Date of Award

12-2025

Degree Type

Dissertation

Degree Name

Ph.D.

Degree Program

Educational Administration

Department

Educational Administration

Major Professor

Dr. Christopher Broadhurst

Second Advisor

Dr. Brian Beabout

Third Advisor

Dr. Laura Bonanno

Abstract

As the medical field grows more complex, the need for medical educator leaders has increased, driving the integration of leadership training into medical education to help manage an increase in administrative challenges. In U.S. medical schools, the Liaison Committee on Medical Education (LCME) standards require faculty to fill high-ranking leadership roles who must balance academic and administrative duties. Medical educators in these leadership roles must manage the tensions between teaching, research, patient care, and administrative responsibilities. Although leadership programs designed for medical educators exist, as well as faculty development opportunities, educators consistently express a lack of training as they transitioned into their new role and therefore must develop strategies to navigate their difficult transition (i.e. mentorship, social support and communities of practice). However, very few studies focus on the experiences of medical educators’ transition into a new leadership role and how they navigate learning new leadership skills. The purpose of this qualitative, phenomenological study was to investigate the experiences of medical educators’ transition into a leadership role and the strategies they used to navigate learning new leadership skills. The study sought to answer the following research questions: How did medical educators experience the transition process into their leadership role? 2. How did medical educators navigate learning new leadership skills for their role? Three themes emerged from the data analysis: The Unstable Transition Experience, Resiliency During Uncertainty and Cultivating a Supportive Net. Results of the study suggest medical institutions should implement a shadowing mentorship program, facilitate local leadership ‘brown bag lunch’ events, and invest in current medical educator leaders to attend programs and conferences that encourage mentorship and networking.

Rights

The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

Download

Share

COinS