The Foundation for Advancement of International Medical Education and Research (FAIMER), a member of Intealth, offers longitudinal faculty development programs (LFDPs) in health professions education (HPE) and leadership through its International FAIMER Institute (IFI) in the United States and FAIMER Regional Institutes (FRIs) globally. FAIMER fosters mutual collaboration and delineates shared responsibilities for FRI development in partnership with local institutions, using an adapted hub-and-spoke organizational design. This paper describes FAIMER’s model, its sustainability, and its impacts at individual, institutional, and national levels. IFI was launched in 2001 in Philadelphia, Pennsylvania, as a 2-year part-time hybrid LFDP; with the COVID-19 pandemic onset, IFI transitioned to a fully online program. Since FAIMER’s launch, 11 FRIs developed in Brazil, Chile, China, Egypt, India, Indonesia, and South Africa, each modeled on the IFI curriculum and adapted to local context. The more than 1,600 IFI and FRI graduates (fellows) from over 55 countries now form a global community of health professions educators who have shared exposure to HPE methods and assessment, leadership and management, educational scholarship and research, and project management and evaluation. Across all global locations and program formats, fellows self-reported a similar increase in knowledge and skills in HPE. All programs center on the fellows’ institutional projects as experiential learning; these projects have focused primarily on educational methods and curriculum revisions. An increased quality of education was reported as the top impact resulting from fellows’ projects. As a result of these programs, fellows have influenced education policy in their countries and established academic societies for HPE, thus contributing to recognition of the HPE academic specialty. FAIMER has successfully developed a sustainable model for advancing HPE globally, creating a vibrant network of health professions educators who have influenced country-specific educational policy and practice. FAIMER’s model offers one approach to building global capacity in HPE.

This chapter explores the role of self-efficacy in the development of women leaders in academic medicine and dentistry. It considers how the Hedwig van Ameringen Executive Leadership in Academic Medicine Program for Women contributes to increasing self-efficacy beliefs among participating Fellows, using A. Bandura's principal sources of self-efficacy as a guide. The chapter explores how one professional development program—— Executive Leadership in Academic Medicine (ELAM)——helps women develop self-efficacy among the skills required to succeed and advance as leaders. ELAM addresses the gap in women's leadership in the field in academic medicine and dentistry. ELAM Fellows participated in active learning experiences designed to increase their performance in specific skill areas and received verbal affirmations and guidance in a nonjudgmental environment. Mastery learning also requires individuals to have an opportunity to try new, previously untested skills. The chapter concludes with few main implications for developing women academic leaders, particularly in medicine.

Purpose: Leadership development programs often use institutional projects to activate learning. We explored how project work shaped leadership identity formation in senior women leaders from one academic health science center who enrolled in The Hedwig von Ameringen Executive Leadership in Academic Medicine (ELAM (R)) program. Materials and methods: We interviewed ELAM Fellows and conducted a qualitative analysis of transcripts. Our primary analysis focused on the influences of projects on Fellows and institutions. Leadership identity formation emerged as a distinct pattern, so this narrative content was separated for secondary analysis. All authors approved the final assignment of themes and codes. Results: Participants described a multi-dimensional process for developing a leadership identity. Themes encompassed participants' View of Self and One's Image as a Leader, Interpersonal Relationships, and Commitment to a Value-based Goal. These internal factors grounded external influences, such as interactions with colleagues and institutional leaders, and the world beyond the institution. Conclusions: We examined the process of leadership identity formation from the perspective of women leaders in academic health sciences who completed an institutional project during a leadership development program. Findings illustrate how internal and external forces, experienced in the context of project work, combine to influence leadership identity formation in women.

This chapter addresses two interrelated aspects for leadership and management in health professions in the twenty-first century: leadership and management competencies needed for individuals in the health professions and approaches to evaluate leadership and management development programs designed to inculcate the necessary competencies. Many publications have appeared describing competencies in leadership and management required in health care. There is increasing interest in providing formal leadership and management development for health professionals and scientists due to the gap in required competencies. Each organization or government system needs to tailor its leadership and management development programs based on the findings of an organizational needs assessment. The many varieties of logic models are program-planning tools that also support program evaluation planning. The leadership development investment matrix evaluation approach is similar to EvaluLEAD and adds program evaluation to development of policy and practice fields.

Introduction: The Hedwig von Ameringen Executive Leadership in Academic Medicine program (ELAM) is a national professional development program for women that includes institutional action projects (IAPs). Although benefits of ELAM participation are well documented, the value of the IAPs has not been specifically evaluated. We explored the experience of ELAM Fellows and leaders from one institution to elucidate how institutional factors influence project implementation and outcomes. Methods: Fellows and deans participated in semistructured interviews. We analyzed the transcripts qualitatively to develop themes and describe factors that influenced IAP implementation and outcomes. We used the New World Kirkpatrick Model, an updated version of the widely used Kirkpatrick model of educational program evaluation, as a framework to elucidate how participants applied their leadership learning through project work, and to analyze early results of projects that indicated institutional impact. Results: Project work had bidirectional impact on the fellows in the program and on the institution itself. Project enablers included: focusing projects on institutional priorities, obtaining sustainable support, and navigating institutional complexity. Leading indicators of institutional outcomes included contributions to institutional leadership and culture, and mutual enhancement of the reputation of the fellow and of the institution. Discussion: By examining enablers and barriers for institutionally based projects conducted in a national leadership development program, we identified the drivers that facilitated application of leadership learning. Leading indicators of project outcomes reflected bidirectional impact on fellows and the institution, demonstrating outcomes at the highest levels of the New World Kirkpatrick Model.

Background: Although numerous programs have evolved to develop leadership skills in women, few have conducted rigorous longitudinal evaluation of program outcomes. The purpose of this evaluation study is to measure the continuing impact of the Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM®) program in its third decade of operation and to compare outcomes for graduates across the two programs (ELAM and Executive Leadership in Academic Technology, Engineering and Science [ELATES at Drexel®]), using a revised Leadership Learning and Career Development (LLCD) Survey. Methods: The LLCD survey was administered to program graduates between 2013 and 2016 upon entry, immediately after graduation, and 2 years after program completion. Two-way mixed effects analysis of variances were used to analyze differences between programs and changes over time. Descriptive statistics and narrative responses were analyzed for trends and themes. Results: Of 287 graduates, 69% responded to all three survey administrations. Respondents rated competencies in strategic finance, organizational dynamics, communities of leadership practice, and personal and professional leadership development as highly important at all points of measurement. Ratings of ability to conduct the selected competencies (i.e., self-efficacy), increased during the program and were maintained over the 2 years that followed. Applications and offers for leadership positions increased over the course of the program and the subsequent 2 years. Respondents showed a strong preference for serving the institution that both sponsored their participation in the leadership program development and supported their continuing contributions to the institution. Personal development goals became more elaborated, institutionally focused, and strategic. Conclusions: The findings support the effectiveness of two national leadership programs in supporting growth and maintenance of graduates' self-efficacy as they advanced in institutional leadership roles. The findings also provide practical direction for leadership professional development curricula and institutional support that can help to decrease the gender gap in academic leadership.

BACKGROUND For more than two decades, national career development programs (CDPs) have addressed underrepresentation of women faculty in academic medicine through career and leadership curricula. We evaluated CDP participation impact on retention. METHODS We used Association of American Medical Colleges data to compare 3268 women attending CDPs from 1988 to 2008 with 17,834 women and 40,319 men nonparticipant faculty similar to CDP participants in degree, academic rank, first year of appointment in rank, and home institution. Measuring from first year in rank to departure from last position held or December 2009 (study end date), we used Kaplan-Meier curves; Cox survival analysis adjusted for age, degree, tenure, and department; and 10-year rates to compare retention. RESULTS CDP participants were significantly less likely to leave academic medicine than their peers for up to 8 years after appointment as Assistant and Associate Professors. Full Professor participants were significantly less likely to leave than non-CDP women. Men left less often than non-CDP women at every rank. Participants attending more than one CDP left less often than those attending one, but results varied by rank. Patterns of switching institutions after 10 years varied by rank; CDP participants switched significantly less often than men at Assistant and Associate Professor levels and significantly less often than non-CDP women among Assistant Professors. Full Professors switched at equal rates. CONCLUSION National CDPs appear to offer retention advantage to women faculty, with implications for faculty performance and capacity building within academic medicine. Intervals of retention advantage for CDP participants suggest vulnerable periods for intervention.

In this application paper, we present an analytical process to identify teaching/learning (T/L) methods used in leadership education. Applying this process to a global program for leadership development of healthcare professionals, we highlight nine methods that teachers most often used, and learners viewed as most impactful. Seven of the pedagogies identified were aligned with literature, indicating the applicability of the process for leadership education in general. We identified two methods that had not been previously or explicitly described and that learners validated as important: building a respectful and inclusive environment and sharing personal narratives. These methods appear critical for success in a diverse group of learners. The process we describe for analyzing T/L methods will be a useful addition for designers of leadership development programs.

Current literature shows a growing consensus about the importance of talent development of diverse leaders; however, less information is available about how this is accomplished within higher education and how these goals might be advanced or hindered by current practices. Interviews with 32 STEM (science, technology, engineering, and math) academic leaders, most from engineering and computing sciences, provided information about how these leaders identify, select, develop, and support emerging leaders in their organizations. Interviews were coded specifically for mentoring and sponsorship practices. Coding of individual de-identified transcripts described general themes; poetic transcriptions created collective narratives to elaborate perspectives and practices across the themes. The leaders described three interdependent roles: 1) Matchmakers who watch for talent to “bubble up” and aim to determine “fit” of new positions to individual talents and optimal career timing; 2) Mentors and Sponsors who counsel and advocate to advance the careers of others; and 3) Institutional Strategists whose support of new leaders aims to minimize risk and achieve organizational goals. The practices described have both a future orientation and a potential for inhibiting diverse leadership development as a result of implicit bias in supporting academic status quo. Knowledge of these approaches is useful to aspiring and newly appointed leaders. Also, organizational leaders can use this information for more comprehensive talent development that creates a deeper talent pool for leaders across higher education.

Medical EducationVolume 52, Issue 11 p. 1194-1195 Really Good Stuff: Lessons learned through innovation in medical education Incorporating community-based education to develop socially responsible Sudanese dentists Nazik M Nurelhuda, Corresponding Author Nazik M Nurelhuda n.nurelhuda@gmail.com orcid.org/0000-0003-4580-1744 Correspondence: Nazik M Nurelhuda, Dental Public Health, Faculty of Dentistry, University of Khartoum, Army Road, Khartoum 102, Sudan. E-mail: n.nurelhuda@gmail.comSearch for more papers by this authorPage Morahan, Page MorahanSearch for more papers by this authorBashir Hamad, Bashir HamadSearch for more papers by this authorMuhammad Tariq, Muhammad TariqSearch for more papers by this author Nazik M Nurelhuda, Corresponding Author Nazik M Nurelhuda n.nurelhuda@gmail.com orcid.org/0000-0003-4580-1744 Correspondence: Nazik M Nurelhuda, Dental Public Health, Faculty of Dentistry, University of Khartoum, Army Road, Khartoum 102, Sudan. E-mail: n.nurelhuda@gmail.comSearch for more papers by this authorPage Morahan, Page MorahanSearch for more papers by this authorBashir Hamad, Bashir HamadSearch for more papers by this authorMuhammad Tariq, Muhammad TariqSearch for more papers by this author First published: 26 September 2018 https://doi.org/10.1111/medu.13711Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume52, Issue11November 2018Pages 1194-1195 This article also appears in:Remembering the ‘ME’ in BAME RelatedInformation

Traditionally, higher education has relied on recruiting executive leaders based largely on scholarly credibility, expecting leadership competency to develop with “on the job” experience. This approach is risky to organizational success. Building upon research about how institutional leaders identify, select, develop, and support those in succession, this study aims (1) to explore how senior academic leaders in engineering perceive their leadership roles, specifically the importance they attribute to various leadership skills and their self-confidence in exercising those skills, and (2) to discern the prevalence of mentoring and sponsorship practices those leaders use as part of their leadership portfolio. Results of a national survey, distributed in collaboration with the American Society for Engineering Education (ASEE) to leaders in academic engineering in North America, confirm the importance of select leadership skills, including practices related to the mentoring and sponsorship of emerging leaders. However, the reported prevalence of those practices was relatively low in this sample. The authors recommend holding leaders accountable for developing future leaders and present an instrument for self- and organizational assessment of such practices for use in implementing more intentional approaches to leadership development in higher education.

Purpose: By 2006, women constituted 34% of academic medical faculty, reaching a critical mass. Theoretically, with critical mass, culture and policy supportive of gender equity should be evident. We explore whether having a critical mass of women transforms institutional culture and organizational change. Methods: Career development program participants were interviewed to elucidate their experiences in academic health centers (AHCs). Focus group discussions were held with institutional leaders to explore their perceptions about contemporary challenges related to gender and leadership. Content analysis of both data sources revealed points of convergence. Findings were interpreted using the theory of critical mass. Results: Two nested domains emerged: the individual domain included the rewards and personal satisfaction of meaningful work, personal agency, tensions between cultural expectations of family and academic roles, and women's efforts to work for gender equity. The institutional domain depicted the sociocultural environment of AHCs that shaped women's experience, both personally and professionally, lack of institutional strategies to engage women in organizational initiatives, and the influence of one leader on women's ascent to leadership. Conclusions: The predominant evidence from this research demonstrates that the institutional barriers and sociocultural environment continue to be formidable obstacles confronting women, stalling the transformational effects expected from achieving a critical mass of women faculty. We conclude that the promise of critical mass as a turning point for women should be abandoned in favor of “critical actor” leaders, both women and men, who individually and collectively have the commitment and power to create gender-equitable cultures in AHCs.

PURPOSE:To analyze educators' experiences of facilitating cultural discussions in two global health professions education programs and what these experiences had taught them about critical consciousness.METHOD:A multicultural research team conducted in-depth interviews with 16 faculty who had extensive experience facilitating cultural discussions. They analyzed transcripts of the interviews thematically, drawing sensitizing insights from Gramsci's theory of cultural hegemony. Collaboration and conversation helped the team self-consciously examine their positions toward the data set and be critically reflexive.RESULTS:Participant faculty used their prior experience facilitating cultural discussions to create a "safe space" in which learners could develop critical consciousness. During multicultural interactions they recognized and explicitly addressed issues related to power differentials, racism, implicit bias, and gender bias. They noted the need to be "facile in attending to pain" as learners brought up traumatic experiences and other sensitive issues including racism and the impact of power dynamics. They built relationships with learners by juxtaposing and exploring the sometimes-conflicting norms of different cultures. Participants were reflective about their own understanding and tendency to be biased. They aimed to break free of such biases while role modeling how to have the courage to speak up.CONCLUSIONS:Experience had given facilitators in multicultural programs an understanding of their responsibility to promote critical consciousness and social justice. How faculty without prior experience or expertise could develop those values and skills is a topic for future research.

Background Sociocultural theories state that learning results from people participating in contexts where social interaction is facilitated. There is a need to create such facilitated pedagogical spaces where participants can share their ways of knowing and doing. The aim of this exploratory study was to introduce pedagogical space for sociocultural interaction using ‘Identity Text’. Methods Identity Texts are sociocultural artifacts produced by participants, which can be written, spoken, visual, musical, or multimodal. In 2013, participants of an international medical education fellowship program were asked to create their own Identity Texts to promote discussion about participants’ cultural backgrounds. Thematic analysis was used to make the analysis relevant to studying the pedagogical utility of the intervention. Result The Identity Text intervention created two spaces: a ‘reflective space’, which helped participants reflect on sensitive topics such as institutional environments, roles in interdisciplinary teams, and gender discrimination, and a ‘narrative space’, which allowed participants to tell powerful stories that provided cultural insights and challenged cultural hegemony; they described the conscious and subconscious transformation in identity that evolved secondary to struggles with local power dynamics and social demands involving the impact of family, peers, and country of origin. Conclusion While the impact of providing pedagogical space using Identity Text on cognitive engagement and enhanced learning requires further research, the findings of this study suggest that it is a useful pedagogical strategy to support cross-cultural education.

Unprecedented collective forces challenge the preeminence and survival of today’s academic health center (AHC).1,2 Academic structure and culture have proven difficult to change to meet current societal needs, because they entail a deeply entrenched faculty value system,1,3–9 and ingrained sociocultural norms that impede organizational innovations and leadership diversity.10–13 This increased complexity of AHCs, compared with other academic settings, exponentially magnifies challenges, and makes leaders reluctant to abandon practices in which they are heavily invested.1,9,14–18 Dr. Steven Wartman’s (AΩA, Johns Hopkins University, 1970) 2015 editorial in The Pharos asserted that the academic health center must adapt to a disrupted world.1 A period of unique adjustment associated with a prolonged and permanent decrease in federal funding for research; fundamental changes in health care financing with the passage of the Affordable Care Act; the rapid emergence of major new electronic educational methods; and uneven recovery from the Great Recession. He asked how AHCs might “shake loose their insular, siloed traditions to change their culture and behavior,” 1 and proposed identifying transformational leaders who can align academics with patient care in a future orientation requiring skill in change management.

Background: Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine® (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Methods: Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. Results: The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. Conclusions: The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity inclusion.

Despite two decades of increasing numbers of women entering the disciplines of science, technology, engineering, mathematics, and medicine (STEMM), women remain sparsely represented in academic leadership. Two national programs, the Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM®) program and the Executive Leadership in Academic Technology and Engineering program at Drexel University (ELATE at Drexel®) uniquely enhance the personal and professional skills of participants through experiential learning that increases organizational leadership capacity and innovation in their institutions while building a trusted learning community. This chapter describes the process of translating the successful ELAM leadership learning model to one that more broadly serves faculty in universities and colleges. Program evaluation is continuous and multidimensional, based upon participant experience during the fellowship and leadership advancement in the subsequent years. The outcome of 20 years of ELAM and the first 4 years of ELATE suggests a bright future for women who participate in these fellowships.