BMJ Leader最新文献

Background: Women often face the challenge of balancing professional growth with societal expectations around family and household responsibilities. Conversely, men encounter limitations due to restrictive paternity leave policies, often receiving undue praise for basic parenting duties. Through the lens of the Chief Pharmaceutical Officer's clinical fellows 2023/24, we explore the question: 'Can you have it all?'

Methods: We explore stereotypical gender norms alongside the challenges and expectations faced by individuals of all genders on their leadership journeys. Through personal reflections, literature review and informal conversations with senior leaders, we explore how societal expectations and gendered norms shape the professional and personal lives of women in leadership roles.

Results: Commitment to reflection provides opportunities to pause and assess our journeys. Peer support networks are invaluable for professional development, helping to break down barriers and hierarchies. Coaching and mentoring offer significant support and guidance to aspiring leaders from underrepresented backgrounds providing new perspectives.

Conclusion: Balancing leadership and family responsibilities is challenging but achievable with the right support systems and a shift in workplace culture. However, we recognise, through all of this, self-care and prioritisation of mental well-being must be at the forefront to sustain a healthy balance. As clinical fellows, we have had the unique opportunity to share the complexities faced in the workplace. Through collective effort, we aim to foster environments that empower individuals on their leadership journeys, illustrating that, with the right support and conditions, it is possible to truly 'have it all'.

Background: Paediatric professional scarcity and uneven distribution is acute in underdeveloped regions, exacerbated by COVID-19's workload surge and burnout, highlighting the need for strengthened prevention and response measures.

Aim: Propose an effective talent management model to address the challenge of paediatric medical personnel shortage and lack of management experience in Underdeveloped cities of developing countries.

Methods: A crisis management plan has been implemented in a paediatric hospital in Henan, China, with a talent framework to ensure a skilled, stable workforce.

Results: An advanced talent management system is vital to address paediatric talent scarcity. Leveraging the national Children's Regional Medical Center, fostering international cooperation, sharing knowledge and harnessing regional policies are key to effective paediatric talent management through leveraging, promotion, and driving initiatives.

Conclusions: Efficient talent management methods have a significant positive impact on addressing the paediatric talent crisis, enabling departments and institutions to effectively manage medical talent through scientific strategies, ultimately contributing to the alleviation of medical resource deficiencies.

Background: NHS England's Chief Allied Health Profession's Officer has called for investment in allied health professions (AHPs) leaders and the need to address limited leadership development opportunities for AHPs. We report the evaluation of a small-scale leadership initiative in a UK National Health Service (NHS) provider where part-time, fixed term, project focused AHP leadership fellow posts were established.

Aim: To gain insights about the implementation and benefits of an AHP leadership fellow initiative and to identify learning to inform future AHP leadership development.

Method: A participatory evaluative approach was adopted, involving the associate director for AHPs who established the initiative and the first cohort of AHP leadership fellows.

Findings: There is evidence of organisational value and benefits for AHP leadership fellows which map to mid-career leadership opportunities described in NHS guidance.

Conclusion: AHP leadership fellow posts provide innovative experiential opportunities for authentic and meaningful strategic leadership development consistent with NHS guidance. While small scale, with limited representation from just two of the AHPs recognised in the NHS, there are indications of positive outcomes for both aspiring AHP leaders and employers. The approach could be replicated across healthcare systems, in different settings and with wider representation from other AHPs.

Significant investments have been made in health research capacity development (HRCD) initiatives focusing on individual professionals and institutional frameworks. However, prevailing approaches often prioritise specific research projects over explicit strategies for strengthening the capacities of health research professionals (HRPs) particularly in low and middle-income countries. Despite recognition of its limitations, this implicit approach persists resulting in a lack of effective HRCD strategies. Additionally, the absence of globally standardised mechanisms for evaluating HRCD initiatives makes it more complex to define clear success benchmarks for these initiatives. Evaluations of HRCD strategies predominantly focus on pre-intervention and post-intervention assessments of specific interventions often neglecting the broader context of capacity development. Consequently, there is an imperative for a more systematic approach to measuring HRCD, particularly at the individual level.This paper describes the design and the scope of the Professional Development Scheme (PDS), a tool designed to quantify HRCD among HRPs. Structured across four core sections including professional experiences, qualifications and the self-evaluation of 325 key competencies, the PDS allows users to generate evidence of existing strengths and possible areas of improvement in their research skills. Profile submissions undergo rigorous moderation to ensure fidelity and uniformity in competency evaluation.The PDS can offer a structured approach to assessing and improving research capacities among HRPs. By focusing on specific skills and employing clear evaluation methods, the PDS aims to overcome the shortcomings of previous approaches and promote development in global health research capacity.

Background/aim: A home-based care educational programme for family caregivers of activity-limited older people was developed and implemented to provide caregiver education and to teach basic caregiving techniques. The purpose of the home-based care educational programme was to improve the caregivers' knowledge, skills and attitudes necessary to perform the caregiving tasks with reduced physical strain.

Methods: The educational programme model comprises the knowledge and skills necessary to carry out the caretaking responsibilities of older people, especially those with limited activities. It was conducted as an interventional study recruiting two groups (n=72) as intervention (n=36) and control group (n=36), and the knowledge of the caregivers was evaluated. The teaching sessions were planned considering the adult educational learning theories and guided by a developed educational handbook.

Results: The pre and post mean±SD knowledge scores of the intervention group (43.78±12.41; 89.78±5.61) showed a significant difference (p<0.001), whereas the pre and post knowledge mean±SD scores of the control group (50.69±17.90; 51.43±17.79) showed no significant improvement (p>0.05). The difference between the pre-test and post-test between the two groups was significant (p<0.0001).

Conclusions: At the end of the educational programme, participants valued the opportunity that they received, and the assessment of knowledge before and after the programme showed an improvement in caregivers' knowledge. The study suggests conducting home-based or community-based health education programmes for caregivers of older people with limited activities, with the involvement of responsible healthcare professionals and leaders.

Objective: To evaluate how gender and ethnicity of panel members intersect to effect audience participation at a large European hybrid conference.

Design: An observational cross-sectional study design was used to collect data at the conference and descriptive survey was used to collect data retrospectively from the participants.

Setting: European AIDS Clinical Society 18th Conference; a 3223-delegate, hybrid conference held online and in London over 4 days in October 2021.

Main outcome measures: We observed the number and type of questions asked at 12 of 69 sessions and described characteristics of the panel composition by ethnicity, gender and seniority. A postconference survey of conference attendees collated demographic information, number of questions asked during the conference and the reasons for not asking questions.

Results: Men asked the most questions and were more likely to ask multiple questions in the observed sessions (61.5%). People from white ethnic groups asked >95% of the questions in the observed sessions. The fewest questions were asked in the sessions with the least diverse panels in terms of both ethnicity and gender. Barriers to asking questions differed between genders and ethnicities.

Conclusions: Our study aims to provide evidence to help conference organisers improve leadership, equality, diversity and inclusion in the professional medical conference setting. This will support equitable dissemination of knowledge and improve education and engagement of delegates. To our knowledge, this is the first study describing conference participation by both ethnicity and gender in panellists and delegates within a hybrid conference setting.

WHAT IS INCLUSION AND INCLUSIVE LEADERSHIP?: In this article, based on the literature and my own experiences, I try to shed light on the concepts of inclusion and inclusive leadership, as well as what leaders need to do in order to be inclusive. Inclusion means the act of including or being included in a group, which creates a sense of belonging as well as empowers individuals to contribute in an authentic and meaningful manner. Inclusive leadership is important in the health professions and health professions education so that health professionals and faculty in health professions education are able to contribute to their work in ways that they find meaningful. WHAT DO LEADERS NEED TO DO TO BE INCLUSIVE?: To be inclusive leaders need to to do the following: truly believe in inclusion, define the boundaries of acceptable behaviours, make difficult diversity conversations possible, build authentic diverse relationships, develop shared leadership, drive and role model inclusive practices in the organisation, and find the right balance between individual and institutional EDI initiatives. Driving inclusion in a health professions (education) organisation demands changes in the concept of leadership, as well as the organisational policy and culture.

Introduction: Academic medical centres (AMCs) have the tripartite mission of performing research to advance healthcare delivery, educating future clinicians and providing healthcare services. This study investigates the criteria associated with being promoted in a Singaporean AMC.

Methods: Using a dataset of 255 candidates for promotion at the studied AMC, we employ logistic regression to determine if these factors are associated with the likelihood of promotion. Further, we use interaction effects to test if the relationship between the H-index and likelihood of promotion differs across the academic levels of the candidates.

Results: The logistic regression results based on the best of our three tested models suggest that the H-index is positively associated with promotion for those applying to become clinical associate professors (OR=1.43, p=0.01). Moreover, candidates who provide well-developed education portfolios (OR=3.61, p=0.02) and who have held service/leadership roles (OR=6.72, p<0.001) are more likely to be promoted.

Conclusions: This study affirms the correlation between promotion and the advancement criteria outlined by the AMC. This is important for transparency and trust between the AMC and its faculty in their applications for promotion and success in an academic career. Further, our study is one of the few empirical studies linking promotion criteria to promotion outcomes.