.ca/files/enhancedcompdoc.pdf. Limitations include the scope defined by the working group and survey responses. A biannual update is also incorporated into the CAEP Resident Section portfolio to ensure it remains up-to-date.

scholarly journals Recommendations for patient engagement in patient-oriented emergency medicine research

CJEM ◽  
2018 ◽  
Vol 20 (3) ◽  
pp. 435-442 ◽  
Author(s):  
Patrick M. Archambault ◽  
Colleen McGavin ◽  
Katie N. Dainty ◽  
Shelley L. McLeod ◽  
Christian Vaillancourt ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Literature Review ◽  
Patient Engagement ◽  
Qualitative Interviews ◽  
Future Research ◽  
Translation Strategies ◽  
Medicine Research ◽  
Canadian Association ◽  
Knowledge Translation Strategies ◽  
National Patient

AbstractObjectiveTo make pragmatic recommendations on best practices for the engagement of patients in emergency medicine (EM) research.MethodsWe created a panel of expert Canadian EM researchers, physicians, and a patient partner to develop our recommendations. We used mixed methods consisting of 1) a literature review; 2) a survey of Canadian EM researchers; 3) qualitative interviews with key informants; and 4) feedback during the 2017 Canadian Association of Emergency Physicians (CAEP) Academic Symposium.ResultsWe synthesized our literature review into categories including identification and engagement, patients’ roles, perceived benefits, harms, and barriers to patient engagement; 40/75 (53% response rate) invited researchers completed our survey. Among respondents, 58% had engaged patients in research, and 83% intended to engage patients in future research. However, 95% stated that they need further guidance to engage patients. Our qualitative interviews revealed barriers to patient engagement, including the need for training and patient partner recruitment.Our panel recommends 1) an overarching positive recommendation to support patient engagement in EM research; 2) seven policy-level recommendations for CAEP to support the creation of a national patient council, to develop, adopt and adapt training material, guidelines, and tools for patient engagement, and to support increased patient engagement in EM research; and 3) nine pragmatic recommendations about engaging patients in the preparatory, execution, and translational phases of EM research.ConclusionPatient engagement can improve EM research by helping researchers select meaningful outcomes, increase social acceptability of studies, and design knowledge translation strategies that target patients’ needs.

scholarly journals CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S1-S9 ◽  
Author(s):  
Doug Sinclair ◽  
James R. Worthington ◽  
Gary Joubert ◽  
Brian R. Holroyd ◽  
James Stempien ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Expert Panel ◽  
Development Program ◽  
Academic Community ◽  
Academic Leadership ◽  
Leadership Roles ◽  
Next Generation ◽  
Academic Leaders ◽  
Gender Balance ◽  
And Gender

AbstractObjectivesA panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources.MethodsThe expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel.ResultsThe methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles.ConclusionsThese recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

Workplace-based clinical leadership training increases willingness to lead

2015 ◽  
Vol 28 (2) ◽  
pp. 100-118 ◽  
Author(s):  
Aleece MacPhail ◽  
Carmel Young ◽  
Joseph Elias Ibrahim
Keyword(s):  
Health Care ◽  
Quality Of Care ◽  
Leadership Training ◽  
Low Cost ◽  
Leadership Role ◽  
Leadership Roles ◽  
Senior Executive ◽  
Clinical Leadership ◽  
Content Type

Purpose – The purpose of this paper is to reflect upon a workplace-based, interdisciplinary clinical leadership training programme (CLP) to increase willingness to take on leadership roles in a large regional health-care centre in Victoria, Australia. Strengthening the leadership capacity of clinical staff is an advocated strategy for improving patient safety and quality of care. An interdisciplinary approach to leadership is increasingly emphasised in the literature; however, externally sourced training programmes are expensive and tend to target a single discipline. Design/methodology/approach – Appraisal of the first two years of CLP using multiple sourced feedback. A structured survey questionnaire with closed-ended questions graded using a five-point Likert scale was completed by participants of the 2012 programme. Participants from the 2011 programme were followed up for 18 months after completion of the programme to identify the uptake of new leadership roles. A reflective session was also completed by a senior executive staff that supported the implementation of the programme. Findings – Workplace-based CLP is a low-cost and multidisciplinary alternative to externally sourced leadership courses. The CLP significantly increased willingness to take on leadership roles. Most participants (93 per cent) reported that they were more willing to take on a leadership role within their team. Fewer were willing to lead at the level of department (79 per cent) or organisation (64 per cent). Five of the 11 participants from the 2011 programme had taken on a new leadership role 18 months later. Senior executive feedback was positive especially around the engagement and building of staff confidence. They considered that the CLP had sufficient merit to support continuation for at least another two years. Originality/value – Integrating health-care professionals into formal and informal leadership roles is essential to implement organisational change as part of the drive to improve the safety and quality of care for patients and service users. This is the first interdisciplinary, workplace-based leadership programme to be described in the literature, and demonstrates that it is possible to deliver low-cost, sustainable and productive training that increases the willingness to take on leadership roles.

Managers’ silent whisper innovation involvement and role-modeling in service firms

2018 ◽  
Vol 21 (1) ◽  
pp. 2-19 ◽  
Author(s):  
Ingela Sölvell
Keyword(s):  
Role Model ◽  
Leadership Behavior ◽  
Innovation Management ◽  
Service Innovation ◽  
Role Modeling ◽  
Leadership Role ◽  
Service Firms ◽  
Actual Behavior ◽  
Leadership Roles ◽  
Content Type

Purpose The task of leading innovation is predominantly pictured as a supportive role vis-à-vis employees. Motivation is a crucial aspect of this task. To better understand the practice of this change-oriented leadership task, the actual behavior and activities of managers are investigated. The purpose of this paper is to reflect through practice and self-reports how this leadership challenge is executed. Design/methodology/approach In this longitudinal multi-method investigation, the service innovation literature constitutes the main theoretical framework. The investigation draws additionally on leadership literature about how to understand leadership through practice. The methodological design facilitated the drawing of causal inferences in the dynamics of service innovation. Findings The investigation enhances our understanding of managers’ particular context of innovation, and particularly the initiation context. It provides empirically grounded descriptions of what managers identify as potential opportunities, and how they take them further in the ideation stage. The results develop the suggestion that leadership roles, and specifically change-oriented roles, are not restricted to initiating or enabling activities related to the employees. Instead the much downplayed leadership role, i.e. the active practice-based involvement in innovation, is theorized as a role that is continuously activated, but tends to be set aside for contingency reasons. Research limitations/implications Further research is needed to assess the importance of managers’ involvement in the practice of innovation, both through systematic mapping of ideas on a larger scale, and through the employee perspective. This paper provides useful insights on managers’ cognition and involvement in innovation for further investigations of innovation management. Practical implications The results provide awareness for managers regarding their diverse leadership roles related to innovation. First, the study embraces heterogeneous ideas that are useful to evaluate and constitute role-modeling. Second, it highlights how managers’ execution of innovation creates awareness about the challenges involved. Finally, but maybe most important, the results alert managers of the discontinuity, even in strategically anchored intentional innovation. Social implications In a changing innovation landscape, individual firms need to draw on other firms to achieve their innovation strategies. In pursuit of this goal, this paper enhances the understanding of the role-modeling leadership task. It is a novel way of guiding individuals that are exposed to new and uncertain innovation contexts, and rethinking how innovation eventually can be achieved. Originality/value While earlier research has identified the multifaceted leadership behavior to support innovation, this paper outlines the contextual conditions and the practice of executing the suggested powerful role of being a role-model for others.

scholarly journals LEADERSHIP PERCEPTIONS AND COMPETENCIES OF DEPUTY PRINCIPALS

2016 ◽  
Vol 71 (1) ◽  
pp. 16-30
Author(s):  
Suleyman Goksoy
Keyword(s):  
Descriptive Analysis ◽  
Leadership Competencies ◽  
Leadership Role ◽  
Leadership Roles ◽  
Leadership Perceptions ◽  
Human Relations ◽  
Case Study Method ◽  
Technical Competencies ◽  
Interpersonal Competencies

The research aims to determine the leadership levels the deputy principals feel, their perceptions of their personal features and the environment of the organization in which they demonstrate leadership role. In the research, case study method from qualitative research methods was used. The data were collected by one of the qualitative data collection tools; interviewing. The data were analysed with descriptive analysis techniques. The following results were obtained in the research: Deputy Principals consider themselves as leaders in terms of personal features and behaviours. The competencies of deputy principals in terms of leadership are; technical competencies, interpersonal competencies, conceptual and cognitive competencies. The aspects that deputy principals think that they need to improve and enhance are; human relations, determinedness, consistency, sensitivity, talkativeness and hurriedness. According to research results, it is found that deputy principals are of the opinion that schools have the centralist, inflexible, disaggregated, officialised and non-creative features of the organizational structure in terms of institution, culture, legislation and management. Key words: case study, deputy principals, leadership roles and attitudes, leadership competencies.

Perceived need for emergency medicine training in Pakistan: A survey of medical education leadership

2009 ◽  
Vol 21 (2) ◽  
pp. 143-146 ◽  
Author(s):  
Junaid A Razzak ◽  
Adnan Ahmed ◽  
Ali Faisal Saleem ◽  
Muazzam Nasrullah
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Education Leadership ◽  
Perceived Need

The Public Psychiatrist as a Leader

2020 ◽  
pp. 127-148
Author(s):  
Michael D. Ross ◽  
Octavio N. Martinez
Keyword(s):  
Ethical Issues ◽  
Leadership Role ◽  
Leadership Roles ◽  
High Turnover ◽  
The Public ◽  
Public Psychiatry ◽  
Impact Patient Care ◽  
The Many ◽  
Health Organization ◽  
Community Psychiatrist

One of the many areas in which a community psychiatrist can impact patient care is through providing clinical and administrative leadership. The actions of leaders have consequences, both good and bad. Good leadership in a public mental health organization can be felt even among staff who rarely interact with the executive team. People understand the vision of the organization, and they feel engaged in achieving the organization’s goals and are committed to the organization. Poor leadership impacts morale and leads to high turnover and poor quality of care. This chapter discusses some of the leadership roles available to the public psychiatrist. It incorporates case scenarios that one may confront as a community psychiatrist in a leadership role. This chapter fosters consideration of individual paths to public psychiatry leadership by using several successful community psychiatrist–leaders as examples. The chapter concludes by discussing various ethical issues related to leadership that may arise.

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