Abstract
In this new edition Peter Spurgeon and Robert Klaber take you through the latest leadership and management thinking, in particular the medical leadership competency framework as endorsed by the GMC for undergraduate and postgraduate education.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Book Cover | C | ||
| Title | i | ||
| Copyright | ii | ||
| About the publisher | iii | ||
| Contents | iv | ||
| Free Companion Material | xii | ||
| About the authors | xiii | ||
| Peter Spurgeon | xiii | ||
| Bob Klaber | xiii | ||
| Contributors | xiv | ||
| Acknowledgements | xv | ||
| Foreword to 1st Edition (Nov 2011) by Professor Parveen Kumar CBE | xvii | ||
| Foreword to 1st Edition (Nov 2011) by Junior Doctors | xix | ||
| Chapter 1 Introduction | 2 | ||
| Background to the emergence and value of medical leadership | 2 | ||
| Medical leadership: history and context | 3 | ||
| Clinical leadership vs medical leadership | 4 | ||
| Why medical leadership is important | 5 | ||
| A contextual framework to this book | 7 | ||
| The growth of managerialism | 7 | ||
| The development of medical leadership | 9 | ||
| References | 9 | ||
| Chapter 2 The Medical Leadership Competency Framework | 12 | ||
| Introduction | 12 | ||
| Competency frameworks | 13 | ||
| International competency frameworks | 14 | ||
| The Medical Leadership Competency Framework (MLCF) | 15 | ||
| The development of the MLCF | 17 | ||
| Where are we now? | 19 | ||
| Leadership training at undergraduate level | 19 | ||
| Leadership training at postgraduate level | 20 | ||
| Further developments | 21 | ||
| References | 22 | ||
| Chapter 3 Management and leadership | 26 | ||
| Introduction | 26 | ||
| Management or leadership | 27 | ||
| The interrelations of leadership and management | 28 | ||
| Approaches to leadership | 29 | ||
| Leadership models | 30 | ||
| Trait theory | 31 | ||
| Leadership style and context | 32 | ||
| From individual to collective models | 33 | ||
| Shared or distributed leadership | 34 | ||
| References | 35 | ||
| Chapter 4 Creating a comprehensive, integrated and centralised leadership development programme: A case study of the School of Psychiatry (West Midlands) | 38 | ||
| Introduction | 38 | ||
| Why is leadership not given the importance it needs? | 39 | ||
| Opportunity | 41 | ||
| Scoping | 41 | ||
| Leadership curricular | 42 | ||
| A model for adapting MLC to the specialty | 42 | ||
| Programme design | 44 | ||
| Faculty development | 47 | ||
| Assessment and progression of trainees | 48 | ||
| Workplace based assessment tools | 48 | ||
| Implementation issues | 50 | ||
| Summary | 51 | ||
| Chapter 5 Leadership learning on the wards | 54 | ||
| Introduction | 54 | ||
| Demonstrating personal qualities on the wards | 55 | ||
| Summary of issues | 56 | ||
| Improving continuity | 57 | ||
| Opening up communication | 57 | ||
| Teaching and learning where time is limited | 58 | ||
| Working with others on the wards | 59 | ||
| Summary of issues | 60 | ||
| Developing decision-making skills | 61 | ||
| Flattening hierarchies | 62 | ||
| The nursing perspective | 63 | ||
| Managing services on the wards | 63 | ||
| After Action Reviews (AARs) | 64 | ||
| Improving services on the wards | 65 | ||
| Summary of issues | 66 | ||
| Checklists | 66 | ||
| Setting direction on the wards | 69 | ||
| Integrated care pathways | 69 | ||
| Summary | 71 | ||
| References | 72 | ||
| Chapter 6 Leadership learning in clinic | 76 | ||
| Introduction | 76 | ||
| Demonstrating personal qualities in clinic | 77 | ||
| Multi-source feedback (MSF) | 78 | ||
| Feedback from patients | 79 | ||
| Developing a feedback culture | 79 | ||
| Working with others in clinic | 80 | ||
| Summary of issues | 80 | ||
| Administrative and managerial roles in outpatients | 81 | ||
| Clinical roles in outpatients | 81 | ||
| Shadowing the patient journey | 81 | ||
| Managing services in clinic | 82 | ||
| Improving DNA rates | 82 | ||
| Activity capture | 83 | ||
| Working alongside managers | 83 | ||
| Improving services in clinic | 84 | ||
| Patient and carer feedback | 84 | ||
| Summary of issues | 85 | ||
| Qualitative feedback from patients | 86 | ||
| Disseminating the learning from patient feedback | 86 | ||
| Setting direction in clinic | 87 | ||
| Summary of issues | 88 | ||
| Summary | 89 | ||
| References | 90 | ||
| Chapter 7 Leadership learning in handover | 92 | ||
| Introduction | 92 | ||
| Demonstrating personal qualities in handover | 93 | ||
| Learning and developing handover skills | 94 | ||
| Working with others in handover | 95 | ||
| Summary of issues | 97 | ||
| Leading handover | 97 | ||
| The 'dollar clock' | 97 | ||
| Managing services in handover | 98 | ||
| Objectives and standards for handover | 99 | ||
| Handover sheets | 99 | ||
| Structuring handover | 100 | ||
| Improving services in handover | 101 | ||
| Junior doctors improving handover | 102 | ||
| Summary of issues | 103 | ||
| Setting direction in handover | 104 | ||
| Evaluating the impact of improvement projects | 105 | ||
| Summary | 106 | ||
| References | 107 | ||
| Chapter 8 Leadership learning in the emergency department | 110 | ||
| Introduction | 110 | ||
| Demonstrating personal qualities in the emergency department | 111 | ||
| Stress in doctors: the wider impact | 112 | ||
| Developing strategies to manage stress | 112 | ||
| Support from colleagues | 113 | ||
| Working with others in the emergency department | 114 | ||
| Teamworking in a resuscitation | 114 | ||
| Debrief | 115 | ||
| Managing services in the emergency department | 116 | ||
| Learning through shadowing | 117 | ||
| Managing the workload: board rounds | 118 | ||
| Managing the workload: flexible staffing levels | 118 | ||
| Handover | 118 | ||
| Process targets | 119 | ||
| Gaming to meet targets | 120 | ||
| Local improvement initiatives | 120 | ||
| Improving services in the emergency department | 121 | ||
| Innovation | 121 | ||
| Lean thinking and experience-based design | 122 | ||
| Setting direction in the emergency department | 124 | ||
| Applying evidence to improve care | 124 | ||
| BestBETs | 125 | ||
| Embedding evidence-based medicine into clinical work | 126 | ||
| Summary | 127 | ||
| References | 128 | ||
| Chapter 9 Leadership learning in theatre | 134 | ||
| Introduction | 134 | ||
| Developing leadership skills in the operating theatre | 135 | ||
| The operating theatre as a learning environment | 137 | ||
| Leadership measurement tools | 138 | ||
| The 'micro-environment' of theatre | 140 | ||
| Demonstrating personal qualities in the operating theatre | 146 | ||
| Summary of issues | 147 | ||
| The importance of values | 147 | ||
| Working with others in the operating theatre | 148 | ||
| Summary of issues | 149 | ||
| World Health Organization (WHO) safety checklist | 149 | ||
| Using audit to stimulate change | 149 | ||
| Managing services in the operating theatre | 150 | ||
| Summary of issues | 151 | ||
| Getting involved with service management | 152 | ||
| Improving services in the operating theatre | 152 | ||
| Summary of issues | 153 | ||
| Improving care through simple low-cost initiatives | 153 | ||
| Setting direction in the operating theatre | 154 | ||
| Summary of issues | 155 | ||
| Summary | 156 | ||
| References and further reading | 157 | ||
| Chapter 10 Leadership learning in primary care | 162 | ||
| Introduction | 162 | ||
| General practice now and in the future | 163 | ||
| Demonstrating personal qualities in primary care | 164 | ||
| Managing stress | 164 | ||
| Neighbour's checkpoints: safety-netting | 165 | ||
| Neighbour's checkpoints: housekeeping | 165 | ||
| Summary of issues | 167 | ||
| Managing yourself | 168 | ||
| Working with others in primary care | 169 | ||
| Developing networks | 169 | ||
| Networking | 171 | ||
| Summary of issues | 172 | ||
| Stakeholder mapping | 172 | ||
| Building and managing relationships | 173 | ||
| Managing services in primary care | 174 | ||
| Developing planning skills | 175 | ||
| Summary of issues | 175 | ||
| Improvement methodologies | 176 | ||
| Process mapping | 177 | ||
| Value stream mapping | 177 | ||
| Improving services in primary care | 181 | ||
| Involving colleagues to accomplish change | 181 | ||
| Clinical engagement | 182 | ||
| The clinical engagement ladder | 182 | ||
| The danger of disengagement | 183 | ||
| Core messages | 184 | ||
| Summary of issues | 184 | ||
| Setting direction in primary care | 186 | ||
| Evidence-based service improvement | 186 | ||
| Summary of issues | 187 | ||
| Summary of issues | 188 | ||
| Summary | 189 | ||
| References | 190 | ||
| Chapter 11 Leadership learning as an undergraduate | 194 | ||
| Introduction | 194 | ||
| Demonstrating personal qualities as an undergraduate | 196 | ||
| Role-modelling | 196 | ||
| Working with others as an undergraduate | 199 | ||
| Understanding teamworking | 199 | ||
| Summary of issues | 200 | ||
| Groupthink | 200 | ||
| Teamworking in theatres: the WHO surgical checklist | 201 | ||
| Managing services as an undergraduate | 202 | ||
| Learning about financial flows in primary care | 202 | ||
| Shadowing as an undergraduate | 203 | ||
| Improving services as an undergraduate | 204 | ||
| Moving beyond audit | 204 | ||
| Improving patient experience | 206 | ||
| Summary of issues | 207 | ||
| Setting direction as an undergraduate | 208 | ||
| Learning about the wider context | 209 | ||
| Sustainable healthcare | 209 | ||
| Summary of issues | 210 | ||
| Summary | 211 | ||
| References | 213 | ||
| Chapter 12 Leadership learning in integrated care settings | 216 | ||
| Introduction | 216 | ||
| What is integrated care? | 216 | ||
| Healthcare policy | 220 | ||
| Integrated care opportunities | 220 | ||
| Demonstrating personal qualities in integrated care settings | 221 | ||
| Learning in community integrated MDT meetings | 221 | ||
| Summary of issues | 224 | ||
| Working with others in integrated care settings | 225 | ||
| Email advice lines develop networks | 225 | ||
| Telemedicine builds relationships | 226 | ||
| Collaboration through community MDTs | 226 | ||
| Summary of issues | 227 | ||
| Managing services in integrated care settings | 228 | ||
| Strategy for the wider healthcare system | 228 | ||
| A whole systems integrated care approach | 228 | ||
| Co-production for integrated care | 229 | ||
| Improving services in integrated care settings | 230 | ||
| Question the status quo | 231 | ||
| Summary of issues | 232 | ||
| Data influencing change | 233 | ||
| Public Health England Profiles | 233 | ||
| Hospital Episode Statistics (HES) | 234 | ||
| The NHS Atlas of Variation | 235 | ||
| Public Health Observatories | 235 | ||
| Setting direction in integrated care settings | 236 | ||
| Summary | 239 | ||
| References | 240 | ||
| Chapter 13 Supporting leadership learning: tutor notes | 244 | ||
| Introduction | 244 | ||
| Work-based leadership learning | 244 | ||
| Using feedback to support learning: providing insight | 246 | ||
| Using feedback to support learning: Pendleton's 'rules' | 246 | ||
| Using feedback to support learning: other approaches | 247 | ||
| 'What can we learn from you?' | 249 | ||
| Moving beyond poor quality audit | 250 | ||
| Putting trainees at the heart of improving care | 252 | ||
| Working with, and learning from, managers | 254 | ||
| Paired learning | 255 | ||
| Summary | 258 | ||
| References and further reading | 259 | ||
| More titles in the Progressing Your Medical Career Series | 261 | ||
| More titles in the Progressing Your Medical Career Series | 262 | ||
| More titles in the Progressing Your Medical Career Series | 263 | ||
| More titles in the MediPass Series | 264 | ||
| More titles in the Essential Clinical Handbook Series | 265 | ||
| More titles in the Essential Clinical Handbook Series | 266 |