Expandable List
A CE must be able to:
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Develop and describe his or her personal leadership philosophy
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Lead a team toward the completion of an education project
1. Demonstrate comprehension of leadership theory and context, by
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describing the skills and characteristics of effective leaders in education
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analyzing his or her own leadership styles and skills
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describing the organizational structure and function of medical education systems in academic (regional or national) and clinical contexts
2. Demonstrate good intrapersonal practices, by
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preparing a list of personal and professional leadership goals and a leadership vision
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applying time management tools to align the time allocated to tasks with personal values
3. Demonstrate good interpersonal practices, by
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applying (in theory or in practice) a framework for dealing with conflict in an educational context
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identifying the skills required of an effective mentor
4. Demonstrate good organizational and systems practices, by
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leading a team with the goal of completing a project
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applying (in theory or in practice) a framework for bringing about a change in an educational program
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describing the steps for strategic planning in medical education
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Please refer to the McMaster Task List for the Educational Leadership Unit for a complete listing of the summative and formative assessments required for this unit.
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Primary Review Form (To be filled by Unit Supervisor)
Articles
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Aschenbrener CA, Siders CT. Part 2, Conflict management. Managing low-to-mid intensity conflict in the health care setting. Physician Exec. 1999;25(5):44–7.
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Berwick DM. Disseminating innovations in health care. JAMA. 2003;289(15):1969–75.
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Drucker PF. Managing oneself. Harv Bus Rev. 1999;77(2):64–74
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Goleman D. Leadership that gets results. Harv Bus Rev. 2000(78(2):78–90.
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Gratton L, Erickson TJ. 8 ways to build collaborative teams. Harv Bus Rev. 2007;85(11):100–9, 153.
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Gray, Aysa. “The Bias of ‘Professionalism’ Standards.” Stanford Social Innovation Review, 2019. https://doi.org/10.48558/TDWC-4756
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Kotter JP. What leaders really do. Harv Bus Rev. 2001;79(11):85–96.
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Lieff S, Albert M. 2012. What do we do? Practices and learning strategies of medical education leaders. Med Teach 2012;34(4):312–9.
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Nixon, S.A. The coin model of privilege and critical allyship: implications for health. BMC Public Health 19, 1637 (2019). https://doi.org/10.1186/s12889-019-7884-9
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Siders CT, Aschenbrener CA. Conflict management, Part 1. Conflict management checklist: a diagnostic tool for assessing conflict in organizations. Physician Exec. 1999;25(4):32–7.
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Souba WW. Academic medicine and the search for meaning and purpose. Acad Med. 2002;77(2):139–44.
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Sull DN, Houlder D. Do your commitments match your convictions? Harv Bus Rev. 2005;Jan 82–91.
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Yuki G, A Gordon A, Taber T. A hierarchical taxonomy of leadership behaviour: integrating a half century of behaviour research. J Leadersh Org Stud. 2002;9(1):15–32.
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Zheng, W., Kim, J., Kark, R., Moscolo, L. (2023 Sept 27th) What Makes an Inclusive Leader? Harvard Business review. What Makes an Inclusive Leader? (hbr.org)
Books
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Covey SR. The 7 habits of highly effective people. New York: Free Press; 2004.
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Fisher R, Ury W. Getting to yes: negotiating agreement without giving in. New York: Penguin Books; 1991.
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Goleman D, Boyatzis RE, McKee A. Primal leadership: learning to lead with emotional intelligence. Boston (MA): Harvard Business School Press; 2004.
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Kotter JP. Leading change. Cambridge (MA): Harvard Business School Press; 1996.
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Kouzes JM, Posner BZ. The leadership challenge. San Francisco (CA): Jossey-Bass; 2002.
Book chapters
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Bland CJ, Wersal L. Effective leadership for curricular change. In: Norman GR, van der Vleuten CPM, Newble DI, editors. International handbook of research in medical education. Dordrecht: Kluwer Academic Publishers; 2002. p. 969–79.
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McKimm J, Swanwick T. Educational leadership. In: Swanwick T, McKimm J, editors. ABC of clinical leadership. Chichester (UK): Wiley-Blackwell/BMJ Books; 2011. p. 38–43.
Online resources