Christina D. Coidakis-Barss, PhD, MS, MEd

Christina D. Coidakis-Barss, PhD, MS, MEd

Union, Maine, United States
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About

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I love my work! I hang out with the coolest smartest people who…

Articles by Christina D.

  • Grace & Forgiveness & the Trust Bridge
    Nov 20, 2020

    Grace & Forgiveness & the Trust Bridge

    Throughout my career the best leaders were those who understood and exemplified grace and practiced forgiveness. Grace…

    1 Comment
  • Resiliency & Continuous Improvement
    Apr 2, 2018

    Resiliency & Continuous Improvement

    Plan-Do-Check-Act (PDCA) is an all encompassing model to approach many things in your professional and personal life…

    5 Comments
  • Stop it! It's both: Leader AND Manager!
    Mar 28, 2018

    Stop it! It's both: Leader AND Manager!

    A common communication misstep is accepting that we can either be leaders OR managers. There are many clever memes and…

    1 Comment
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Activity

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Experience

  • Problem Solutions Graphic

    Problem Solutions

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    Maine, United States

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    Hudson, Ohio, United States

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    Henniker, New Hampshire

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    Charlotte, North Carolina Area

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    Newark, Delaware

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    Cleveland/Akron, Ohio Area

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    Manchester, New Hampshire

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Education

  • Weatherhead School of Management at Case Western Reserve University Graphic

    Weatherhead School of Management at Case Western Reserve University

    Mixed Method Study: Successful Integration of Interprofessional Teams in a Healthcare Setting

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  • Activities and Societies: Adjunct Faculty Member (2008 - Present)

    Thesis: Case Study of the Impact of Technological Mediated Communication

  • Thesis: Foundry Workers in Transition, Successful Application of Social Learning

  • Capstone: Under-Utilization of Tacit Knowledge in a Manufacturing Culture

Licenses & Certifications

Volunteer Experience

Publications

  • Implement Interprofessional Education in Healthcare

    TD@Work Bonus Edition

    Communication in the healthcare field is critical but often happens in silos, which can lead to burnout and affect practitioners’ well-beings. But interprofessional education—a collaborative learning method—brings together two or more professions and provides a framework for employees to share a common purpose: a focus on patients’ and families’ needs. In this issue of TD at Work, Christina Barss and Angela J. Patchell detail:

    what IPE is and why it is important to the healthcare…

    Communication in the healthcare field is critical but often happens in silos, which can lead to burnout and affect practitioners’ well-beings. But interprofessional education—a collaborative learning method—brings together two or more professions and provides a framework for employees to share a common purpose: a focus on patients’ and families’ needs. In this issue of TD at Work, Christina Barss and Angela J. Patchell detail:

    what IPE is and why it is important to the healthcare profession
    how to implement IPE and the associated benefits and challenges
    how to sustain an IPE program.

    Other authors
    See publication

  • Closing the Divide: Interprofessional Education Addresses the Quadruple AIM

    TD Magazine, Association of Training and Development

    Interprofessional education and a collaborative culture will help healthcare organizations achieve the Quadruple Aim.

    Other authors
    See publication

  • Responding to the ‘Respawn’ Paradigm: Millennial Leadership Development

    International Leadership Association 19th Annual Conference, Brussels

    Abstract accepted for presentation:

    The changing tide of dynamic and often diametric multigenerational talent pool is one of the most
    significant challenges facing healthcare executives. Retention is the name of the game and
    healthcare organizations are challenged to find the winning strategy with millennials.
    Immersed at a young age in educational games later augmented
    with recreational games, these current and future leaders are conditioned to an instant
    gratification…

    Abstract accepted for presentation:

    The changing tide of dynamic and often diametric multigenerational talent pool is one of the most
    significant challenges facing healthcare executives. Retention is the name of the game and
    healthcare organizations are challenged to find the winning strategy with millennials.
    Immersed at a young age in educational games later augmented
    with recreational games, these current and future leaders are conditioned to an instant
    gratification value system. Small but significant research is surfacing. The main challenge to engaging
    millennials is that traditional tactics just don’t work.
    Cutting edge organizations design with the virtual world of gaming in mind. This results instructional design aimed to appease these new neural-process pathways hopefully resulting in meaningful leadership development programs.
    For consideration, respawning is a gaming term defined as “an instance of a character in a video game reappearing after having been killed.” When engaged in the virtual world of a video game, failures are mitigated by the “reset” button of multiple ‘lives’. We pose this learned behavior of conditional resiliency can be possibly transferred into the workplace. In addition we posit that a clear reward and
    recognition system is present in gaming and recommend ways to translate this concept into career development and retention.

    In summary how will the millennial or gen z professionals react when they
    experience failure? Will they stay in the game at one organization or seek to hit the “reset”
    button at different organization?

    Other authors

  • Emotional Intelligence and Physician Leadership Potential: A Longitudinal Study Supporting a Link

    The Journal of Health Administration Education

    Emotional intelligence (EI) has been deemed an important leadership competency but has received little attention in healthcare leadership. A leadership development course provided an opportunity to examine the association between specific, formally measured EI competencies and physicians' subsequent promotion to a leadership role. Leading in Healthcare (LHC) is a 10-day leadership development course which has been offered at Cleveland Clinic since 2003. A full-day session is dedicated to EI and…

    Emotional intelligence (EI) has been deemed an important leadership competency but has received little attention in healthcare leadership. A leadership development course provided an opportunity to examine the association between specific, formally measured EI competencies and physicians' subsequent promotion to a leadership role. Leading in Healthcare (LHC) is a 10-day leadership development course which has been offered at Cleveland Clinic since 2003. A full-day session is dedicated to EI and all attendees take a formal, validated 360o feedback instrument (Emotional Competency Inventory [ECI], Hay Group, Boston, MA) with subsequent executive coaching on their results. The ECI provides normative scores on 18 EI competencies that comprise a total ECI score. All physicians taking LHC were followed with regard to subsequent promotion to formal leadership roles and ECI scores of those promoted vs. not promoted were analyzed to assess EI correlations. Of 327 physician LHC attendees, 287 remained at the Clinic as of 3/8/2013 and were eligible; 272 consented and had complete data available. Physicians promoted to leadership roles over the decade following LHC participation (n = 118, or 43%) showed higher scores in 3 EI competencies: change catalyst, achievement orientation, self-confidence. Physicians with at least two leadership promotions (n = 48, or 18%) showed higher total ECI scores and higher scores in 10 EI competencies. These findings support the importance of EI for physician leadership by affirming the association between objective measurements of EI competencies and actual promotion to leadership roles. Further study is needed.

    Other authors
    See publication

  • Interprofessional Teams in Healthcare: A Mixed-Methods Study

    Abstract
    This mixed methods dissertation focuses on the complexity and community phenomenon occurring when interprofessional healthcare team members collocate into strategically designed disease based centers (a.k.a. integrated patient units) to support patient centered care. Exploring management design interventions occurring at a large Midwestern urban academic medical center, the linear design strategy reveals interesting insights into successful interprofessional teams and how physical…

    Abstract
    This mixed methods dissertation focuses on the complexity and community phenomenon occurring when interprofessional healthcare team members collocate into strategically designed disease based centers (a.k.a. integrated patient units) to support patient centered care. Exploring management design interventions occurring at a large Midwestern urban academic medical center, the linear design strategy reveals interesting insights into successful interprofessional teams and how physical proximity impacts patient centered thinking while unexpected revelations regarding sociotechnical tools are presented.

    Coidakis-Barss, Christina "INTERPROFESSIONAL TEAMS IN HEALTHCARE: A MIXED-METHODS STUDY." Electronic Thesis or Dissertation. Case Western Reserve University, 2015. https://etd.ohiolink.edu/

  • Internationalization of Global Women in Higher Education Shifting to a “Two-Way” Approach of Engagement

    The International Academic Forum 2015 Official Conference Proceedings

    Abstract:
    Higher education is globalized and internationalized; and the number of international students, particularly women studying in U.S. institutions of higher education is at a record high. However, as education continues to be a pathway to success and leadership positions, the representation and progress of women into leadership positions remains a debated issue. Although in the past 30 years there are more women who are qualified to assume leadership position both in higher education…

    Abstract:
    Higher education is globalized and internationalized; and the number of international students, particularly women studying in U.S. institutions of higher education is at a record high. However, as education continues to be a pathway to success and leadership positions, the representation and progress of women into leadership positions remains a debated issue. Although in the past 30 years there are more women who are qualified to assume leadership position both in higher education and in business, women still lag behind their male counterparts. It cannot be denied that gender continues to affect the way women are perceived as leaders. Based on the findings from a study conducted at a US university, a paradigm shift from a unidirectional approach to learning to a “two-way” model of engagement is necessary to promote a collegial community of collaborative scholars. To develop global women as leaders, it is not enough to recruit, retain and graduate international students who are female —it is critical to observe, learn, and collaboratively learn from each one of them. Most curriculums are “western” centric and based on values and ideas from the United States, with minimal exposure to current global practices. The knowledge and experiences of international women are not optimized as a source of global data that contributes to the collective information of global cultures and best practices. In order to truly capitalize on the influx of international data, the authors are suggesting the 2.0-approach, “two-way” method of creating, collaborating, editing and sharing user-generated curriculum content.

    Other authors
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  • Developing a leadership pipeline: the Cleveland Clinic experience

    Perspectives in Medical Education

    The complexity of health care requires excellent leadership to address the challenges of access, quality, and cost of care. Because competencies to lead differ from clinical or research skills, there is a compelling need to develop leaders and create a talent pipeline, perhaps especially in physician-led organizations like Cleveland Clinic. In this context, we previously reported on a cohort-based physician leadership development course called Leading in Health Care and, in the current report…

    The complexity of health care requires excellent leadership to address the challenges of access, quality, and cost of care. Because competencies to lead differ from clinical or research skills, there is a compelling need to develop leaders and create a talent pipeline, perhaps especially in physician-led organizations like Cleveland Clinic. In this context, we previously reported on a cohort-based physician leadership development course called Leading in Health Care and, in the current report, detail an expanded health care leadership development programme called the Cleveland Clinic Academy (CCA). CCA consists of a broad suite of offerings, including cohort-based learning and ‘a la carte’ half- or full-day courses addressing specific competencies to manage and to lead. Academy attendance is optional and is available to all physicians, nurses, and administrators with the requisite experience. Course selection is guided by competency matrices which map leadership competencies to specific courses. As of December 2012, a total of 285 course sessions have been offered to 6,050 attendees with uniformly high ratings of course quality and impact. During the past 10 years, Cleveland Clinic’s leadership and management curriculum has successfully created a pipeline of health care leaders to fill executive positions, search committees, board openings, and various other organizational leadership positions. Health care leadership can be taught and learned.

    Other authors
    • Caryl Hess
    • James Stoller
    See publication

  • Samson Global Leadership Academy: An Immersion Practitioner Scholar Model for Healthcare Executive Education

    Case Western Reserve University Medical Education Annual Retreat Poster Presentation

    Other authors

  • Exploring the Dynamics of Interprofessional Teams in a Healthcare Setting

    ARNOVA Conference

    Accepted Poster Presentation

    Other authors

  • Interprofessional Teams: Exploring Factors That Contribute to Functioning and Success in a National Award Winning Center in Healthcare

    Academy of Management, Midwest Conference

    Other authors
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