The DOI matches its Crossref record; 30 of the 30 references it cites were found in a registry or an index.
A Resident-as-Leader Curriculum for Managing Inpatient Teams
Abstract
PROBLEM: Leading inpatient teams is a foundational clinical responsibility of resident physicians and leadership is a core competency for inpatient physicians, yet few training programs have formal leadership curricula to realize this clinical skill. INTERVENTION: We implemented a 4-module curriculum for PGY1 internal medicine residents. The program focused on the managerial skills necessary for daily clinical leadership, followed by clinical coaching. Interns were first introduced to foundational concepts and then given the opportunity to apply those concepts to real-world practice followed by clinical coaching. CONTEXT: Using direct-observations and a previously published checklist for rounds leadership, this study sought to evaluate the workplace behavior change for novice residents leading inpatient teams for the first time. We conducted a prospective cohort study (March 2016 and August 2018) of internal medicine residents at a large tertiary academic medical center in Boston, MA. Trained faculty raters performed direct observations of clinical rounding experiences using the checklist and compared the findings to historical and internal controls. Questionnaires were distributed pre- and post- curriculum to assess satisfaction and readiness to lead a team. IMPACT: = 6.2) for historical controls. Adjusting for repeated measures, we found significant improvement in mean scores for behaviors linked to the curricular objectives (p = 0.008) but not for general behaviors not covered by the curriculum (p = 0.2). LESSONS LEARNED: A formal curriculum to train residents as leaders led to behavior change in the workplace in domains essential to rounds leadership. We also found that the curriculum was highly regarded in that all interns indicated they would recommend the curriculum to a peer. Moreover, the program may have assuaged some anxiety during the transition to junior year as 90% of interns surveyed felt more ready to start PGY2 year than historical trainings. We learned that while a robust, multi-faceted modular curriculum and clinical coaching successfully resulted in behavior change, the resources required to manage this program are significant and difficult to sustain. Future iterations could include asynchronous material and potentially peer-observation of rounds leadership to reduce the burden on faculty and program curricular time.
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“| Leadership | Resident/fellow | [94,123] | |”
From Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes (2026) · cites this paper as [94]
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BEDSIDE2‐R: A framework for team‐based, patient‐centered bedside rounds
Nelson, R. E., Kanjee, Z., Freed, J. A., Cichon, C. J., & Ricotta, D. N. (2024) · Journal of Hospital Medicine · doi:10.1002/jhm.13481 · Cited by 2
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Leadership and engagement in residency: a mixed-methods study of general surgery residents
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“…adaptive leadership and systems-level thinking into the surgical curriculum may also help residents feel more prepared and empowered to lead, regardless of level or formal role, and can equip residents with the confidence and skills for future roles as surgeons and surgical leaders [27, 28].”
Kochis, M. A., Pradarelli, A. A., Zhang, I. Y., Sinyard, R. D., PETRUSA, E. R., & Phitayakorn, R. (2025) · Journal of surgical education · doi:10.1016/j.jsurg.2025.103705
Metadata
- Authors
- Ricotta, D. N., Freed, J. A., Hale, A. J., Targan, E., Smith, C. C., & Huang, G. C.
- Affiliations
- Beth Israel Deaconess Medical Center (US)
- University of Vermont (US)
- Corresponding author
- Ricotta, Daniel N.
- Venue
- Teaching and Learning in Medicine
- Publisher
- Informa UK Limited
- Published
- 2022-01-13
- Volume
- 35
- Issue
- 1
- Pages
- 73-82
- ISSN
- 1040-1334 (ISSN-L)
- 1532-8015
- OpenAlex
- W4205403460
- Cited by
- 4
- References
- 30
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 1
- FWCI
- 0.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching and Learning in Medicine (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Health Sciences › Nursing › Leadership and Management › Hospital Admissions and Outcomes
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Competency Development and Evaluation
- Keywords
- resident leadership, leadership curriculum, internal medicine residents, clinical coaching
- MeSH terms
- Clinical Competence, Curriculum, Education, Medical, Graduate, Humans, Inpatients, Internship and Residency, Prospective Studies
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- Ricotta, D. N., Freed, J. A., Hale, A. J., Targan, E., Smith, C. C., & Huang, G. C. (2023). A Resident-as-Leader Curriculum for Managing Inpatient Teams. Teaching and Learning in Medicine. https://doi.org/10.1080/10401334.2021.2009347
