Acad Psychiatry (2014) 38:82–85 DOI 10.1007/s40596-013-0021-7
IN DEPTH ARTICLE: COMMENTARY
The Medical School Dean: Leadership and Workforce Development Peter F. Buckley
Received: 31 May 2013 / Accepted: 02 July 2013 / Published online: 16 January 2014 # Academic Psychiatry 2014
Abstract Objective The author reviews the role of deans in US academic medical centers. Methods The author describes the role of the dean of a medical school on the basis of his personal experience and key texts on the topic. Results Skills acquired earlier in an academic career are used across a much broader base in the role of dean, and the dean holds a time-honored and privileged position in academic medicine. Fundamental activities of the dean include communication, mentorship, recruitment, and retention. Conclusion As with any leadership role, the position is not about the person, and a dean serves as a resource to a host of internal constituents and as an ambassador for the institution. Keywords Dean . Academic psychiatry . Leadership . Workforce development
Deans as Leaders Deans are the “de facto” leaders, the CEOs (or, perhaps more technically, Chief Academic Officers) of US medical schools. People most often come to these prized positions at the latter part of already accomplished careers. Although coming from diverse academic backgrounds and training, deans must possess common leadership skills to be able to succeed. The fundamental leadership skills are similar to those expected of chairs of academic departments [1–3]. The Association of American Medical Colleges (AAMC) lists
P. F. Buckley (*) Medical College of Georgia, Augusta, GA, USA e-mail: [email protected]
scholarship, administrative acumen, skill in recruitment, effectiveness as a departmental and institutional administrator, and visionary perspective collectively as fundamental leadership attributes for chair of an academic department [1]. An earlier study by Souba and colleagues [4] found similar leadership attributes among chairs and deans, with integrity, trust, and vision being reported as key considerations. These observations were also found in another study of psychiatry chairs [5], which, in addition to perceived strengths, evaluated potential characteristics for failed leadership as a Chair: lack of financial savvy, lack of vision, excessive narcissism, indecisiveness, and being in this leadership role prematurely in advance of one’s own professional maturation. The extent to which psychiatrists make better or worse leaders as chairs or deans likely reflects their constellation of these strong and weak leadership attributes. This has been debated also elsewhere [6–9]. It is observed that there is perpetually a good representation of psychiatrists among US medical school deans. On the one hand, psychiatrists come to the dean role with less mainstream academic experiences than pediatricians, surgeons, or internists. On the other hand, if communication, interpretative, and group leadership skills are higher order prerequisites for deanship, then perhaps psychiatrists are well equipped for this role. Integrative leadership has certainly emerged as a fundamental expectation in academic medicine [2, 10]. The extent to which an individual can succeed as an integrative leader will depend on whether he or she can appreciate others’ viewpoints, accede to overall institutional goals, work more through influence than authority, tolerate ambiguity, and most notably, function effectively in a matrix leadership environment. This call for “higher order” leadership attributes, including emotional intelligence (EI) in the academic leader. Moreover; these characteristics transcend psychiatry and other medical specialties, and they reflect broader leadership and EI qualities that are seen in business, political, and social life.
Acad Psychiatry (2014) 38:82–85
To some extent, then, the aspirant dean is called upon to exercise a constellation of leadership attributes that span fundamental leadership skills (typical of any business or community leader) with technical, medical, and academic competencies that have been honed over a lengthy career. Interestingly, it has been estimated that the average longevity of a (first time) dean is 6 years [11]. It is a complicated and intense job that encompasses a broad and complex portfolio (Table 1). A great account of deanship is provided in the excellent book The Medical School Dean: Reflections and Directions [12], kindly given to me by my good friend and mentor Dr. Layton McCurdy, Emeritus Dean and Professor of Psychiatry at the Medical University of South Carolina. Below is a synopsis of a few key aspects of the dean’s role, based upon my own observations and reflections as a “rookie” dean, now almost 3 years in learning.
Recruitment is a Key Activity for Deans Given the relatively short tenure of most deans, recruitment of other faculty colleagues (especially chairs and center/institute directors) represents perhaps the most impactful opportunity in this role. Although faculty recruitment often is largely driven by resources that are or are not available at that institution, the dean’s role is also important in recruitment (above and beyond “merely” resource allocation). The dean can provide an inspirational vision and articulate for the candidate at hand a career path and how this can be a strong fit with the institution for the aspirant new faculty. Recruitment is time intensive and great persistence is needed, especially when circumstances require that the dean also negotiate a position for a spouse in another department, college, or institution. Additional recruitment challenges that make their way to the dean’s office include licensure and regulatory human resources issues, negotiations around multiyear successive and coordinated interdepartmental recruitments, and the various tilting and programmatic developmental aspects that accompany the recruitment of senior faculty. Suffice it to say, if it is a simple recruitment, it is unlikely to involve the dean. Thus, inevitably, recruitment is a major part of the dean’s daily activities.
Retention…Seldom Seen and Often a Thankless Task Deans are called upon by departmental chairs to “save the day” with faculty who are in the cusp of leaving…and to do so by offering expensive retention packages and doling out titles (and centers!). However, attempting to retain a faculty member can be a thankless task because typically the dean only becomes aware of the faculty member’s intention to leave when it is (too) late and often there has been a previous dissatisfaction that may have been unattended to. Sometimes,
83 Table 1 Challenges for a medical school dean Clinical • Healthcare reform • Funding programmatic development • Cultivating a quality care culture • Managing faculty professionalism • Clinical–medical legal risk management • Interface between clinical credentialing–performance concerns and faculty concerns • VIP access and care coordination • Hospital and practice plan integration • Balancing clinical productivity with academic opportunities for faculty • Clinical service lines development and academic integration Educational • Faculty availability and time commitment to meet medical student and resident teaching obligations • Curriculum management • Medical student well-being • Medical student and resident grievances • Funding educational mission • Graduate medical education funding • Community educational pressure and support • Interprofessional education • Medical student scholarships Administrative • Space management • Promotion and tenure • Strategic planning • Financial operations • Coordination and management of faculty recruitment • Faculty retention • Relationships and integration with other colleges • Leadership development and succession planning • Marketing and communications [internal and external] • Faculty grievances • Integration with healthcare system • Philanthropy • Alumni support and cultivation Research • Developing clinical translational scientists • Promoting medical student research • Research facilities and equipment management • IRB and grants management • Incentivizing research • Vigilance for scientific misconduct • Funding new research initiatives • “Bridge funding” for established investigators who are lapsed in their funding
84
this dissatisfaction also reflects a perception by the disgruntled faculty that a previous dean did not keep his or her promises. This dilemma—whether perception or reality—can further complicate an already challenging situation. Nevertheless, retaining (productive) faculty is a key role of the dean and requires immediate and sustained priority attention. Although of course “money matters,” retaining productive faculty requires more consideration than just money. The Chair, center/institute director, faculty member, and dean seek common ground on a renewed career path and vision for the oftentimes disgruntled faculty member who is seeking other opportunities in part because career advancement is not proceeding/being supported at a pace to which he or she aspired. In that sense, this process is more of a “re-recruitment” than “retention” of faculty. Communications between faculty are best kept confidential because others will “flock to your door” threatening to leave while in search of the best deal. This form of “academic terrorism” is experienced by all deans. Collectively, we lack a consensus as to how best to manage the perpetual ebb and flow of faculty across US institutions, much of which is to be expected and is in the advancement of individual careers and of science. Sometimes, a faculty member may be (merely) chasing the best deal, and the retention process thereupon is inefficient when viewed from a global academic perspective.
Acad Psychiatry (2014) 38:82–85
never sufficient—even if topics are repeated at several venues—and some aspects (e.g., medical school finances) are more salient to faculty than others (18). The perceptions of the faculty of medical school governance powerfully influence the overall vitality of faculty, as the recent faculty forward multi-institutional survey by the AAMC so aptly demonstrates (18). In response to this need for regular communication, I implemented a weekly “Dean’s Diary,” and I have also started a Twitter account.
Lethal Genes and Booby Traps Whereas many individuals succeed as deans and enjoy either lengthy tenures and/or progress to other enviable positions, it is also noteworthy that deans can have a short tenure. Deans serve in a precarious role that will likely prompt removal for any of a number of bad outcomes [12, 13], such as failure to work well with the university president, sexual or professional improprieties, financial mismanagement, “de-accreditation” of the medical school in its periodic accreditation survey, and loss of confidence by the faculty and/or the school alumni. Conversely, therefore, the desired leadership attributes cited earlier might also be aptly viewed as “survival skills.” Indeed, it is joked that it is not without reason that there is just one letter of difference between the words dean and dead!
Mentorship and Leadership Development All deans are concerned with workforce development, whether in the realm of the medical school admissions pipeline, the matching of residencies, the cultivation of fellowships, the advancement of assistant professors to full professors, or the leadership of chairs and center/institute directors [3, 13–15]. Nurturing and cultivating this continuum of leadership—from aspirant student to established academic leader—is another powerful way in which a dean can leave a legacy. Increasingly, the expectation of mentorship is becoming more formalized in academic institutions [16, 17]. A dean can play a key role in leadership development and succession planning at multiple levels. Deans also seek out and are regularly nominating colleagues for participation in formal leadership development programs. Supporting colleagues to attain membership in academic societies and to cultivate leadership roles nationally is another important task. Deans write a lot of letters of support.
Communication…Communication…Communication A dean must possess a desire and capacity for effective, regular, and continuous communication, which runs the gambit from institution-wide events (e.g., Town Hall gatherings) to informal, one-on-one meetings. Communication is still
Conclusion Clawson and Wilson’s [12] highly instructive book The Medical School Dean provides candid decanal reflections by an impressive cadre of leaders, almost all of whom cite the pleasure of the privilege and opportunity to leave a legacy as key sustaining factors of their deanships. The medical school deanship is simultaneously a position of leadership and learning. It is most fundamentally a role of service to faculty and trainees. Implications for Educators & Deans serve as a resource to a host of internal constituents and as an ambassador for the institution. & Deans are concerned with workforce development, such as in medical school admissions, the matching of residencies, and the cultivation of fellowships.
Implications for Academic Leaders & Communication, interpretative, and group leadership skills are key components in the success of deans. & Deans embody technical, medical, and academic competencies. & A key responsibility of a dean is to recruit—and retain—faculty members.
Acad Psychiatry (2014) 38:82–85
References 1. American Association of Medical Colleges: the successful medical school department chair. Washington, DC, 2003. 2. Grigsby RK, Hefner DS, Souba WW, et al. The future-oriented department chair. Acad Med. 2004;79:571–7. 3. Kirch DG, Vernon DJ. Confronting the complexity of the physician workforce equation. JAMA. 2008;299:2680–2. 4. Souba WW, Mauger D, Day DV. Does agreement on institutional values and leadership issues between deans and surgery chairs predict their institutions’ performance? Acad Med. 2007;82:272–80. 5. Keith SJ, Buckley PF. Leadership experiences and characteristics of chairs of academic departments of psychiatry. Acad Psychiatry. 2011;35:118–21. 6. Bickel J. Turning intellectual capital into leadership capital: why and how psychiatrists can take the lead. Acad Psychiatry. 2007;31:1–4. 7. Romano J. The battered chairman syndrome. Arch Gen Psychiatry. 1991;48:371–4. 8. Borus JF. The chair’s work: fun, but never done, in a day in the life of an academic psychiatrist. Acad Psychiatry. 2003;27:3. 9. Robinowitz CB. Psychiatrists as leaders in academic medicine. Acad Psychiatry. 2006;30:273–8.
85 10. Josiah Macy Jr. Foundation. Transforming patient care: aligning interprofessional education with clinical practice redesign. Atlanta, GA, 2013. 11. Keyes JA, Alexander H, Jarawan H, Mallon WT, Kirch DG. Have first-time medical school deans been serving longer than we thought? A 50-year analysis. Acad Medicine. 2010;85(12):1845–9. 12. Clawson DK, Wilson EA. The medical school dean: reflections and directions. Lexington, KY: McClanahan Publishing House; 1999. 13. Petersdorf RG. Deans and deaning in a changing world. Acad Medicine 1997. 14. Buckley PF, Rayburn WF. The care and feeding of chairs of departments of psychiatry. Am J Psychiatry. 2010;167:376–8. 15. Grigsby RK, Aber RC, Quillen DA. Commentary: interim leadership of academic departments at US medical schools. Acad Medicine. 2009;84(10):1328–9. 16. Korschun HW, Redding D, Teal GL, Johns ME. Realizing the vision of leadership development in an academic health center: The Woodruff Leadership Academy. Acad Medicine. 2007;82(3): 264–71. 17. Tsen LC, Borus JE, Nadelson CC, Seely EW, Haas A, Fuhlbrigge AL. The development, implementation, and assessment of an innovative faculty mentoring leadership program. Acad Medicine. 2012;87(12):1757–61.
IN DEPTH ARTICLE: COMMENTARY
The Medical School Dean: Leadership and Workforce Development Peter F. Buckley
Received: 31 May 2013 / Accepted: 02 July 2013 / Published online: 16 January 2014 # Academic Psychiatry 2014
Abstract Objective The author reviews the role of deans in US academic medical centers. Methods The author describes the role of the dean of a medical school on the basis of his personal experience and key texts on the topic. Results Skills acquired earlier in an academic career are used across a much broader base in the role of dean, and the dean holds a time-honored and privileged position in academic medicine. Fundamental activities of the dean include communication, mentorship, recruitment, and retention. Conclusion As with any leadership role, the position is not about the person, and a dean serves as a resource to a host of internal constituents and as an ambassador for the institution. Keywords Dean . Academic psychiatry . Leadership . Workforce development
Deans as Leaders Deans are the “de facto” leaders, the CEOs (or, perhaps more technically, Chief Academic Officers) of US medical schools. People most often come to these prized positions at the latter part of already accomplished careers. Although coming from diverse academic backgrounds and training, deans must possess common leadership skills to be able to succeed. The fundamental leadership skills are similar to those expected of chairs of academic departments [1–3]. The Association of American Medical Colleges (AAMC) lists
P. F. Buckley (*) Medical College of Georgia, Augusta, GA, USA e-mail: [email protected]
scholarship, administrative acumen, skill in recruitment, effectiveness as a departmental and institutional administrator, and visionary perspective collectively as fundamental leadership attributes for chair of an academic department [1]. An earlier study by Souba and colleagues [4] found similar leadership attributes among chairs and deans, with integrity, trust, and vision being reported as key considerations. These observations were also found in another study of psychiatry chairs [5], which, in addition to perceived strengths, evaluated potential characteristics for failed leadership as a Chair: lack of financial savvy, lack of vision, excessive narcissism, indecisiveness, and being in this leadership role prematurely in advance of one’s own professional maturation. The extent to which psychiatrists make better or worse leaders as chairs or deans likely reflects their constellation of these strong and weak leadership attributes. This has been debated also elsewhere [6–9]. It is observed that there is perpetually a good representation of psychiatrists among US medical school deans. On the one hand, psychiatrists come to the dean role with less mainstream academic experiences than pediatricians, surgeons, or internists. On the other hand, if communication, interpretative, and group leadership skills are higher order prerequisites for deanship, then perhaps psychiatrists are well equipped for this role. Integrative leadership has certainly emerged as a fundamental expectation in academic medicine [2, 10]. The extent to which an individual can succeed as an integrative leader will depend on whether he or she can appreciate others’ viewpoints, accede to overall institutional goals, work more through influence than authority, tolerate ambiguity, and most notably, function effectively in a matrix leadership environment. This call for “higher order” leadership attributes, including emotional intelligence (EI) in the academic leader. Moreover; these characteristics transcend psychiatry and other medical specialties, and they reflect broader leadership and EI qualities that are seen in business, political, and social life.
Acad Psychiatry (2014) 38:82–85
To some extent, then, the aspirant dean is called upon to exercise a constellation of leadership attributes that span fundamental leadership skills (typical of any business or community leader) with technical, medical, and academic competencies that have been honed over a lengthy career. Interestingly, it has been estimated that the average longevity of a (first time) dean is 6 years [11]. It is a complicated and intense job that encompasses a broad and complex portfolio (Table 1). A great account of deanship is provided in the excellent book The Medical School Dean: Reflections and Directions [12], kindly given to me by my good friend and mentor Dr. Layton McCurdy, Emeritus Dean and Professor of Psychiatry at the Medical University of South Carolina. Below is a synopsis of a few key aspects of the dean’s role, based upon my own observations and reflections as a “rookie” dean, now almost 3 years in learning.
Recruitment is a Key Activity for Deans Given the relatively short tenure of most deans, recruitment of other faculty colleagues (especially chairs and center/institute directors) represents perhaps the most impactful opportunity in this role. Although faculty recruitment often is largely driven by resources that are or are not available at that institution, the dean’s role is also important in recruitment (above and beyond “merely” resource allocation). The dean can provide an inspirational vision and articulate for the candidate at hand a career path and how this can be a strong fit with the institution for the aspirant new faculty. Recruitment is time intensive and great persistence is needed, especially when circumstances require that the dean also negotiate a position for a spouse in another department, college, or institution. Additional recruitment challenges that make their way to the dean’s office include licensure and regulatory human resources issues, negotiations around multiyear successive and coordinated interdepartmental recruitments, and the various tilting and programmatic developmental aspects that accompany the recruitment of senior faculty. Suffice it to say, if it is a simple recruitment, it is unlikely to involve the dean. Thus, inevitably, recruitment is a major part of the dean’s daily activities.
Retention…Seldom Seen and Often a Thankless Task Deans are called upon by departmental chairs to “save the day” with faculty who are in the cusp of leaving…and to do so by offering expensive retention packages and doling out titles (and centers!). However, attempting to retain a faculty member can be a thankless task because typically the dean only becomes aware of the faculty member’s intention to leave when it is (too) late and often there has been a previous dissatisfaction that may have been unattended to. Sometimes,
83 Table 1 Challenges for a medical school dean Clinical • Healthcare reform • Funding programmatic development • Cultivating a quality care culture • Managing faculty professionalism • Clinical–medical legal risk management • Interface between clinical credentialing–performance concerns and faculty concerns • VIP access and care coordination • Hospital and practice plan integration • Balancing clinical productivity with academic opportunities for faculty • Clinical service lines development and academic integration Educational • Faculty availability and time commitment to meet medical student and resident teaching obligations • Curriculum management • Medical student well-being • Medical student and resident grievances • Funding educational mission • Graduate medical education funding • Community educational pressure and support • Interprofessional education • Medical student scholarships Administrative • Space management • Promotion and tenure • Strategic planning • Financial operations • Coordination and management of faculty recruitment • Faculty retention • Relationships and integration with other colleges • Leadership development and succession planning • Marketing and communications [internal and external] • Faculty grievances • Integration with healthcare system • Philanthropy • Alumni support and cultivation Research • Developing clinical translational scientists • Promoting medical student research • Research facilities and equipment management • IRB and grants management • Incentivizing research • Vigilance for scientific misconduct • Funding new research initiatives • “Bridge funding” for established investigators who are lapsed in their funding
84
this dissatisfaction also reflects a perception by the disgruntled faculty that a previous dean did not keep his or her promises. This dilemma—whether perception or reality—can further complicate an already challenging situation. Nevertheless, retaining (productive) faculty is a key role of the dean and requires immediate and sustained priority attention. Although of course “money matters,” retaining productive faculty requires more consideration than just money. The Chair, center/institute director, faculty member, and dean seek common ground on a renewed career path and vision for the oftentimes disgruntled faculty member who is seeking other opportunities in part because career advancement is not proceeding/being supported at a pace to which he or she aspired. In that sense, this process is more of a “re-recruitment” than “retention” of faculty. Communications between faculty are best kept confidential because others will “flock to your door” threatening to leave while in search of the best deal. This form of “academic terrorism” is experienced by all deans. Collectively, we lack a consensus as to how best to manage the perpetual ebb and flow of faculty across US institutions, much of which is to be expected and is in the advancement of individual careers and of science. Sometimes, a faculty member may be (merely) chasing the best deal, and the retention process thereupon is inefficient when viewed from a global academic perspective.
Acad Psychiatry (2014) 38:82–85
never sufficient—even if topics are repeated at several venues—and some aspects (e.g., medical school finances) are more salient to faculty than others (18). The perceptions of the faculty of medical school governance powerfully influence the overall vitality of faculty, as the recent faculty forward multi-institutional survey by the AAMC so aptly demonstrates (18). In response to this need for regular communication, I implemented a weekly “Dean’s Diary,” and I have also started a Twitter account.
Lethal Genes and Booby Traps Whereas many individuals succeed as deans and enjoy either lengthy tenures and/or progress to other enviable positions, it is also noteworthy that deans can have a short tenure. Deans serve in a precarious role that will likely prompt removal for any of a number of bad outcomes [12, 13], such as failure to work well with the university president, sexual or professional improprieties, financial mismanagement, “de-accreditation” of the medical school in its periodic accreditation survey, and loss of confidence by the faculty and/or the school alumni. Conversely, therefore, the desired leadership attributes cited earlier might also be aptly viewed as “survival skills.” Indeed, it is joked that it is not without reason that there is just one letter of difference between the words dean and dead!
Mentorship and Leadership Development All deans are concerned with workforce development, whether in the realm of the medical school admissions pipeline, the matching of residencies, the cultivation of fellowships, the advancement of assistant professors to full professors, or the leadership of chairs and center/institute directors [3, 13–15]. Nurturing and cultivating this continuum of leadership—from aspirant student to established academic leader—is another powerful way in which a dean can leave a legacy. Increasingly, the expectation of mentorship is becoming more formalized in academic institutions [16, 17]. A dean can play a key role in leadership development and succession planning at multiple levels. Deans also seek out and are regularly nominating colleagues for participation in formal leadership development programs. Supporting colleagues to attain membership in academic societies and to cultivate leadership roles nationally is another important task. Deans write a lot of letters of support.
Communication…Communication…Communication A dean must possess a desire and capacity for effective, regular, and continuous communication, which runs the gambit from institution-wide events (e.g., Town Hall gatherings) to informal, one-on-one meetings. Communication is still
Conclusion Clawson and Wilson’s [12] highly instructive book The Medical School Dean provides candid decanal reflections by an impressive cadre of leaders, almost all of whom cite the pleasure of the privilege and opportunity to leave a legacy as key sustaining factors of their deanships. The medical school deanship is simultaneously a position of leadership and learning. It is most fundamentally a role of service to faculty and trainees. Implications for Educators & Deans serve as a resource to a host of internal constituents and as an ambassador for the institution. & Deans are concerned with workforce development, such as in medical school admissions, the matching of residencies, and the cultivation of fellowships.
Implications for Academic Leaders & Communication, interpretative, and group leadership skills are key components in the success of deans. & Deans embody technical, medical, and academic competencies. & A key responsibility of a dean is to recruit—and retain—faculty members.
Acad Psychiatry (2014) 38:82–85
References 1. American Association of Medical Colleges: the successful medical school department chair. Washington, DC, 2003. 2. Grigsby RK, Hefner DS, Souba WW, et al. The future-oriented department chair. Acad Med. 2004;79:571–7. 3. Kirch DG, Vernon DJ. Confronting the complexity of the physician workforce equation. JAMA. 2008;299:2680–2. 4. Souba WW, Mauger D, Day DV. Does agreement on institutional values and leadership issues between deans and surgery chairs predict their institutions’ performance? Acad Med. 2007;82:272–80. 5. Keith SJ, Buckley PF. Leadership experiences and characteristics of chairs of academic departments of psychiatry. Acad Psychiatry. 2011;35:118–21. 6. Bickel J. Turning intellectual capital into leadership capital: why and how psychiatrists can take the lead. Acad Psychiatry. 2007;31:1–4. 7. Romano J. The battered chairman syndrome. Arch Gen Psychiatry. 1991;48:371–4. 8. Borus JF. The chair’s work: fun, but never done, in a day in the life of an academic psychiatrist. Acad Psychiatry. 2003;27:3. 9. Robinowitz CB. Psychiatrists as leaders in academic medicine. Acad Psychiatry. 2006;30:273–8.
85 10. Josiah Macy Jr. Foundation. Transforming patient care: aligning interprofessional education with clinical practice redesign. Atlanta, GA, 2013. 11. Keyes JA, Alexander H, Jarawan H, Mallon WT, Kirch DG. Have first-time medical school deans been serving longer than we thought? A 50-year analysis. Acad Medicine. 2010;85(12):1845–9. 12. Clawson DK, Wilson EA. The medical school dean: reflections and directions. Lexington, KY: McClanahan Publishing House; 1999. 13. Petersdorf RG. Deans and deaning in a changing world. Acad Medicine 1997. 14. Buckley PF, Rayburn WF. The care and feeding of chairs of departments of psychiatry. Am J Psychiatry. 2010;167:376–8. 15. Grigsby RK, Aber RC, Quillen DA. Commentary: interim leadership of academic departments at US medical schools. Acad Medicine. 2009;84(10):1328–9. 16. Korschun HW, Redding D, Teal GL, Johns ME. Realizing the vision of leadership development in an academic health center: The Woodruff Leadership Academy. Acad Medicine. 2007;82(3): 264–71. 17. Tsen LC, Borus JE, Nadelson CC, Seely EW, Haas A, Fuhlbrigge AL. The development, implementation, and assessment of an innovative faculty mentoring leadership program. Acad Medicine. 2012;87(12):1757–61.
