Browsing by Autor "Katarzyna Czabanowska"

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Critical route for leadership competencies in medical students in 35 PAHO members states: A scoping review and thematic analysis
(2023) Pablo Rodríguez‐Feria; Martina Parić; Luis Jorge Hernández Flórez; Suzanne M. Babich; Katarzyna Czabanowska
The 35 member states (MS) of the Pan American Health Organization (PAHO) have been committed to training physicians in leadership competencies since 2008. However, four reviews on teaching leadership using competency-based education (CBE) in undergraduate medical education (UME) identified only two MS: Canada and the USA that worked on identifying gaps in teaching leadership in UME. Previous reviews did not focus on factors influencing leadership education and did not use qualitative methodology to support their findings. Therefore, this review aims to identify facilitating and inhibiting factors in teaching leadership in UME using a scoping review and thematic analysis. Six databases containing grey and indexed literature in English, Spanish, and Portuguese were searched including hand search and authors’ consultations. Forty-eight documents out of 7849 were selected based on eligibility criteria. Braun and Clarke’s thematic analysis guide was used, resulting in seven themes: curriculum, intended learning outcomes, teaching methods, assessment, addressing barriers, supporting organizational change, and building networks. Considering these themes, the authors propose a critical route for teaching leadership in UME in the Americas. First, institutional design should consider governance gaps, such as having national and international policies for leadership in UME with an inter-professional, trans-professional, and citizen-focused approach. This means that there is a pressing need to equip physicians and other professionals from the government, academia, non-governmental organizations, hospitals, and national and international organizations whose missions are related to health or education with leadership competencies. Networking among actors for leadership education and teacher training is also essential. Second, instructional design reveals knowledge-do gaps in MS when incorporating leadership into the medical curriculum. This includes using leadership frameworks, defining learning outcomes, and employing assessment and monitoring tools for leadership education. Mechanisms to reduce these gaps in MS include the Equator Network and Evidence-Informed Policy Networks which foster knowledge translation and governance.
Cultural competence teaching in public health: a rapid review to support implementation
(Elsevier BV, 2025) Martina Parić; Pablo Rodríguez‐Feria; María del Carmen Calle; Gloria Lagos; Matt Commers; Katarzyna Czabanowska
Research methodologies for creating competency frameworks for the public health workforce: a scoping review
(Oxford University Press, 2025) Mohammed A. Kilani; Pablo Rodríguez‐Feria; Milena Pavlova; Heather Krasna; Bashaier A. Aljohar; Emilia Aragón de León; Natalia Giraldo-Noack; Katarzyna Czabanowska
Competency frameworks are vital for the Public Health Workforce (PHW) capabilities, education, and standards. In the past years, several competency frameworks have been published for the PHW. However, methodologies to define the competencies and domains vary significantly. This scoping review maps methodologies for multi-professional PHW frameworks (2018-24), identifying practices, patterns, and reporting gaps. Following the Joanna Briggs Institute guidance and PRISMA-ScR checklist, Medline, Embase, Global Health, and WorldCat were searched (2018-24) for multi-professional PHW frameworks. Dual screening and extraction captured characteristics and sequential methods. Methods were categorized and analyzed descriptively for frequency, sequence, and reporting completeness. Fifty-eight frameworks met inclusion (from 813 records), mostly North America/Europe. Methods reported for 44 (75.9%) frameworks. Most frequent: literature/document reviews (45.4%), survey/questionnaire (29.5%), expert consultation/panels (22.7%), interviews (22.7%), Delphi (20.4%). Literature/document reviews was the most common first step (34.1%). Frameworks used 1-9 steps (avg 2.96); 82.6% multi-step (evidence synthesis + stakeholder engagement ± validation). Significant reporting gaps: 14 (24.1%) lacked details; quality varied. PHW framework development shows diversity and multi-step processes but suffers from reporting gaps and inconsistencies. Standardization and transparency (e.g. following the CONFERD-HP) are crucial. Multi-method approaches integrating evidence synthesis, stakeholder engagement, and validation are recommended to enhance rigor, comparability, and utility for strengthening the global PHW.
The Meaning of Leadership in Medical Education and Others in the Pan America Health Organization Member States: A Stakeholder Analysis and Interviews
(2024) Pablo Rodríguez‐Feria; Natalia Giraldo-Noack; Susana Garcia-Arango; Martina Parić; Suzanne Babish; Laura Magaña-Valladares; Luis Jorge Hernandez Flores; Katarzyna Czabanowska
<title>Abstract</title> Background The well-being and health of people are the primary goals of health systems and services (HSS). Education and training (E&T) in leadership within undergraduate medical education (UME), the health workforce (HWF), and other professions are important for having resilient HSS that promote societal changes and transformations. The member states of the Pan American Health Organization (PAHO/MS) have not explored the conceptualization of leadership based on a robust methodology that provides guidelines for evidence-based leadership development in the Americas. Methods The aim was to conceptualize leadership in UME in PAHO/MS. Stakeholders who worked in a PAHO/MS were interviewed, and three steps were followed to identify them: Kammi Schmeer’s guide for stakeholder analysis, networking by the authors, and snowballing by the stakeholders. Semi-structured interviews were done in Spanish or English and each one was transcribed into English. Authors used inductive content analysis and a member checking process to achieve agreement on the themes and codes. Results Thirty-four stakeholders were interviewed. Health-promoting leadership and expanding the borders of medicine are the central concepts for E&T in leadership as they focus on achieving people’s well-being and health. Leading and leadership antonyms, models of our own: Leadership signature in the Americas, and challenges: health, public health, and HSS are the peripheral domains that aim to differentiate leadership from other concepts and the target audience, which includes UME, other professions, and individuals without a profession. Furthermore, the distinctive mark of leadership in the Americas and the challenges that will be faced through leadership were highlighted. Conclusions We encourage PAHO/MS to consider this research as foundation for leadership E&T to strengthen capacities in UME and related fields. E&T should begin with a conceptualizing leadership exercise that focuses on developing leadership competencies aimed at enhancing the well-being and health of both humans and our ecosystem.
The Meaning of Leadership in Medical Education in the Pan American Health Organization Member States: A Stakeholder Analysis and Interviews
(Springer Science+Business Media, 2026) Pablo Rodríguez-Feria; Natalia Giraldo-Noack; Susana Garcia-Arango; Martina Parić; Suzanne Babich; Laura Magaña; Luis Jorge Hernández-Flórez; Katarzyna Czabanowska
We encourage the member states of the Pan American Health Organization to consider this research as foundation for leadership education and training which can contribute to strengthening capacities in undergraduate medical education and other audiences to enhance population wellbeing and health across the Americas.