Sustained Impact of an Intramural Faculty Leadership Training Program at an Academic Medical Center

To examine the sustained impact of a faculty leadership program at an academic health center (AHC) on participants' perceived effectiveness in leadership skills and leadership attainment compared to faculty controls.

The sample included 95 faculty members who participated in the year-long Faculty Leadership Institute (FLI). We compared FLI participants to 156 unmatched faculty controls. Participants completed online surveys self-reporting on perceived effectiveness in leadership skills, and leadership positions attained an average of 7 years after program completion. Background information, such as demographic characteristics and academic rank, was obtained from the faculty affairs office.

The sample of participants was 47% female, 76% White, with an average age of 52.39 years. Academic ranks were higher in the FLI group; 62% of FLI graduates and 44% of controls were Full Professors (p < 0.001). FLI participants reported moderate-to-high effectiveness in overall leadership skills, which was significantly greater than controls (p < 0.001; d = 0.62). FLI participants had higher self-reports of effectiveness on 25 of 26 (96%) leadership skills and these differences were significant in 16 of 26 areas (62%), (p < 0.034 to 0.001) with small to moderate effect sizes (ds = 0.34 to 0.57). FLI participants attained a greater number of leadership positions. However, after correcting for multiple comparisons, the difference was not significant (p = 0.1). FLI participants were more likely to have held a leadership position in clinical operations (p = 0.018). Group differences in perceived effectiveness in leadership skills and leadership attainment did not vary by gender or race.

Findings support sustained benefits of the FLI program, particularly in perceived effectiveness of leadership skills, regardless of gender or race. Although additional research is needed to demonstrate how the positive effects translate to system-level outcomes (eg, research funding, patient care), continued efforts to develop talented faculty members are important to ensure a succession of well-prepared leaders at AHCs.