Immersive Leadership Training for Physicians: Comparing Retrospective Pre- and Post-Test Virtual vs in-Person 6-Month Follow-Up of Learning.

Purpose: Little is known about the long-term efficacy of virtual leadership training for physicians. This study compares two highly similar groups of Obstetricians-Gynecologists' (OB-GYN) 6-month post-program changes in competency and skills after experiencing equity-centered leadership training in a virtual or in-person format.

Participants And Methods: Using a retrospective pre- and post-test method, we collected 6-month post-program data on 14 competencies for knowledge gains and skills use, comparing the virtual cohort (2021, n = 22) to the in-person cohort (2022, n = 33) in 55 total participants.

Comparing Virtual vs In-Person Immersive Leadership Training for Physicians.

Purpose: The COVID-19 pandemic caused a disruption of in-person workforce development programs. Our immersive physician-oriented leadership institute suspended in 2020, resumed in 2021 with a virtual program, and in 2022 reconvened in-person training. We used this opportunity to compare the participant experience, including reported knowledge acquisition and ability gains, between these nearly identical curricula delivered in vastly different circumstances and formats.

Using a most significant change approach to evaluate learner-centric outcomes of clinical scholars leadership training program.

Background: Most significant change (MSC) analysis is an evaluative method used to supplement outcome and impact program evaluations. MSC stories provide mini-narratives contextualizing the effect a program had on an individual. The Clinical Scholars program evaluation team used MSC to explore learner-centric leadership outcomes of the Clinical Scholars leadership training program.

Leadership Development to Advance Health Equity: An Equity-Centered Leadership Framework.

Enduring questions about equity are front and center at this watershed moment in health care and public health. Inequities that became evident in the COVID-19 pandemic in 2020 have highlighted long-standing disparities in health by race and ethnicity. Current crises require examining and reorienting the systems that have, for decades, produced these health inequities; yet, public health and health care leaders are inadequately prepared to respond.

Advancing Health Equity Through Equity-Centered Leadership Development with Interprofessional Healthcare Teams.

Introduction: Events of spring 2020-the COVID19 pandemic and re-birth of a social justice movement-have thrown disparities in disease risk, morbidity, and mortality in sharp relief. In response, healthcare organizations have shifted attentions and resources towards equity, diversity, and inclusion (EDI) issues and initiatives like never before. Focused, proven equity-centered skill and mindset development is needed for healthcare professionals to operationalize these pledges and stated aims.

A Qualitative Analysis of Maternal and Child Health Public Health Leadership Institute (MCH PHLI) Leaders: Assessing the Application of Leadership Skills at the "Others" and "Wider Community" Levels of the MCH Leadership Competencies 4.0.

Objectives: To gain insight into how participants in the Maternal and Child Health Public Health Leadership Institute (MCH PHLI) report applying the leadership skills gained through the program at the "Others" and "Wider Community" levels of the MCH Leadership Competencies 4.0.

Methods: 111 mid- to senior-level MCH leaders participating in the MCH PHLI gave < 5 min oral presentations detailing the impacts resulting from implementation of the skills gained through the leadership development training.

Training "Pivots" from the Pandemic: Lessons Learned Transitioning from In-Person to Virtual Synchronous Training in the Clinical Scholars Leadership Program.

Introduction: Since the inception of distance-based teaching modalities, a debate has ensued over the quality of online versus in-person instruction. Due to the COVID-19 pandemic, a number of teaching environments-including leadership development trainings for post-graduate learners-have been thrust into exploring the virtual learning environment more thoroughly. One three-year leadership development program for interdisciplinary healthcare professionals transitioned three simultaneous leadership intensives from in-person to online in the spring of 2020.

A Qualitative Analysis of Individual Leadership Behaviors Among Participants in the Maternal and Child Health Public Health Leadership Institute.

Objectives: To gain insights into how participants in the Maternal and Child Health Public Health Leadership Institute (MCH PHLI) report applying the personal leadership skills gained through the program at the "Self" level of the MCH Leadership Competencies 4.0.

Methods: 112 mid- to senior-level MCH leaders completed the MCH PHLI, which is a year-long intensive leadership training program.

An Examination of the Self-directed Online Leadership Learning Choices of Public Health Professionals: The Maternal and Child Health Public Health Leadership Institute Experience.

Objectives: To assess the self-selected asynchronous leadership module-based learning choices of public health professionals participating in the Maternal and Child Health Public Health Leadership Institute (MCH PHLI).

Methods: Online module completion and evaluation data were used to determine the topics most utilized by the Fellows; whether the topics and mode of training were acceptable, relevant, and practical; and whether participant characteristics explained any usage patterns.

Participants: A total of 109 enrolled Fellows in the MCH PHLI program.

Moving the needle: a retrospective pre- and post-analysis of improving perceived abilities across 20 leadership skills.

To assess the influence of intensive focused leadership training on self-evaluation of leadership skills among Maternal and Child Health (MCH) professionals enrolled in the Maternal and Child Health Public Health Leadership Institute (MCH PHLI). Senior-level MCH leaders (n = 54) participated in the first two cohorts of the MCH PHLI, a senior-level training program funded through the Maternal and Child Health Bureau. Participants were asked to complete a retrospective pre- and post-test rating inventory at program completion.