The need for sustainable leadership in academia: A survey of German researchers reveals a widespread lack of training for leadership skills.
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ABSTRACT:
SUBMITTER: Haage V
PROVIDER: S-EPMC8647141 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:BackgroundEffective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians' everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable.ObjectiveThe review aims to summarize the findings in the current literature regarding training in leadership skills in medicine and tries to integrate the findings to guide future research and training development.MethodThe PubMED, ERIC, and PsycArticles, PsycINFO, PSYNDEX and Academic search complete of EBSCOhost were searched for training of leadership skills in medicine in German and English. Relevant articles were identified and findings were integrated and consolidated regarding the leadership principles, target group of training and number of participants, temporal resources of the training, training content and methods, the evaluation design and trainings effects.ResultsEight studies met all inclusion criteria and no exclusion criteria. The range of training programs is very broad and leadership skill components are diverse. Training designs implied theoretical reflections of leadership phenomena as well as discussions of case studies from practice. The duration of training ranged from several hours to years. Reactions of participants to trainings were positive, yet no behavioral changes through training were examined.ConclusionsMore research is needed to understand the factors critical to success in the development of leadership skills in medical education and to adapt goal-oriented training methods. Requirements analysis might help to gain knowledge about the nature of leadership skills in medicine. The authors propose a stronger focus on behavioral training methods like simulation-based training for leadership skills in medical education.
| S-EPMC3839077 | biostudies-literature
Project description:Objectives:This study explores the optimal focus for negotiation skills development training by investigating how often medical residents negotiate in practice, and how they perceive the effectiveness of their negotiation capabilities. Methods:An exploratory study was performed using a questionnaire regarding the medical residents' working environment, negotiation frequency, knowledge and skills using a 5-point Likert scale, multiple choice questions and open questions. Exploratory factor analysis with principal component analysis, varimax rotation, reliability analysis, and content analysis were used to reduce the number of variables. Descriptive and interferential statistics and multiple regression analysis were used to analyze the data. Results:We analyzed the responses of 60 medical residents. The findings showed that the perceived development of their negotiation knowledge (M=3.06, SD=0.83) was less than their negotiation skills (M=3.69, SD=0.47). Their attitude during negotiations, especially females, differed substantially in the interactions with nurses than with their supervisors. Medical residents with more working experience, better negotiation skills or who worked in hierarchical environments negotiated more frequently with their supervisors. Medical residents with better collaboration skills and negotiation knowledge demonstrated better negotiation skills. Conclusions:This study underlines medical residents' need for negotiation training. In addition to the basic negotiation knowledge and skills, training programs in negotiation should focus on the medical residents' awareness of their attitudes during negotiations, combining the assertiveness shown in interactions with supervisors with the empathy and emotional engagement present in interactions with nurses. Furthermore, attention should be paid to the influence of the environmental hierarchy on negotiation skill development.
| S-EPMC6766400 | biostudies-literature
Project description:For the purpose of providing excellent patient care, residents need to be strong, effective leaders. The lack of clinical leadership is alarming given the detrimental effects on patient safety. The objective of the study was to assess whether a leadership training addressing transactional and transformational leadership enhances leadership skills in residents.A volunteer sample of 57 residents from postgraduate year one to four was recruited across a range of medical specialties. The residents took part in an interventional controlled trial. The four-week IMPACT leadership training provided specific strategies for leadership in the clinical environment, addressing transactional (e.g. active control, contingent reward) and transformational leadership skills (e.g. appreciation, inspirational motivation). Transactional and transformational leadership skill performance was rated (1) on the Performance Scale by an external evaluator blinded to the study design and (2) self-assessed transformational and transactional leadership skills. Both measures contained items of the Multifactor Leadership Questionnaire, with higher scores indicating greater leadership skills.Both scores were significantly different between the IMPACT group and the control group. In the IMPACT group, the Performance Scale increased 15% in transactional leadership skill performance (2.10 to 2.86) (intervention effect, 0.76; 95% CI, 0.40 to 1.13; p < .001, eta2 = 0.31) and 14% in transformational leadership skill performance (2.26 to 2.94) (intervention effect, 0.68; 95% CI, 0.27 to 1.09; p < .001, eta2 = 0.22). The self-assessed transactional skills revealed a 4% increase (3.83 to 4.03) (intervention effect, 0.20; 95% CI, 0.08 to 0.33; p < .001, eta2 = 0.18) and a 6% increase in transformational leadership skills (3.54 to 3.86) (intervention effect, 0.31; 95% CI, 0.02 to 0.40; p< .001, eta2 = 0.53).These findings support the use of the transactional and transformational leadership framework for graduate leadership training. Future studies should incorporate time-latent post-tests, evaluating the stability of the behavioral performance increase.
| S-EPMC5571931 | biostudies-other
Project description:With a growing number of studies showing the applicability of the self-determination theory for various work and organizational outcomes, the next logical step is to investigate if and how employee need satisfaction at work can be purposefully increased through an intervention. The purpose of the present study was to test whether we could train managers' display of autonomy, competence, and relatedness support toward employees and whether this resulted in improved employee need satisfaction, well-being, and job performance. Data were obtained from 37 managers (rated by N = 538 subordinates) assigned to either an experimental or control condition at three time points: before, during, and after the training. We also used focus group interviews to evaluate the experience of the training. The quantitative analyses showed no statistically significant improvement in managers' display of needs support or employee need satisfaction. However, the qualitative data pointed toward important factors related to the implementation of need supportive leadership training that should be considered.
| S-EPMC6773884 | biostudies-literature
Project description:There is a clear demand for quantitative literacy in the life sciences, necessitating competent instructors in higher education. However, not all instructors are versed in data science skills or research-based teaching practices. We surveyed biological and environmental science instructors (n = 106) about the teaching of data science in higher education, identifying instructor needs and illuminating barriers to instruction. Our results indicate that instructors use, teach, and view data management, analysis, and visualization as important data science skills. Coding, modeling, and reproducibility were less valued by the instructors, although this differed according to institution type and career stage. The greatest barriers were instructor and student background and space in the curriculum. The instructors were most interested in training on how to teach coding and data analysis. Our study provides an important window into how data science is taught in higher education biology programs and how we can best move forward to empower instructors across disciplines.
| S-EPMC8634500 | biostudies-literature
Project description:Do lifestyle preferences contribute to the remaining gender gap in higher positions in academia with highly qualified women-especially those with children-deliberately working fewer hours than men do? We tested the "mothers work less" hypothesis in two samples of early career researchers employed at universities in Germany (N = 202) and in the US (N = 197). Early career researchers in the US worked on average 6.3 hours more per week than researchers in Germany. In Germany, female early career researchers with children had drastically reduced work hours (around 8 hours per week) compared to male researchers with children and compared to female researchers without children, whereas we found no such effect for U.S. researchers. In addition, we asked how long respondents would ideally want to work (ideal work hours), and results revealed similar effects for ideal work hours. Results support the "mothers work less" hypothesis for German but not for U.S. early career researchers.
| S-EPMC6112653 | biostudies-literature
Project description: Not available
| S-EPMC7830710 | biostudies-literature
Project description:Background :While leadership training is increasingly incorporated into residency education, existing assessment tools to provide feedback on leadership skills are only applicable in limited contexts. Objective :We developed an instrument, the Leadership Observation and Feedback Tool (LOFT), for assessing clinical leadership. Methods :We used an iterative process to develop the tool, beginning with adapting the Leadership Practices Inventory to create an open-ended survey for identification of clinical leadership behaviors. We presented these to leadership experts who defined essential behaviors through a modified Delphi approach. In May 2014 we tested the resulting 29-item tool among residents in the internal medicine and pediatrics departments at 2 academic medical centers. We analyzed instrument performance using Cronbach's alpha, interrater reliability using intraclass correlation coefficients (ICCs), and item performance using linear-by-linear test comparisons of responses by postgraduate year, site, and specialty. Results :A total of 377 (of 526, 72%) team members completed the LOFT for 95 (of 519, 18%) residents. Overall ratings were high-only 14% scored at the novice level. Cronbach's alpha was 0.79, and the ICC ranged from 0.20 to 0.79. Linear-by-linear test comparisons revealed significant differences between postgraduate year groups for some items, but no significant differences by site or specialty. Acceptability and usefulness ratings by respondents were high. Conclusions :Despite a rigorous approach to instrument design, we were unable to collect convincing validity evidence for our instrument. The tool may still have some usefulness for providing formative feedback to residents on their clinical leadership skills.
| S-EPMC6194892 | biostudies-other
Project description:ObjectiveThe research investigated topic priorities for data literacy training for biomedical researchers and staff.MethodsAn electronic survey was used to assess researchers' level of knowledge related to data literacy skills and the relevance of these skills to their work.ResultsMost respondents did not have any formal training in data literacy. Respondents considered most tasks highly relevant to their work but rated their expertise in tasks lower.ConclusionAmong this group, researchers have diverse data literacy training needs. Librarians' expertise makes them well suited to provide such training.
| S-EPMC4722643 | biostudies-literature
Project description:BACKGROUND:E-science technologies have significantly increased the availability of data. Research grant providers such as the European Union increasingly require open access publishing of research results and data. However, despite its significance to research, the adoption rate of open data technology remains low across all disciplines, especially in Europe where research has primarily focused on technical solutions (such as Zenodo or the Open Science Framework) or considered only parts of the issue. METHODS AND FINDINGS:In this study, we emphasized the non-technical factors perceived value and uncertainty factors in the context of academia, which impact researchers' acceptance of open data-the idea that researchers should not only publish their findings in the form of articles or reports, but also share the corresponding raw data sets. We present the results of a broad quantitative analysis including N = 995 researchers from 13 large to medium-sized universities in Germany. In order to test 11 hypotheses regarding researchers' intentions to share their data, as well as detect any hierarchical or disciplinary differences, we employed a structured equation model (SEM) following the partial least squares (PLS) modeling approach. CONCLUSIONS:Grounded in the value-based theory, this article proclaims that most individuals in academia embrace open data when the perceived advantages outweigh the disadvantages. Furthermore, uncertainty factors impact the perceived value (consisting of the perceived advantages and disadvantages) of sharing research data. We found that researchers' assumptions about effort required during the data preparation process were diminished by awareness of e-science technologies (such as Zenodo or the Open Science Framework), which also increased their tendency to perceive personal benefits via data exchange. Uncertainty factors seem to influence the intention to share data. Effects differ between disciplines and hierarchical levels.
| S-EPMC7329060 | biostudies-literature