Leadership Development for Physicians in Academic Health Centers

Oct 24, 2021 - Nov 05, 2021

Harvard Longwood Campus

Posted by Harvard University

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Add to Calendar + 2021-10-24 8:00 2021-11-05 8:05 America/New_York Leadership Development for Physicians in Academic Health Centers

Academic health centers in the United States are experiencing
unprecedented disruption and change as a result of the COVID-19
pandemic. Now more than ever, institutions need physicians in leadership
who have the skills and experience to lead in complex and ever-changing
environments.

For over forty years Harvard has conducted intensive two-week
executive development programs designed specifically to enhance the
leadership and management skills that have become even more vital in
today’s health care climate. Leadership Development for Physicians in Academic Health Centers
is designed to serve a wide array of physician leaders. It convenes
medical directors and chiefs of divisions from academic health centers
together with an interdisciplinary faculty team for two weeks of
intensive and systematic study of the critical leadership and management
issues faced by physicians in administrative positions and academic
health centers.

Curriculum

The curriculum is organized around the following interrelated courses
taught by a faculty experienced in executive education for physicians
and other key decision-makers in the health system:

  • Competitive Strategy
  • Financial Analysis
  • Operations Management
  • Organizational Issues
  • Conflict Resolution and Negotiation
  • Leadership
  • Health Care Policy

A carefully integrated curriculum permits participants to examine
fundamental leadership and managerial issues from the perspective of
several disciplines. The overriding purpose for learning concepts,
techniques and skills in any of the management disciplines in this
program is to understand their managerial use and limitations.

Teaching Methods

The principal method of instruction in the program is the case
method, a technique pioneered and refined at the Harvard Business
School. Most of the cases present actual problem situations familiar to
physicians in administrative positions at academic health centers.

The case method confronts the participant with an actual management
problem, halted at a point where decisions must be made, and empowers
the participant to choose a course of action.

Participants go through a three-step study process. First,
participants study each case independently. Then they meet in small
discussion groups to test their individual analysis against those of
their peers. Lastly, the entire class discusses the case, with the
professor as a catalyst and guide. The professor points out
considerations the class has overlooked; elicits from participants the
lessons of experience; pursues each line of investigation to its
conclusion; and finally, summarizes the discussion and draws out the
major lessons it has taught.

Assigned readings and guest lecturers supplement and augment the use
of cases. In addition, an important part of the learning process occurs
during the informal exchange of insights and experience among
participants and between participants and faculty.

Harvard Longwood Campus, Boston, MA

Academic health centers in the United States are experiencing
unprecedented disruption and change as a result of the COVID-19
pandemic. Now more than ever, institutions need physicians in leadership
who have the skills and experience to lead in complex and ever-changing
environments.

For over forty years Harvard has conducted intensive two-week
executive development programs designed specifically to enhance the
leadership and management skills that have become even more vital in
today’s health care climate. Leadership Development for Physicians in Academic Health Centers
is designed to serve a wide array of physician leaders. It convenes
medical directors and chiefs of divisions from academic health centers
together with an interdisciplinary faculty team for two weeks of
intensive and systematic study of the critical leadership and management
issues faced by physicians in administrative positions and academic
health centers.

Curriculum

The curriculum is organized around the following interrelated courses
taught by a faculty experienced in executive education for physicians
and other key decision-makers in the health system:

  • Competitive Strategy
  • Financial Analysis
  • Operations Management
  • Organizational Issues
  • Conflict Resolution and Negotiation
  • Leadership
  • Health Care Policy

A carefully integrated curriculum permits participants to examine
fundamental leadership and managerial issues from the perspective of
several disciplines. The overriding purpose for learning concepts,
techniques and skills in any of the management disciplines in this
program is to understand their managerial use and limitations.

Teaching Methods

The principal method of instruction in the program is the case
method, a technique pioneered and refined at the Harvard Business
School. Most of the cases present actual problem situations familiar to
physicians in administrative positions at academic health centers.

The case method confronts the participant with an actual management
problem, halted at a point where decisions must be made, and empowers
the participant to choose a course of action.

Participants go through a three-step study process. First,
participants study each case independently. Then they meet in small
discussion groups to test their individual analysis against those of
their peers. Lastly, the entire class discusses the case, with the
professor as a catalyst and guide. The professor points out
considerations the class has overlooked; elicits from participants the
lessons of experience; pursues each line of investigation to its
conclusion; and finally, summarizes the discussion and draws out the
major lessons it has taught.

Assigned readings and guest lecturers supplement and augment the use
of cases. In addition, an important part of the learning process occurs
during the informal exchange of insights and experience among
participants and between participants and faculty.

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