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Strategic Planning in Health Professions Education: Scholarship or Management?
Niall Byrne1, Donald C Cole, Nicole Woods
1N. Byrne is professor emeritus, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. D.C. Cole is professor, Dalla Lana School of Public Health, University of Toronto, and general member, The Wilson Centre, University Health Network, Toronto, Ontario, Canada. N. Woods is associate professor, Department of Family and Community Medicine, Faculty of Medicine, University of Toronto, and scientist and associate director, Operations, The Wilson Centre, University Health Network, Toronto, Ontario, Canada. K. Kulasegaram is assistant professor, Department of Family and Community Medicine, scientist, MD program, Faculty of Medicine, University of Toronto, and scientist, The Wilson Centre, University Health Network, Toronto, Ontario, Canada. M.A. Martimianakis is scientist and associate director, International and Partnerships, The Wilson Centre, University Health Network, and associate professor and director of medical education scholarship, Department of Paediatrics, University of Toronto at SickKids Hospital, Toronto, Ontario, Canada. L. Richardson is assistant professor, Department of Medicine, and education researcher, The Wilson Centre, University Health Network, Toronto, Ontario, Canada. C.R. Whitehead is director and scientist, The Wilson Centre, BMO Financial Group Chair in Health Professions Research, University Health Network, vice president of education, Women's College Hospital, and professor, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada.
Abstract:
Strategic planning, in its various forms, is an evaluation practice that is ubiquitous in academic medicine. However, published reports of strategic planning at academic health centers usually ignore theory. In a 2017 strategic planning exercise at the Wilson Centre, a scholarly model evolved using a theoretical framework and a research approach rather than a conventional management model, which typically identifies outcomes and how to achieve them. After completing this exercise, the authors considered the larger questions of the assumptions underpinning different models of strategic planning and strategic planning's value to academic medicine. To elaborate on these questions, the authors examine relevant literature and set out the Wilson Centre's emergent scholarly model. They describe the main features of the scholarly model, including ways it differs from a management approach and from the typical approach to strategic planning in the authors' experience and in the field of health professions education research. The authors also share lessons learned as a means to encourage consideration by other academic organizations.
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