Leading Change in Health Care.

Change leadership is essential for individuals, teams, and organizations. It focuses on leadership to initiate, support, and adapt to modifications, alterations, and new situations. Many perspectives, models, theories, and steps have been offered to optimize change.

Applying Classic Social Psychology Principles to Improve Healthcare Teams.

This article was migrated. The article was marked as recommended. Modern healthcare involves teams composed of educators, learners, healthcare providers, patients, patients' significant others and families, healthcare administrators, and information sources.

Y-Net for Chest X-Ray Preprocessing: Simultaneous Classification of Geometry and Segmentation of Annotations.

Over the last decade, convolutional neural networks (CNNs) have emerged as the leading algorithms in image classification and segmentation. Recent publication of large medical imaging databases have accelerated their use in the biomedical arena. While training data for photograph classification benefits from aggressive geometric augmentation, medical diagnosis - especially in chest radiographs - depends more strongly on feature location.

Using Social Psychology Principles to Develop Emotionally Intelligent Healthcare Leaders.

Healthcare providers must acquire extensive knowledge and skills to help promote physical health, behavioral health, and wellness; prevent and treat illnesses and injuries; encourage and guide rehabilitation; counsel and assist with decisions relevant to health, life, and death. In addition, 21st Century healthcare providers must develop leadership knowledge and skills to optimize their interactions and effectiveness with healthcare teams, patients, and patients' significant others. Emotional intelligence is recognized as an essential component of leader education and development.

Charting a Course for Leader and Leadership Education and Development in American Medical Schools.

This article was migrated. The article was marked as recommended. : Leadership has been identified as an essential component for success in medicine.

Design, implementation, and demographic differences of HEAL: a self-report health care leadership instrument.

The medical community has recognized the importance of leadership skills among its members. While numerous leadership assessment tools exist at present, few are specifically tailored to the unique health care environment. The study team designed a 24-item survey (Healthcare Evaluation & Assessment of Leadership [HEAL]) to measure leadership competency based on the core competencies and core principles of the Duke Healthcare Leadership Model.

The long-term career outcome study: lessons learned and implications for educational practice.

The work of the Long-Term Career Outcome Study has been a program of scholarship spanning 10 years. Borrowing from established quality assurance literature, the Long-Term Career Outcome Study team has organized its scholarship into three phases; before medical school, during medical school, and after medical school. The purpose of this commentary is to address two fundamental questions: (1) what has been learned? and (2) how does this knowledge translate to educational practice and policy now and into the future? We believe that answers to these questions are relevant not only to our institution but also to other educational institutions seeking to provide high-quality health professions education.

Assessing curriculum effectiveness: a survey of Uniformed Services University medical school graduates.

Purpose: This study assessed alumni perceptions of their preparedness for clinical practice using the Accreditation Council for Graduate Medical Education (ACGME) competencies. We hypothesized that our alumni's perception of preparedness would be highest for military-unique practice and professionalism and lowest for system-based practice and practice-based learning and improvement.

Method: 1,189 alumni who graduated from the Uniformed Services University (USU) between 1980 and 2001 completed a survey modeled to assess the ACGME competencies on a 5-point, Likert-type scale.

Career accomplishments of Uniformed Services University of the Health Sciences medical graduates: classes 1980-2001.

Purpose: To report accomplishments of graduates of the F. Edward Hébert School of Medicine who have left, retired, or are near the end of their uniformed career in several professional domains: military career milestones, medical professional education, academic landmarks, and leadership.

Methods: This study utilized an earlier questionnaire that was modified to capture additional career landmarks and improve the clarity of several items.

Evaluation and comparison of current fetal ultrasound image segmentation methods for biometric measurements: a grand challenge.

This paper presents the evaluation results of the methods submitted to Challenge US: Biometric Measurements from Fetal Ultrasound Images, a segmentation challenge held at the IEEE International Symposium on Biomedical Imaging 2012. The challenge was set to compare and evaluate current fetal ultrasound image segmentation methods. It consisted of automatically segmenting fetal anatomical structures to measure standard obstetric biometric parameters, from 2D fetal ultrasound images taken on fetuses at different gestational ages (21 weeks, 28 weeks, and 33 weeks) and with varying image quality to reflect data encountered in real clinical environments.

The Long-Term Career Outcome Study (LTCOS): what have we learned from 40 years of military medical education and where should we go?

The work of the Long-Term Career Outcome Study (LTCOS), F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences (USU) has been a multidisciplinary effort spanning more than 5 years. Borrowing from the established program evaluation and quality assurance literature, the LTCOS team has organized its evaluation and research efforts into three phases: before medical school, during medical school, and after medical school.

Where are they now? USU School of Medicine graduates after their military obligation is complete.

The Uniformed Services University's (USU) F. Edward Hébert School of Medicine was chartered in 1972, with the goal of providing high-quality physicians for the Uniformed Services. In exchange for their education, USU graduates incur an active duty service obligation, after which they may choose to stay on active duty or transition to civilian practice.

Leadership success and the Uniformed Services University: perspectives of flag officer alumni.

Unlabelled: The Uniformed Services University of the Health Sciences (USU) houses the nation's only federal medical school, the F. Edward Hébert School of Medicine. A key aspect of the curriculum at USU is leadership education as graduates go on to serve the Department of Defense through a variety of senior positions in the military.

Relationship between admissions committee review and student performance in medical school and internship.

Purpose: To investigate the association between tertiary reviewer (admissions committee member) comments and medical students' performance during medical school and into internship.

Methods: We collected data from seven year-groups (1993-1999) and coded tertiary reviewer comments into 14 themes. We then conducted an exploratory factor analysis to reduce the dimensions of the themes (excluding the Overall impression theme).

Identifying themes within a medical school admission committee's reviews of applicants.

Background: Admissions committees attempt to select the most qualified applicants based on many cognitive and "noncognitive" factors.

Purpose: Identify common themes cited in the admissions committee member summaries of medical school matriculants and determine the relative frequency and importance of these themes.

Methods: After reviewing a convenience sample of 150 reviewer comments, 14 qualitative themes were identified.

40 years of military medical education: an overview of the Long-Term Career Outcome Study (LTCOS).

In 2005, the Long-Term Career Outcome Study (LTCOS) was established by the Dean, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences (USU). The original charge to the LTCOS team was to establish an electronic database of current and past students at USU.