Physicians are being increasingly called upon to engage in leadership at all levels of modern health organizations, leading many to call for greater research and training interventions regarding physician leadership development. Yet, within these …
Increasing attention has been paid to the selection of otolaryngology residents, a highly competitive process but one with room for improvement. A recent commentary in this journal recommended that residency programs more thoroughly incorporate theory and evidence from personnel psychology (part of the broader field of organizational science) in the resident selection process. However, the focus of this recommendation was limited to applicants’ cognitive abilities and independent work-oriented traits (eg, conscientiousness). We broaden this perspective to consider critical interpersonal skills and traits that enhance resident effectiveness in interdependent health care organizations and we expand beyond the emphasis on selection to consider how these skills can be honed during residency. We advocate for greater use of standardized team-based care simulations, which can aid in assessing and developing the key interpersonal leadership skills necessary for success as an otolaryngology resident.
Citation Myers, C.G., & Pronovost, P.J. (2017). Making management skills a core component of medical education. Academic Medicine, 92(5), 582–584. https://doi.org/10.1097/ACM.0000000000001627
Author Reply to Letter Myers, C.G., & Pronovost, P.J. (2018). In reply to Khoo and Teo. Academic Medicine, 93(4), 517. https://doi.org/10.1097/ACM.0000000000002124
Abstract Physicians are being called upon to engage in greater leadership and management in increasingly complex and dynamic health care organizations. Yet, management skills are largely undeveloped in medical education.
Citation Marchiondo, L.A., Myers, C.G., & Kopelman, S. (2015). The relational nature of leadership identity construction: How and when it influences perceived leadership and decision-making. The Leadership Quarterly, 26(5), 892–908. https://doi.org/10.1016/j.leaqua.2015.06.006
Abstract This paper empirically tests leadership identity construction theory (DeRue & Ashford, 2010), conceptually framing claiming and granting leadership as a negotiated process that influences leader- ship perceptions and decision-making in interdependent contexts. In Study 1a, an avatar video- based experimental vignette (replicated in Study 1b with a non-video scenario), we found that when a team member accepted an actor’s leadership claim, observers’ leadership ratings of the actor increased, whereas when the team member rejected the claim, observers’ leadership ratings of the fellow team member increased.
Citation DeRue, D.S. & Myers, C.G. (2014). Leadership development: A review and agenda for future research. In D.V. Day (Ed.), The Oxford Handbook of Leadership and Organizations (pp. 832– 855). New York, NY: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199755615.013.040
Abstract This chapter develops a conceptual framework that helps organize and synthesize key insights from the literature on leadership development. In this framework, called PREPARE, the authors call attention to the strategic purpose and desired results of leadership development in organizations.