Introduction:

Although clinical leadership in physicians is associated with improved healthcare, leadership training is rarely integrated into residency training. Our objective was to perform a comprehensive needs assessment of our pediatric residents’ existing leadership experiences and knowledge and to identify training gaps within our program.

Methods:

First, we held focus groups with senior pediatric residents to understand their clinical leadership experiences and identify training needs. Notes were transcribed and independently coded by 2 researchers, with thematic saturation achieved. Next, we focused each session on 1 leadership content area identified from the aforementioned themes to better understand the specific training needs for each topic.

Results:

Four major themes were identified: (1) Effective and timely communication with supervisors, learners, ancillary staff, and patients is indispensable in promoting safe patient care, avoiding conflict, and preventing misunderstanding. (2) Training in teaching methods is desired, especially gaining the skills needed to teach various levels of learners, in different settings and under time constraints. (3) Time management, availability of resources, and team logistics were often learned through trial-and-error. (4) Self-care, self-acceptance, emotional regulation, and peer debriefing are relied upon to manage negative emotions; rarely are resilience and wellness strategies employed in “real-time.”

Conclusion:

Senior residents currently face gaps in clinical leadership training and may benefit from additional instruction in content areas related to these 4 themes. Our next steps are to utilize the identified themes to develop a longitudinal and skills-based clinical leadership curriculum to address the gap in graduate medical education.

中文翻译：

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评估高级儿科住院医师的临床领导力培训需求

介绍：

尽管医生的临床领导力与改善医疗保健有关，但领导力培训很少与住院医师培训相结合。我们的目标是对我们儿科住院医师现有的领导经验和知识进行全面的需求评估，并确定我们计划中的培训差距。

方法：

首先，我们与资深儿科住院医师举行了焦点小组讨论，以了解他们的临床领导经验并确定培训需求。笔记由 2 名研究人员转录和独立编码，实现了主题饱和。接下来，我们将每节课的重点放在从上述主题中确定的 1 个领导力内容领域，以更好地了解每个主题的具体培训需求。

结果：

确定了四大主题：（1）与主管、学习者、辅助人员和患者进行有效和及时的沟通对于促进安全的患者护理、避免冲突和防止误解是必不可少的。(2) 需要对教学方法进行培训，尤其是获得在不同环境和时间限制下教授不同层次学习者所需的技能。(3) 时间管理、资源可用性和团队后勤通常是通过反复试验来学习的。（4）依靠自我照顾、自我接纳、情绪调节和同伴汇报来管理负面情绪；很少有“实时”采用弹性和健康策略。

结论：

高级居民目前在临床领导力培训方面面临差距，并且可能会从与这 4 个主题相关的内容领域的额外指导中受益。我们接下来的步骤是利用确定的主题开发纵向和基于技能的临床领导课程，以解决研究生医学教育的差距。