xRead - Outside the Box (March 2024) - Full Articles

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World J Surg (2018) 42:1655–1665

Table 1 Summary of quality assessment scores of articles

Authors

Study size

Justification of research method

Explicit objective

Replicability Representativeness Response rate

Quality score

Ackerly

2

1

1

2

1

NA

7

Attri

1

1

1

1

1

NA

5

Butcher [29]

3

1

1

2

3

1

11

Butcher [19] 2

1

1

2

3

1

11

Frich

2

1

1

3

3

2

12

Goldman 2

1

1

3

2

NA

9

Hall

3

1

1

2

3

2

12

Koegh

3

1

1

3

3

NA

11

Krupat

2

1

1

1

1

1

7

Larson

3

1

1

2

3

2

12

Lazarus

1

1

1

1

1

NA

5

Love

2

1

1

1

3

1

8

Lusco

3

1

1

2

3

3

13

Orlando

2

1

1

1

1

2

8

Parekh

3

1

1

3

2

2

12

Patel

3

1

1

2

1

2

10

Pham 3

1

1

1

3

NA

9

Satiani [27] 3

1

1

2

2

1

10

Satiani [15] 2

1

1

1

2

3

10

Sherrill [9] 3

1

1

2

2

4

13

Sherill [12] 3

1

1

2

2

4

13

Spehar

2

1

1

1

2

NA

7

Zheng

2

1

1

2

2

NA

8

Scoring system: justification of research method, and explicit objective: 0 or 1 point depending on whether these were specifically addressed in the article Study size: small ( \ 20): 1 point, medium (20 B 100): 2 points, large ( [ 100): 3 points Replicability: difficult to replicate: 1 point, could be replicated with some difficulty: 2 points, easily replicable based on the methods section: 3 points Representativeness: only studied one institution: 1 point, 2–10 institutions: 2 points, [ 10 institutions: 3 points

Response rate: \ 40%: 1 point, 40 \ 59%: 2 points, 60 \ 79%: 3 points, [ 80: 4 points Quality score: takes all factors into account equally. Maximum score: 15, minimum score: 5

assessed knowledge and expertise, while Love [23] and Parekh [24] identifies leadership as a core competency gained by the MBA for successful healthcare executives.

As reiterated by Larson [20], the most fundamental question raised by this research addresses the effectiveness of the MD/MBA program in creating skilled physician managers and competent leaders. According to Patel et al. [21], the leadership skills gained from the MBA program will benefit graduates with tangible career acceleration, professional flexibility and credibility in multidisciplinary domains as compared to their counterparts. The few neg ative remarks were focused on the opportunity cost of time and how peers in one discipline may negatively perceive the role of the other discipline’s degree. However, there remains a definitional heterogeneity within this area. For example, Frich [22] states that physician leadership development programs are associated with increased self

Team building/human resources (n = 10)

The role of team building as an added value of the MBA was explored by ten studies. Parekh [24] found that a large majority of dual-degree holders reported improvements in working in a team setting. Furthermore, Koegh [14] iden tified that the dual degree enabled a ‘‘practice field’’ for team-building experiences and conceptual roadmaps for achieving high-functioning dynamic teams for physician managers. In that same vein, Butcher [19] discovered that

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