Comparing Virtual vs In-Person Immersive Leadership Training for Physicians

References

• Fassiotto M, Maldonado Y, Hopkins J. A long-term follow-up of a physician leadership program. J Health Organ Manag. 2018;32(1):56–68. doi:10.1108/JHOM-08-2017-0208
   PubMed Web of Science ®Google Scholar
• Fernandez CSP, Noble CC, Chandler C, et al. Equity-centered leadership training found to be both relevant and impactful by interprofessional teams of healthcare clinicians: recommendations for workforce development efforts to update leadership training. Consult Psychol J. 2022;2022:1.
   Google Scholar
• Fernandez CSP, Corbie-Smith G, Green M, Brandert K, Noble C, Guarav D. Clinical scholars: effective approaches to leadership development. In: Fernandez CSP, Corbie-Smith G, editors. Leading Community Based Changes in the Culture of Health in the US: Experiences in Developing the Team and Impacting the Community. London: InTech Publishers; 2021:9–28.
   Google Scholar
• Fernandez CSP, Corbie-Smith G. Leading Community Based Changes in the Culture of Health in the US: Experiences in Developing the Team and Impacting the Community. 1st ed. InTech Publishers; 2021.
   Google Scholar
• Hopkins J, Fassiotto M, Ku MC, Mammo D, Valantine H. Designing a physician leadership development program based on effective models of physician education. Health Care Manag Rev. 2018;43(4):293–302. doi:10.1097/HMR.0000000000000146
   PubMed Web of Science ®Google Scholar
• Throgmorton C, Mitchell T, Morley T, Snyder M. Evaluating a physician leadership development program – a mixed methods approach. J Health Organ Manag. 2016;30(3):390–407. doi:10.1108/JHOM-11-2014-0187
   PubMed Web of Science ®Google Scholar
• Dannels SA, Yamagata H, McDade SA, et al. Evaluating a leadership program: a comparative, longitudinal study to assess the impact of the Executive Leadership in Academic Medicine (ELAM) program for women. Acad Med. 2008;83:488–495. doi:10.1097/ACM.0b013e31816be551
   PubMedGoogle Scholar
• Corbie G, Brandert K, Noble CC, et al. Advancing health equity through equity-centered leadership development with interprofessional healthcare. J Gen Intern Med. 2022;37:4120–4129. doi:10.1007/s11606-022-07529-x
   PubMed Web of Science ®Google Scholar
• Fernandez CSP, Green M, Noble CC, et al. Training “pivots” from the pandemic: a comparison of the clinical scholars leadership program in-person vs. virtual synchronous training. J Healthc Leadersh. 2021b;2021:63–75. doi:10.2147/JHL.S282881
   Google Scholar
• Fernandez CSP, Noble CC, Jensen ET, Chapin J. Improving leadership skills in physicians: a 6-month retrospective study. J Leadersh Stud. 2016;9(4):6–19. doi:10.1002/jls.21420
   Google Scholar
• Frich JC, Brewster AL, Cherlin EJ, Bradley EH. Leadership development programs for physicians: a systematic review. J Gen Int Med. 2015;30(5):656–674. doi:10.1007/s11606-014-3141-1
   PubMed Web of Science ®Google Scholar
• Edmondson AC. The Fearless Organization. John Wiley & Sons; 2018.
   Google Scholar
• Nembhard IM, Edmondson AC. Making it safe: the effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. J Organ Behav. 2006;27:941–966. doi:10.1002/job.413
   Web of Science ®Google Scholar
• Rangachari P, Woods JL. Preserving organizational resilience, patient safety, and staff retention during COVID-19 requires a holistic consideration of the psychological safety of healthcare workers. Int J Environ Res Public Health. 2020;17(12):4267. doi:10.3390/IJERPH17124267
   PubMed Web of Science ®Google Scholar
• Schwartz RW, Pogge C. Physician leadership: essential skills in a changing environment. Am J Sur. 2000;180(3):187–192. doi:10.1016/S0002-9610(00)00481-5
   PubMed Web of Science ®Google Scholar
• Kain NA, Jardine CG. “Keep it short and sweet” Improving risk communication to family physicians during public health crises. Can Fam Physician. 2020;66(3):e99–e106.
   PubMed Web of Science ®Google Scholar
• Pang EM, Sey R, de Beritto T, Lee HC, Powell CM. Advancing health equity by translating lessons learned from NICU family visitations during the COVID-19 pandemic. NeoReviews. 2021;22(1):e1–e6. doi:10.1542/NEO.22-1-E1
   PubMedGoogle Scholar
• Geerts J, Goodall AH, Agius S. Evidence-based leadership development for physicians: a systematic literature review. Soc Sci Med. 2020;246:112709. doi:10.1016/j.socscimed.2019.112709
   PubMed Web of Science ®Google Scholar
• Zoom Video Communications, Inc. Zoom Meetings; 2020. Available from: www.zoom.us. Accessed July 21, 2023.
   Google Scholar
• Whova Event App. All-in-one event management software for in-person, hybrid, and virtual events; 2020. Available from: www.whova.com. Accessed July 21, 2023.
   Google Scholar
• Merriam S. Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education. © Jossey-Bass, A Publishing Unit of John Wiley & Sons, Inc; 2001.
   Google Scholar
• QualtricsXM. Software. Provo, UT; 2020 Available from: www.qualtrics.com. Accessed July 21, 2023.
   Google Scholar
• Lozano LM, García-Cueto E, Muñiz J. Effect of the number of response categories on the reliability and validity of rating scales. Methodology. 2008;4(2):73–79. doi:10.1027/1614-2241.4.2.73
   Google Scholar
• Lam TCM, Bengo P. A comparison of three retrospective self-reporting methods of measuring change in instructional practice. Am J Eval. 2003;24(1):65–80. doi:10.1016/S1098-2140(02)00273-4
   Web of Science ®Google Scholar
• Pratt CC, McGuigan WM, Katzev AR. Measuring program outcomes: using retrospective pretest methodology. Am J Eval. 2000;21(3):341–349. doi:10.1016/S1098-2140(00)00089-8
   Web of Science ®Google Scholar
• Sprangers M, Hoogstraten J. Pretesting effects in retrospective pretest-posttest designs. J Appl Psychol. 1989;74(2):265–272. doi:10.1037/0021-9010.74.2.265
   Web of Science ®Google Scholar
• Rohs FR. Response shift bias: a problem in evaluating leadership development with self-report pretest-posttest measures. J Agri Educ. 1999;40(4):28–37. doi:10.5032/jae.1999.04028
   Google Scholar
• Nilaad SD, Lin E, Bailey J, et al. Learning outcomes in a live virtual versus in-person curriculum for medical and pharmacy students. ATS Sch. 2022;3(3):399–412. PMID: 36312802; PMCID: PMC9585697. doi:10.34197/ats-scholar.2022-0001OC
   PubMedGoogle Scholar
• Reddy GB, Ortega M, Dodds SD, Brown MD. Virtual versus in-person grand rounds in orthopaedics: a framework for implementation and participant-reported outcomes. J Am Acad Orthop Surg Glob Res Rev. 2022;6(1):e21.00308. PMID: 35044329; PMCID: PMC8772702. doi:10.5435/JAAOSGlobal-D-21-00308
   PubMedGoogle Scholar
• Fernandez CSP, Steffen D, Upshaw V. Leadership for public health. In: Shi L, Johnson JS, editors. Novick and Morrow’s Public Health Administration: Principles for Population Based Management. 4th ed. Sudbury, MA: Jones and Bartlett Publishers; 2020.
   Google Scholar
• Fernandez C, Fernandez R. It-Factor Leadership: Become a Better Leader in 13 Steps. Chapel Hill, NC: FastTrack Leadership; 2014.
   Google Scholar
• Mheidly N, Fares MY, Fares J. Coping with stress and burnout associated with telecommunication and online learning. Front Public Health. 2020;8:672. doi:10.3389/FPUBH.2020.574969/BIBTEX;
   Web of Science ®Google Scholar
• Coen-Sanchez K, Ebenso B, El-Mowafi IM, Berghs M, Idriss-Wheeler D, Yaya S. Repercussions of overturning Roe V. Wade for women across systems and beyond borders. Reprod Health. 2022;19:184. doi:10.1186/s12978-022-01490-y
   PubMed Web of Science ®Google Scholar
• Grason H, Kavanagh L, Dooley S, et al. Findings from an assessment of state title v workforce development needs. Matern Child Health J. 2012;16(1):7–20. doi:10.1007/s10995-010-0701-9
   PubMed Web of Science ®Google Scholar
• Grimm BL, Johansson P, Nayar P, Apenteng BA, Opoku S, Nguyen A. Assessing the education and training needs of nebraska’s public health workforce. Front Public Health. 2015;3:161. doi:10.3389/fpubh.2015.00161
   PubMedGoogle Scholar
• Lacerenza C, Reyes DL, Marlow SL, Joseph DL, Salas E. Leadership training design, delivery, and implementation: a meta-analysis. J Appl Psychol. 2017;102(12):1686–1718. doi:10.1037/apl0000241
   PubMed Web of Science ®Google Scholar
• Sonnino RE. Health care leadership development and training: progress and pitfalls. J Healthc Leadersh. 2016;8:19–29. doi:10.2147/JHL.S68068
   PubMedGoogle Scholar
• McGrath ER, Bacso D, Andrews JG, Rice SA. Intentional interprofessional leadership in maternal and child health. Leadersh Health Serv. 2019;32(2):212–225. doi:10.1108/LHS-04-2018-0026
   Web of Science ®Google Scholar
• Margolis LH, Rosenberg A, Umble K, Chewning L. Effects of interdisciplinary training on MCH professionals, organizations and systems. Matern Child Health J. 2013;17:949–958. doi:10.1007/s10995-012-1078-8
   PubMed Web of Science ®Google Scholar
• Fernandez CSP, Noble CC, Jensen E, Steffen D. Moving the needle: a retrospective pre- and post-analysis of improving perceived abilities across 20 leadership skills. Matern Child Health J. 2014;19:343–352. doi:10.1007/s10995-014-1573-1
   Web of Science ®Google Scholar
• Tsoh JY, Kuo AK, Barr JW, et al. Developing faculty leadership from ‘within’: a 12-year reflection from an internal faculty leadership development program of an academic health sciences center. Med Educ Online. 2018;24(1):1.
   Web of Science ®Google Scholar
• Dave G, Noble C, Chandler C, Corbie-Smith G, Fernandez CSP. Clinical scholars: using program evaluation to inform leadership development. In: Fernandez CSP, Corbie-Smith G, editors. Leading Community Based Changes in the Culture of Health in the US - Experiences in Developing the Team and Impacting the Community. IntechOpen; 2021.
   Google Scholar
• Chiaburu DS, Lindsay DR. Can do or will do? The importance of self-efficacy and instrumentality for training transfer. Hum Resource Dev Int. 2008;11(2):199–206. doi:10.1080/13678860801933004
   Google Scholar
• Anderson DW, Krajewski HT, Goffin RD, Jackson DN. A leadership self-efficacy taxonomy and its relation to effective leadership. Leadersh Q. 2008;19(5):595–608. doi:10.1016/j.leaqua.2008.07.003
   Web of Science ®Google Scholar
• Fitzgerald S, Schutte NS. Increasing transformational leadership through enhancing self-efficacy. J Manag Dev. 2010;29(5):495–505. doi:10.1108/02621711011039240
   Google Scholar
• Paglis LL, Green SG. Leadership self-efficacy and managers’ motivation for leading change. J Organ Behav. 2022;23(2):215–235. doi:10.1002/job.137
   Google Scholar
• Paglis LL. Leadership self-efficacy: research findings and practical applications. J Manag Dev. 2010;29(9):771–782. doi:10.1108/02621711011072487
   Google Scholar
• Pearlmutter S. Self-efficacy and organizational change leadership. Adm Soc Work. 1998;22(3):23–38. doi:10.1300/J147v22n03_02
   Web of Science ®Google Scholar
• Packard T, Jones L. An outcomes evaluation of a leadership development initiative. J Manag Dev. 2015;34(2):153–168. doi:10.1108/JMD-05-2013-0063
   Google Scholar
• Grimm BL, Tibbits M, Maolney S, Johansson P, Siahpush M. Suggesting for strengthening the public health leadership development model. Pedagogy Health Promot. 2017;4(2):88–92. doi:10.1177/2373379917721721
   Google Scholar
• Furnham A. Response bias, social desirability and dissimulation. Pers Indiv Differ. 1986;7(3):385–400. doi:10.1016/0191-8869(86)90014-0
   Web of Science ®Google Scholar
• Day CS, Tabrizi S, Kramer J, Yule AC, Ahn BS. Effectiveness of the AAOS leadership fellows program for orthopaedic surgeons. J Bone Joint Surg Am. 2010;92:2700–2708. doi:10.2106/JBJS.J.00272
   PubMedGoogle Scholar
• LoVasco L, Smith L, Yorke AM, Talley SA. Students in a doctor of physical therapy program. J Allied Health. 2019;48(3):209–216.
   PubMedGoogle Scholar
• Malling B, Mortensen L, Bonderup T, Scherpbier A, Ringsted C. Combining a leadership course and multi-source feedback has no effect on leadership skills of leaders in postgraduate medical education. An intervention study with a control group. BMC Med Educ. 2009;9:72. doi:10.1186/1472-6920-9-72
   PubMed Web of Science ®Google Scholar
• LoPresti L, Ginn P, Treat R. Using a simulated practice to improve practice management learning. Fam Med. 2009;41(9):640–645.
   PubMed Web of Science ®Google Scholar