Academic radiology · 2026
Leadership Development at All Career Levels: A Survey Of Academic Medical Centers.
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Catanzano Tara, Dunnick N Reed, Chetlen Alison, Desouches Stephane, Wasnik Ashish P, Guzman Gloria, Bajpai Sagar, Agarwal Atul, Mansoori Bahar, Sumner Christina, Mankoff David, Chan Tiffany, Leschied Jessica, Clayton Jane, Slanetz Priscilla, Katzen Janine
Аннотация
RATIONALE AND OBJECTIVES: A Radiology Research Alliance taskforce was convened to assess the importance and impact of leadership development at each career stage with an intent of demonstrating the importance of leadership training irrespective of career stage. A survey-based tool was used to gather information on what types of leadership training academic radiologists were currently exposed to and what the desired level of training was at each career stage. The resulting information was used to provide a guide to readers on the need for formal leadership development as well as currently available resources and programs which can provide the needed training.
MATERIALS AND METHODS: An internally validated survey tool was developed by the taskforce members with a specific focus on appraising the following critical dimensions of leadership: skills, mentors/sponsors/coaches, available roles at local, regional and national levels and potential or self-crafted roles. The survey was distributed via email invitation to members of the Radiology Research Alliance and the Alliance of Clinician Educators in Radiology through listservs. A separate invitation was sent to members of the radiology department of a taskforce member to increase participation rates.
RESULTS: An estimated 350 invitations for survey participation were issued with a response rate of 25.4% (89/350). Of the respondents, 86% (77/89) were practicing radiologists and 14% (12/89) were trainees. The majority were affiliated with academic institutions (89%; 79/89). A total of 37% (32/89) expressed strong interest in holding leadership roles, 31% (27/89) moderate interest and 10% (9/89) no interest. However, 81% (73/89) expressed interest in developing leadership skills as part of career growth. The most preferred skills were "partnership and collaboration" (69%; 61/89), "management/providing feedback" (64%; 57/89), "conflict management/resolution" (61%; 54/89), and "negotiation skills" (60%; 53/89). Patient engagement was valued less at 16% (14/85 responses). A total of 54% (47/87) had participated in external development courses, 48% (43 /89) in institutional courses, 32% ( 28 /89) in departmental courses and 25% (22/89) in external medical leadership courses.
CONCLUSIONS: Regardless of career stage, leadership development and mentorship are essential for continued career growth. The survey results indicate that there is a gap at the institutional level for the provision of leadership development training which could be addressed to improve accessibility for all faculty to engage in leadership development training.
MATERIALS AND METHODS: An internally validated survey tool was developed by the taskforce members with a specific focus on appraising the following critical dimensions of leadership: skills, mentors/sponsors/coaches, available roles at local, regional and national levels and potential or self-crafted roles. The survey was distributed via email invitation to members of the Radiology Research Alliance and the Alliance of Clinician Educators in Radiology through listservs. A separate invitation was sent to members of the radiology department of a taskforce member to increase participation rates.
RESULTS: An estimated 350 invitations for survey participation were issued with a response rate of 25.4% (89/350). Of the respondents, 86% (77/89) were practicing radiologists and 14% (12/89) were trainees. The majority were affiliated with academic institutions (89%; 79/89). A total of 37% (32/89) expressed strong interest in holding leadership roles, 31% (27/89) moderate interest and 10% (9/89) no interest. However, 81% (73/89) expressed interest in developing leadership skills as part of career growth. The most preferred skills were "partnership and collaboration" (69%; 61/89), "management/providing feedback" (64%; 57/89), "conflict management/resolution" (61%; 54/89), and "negotiation skills" (60%; 53/89). Patient engagement was valued less at 16% (14/85 responses). A total of 54% (47/87) had participated in external development courses, 48% (43 /89) in institutional courses, 32% ( 28 /89) in departmental courses and 25% (22/89) in external medical leadership courses.
CONCLUSIONS: Regardless of career stage, leadership development and mentorship are essential for continued career growth. The survey results indicate that there is a gap at the institutional level for the provision of leadership development training which could be addressed to improve accessibility for all faculty to engage in leadership development training.