■对医生虚拟领导力培训的长期功效知之甚少。这项研究比较了两组高度相似的妇产科医生(OB-GYN)在经历了以虚拟或面对面形式的以公平为中心的领导培训后,计划后6个月的能力和技能变化。
■使用回顾性的前后测试方法,我们收集了关于14项能力的6个月项目后数据,以获取知识和技能,在55名参与者中,比较虚拟队列(2021年,n=22)与现场队列(2022年,n=33).自计划参与以来,有关技能相关性和专业影响的开放式反馈问题的定性数据。
■数据表明,两个队列中具有统计学意义的知识和技能保留,63%的虚拟参与者和85%的面对面参与者做出了回应。数据表明,参与者报告的课程对他们的医疗保健提供有积极的影响,几乎所有的报告他们在计划后的6个月内改变了他们的沟通和领导方法。59%的虚拟和55%的当面队列报告了新的领导机会,因为他们的参与和课程帮助他们准备这些角色。定性数据支持培训的需要,这些医生认为培训的具体内容特别有用,学习是“粘性的”,因为它在项目后的几个月里一直和他们在一起。明确表示偏爱亲自体验。
■无论是虚拟的还是面对面的领导培训,都可以使医生长期(6个月)大量地保留和应用知识和技能。虽然尺寸有限,这项研究表明,当面体验似乎促进了更有效的联系,也促进了参与项目后随访的更大意愿.医生发现以公平为中心的领导力培训会影响他们随后的沟通和领导实践,即使在6个月的随访中,他们也会报告职业福利。
虽然医生在医疗保健中担任许多领导角色,领导力培训通常不是他们医疗培训的一部分。美国妇产科医师学会(ACOG)RobertC.Cefalo领导力研究所自2006年以来每年为妇产科医师提供领导力培训。我们之前的研究一再表明该方案是有效的,参与者在领导力学习和技能发展方面取得了显著而令人印象深刻的收获。COVID-19大流行导致2021年计划几乎得以举行,而2022年计划可能会恢复到面对面的形式。因此,有机会比较这两种格式的6个月课程后学习和影响,虚拟与面对面训练,在两个高度相似的群体中,他们经历了几乎相同的节目内容。虚拟和面对面参与者都将他们六个月的项目后技能水平/能力和技能使用/实施评估为明显高于项目前,两组都指出学习帮助他们成为更好的医生。传播者,和领导者。此外,许多经历了新的领导机会,在6个月后的程序和大多数人同意,该计划准备他们采取这些新的角色。这项研究表明,我们对医师领导力发展的方法非常有效,并且这种学习表现出“粘性”,因为它会随着时间的推移而持续。虽然虚拟和面对面程序都非常有效,绝大多数参与者更喜欢面对面培训而不是虚拟培训。
UNASSIGNED: Little is known about the long-term efficacy of virtual leadership training for physicians. This study compares two highly similar groups of Obstetricians-Gynecologists\' (OB-GYN) 6-month post-program changes in competency and skills after experiencing equity-centered leadership training in a virtual or in-person format.
UNASSIGNED: Using a retrospective pre- and post-test method, we collected 6-month post-program data on 14 competencies for knowledge gains and skills use, comparing the virtual cohort (2021, n = 22) to the in-person cohort (2022, n = 33) in 55 total participants. Qualitative data from open-ended feedback questions informed on skills relevancy and professional impact since program participation.
UNASSIGNED: Data indicate strong, statistically significant knowledge and skills retention in both cohorts, with 63% of the virtual and 85% of the in-person participants responding. Data indicate participants report the course having a positive impact on their healthcare provision and nearly all report they made changes to their communication and leadership approaches in the 6-months after the program. 59% of the virtual and 55% of the in-person cohorts report new leadership opportunities since their participation and that the course helped prepare them for those roles. Qualitative data support the need for the training, specific elements of the training these physicians found particularly helpful, and that the learning was \"sticky\", in that it stayed with them in the months post-program. There was a clear stated preference for in-person experiences.
UNASSIGNED: Either virtual or in-person leadership training can result in long-term (6-month) significant retention and application of knowledge and skills in physicians. While limited in size, this study suggests that in-person experiences seem to foster more effective bonds and also greater willingness to participate in post-program follow-up. Physicians find equity-centered leadership training to impact their subsequent communication and leadership practices and they report career benefits even in 6-month follow-up.
While physicians serve in many leadership roles in healthcare, leadership training is generally not part of their medical training. The American College of Obstetricians and Gynecologists (ACOG) Robert C. Cefalo Leadership Institute has provided an annual leadership training for obstetrician and gynecologist leaders since 2006. Our previous research has repeatedly shown the program is effective, with participants experiencing significant and impressive gains in leadership learning and skills development. The COVID-19 pandemic led to the 2021 program being held virtually with a return to an in-person format possible with the 2022 program. As such, the opportunity arose to compare the 6-month post-program learning and impact of these two formats, virtual versus in-person training, in two highly similar groups experiencing nearly identical program content. Both virtual and in-person participants rated their six-month post-program skill level/ability and skills use/implementation as significantly higher than pre-program and both groups noted the learning helped them be better physicians, communicators, and leaders. Additionally, many experienced new leadership opportunities in the 6-months post-program and most of those agreed that the program prepared them to take on those new roles. This study shows that our approach to physician leadership development is highly effective and that the learning demonstrated “stickiness” in that it persisted over time. While both virtual and in-person programs were highly effective, overwhelmingly the participants prefer in-person training to virtual training.