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Scientific Oral Presentations

Professional and Personal Development

Session: Scientific Oral Presentations - Personal and Professional Development

Novel Leadership Curriculum for Otolaryngology Residents: A Needs Assessment

Monday, September 30, 2024
10:24 AM – 10:30 AM EDT
Location: MBCC, 214-215
Disclosure(s):
Taylor S. Erickson, MD:

faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.

Jolie L. Chang, MD:

faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.

Megan L. Durr, MD:

faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.

Introduction: Physician leadership is linked to enhanced healthcare outcomes, yet formalized leadership development is rarely incorporated into residency training programs. Our objective was to conduct a comprehensive needs assessment to inform the development and implementation of a novel leadership curriculum for otolaryngology-head and neck surgery residents.

Methods: A cross-sectional, mixed-methods analysis was performed. Surveys and semi-structured interviews were used to gather perspectives from residents and faculty. Quantitative survey data were analyzed using descriptive statistics and Mann-Whitney U tests. Two reviewers analyzed the qualitative interviews via thematic analysis.

Results: The surveys achieved a response rate of 62% for faculty (23/37) and 76% for residents (19/25). Of faculty, 96% and 100% of residents expressed support or potential support for a leadership curriculum. Topics considered most important included managing difficult conversations, building and influencing teams and making construction out of conflict. There were statistically significant differences between what faculty and residents considered important topics, most notably wellness (p = 0.001), professionalism (p < 0.001), and time management (p = 0.001) with faculty rating each of these topics as more important. We had 9 faculty members and 7 residents participate in qualitative interviews. Key themes identified to inform curriculum development included the learned aspect of leadership, an emphasis on 360 feedback, self-reflection on core values and leadership styles, and developing frameworks to engage in difficult conversations. Barriers to effective curriculum implementation included limited time, difficulty obtaining resident buy-in, and the challenge of creating a one-size-fits-all curriculum.

Conclusions: Both residents and faculty are interested in resident leadership development, but it's essential that the curriculum aligns with resident needs, is high-yield, and directly relevant. The findings of the current study will be used to inform a pilot leadership curriculum at the authors’ institution.

    Presenting Author(s)

  • Taylor S. Erickson, MD

    Dr.
    University of California - San Francisco
    San Francisco, California, United States

    Disclosure(s):

    faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.

    • Co-Author(s)

  • Yasmin Eltawil, BS

    Medical Student
    UCSF
    San Francisco, CA, United States

    Disclosure information not submitted.

  • JC

    Jolie L. Chang, MD

    Associate Professor, Otolaryngology HNS
    University of California San Francisco
    San Francisco, CA, United States

    Disclosure(s):

    faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.

    • Senior Author(s)

  • Megan L. Durr, MD

    Associate Professor
    University of California, San Francisco
    San Francisco, California, United States

    Disclosure(s):

    faculty for this accredited education activity has no relationship(s) with ineligible companies to disclose.