A Conceptual Model for Navigating a Career Path in Medical School Leadership

Abstract

There is a paucity of literature providing guidance to physicians hoping to attain a position as a medical school dean. Realizing this gap, the Society for Academic Emergency Medicine (SAEM) Faculty Development Committee organized an educational session focused on offering faculty guidance for obtaining a position in medical school leadership. The session involved panelists who are nationally known leaders in medical school administration and was successfully presented at the SAEM 2018 annual meeting in Indianapolis, Indiana. Knowledge and perspective gained both during this session and through literature review was analyzed using a conceptual thinking skills framework. This process offered insights that promoted the development of a conceptual model informed by current evidence and expert insight and rooted in educational, economic, and cognitive theory. This model provides a step-by-step guide detailing a process that physicians can use to create a plan for professional development that is informed, thoughtful, and individualized to their own needs to optimize their future chances of advancing to a career in medical school leadership.

Figure 1

(next page) “A Guide for Reaching the Dean's Office.” This model offers a structured method that provides individualized guidance for physicians wishing to achieve a deanship position. By offering a strategy that is customized based on your unique set of essential needs and strengths, this model helps you create a professional development plan that is informed, efficient and effective. The five steps comprising the model and details explaining actions required to implement each step are illustrated. Please note this is an iterative process, therefore: (i) it is not recommended that every item in each step be pursued within a “single cycle’; (ii) the model requires cycling through the five steps a number of times to gain optimal benefit; and (ii) faculty should periodically review this model to evaluate their progress and obtain further guidance on which development activities to pursue. Insights identified during step E (evaluation stage) are used to inform the next cycle's “role identification” and “needs assessment,” which subsequently impacts one's “G&O” and “strategies for implementation,” etc. KSE = knowledge, skills, and experiences; UME = undergraduate medical education; EP = emergency physician; SAEM = Society for Academic Emergency Medicine; AAMC = Association of American Medical Colleges; MOOC = massive open on‐line course; MBA = Master of Business Administration; MHPE = Master of Health Professions Education. Citations: Trailing Spouse Concept,36 MSCEIT,37, 38 G&O List/Timeline,39, 40 and Community of Practice.41

Figure 2

An example of one type of organizational structure for a medical school's office of the dean. For illustrative purposes, dean's roles/titles under the vice dean for academic affairs have been expanded. Similar roles would likely exist under the vice‐deans in other domains. It is important to emphasize that each institution has a unique leadership structure, roles, and titles and we encourage readers to review their specific institution's organizational chart. UME = undergraduate medical education; GME = graduate medical education; CMO = chief medical officer; CIO = chief information officer.

Figure 3

The needs assessment will define the KSE and personal strengths present in these 3 circles. When pursuing step C, “developing goals and objectives,” and step D, “creating your strategic development plan,” you want to prioritize KSE that require development in the following manner: K1 > K2 > K3. When speaking with deans or applying for a dean's position, you want to emphasize your strengths which include the KSE and personal qualities contained in: A1 > A2 > A3 (in order). KSE = knowledge, skills, and experiences.

Figure 4

An example of a “mentorship map”: When creating your mentorship map, be mindful of the role/purpose of each mentor listed. Mentors should each serve a somewhat unique purpose that is informed by your essential needs, goals and objectives. Although some overlap of purpose is common, one should be mindful to not have too many mentors offering guidance that addresses the same domain or goal. Mentors should complement one another in purpose so that collectively, all of your mentors address all of your unique set of essential needs.