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Since 1990, the Cleveland Clinic has trained physicians in team skills through various iterations of a program called Leading in Healthcare (LHC). In the present study, the authors utilize a case study approach to gain insight into the LHC curriculum, and more specifically, the team project. The purpose of this paper is to better understand the Cleveland Clinic’s position on the issue and its approach to education – specifically among physicians.

The authors utilized a case study approach with four key program architects.

The results of this exploratory research yielded three themes: There is a lack of formal physician education in teamwork, there is a growing trend of inter-disciplinary teams and the team project was an important component of teambuilding in LHC.

A breakdown in team function adversely impacts patient care. While formal and informal participation in teams is imbedded in the role, physicians are rarely trained in leadership or teambuilding in their formal medical education – much of it is learned on the job in hidden curricula. In addition to the adverse effects of dysfunctional teams on patient care, the authors have explored another area that will be affected by a lack of education – the team experience at the administrative level. As more and more physicians take on leadership roles in healthcare, there is an additional need to build competencies around teams (e.g. team theory, cross-functional team participation and leading teams) from an administrative perspective.

This is one of only a few studies which have specifically examined the impact of a teamwork education for physicians.

Because leadership competencies differ from the clinical and scientific competencies that make physicians successful in their clinical and scientific roles, leadership development programs are now receiving attention.

As one component of the leadership development program at the Cleveland Clinic, the Physician-Leader On-Boarding Program offers newly appointed chairs a structured interaction with executive coaches with the goal of increasing self-awareness and, secondarily, developing a personal leadership development plan. New leaders review their inventory of healthcare leadership competencies and receive expert guidance regarding their ratings on a 360o feedback assessment and a self-rated psychometric instrument. The final activity of the two- to three-month program is the new leader's presenting and discussing a personal leadership development plan with the coaches.

Between December 2006 and June 2010, 25 new Cleveland Clinic department or institute chairs participated in the program, of whom 22 were invited to participate and 14 responded to a survey regarding their experience of the program. Respondents rated the program highly 4.92 out of maximum 5 on “I would recommend the program to my colleagues,” and also suggested that expectations could be better clarified, that the scope of on-boarding should be broader, and that longitudinal coaching should be offered.

The results generally support the value of an on-boarding program for new physician-leaders while identifying future opportunities. The aforementioned suggestions regarding broader scope, clear expectations and follow-up are discussed as opportunities to strengthen the on-boarding experience, and to identify areas that may need to be reinforced.

Leaders in health care today are faced with a wide array of complex issues. This chapter describes an innovative physician leadership development program at the Cleveland Clinic intended to enhance the leadership capacities of individuals and the organization. Propositions regarding the program's impact on organizational innovation, organizational commitment, social capital, and the human element of physician practice are offered for future examination.

The purpose of this paper is to determine the particular competencies demonstrated by effective physician leaders. Changing organizational and environmental dynamics present unique challenges to leaders in the field of healthcare. An accelerated emphasis on increasing the quality of health care delivery, containing costs, and restructuring the delivery of health care itself are redefining the very nature of healthcare and the roles of physicians as leaders. Given this context, the authors propose to identify the essential competencies for twenty-first century physician leadership.

In all, 53 critical incident interviews from 28 physicians identified as emerging leaders at the Cleveland Clinic, a top-rated US academic healthcare institution, were examined in two ways: an existing leadership competency model was applied to each critical incident and inductively derived themes were identified through thematic analysis of the incidents.

The predominant distinguishing leadership competencies demonstrated by the physician leaders included: Empathy, Initiative, Emotional Self-Awareness and Organizational Awareness. Communicating deliberately, getting buy-in from colleagues, focussing on the mission of the organization and showing respect for others were also discovered through thematic analysis to be essential practices of these effective physician leaders. Over 90 percent of the critical incident stories dealt with colleague-to-colleague interactions.

The research was conducted in one academic healthcare organization, thus limiting the generalizability of the results. Additional research testing these results in a variety of healthcare institutions is warranted.

This study identified specific competencies that distinguish effective physician leaders. These leaders actively sought to work with colleagues to obtain their input and consensus in order to enact organizational change and improve health care delivery in their institution. Importantly, their intentions were neither self-focussed nor self-promoting but strongly mission driven. The identification of physician leader competencies will assist incumbent and emerging physician leaders in their ability to be effective leaders, as well as inform the design of training and development programs for physicians.

Emotional intelligence (EI) is a critical component of leadership that reflects the ability of leaders to understand how their emotions and actions affect the people around them in the organization. This paper aims to deliver state-of-the-art insights on EI and leadership.

This paper leverages on bibliometric analysis to unpack 25 years of EI and leadership research.

This paper reveals the bibliometric profile (e.g. trends in publication activity and top articles, authors, countries and journals) and intellectual structure (e.g. themes and topics) of EI and leadership research, shedding light on EI manifestation in leadership, EI and leadership congruence, EI role in leadership and EI and leadership for human resource management.

This paper offers several noteworthy implications. First, EI is a leadership competency that can be cultivated and leveraged to improve leadership effectiveness. Second, the need for EI and leadership congruence indicates that leadership effectiveness is vital to human resource management (HRM). Taken collectively, these theoretical implications, and by extension, practical implications, suggest that increased investment in EI and leadership effectiveness is critical for organizations and their HRM.

This paper sheds light on current trends and ways forward for leading by feeling, showcasing the role and manifestation of EI in leadership, its value for HRM and the importance of its congruence for effective leadership in shaping the future of work.

This chapter examines the practical and conceptual limitations and possibilities of using ethnographic methods in the college writing classroom for the purpose of instructors’ professional development. The study is based on ethnographic research with a second-year course in Stanford University’s Program in Writing and Rhetoric. The study’s dual foci included the teacher–researcher’s pedagogical practices and students’ learning, and entailed participant-observation and the recording of ethnographic fieldnotes. It builds on the anthropology of literacy, a tradition of action research among educational ethnographers, and scholarship on composition pedagogy. Participant-observation could be helpful to other college instructors interested in improving their teaching. However, combining participant-observation with direct student feedback through interviews or surveys will be most effective in shaping educators’ professional development. Using participant-observation for professional development in the college writing classroom did not only situate me, the ethnographer, as both subject and object of research. Unexpectedly, my research also placed ethnographic methods as objects of research. By examining student learning and teaching practices ethnographically, researchers create opportunities to illuminate assumptions related to research as well as broader lessons about the study of teaching and learning.

The term “medical” will be interpreted broadly to include both basic and clinical sciences, related health fields, and some “medical” elements of biology and chemistry. A reference book is here defined as any book that is likely to be consulted for factual information more frequently than it will be picked up and read through in sequential order. Medical reference books have a place in public, school, college, and other non‐medical libraries as well as in the wide variety of medical libraries. All of these libraries will be considered in this column. A basic starting collection of medical material for a public library is outlined and described in an article by William and Virginia Beatty that appeared in the May, 1974, issue of American Libraries.

Influenced by postmodern and poststructuralist perspectives, cultural studies and humanities researchers have critiqued ways that old age plays out in lived realities – including effects of ageism and power loss in both private and public spheres. Generally, older people are perceived negatively and as less powerful than younger people. Age tends to trump most other social identity dimensions in negative ways so that aging is an eventuality that many people the world over dread or fear.

In recent years, age has been treated as a social, political and economic issue that draws from anxiety and fear associated with the advancing life course. Some nations outlaw age discrimination in the workplace, but others do not. So, while improved sanitation, diet and health care means that many people live longer, they still face enduring negative stereotypes about aging processes. Chapter 8 sharpens the focus on social identity marked by age and dimensions that overlap with age – in the larger social milieu and in organizational contexts. Several theoretical ties bind this chapter’s exploration of age and aging, including critical/cultural studies, feminism, critical gerontology, and postmodern and poststructuralist perspectives. To explore research on aging and identity, this chapter is divided into subthemes: sociocultural perspectives on and theorizing about aging, age categories and birth cohorts, aging effects for organizations, aging effects for employees, and age with other social identity intersectionalities.