About EPLP

Emerging Physician Leaders Talk

Program goals

  • To build a community of Physician Leaders within the Medical School/UMPhysicians and UMMC capable of leading the organization (long term succession planning)
  • To provide designated time away from routine duties to address organization wide leadership needs specific to participants needs
  • To create a safe environment, encouraging participants to challenge each other and themselves
  • To provide a clearer understanding of AHC/UMP/Medical School infrastructure including how to lead within a complex matrix organization
  • To provide an introduction to the study and discipline of leadership education including an understanding of best practices and a reference library of leadership materials

Learning model

The learning model for the Emerging Physician Leaders program is designed to build upon the educational experiences of the participants. The model stresses the personal aspects of leadership, self-reflection and cohort learning. The introduction to the language of leadership and management is designed to expand the participant’s ability to address and solve tough issues, to work cross disciplinary, stay energized and enhance their platform of influence.

The learning model underlying the Emerging Physician Leaders Program is an application of the following principles:

  • Physician leaders develop personal resilience in part through continual learning. That resilience is essential both to their continuing personal development in a rapidly changing and complex organizational structure and to their ability to contribute to and lead the organizations in which they work and practice.
  • Lifelong learning is essential to success as a professional. Increasing self-development of professionals includes both structured learning opportunities and a readiness to learn from everyday practice. A program of professional learning must provide structured learning opportunities and enhance the professional’s readiness to learn from her/his practice.
  • Because a key to adult learning is discovering the personal meaning of ideas, opportunities for applying learning to one’s experience must be meaningful, varied and frequent. Learning shared with a cohort of fellow learners enhances the discovery process.
  • Learning is idiosyncratic and occurs in many ways. It is most often deductive, moving from general principles to specific examples, but adults learn inductively as well, combining personal experiences into principles. Experience in transferring learning from one situation to others encourages inductive learning.
  • While learning is unique to each person, learners need consistent methods of reviewing and improving learning outcomes, it is the programs perspective that learning is provided by professional organizations, home Departments, the Medical School and the practice plan and the venues in which they practice, teach and conduct research.
  • Learning is reinforced and expanded when part of a systematic and thoughtful network of mentors and protégés.
  • Learning is enhanced and embedded when participants are afforded the opportunity to utilize what they have experienced within the systems they work in a consistent and timely manner.
  • Because learning proceeds from levels of understanding already achieved, adult learning opportunities must anticipate the range of experiences which learners bring to their education and provide flexible means of learning that serve participants at all levels of experience.
  • When the learning experience is well structured, adults can learn as much from each other as they do from formal instruction. Effective group work, diversity of perspective among students and faculty, structured and unstructured opportunities for meaningful interaction and a cohort culture that actively encourages supportive relationships among students are critical elements of the learning model.
  • Learning is enhanced when participants share common work experiences and processes and proceed through the program together, growing in their abilities to communicate with, learn from and support each other.

Principles

  • Participation by invitation only (Department chairs nominate candidates based on the size of the Department to a maximum of thirty three participants) and approved by program leadership.
  • Participants will be faculty members currently in a leadership position or anticipated to be future leaders.
  • Department Chairs will make an effort to accommodate new participant learnings.
  • Participants and Department Chairs will sign a document in support of full participation including a commitment to support the time needed to successfully complete the course. (classroom time, day and 1/2 per quarter, approximately 2 to 3 hours per week including on-line discussions, developing case studies, reading)
  • Based on adult learning principles; interactive, student as faculty, all assignments additive to the work environment, minimal didactic.
  • Curriculum will be a balance between the theoretical and practical application of course content.
  • Educational offerings to emphasize the University of Minnesota Medical School, UMP, UMMC and partnering organizations.
  • Curriculum to emphasize the synergies and tensions between organizing entities (Medical School, Departments, UMP, UMMC, AHC, the larger University and community partners).
  • Curriculum to be explicit regarding physician and administrative partnerships.
  • Advisory Committee: Macaran Baird M.D., Bradley Benson M.D., Jon Braman M.D., Tom Gilliam R.N., Joseph Neglia M.D., Nancy Raymond, M.D., David Rothenberger M.D., Erik van Kuijk M.D., Brenda Weigel M.D., Bevan Yueh M.D.
  • Judicious use of pre-readings.
  • Develop web based technology (Moodle) to conduct interactive sessions between modules.
  • Liberal use of “case based" education. Small group work at each session.
  • Use of pre and post testing for learning style and personality characteristics.
  • Develop a mentoring curriculum. Participants as mentors and protégés. Discuss briefly at each session. Develop reporting mechanisms from participants back to Department Chairs and significant faculties within the Medical School as well as leadership within UMP and UMMC/UMACH. Program leadership may discuss participants work within the program with Department Chairs and mentors.
  • Utilize local faculty when appropriate.
  • Ground rules; no pagers, no beepers, no laptops.
  • Develop an evaluation tool for each session. Convene advisory committee as needed to review evaluations and suggest curriculum improvements.
  • Provide a Capstone experience. Participants to develop a work product, business plan or set of recommendations based on working together throughout the program in collaboration with our major supporters.