About this Event
David M. Irby, PhD, Professor Emeritus of Medicine and Education Scientist in the Center for Faculty Educators, UCSF School of Medicine
Lee Jones, MD, Associate Dean for Students, Health Sciences Clinical Professor of Psychiatry, UCSF School of Medicine
Note: You will work on your IDP during this session. For more information, see: tiny.ucsf.edu/T4UCSFLEAD
Medical education, and higher education in general, rarely engages in deliberate change management practices for educational initiatives. Change management is defined as the process of moving people and organizations to a new desired state and all leaders find themselves in the position of leading change, on both a small and large scale. While there are many models for change management, John Kotterâs eight stages of change is a common and helpful framework for leading change in higher education. This model is outlined in his book: Leading Change.
Required reading during the workshop:
Loeser H, O'Sullivan P, Irby DM. Leadership lessons from curricular change at the University of California, san Francisco, School of Medicine. Acad Med. 2007; 82:324-330.
Bolman LG and Deal TE. Think or Sink: Leading in a VUCA World. Leader to Leader. 2015 76:35-40.
Sundberg K, Josephson A, Reeves S, Nordquist J. Power and resistance: leading change in medical education. Studies in Higher Edu 2017 42:3, 445.462. (Available to skim but not required during the workshop)
Optional References - for further reading enjoyment
Jellison JM. Managing the Dynamics of Change. New York: McGraw-Hill, 2006.
Pfeffer J. Leadership BS: Fixing workplaces and careers one truth at a time. Harper Business, 2015. (A critical critique of management literature in general)
At the end of this workshop, participants will be able to:
Define leadership and describe the steps in a change management strategy associated with curriculum reform
Describe four leadership lenses for understanding complex organizations
Discuss a study of power and resistance in medical education leadership
Value the importance of planning efforts needed for successful planned
UCSF is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
UCSF designates this live activity for a maximum of 50 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
The above credit is inclusive of all UCSF Educational Skills Workshops and the Teaching Scholars Program. Credit available for this event only is 4 AMA PRA Category 1 Credits™.
For the purpose of recertification, the American Nurses Credentialing Center accepts AMA PRA Category 1 Credit™ issued by organizations accredited by the ACCME.
The California Board of Pharmacy accepts as continuing professional education those courses that meet the standard of relevance to pharmacy practice and have been approved for AMA PRA Category 1 Credit™.
UCSF Educational Skills Workshops and Med Ed Grand Rounds have been approved by UCSF Rehabilitative Services for up to 7 continuing education hours per year total. Questions regarding this approval should be directed to (415) 514-6779.
Course No. MGR21075.
0 people are interested in this event