Christine A. Taylor

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Academic health care institutions have become interested in understanding and supporting current leaders and preparing leaders for the future. We designed this exploratory study to better understand specific perceived leadership needs of physicians from the perspective of “aspiring” and “established” leaders within our institution. A qualitative, inductive,(More)
BACKGROUND The Cleveland Clinic Lerner College of Medicine was designed to encourage medical students to pursue careers as physician investigators. Our faculty decided that assessment should enhance learning and adopted only formative assessments to document student performance in relation to nine broad-based competencies. No grades are used to judge(More)
BACKGROUND The Accreditation Council for Graduate Medical Education's Milestones Project focuses trainee education on the formation of valued behaviors and skills believed to be necessary for trainees to become independent practitioners. The development and refinement of behaviors and skills outlined within the milestones will require learners to monitor,(More)
Since healthcare faces challenges of access, quality, and cost, effective leadership for healthcare is needed. This need is especially acute among physicians, whose demanding training focuses on scientific and clinical skills, eclipsing attention to leadership development. Among the competencies needed by leaders, emotional intelligence (EI) - defined as(More)
PURPOSE We sought to create a resident educator program using a Train-the-Trainer (TTT) approach with adaptable curricula at a large tertiary health care center with a medical school and 60 accredited residency programs. METHODS The Resident Educator And Life-long Learner (REALL) Program was designed as a 3-phase model. Phase 1 included centralized(More)
BACKGROUND Educators need approaches to assess medical students' abilities to apply and integrate concepts essential to medical practice. DESCRIPTION We used a multimethod approach to examine the quality of essay questions intended to elicit medical students' ability to apply and integrate their understanding of medical concepts. EVALUATION Three(More)
Although the benefits of mentoring in academic medical centers have been amply discussed, the major focus has been on conferring traditional academic skills (e.g., grantsmanship, publications, etc.). In contrast, little attention has been given to the career development of physician–leaders (e.g., communication, vision, teambuilding, etc.). To understand(More)
Of the Accreditation Council for Graduate Medical Education's six general competencies, professionalism has posed the greatest challenges for medical educators to define and teach. Currently, professionalism is largely taught experientially through role modeling, which has many shortcomings as a sole teaching strategy. Namely, role modeling does not involve(More)
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