Author Archives: Arlen Meyers

About Arlen Meyers

Arlen Meyers, MD, MBA is an emeritus professor at the University of Colorado School of Medicine, an instructor at the University of Colorado-Denver Business School and cofounding President and CEO of the Society of Physician Entrepreneurs at www.sopenet.org. Linkedin: https://www.linkedin.com/in/ameyers/

Sickcare Digital Transformation Playbook

Sickcare Digital Transformation Playbook

GUEST POST from Arlen Meyers

First there was the Great Recession. Then came the Great Resignation. Now we are facing the Great Digital Transformation, i.e. how do businesses win the 4th industrial revolution?

When cloud computing collides with 5G, the internet of medical things, quantum computing, virtual reality and virtual medicine, all occuring in an environment of volatility, uncertainty, complexity and ambiguity, things get wicked.

So what should be your next steps if you want to be standing on the middle podium of sickcare digital transformation?

  1. Create value by constantly changing and testing your business models
  2. Scale your culture
  3. Lead innovators, don’t manage innovation systems
  4. Focus on the people part
  5. Transform sick care to healthcare
  6. Fix your dysfunctional processes and eliminate waste
  7. Steal ideas from other industries
  8. Be sure you get the right information and communication tools to the job site
  9. Change your mindset1
  10. Commit to adoption of digital solutions with the same passion that you commit to strategy.
  11. Become an ambidextrous organization
  12. Think big, start small, stay small on projects that matter to end users and patients.

The digital transformation of medicine has become a land grab for investor’s money and end user shelf space. Some think it is a bubble and it remains to be seen how much will be left after the pandemic. One thing you can be sure of, though, is that the solutions will mutate faster than the corona virus and we will need constant innovation to immunize ourselves against obsolescence and the corporate immune system.

Image credit: Pixabay

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My Advice on Giving Advice

My Advice on Giving Advice

GUEST POST from Arlen Meyers

One way to put a toe in the water of physician entrepreneurship is to become an advisor to a startup founder or client or simply someone who wants your opinion. However, being an advisor that creates value means you have to deliver the 7Ms. You will have to deliver the value that startup CEOs are looking for: money, marketing, making something, management, manpower, mentors, monitoring the environment and mergers and acquisitions.

The same is true if someone asks you to be their mentor. The problem is often that people don’t know how to find a mentor, be a mentor or establish a relationship. The following eight steps can help.

When you get that gig, though, you will have to learn when and how to give advice and how much to give. You also have to deal with founders who have founders syndrome and those who suffer from other entrepreneurial syndromes. In short, many won’t take your advice and you will be left with the feeling that you have wasted your time.

Here’s some advice on giving advice:

  1. When you sign on, clarify expectations about when, how and how often are the best ways to communicate-face to face, email, text or phone, videochat?
  2. Have an agenda focusing on the next critical success factor you need to help achieve. Is it finding money? How about helping to recruit talent to execute the plan and scale?
  3. Avoid having to spend time giving the same advice over and over again by authoring a blog, post or eBook, like this one. Like the flipped classroom, read the assignment and then let’s discuss in class.
  4. If you get ghosted (you haven’t heard from the person who hired you in a while), don’t take it personally. Instead, talk about whether there is a problem, recalibrating your advisory role and whether it should be changed or eliminated.
  5. Use technology to block your time and synchronize schedules
  6. Understand your role as an advisor v a mentor, coach or sponsor. The expectations are different for each.
  7. Don’t work with people you can’t trust, like those who don’t pay you what and when they promised to do so, those who bad mouth you behind your back or those who make you feel unappreciated or ignored or won’t lead when there is inevitable team conflict.
  8. Focus on adding continuous value and delivering results
  9. Assign as much credit for results to others on the team
  10. Here are some tips on how to give advice.

At some point, you have probably noticed that you’re wiser when giving advice to others than you are in making decisions for yourself. You’re not alone. In psychology, it’s called Solomon’s paradox, and it often happens because we have more distance from other people’s problems than our own.

Both the advisee and the advisor have responsibilities so be careful how you pick someone’s brain.

Remember Socrates who said “I cannot teach anybody anything. I can only make them think.” By it’s very nature, advice is just that and can be accepted or ignored. Make it personal, just don’t take it personally when it’s the latter.

Image credit: Pixabay

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Sickcare Culture of Conformity versus a Culture of Creativity

Sickcare Culture of Conformity versus a Culture of Creativity

GUEST POST from Arlen Meyers

Sickcare is a culture of conformity and competition. Premeds know it. Medical students and residents learn it. But, once they graduate, they are told they will be paid for value. Unfortunately, few will teach them how to do it and reconcile the culture of conformity and competition with an innovative culture of creativity, collaboration and interprofessional communication.

We should be thankful that we are starting to see some cracks in the armor.

Here are some ways to balance the two mindsets:

  1. Start with higher education reform  To prepare students for a post-Covid future, colleges and universities need to double down on preparing them for digital jobs. But even teaching platform skills aren’t enough. Few employers are interested in hiring candidates who’ve just completed a training program, they’re looking for relevant work experience. The good news is that there are two promising models for colleges to go beyond the traditional career services function to provide students with relevant digital training and work experience.
  2. Overcome the fallacies about creativity. To avoid premature closure, teams should arrive at an “almost final” decision and then intentionally delay action in favor of additional incubation time. During this time, everyone should commit to thinking about the problem and sharing their ideas. If the team can’t find a better approach during the incubation period, they should proceed with their original solution. Leaders can improve group creativity by paying close attention to how ideas are discussed in diverse group settings. They should encourage team members to build on each other’s ideas instead of pushing individual ideas. This doesn’t mean that ideas should be accepted blindly when they contain flaws; instead, they should approach ideas with an open mind to acknowledge useful aspects and improve weaknesses using plussing or the similar “yes, but, and” approach. To promote more creative ideas, leaders should utilize simple tools to capture individual ideas before they are opened to the whole group. Group discussions should be conducted asynchronously, where team members look at each other’s ideas and use them to refine and create new ideas. If done remotely, leaders should find other ways to bring the team together to bond and build trust with each other
  3. Teach creativity and entrepreneurship in medical school and residencies. Here is something so you don’t have to do reinvent the wheel.
  4. Rethink how we recruit and accept medical students Medical education is not alone, as noted in a recent HBR article describing how Goldman Sachs changed how they recruited new hires. Perhaps it is time for medical schools to adopt three new ways of recruiting and accepting medical students.
  5. Give medical students the opportunity to get experience working in a more creative culture as part of an internship or rotation.

6.Train the trainers. Provide faculty with the knowledge, skills, abilties and competencies they need to integrate creativity, innovation and entrepreneurship as part of their basic science and clinical rotations. But, what should an introduction to entrepreneurship teaching and learning include for basic science and clinical faculty who do not have innovation and entrepreneurship domain expertise include?

The learning objective of the module should be to know how to integrate healthcare innovation and entrepreneurship topics into basic science courses and clinical rotations by challenging students with case based, problem based and project based learning in real world settings and applications to help them perfect sickcare entrepreneurial knowledge, skills, attitudes and competencies.

7. Let medical students and residents take a gap year to learn how to create and sell something. Over half of medical schools already have an arrangement whereby students can take a one year leave of absence. But they call it something other than a gap year. They call it getting an MBA. Or, offer them a fellowship in entrepreneurship and innovation.

8. Close the doctor-data scientist digital divide to create a more cooperative culture of data analytics creativity.

9. Hire leaderpreneurs to become department chairs and deans. Rethink the triple threat.

10. Give medical students and residents an exit ramp. The next phase of medical school education reform is in progress. One question medical educators and Deans will have to address is, “What business are we in?” Are you in the business of graduating doctors who will only take care of patients directly, or, are you in the business of creating opportunities for graduates to pursue biomedical careers of their choice, including non-clinical careers that do not involve seeing patients face to face for a significant part of their working life? Patients are not the only stakeholders that have a dog in the sickcare hunt.

11. Teach philanthropreneurship Philanthropreneurship has four elements. First, the driving force must be a passion to make life better for others, especially those who are underprivileged. Second, there has to be an element of giving, whether this is in terms of money or time. Third, there needs to be creativity, the envisioning of novel approaches to solving problems. And finally, philanthropreneurship requires leadership and strategic thinking– directing, organizing, and influencing the efforts of others.

12. Destroy your innovation silos Sick care badly needs innovation if it is to become healthcare . Yet, it’s questionable whether it can be fixed from inside. Despite the popularity of open innovation and community based, participatory innovation networks, healthcare organizations and doctors seem to shun outside ideas and collaboration and are perceived as arrogant know-it-alls, stuck in the ivory tower or healthcare city , when it comes to knowing what’s best for patients. They have a silo mindset that blocks collaboration with other stakeholders in the innovation supply chain. The challenge for most organizations is to create and engage stakeholders.

Innovation starts with mindset. The clinical mindset is different from the entrepreneurial mindset and the ethics of medicine are different from the ethics of business. We need to give experience, educate and train doctors who can reconcile the two. Thankfully, it is starting to happen and it will make better doctors.

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Are doctors wasting their time on entrepreneurship?

Are doctors wasting their time on entrepreneurship?

GUEST POST from Arlen Meyers

Medical students, residents and practitioners around the world are getting more and more interested in entrepreneurship for many reasons. With that, some are questioning the wisdom of doctors bothering themselves with “the business of medicine” , innovation and entrepreneurship given how difficult it is for most doctors to maintain state of the art medical skills, cope with a constantly challenging regulatory environment and keep up with the explosion of medical knowledge. One fundamental question that challenges every doctor is how to reconcile the ethics of medicine with the ethics of business where they practice.

The idea that we are living in an entrepreneurial age, experiencing rapid disruptive technological innovation on a scale amounting to a new “industrial revolution” is a pervasive modern myth. Scholars have written academic papers extolling the coming of the “entrepreneurial economy”. Policymakers and investors have pumped massive amounts of funding into start-up ecosystems and innovation. Business schools, universities and schools have moved entrepreneurship into their core curricula.

The only problem is that the West’s golden entrepreneurial and innovation age is behind it. Since the 1980s entrepreneurship, innovation and, more generally, business dynamics, have been steadily declining—particularly so in the US. As economist Tyler Cowen has found: “These days Americans are less likely to switch jobs, less likely to move around the country, and, on a given day, less likely to go outside the house at all […] the economy is more ossified, more controlled, and growing at lower rates.”

For all the entrepreneurship cheerleading of the last 15 years, the Great Recession accelerated an already alarming decline in new business formation in this country. In the United States, our rates of entrepreneurship have been declining for decades, and those new firms that have been created are employing fewer and fewer people. Meanwhile, techno-oligopolies continue to increase.

After remaining remarkably consistent for decades, the number of new businesses launched in the United States peaked in 2006 and then began a precipitous decline – a decline accelerated by the Great Recession. From 2002 to 2006, the economy produced an average of 524,000 new employer firms each year. Since 2009, however, the number of new business launched annually has dropped to about 400,000, meaning the United States currently faces a startup deficit of 100,000 new firms every year – and a million missing startups since 2009.

COVID has had a significant impact on entrepreneurship. Here is another take on the effect of COVID on entrepreneurship. But, entrepreneurship by necessity has its dark side.

Research suggests that over the past two decades, the number of high-value startups has declined, sparking significant debate over what’s causing the drop, how to fix it, and whether or not it’s a problem that needs fixing. Here are six reasons why that might be true:

  • Theory 1: Entrepreneurs are motivated more by the lifestyle than by viable business ideas
  • Theory 2: Tougher regulation is hurting high-growth companies
  • Theory 3: Big businesses have changed the way they operate
  • Theory 4: Entrepreneurs lack the right training
  • Theory 5: The gig economy is affecting would-be entrepreneurs’ experience
  • Theory 6: The problem is a measurement issue

Here is the tale of the tape:

  • In 1980, 15% of all U.S. firms had been created the year before. In 2011, that share had been halved, according to census data.
  • In 1997, for the first time in this country’s history, more Americans worked at companies with 250 or more employees. The gap has steadily grown since, aside from a notable blip in the early 2000s. The biggest single percentage increase was between 2007 and 2008, as the Great Recession took hold.
  • Three-quarters of U.S. incorporations that we do have issue no payroll, mostly for the self-employed.
  • Though our outsized venture capital market means we have a high share of iconic, rocket-ship growth companies, the United States is lagging other rich country peers in the crucial middle category: new, growing, innovative companies trying to bring efficiencies to industries that may last.

Part of the problem derives from some misconceptions and differences in our interpretations of physician entrepreneurship:

  1. Each doctor has his or her definition of physician entrepreneurship, value and innovation
  2. Physician entrepreneurs play many different roles creating user defined value
  3. Those roles depend on whether they are medical practice entrepreneurs, social entrepreneurs, technopreneurs, intrapreneurs, educational entrepreneurs, physician service providers or investors
  4. Innovation ecosystems vary from one domain e.g. digital health to another, like biopharma
  5. There are vast international cultural, social and political systems differences that help or hinder physician entrepreneurship.
  6. Rules drive ecosystems. Rules variation around the world often reflects the values of a given citizenry at a given point in time. While health system problems are universal (cost, access, quality, changing demographics, supply, demand, equity), the solutions vary tremendously.
  7. Creating value and wealth is but one step. Sharing the wealth that results, justice and equity are separate issues that can either raise the overall standard of a health system in a given country or drive another wedge between the haves and have nots. It also determines how physician entrepreneurs are perceived as either ruthless, greedy profiteers or instruments of social justice and improvement.
  8. The gaps between how younger generations and older rulers see the world are widening (e.g China and somewhat reflected by Sanders supporters in the US elections) The “dream” constantly evolves from financial security to higher levels of needs like democracy, international connectedness and security and a better life for families and children.
  9. Regardless of which way physicians choose to pursue entrepreneurship, it takes teamwork and the involvement of many different participants with varying skill sets. Each contributes something different.
  10. Biomedical entrepreneurship is a marathon relay race. As such, any team is only as strong as its weakest link.
  11. Few health professionals have an entrepreneurial mindset, in large part because of how they are chosen and the lack of bioentrepreneurial education and training in their programs.
  12. Politics, ego and greed get in the way of substantive change in the US sickcare system of systems.

Judging by the headlines on their LinkedIn profile, more and more MD/DOs are innovators, entrepreneurs and non-clinical consultants. Many are starting or working with biomedical and clinical startups, including a group of medical school graduates who don’t do a residency. But:

  1. They are not trained to do so
  2. Entrepreneurship in the US has been in a downward spiral in the US for the past 40 years.
  3. Most startups will fail
  4. Most startups don’t have money to pay people
  5. There is an innovation bubble.
  6. Job security is low
  7. You have to deal with people who have entrepreneurial psychopathologies are simply untrustworthy.
  8. Students loan burdens are rising
  9. Many are not in it for the long run
  10. There are unrealistic expectations on both the consultant/employee and employer side.
  11. Most MD/MBA programs should be terminated
  12. Innovation theater is pervasive.

If you thought getting a side gig or pursuing a non-clinical career was Plan B but now realize the grass really isn’t that much greener, maybe it’s time for Plan C.

The underlying assumption behind creating incentives for early involvement of physicians in entrepreneurship is that it will improve outcomes and company success. However, we lack the data that validates that assumption.

Doctors are wasting their time typing into EMRs, complying with administrivia, being on hold to get prior authorization, and answering unnecessary phone calls from patients that could be avoided with proper engagement and education. If anything, they are not spending enough time creating user defined value through the deployment of innovation.

At its core, though, we need to change the rules about measuring quality, clearing products, paying to things, providing equitable access and insurance coverage, and eliminating waste and administrivia cost, and narrowing inequitable value sharing. Otherwise, we are just parading shiny new objects.

We need to fix sickcare USA before we decide how or whether we change how we fund it. Otherwise, we will be just wasting more and more money.

We need to do a better job of measuring the input, output and impact of physician entrepreneurship including not just creating new companies, but interventions in medical practice entrepreneurship, social entrepreneurship, intrapreneurship, edupreneurship and other non-commercial roles as well.

International biomedical entrepreneurship will continue to grow With that, however, will be more challenges to use the results to make patients, systems and societies better. By doing good, physician entrepreneurs can do well, but there are formidable headwinds preventing them from doing so. Unless we have evidence to the contrary, the null hypothesis is physician entrepreneurship is a waste and , in retrospect, just sounded like a good idea at the time. I hope the results prove me wrong.

Image credit: Pixabay

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Teaching to Win the 4th Industrial Revolution

Teaching to Win the 4th Industrial Revolution

GUEST POST from Arlen Meyers

The Coronapocalypse is forcing us to rethink who, how and what we teach. Regardless of how we do it, college students don’t learn much and the teacher experience is eroding.

Many not for profits are directing their efforts to provide equitable access to public education. However, putting more students in a broken, dysfunctional system won’t yield the outcomes and impact we want. Instead, the very structure and process of education will need to change if we are to provide students with the knowledge, skills, abilities and competencies they need for jobs that have yet to be created.

What’s more, unless we address the gender social and cultural stereotypes, the 4IR could make gender inequity worse, not better.

Companies like Infosys still hire lots of engineers. But today, Ravi Kumar, the Infosys president, is not looking just for “problem solvers,’’ he says, but “problem-finders,’’ people with diverse interests — art, literature, science, anthropology — who can identify things that people want before people even know they want them.

If for nothing else than the future of your children, take 12 minutes to watch this:

If you agree, then thriving in the 4th industrial revolution will require nothing short of restructuring public education at all levels, not just k-12. Even doctors will need to change how they educate their young. How many things can you do with a paperclip?

One goal should be to create entrepreneurial schools and universities, and by that I don’t mean teaching children how to start businesses. Instead, creating the entrepreneurial mindset is about the pursuit of opportunity with scarce resources with the goal of creating user defined value through the deployment of innovation. Creating a successful business in but one of many ways to do that.

Here are 10 different ways to encourage youth entrepreneurship. The same techniques might apply to graduate students as well.

Other learning objectives and curriculum themes are emerging:

  1. Encouraging private, public and academic collaboration to define market based competencies
  2. Teaching horizontally, not vertically, in limiting smokestack domains
  3. Developing soft skills that are in high demand
  4. Experience cultural competence, diversity and inclusion
  5. Alternative pathways for teacher training and development
  6. Job searching techniques that are state of the art
  7. Mandatory experiential learning opportunities
  8. Developing and testing alternative intelligence measures
  9. Replacing memorization with creative problem solving, problem seeking and divergent thinking.
  10. Hiring for creativity and finding and supporting educational reform champions
  11. Like sick care, recognizing and addressing the socioeconomic determinants of academic failure, like housing, illness, disability and nutrition.
  12. Rehabilitating the brand image of teachers
  13. Teaching STEAMpathIE and rethink STEM as BMETALS
  14. Preparing students for the jobs of the future that have not yet been created.
  15. Teach them how to work in and manage virtual international teams.

Here’s another short list:

  1. public speaking
  2.  writing well
  3. storytelling (see 1-2)
  4. critical thinking (not cynicism)
  5. good manners
  6. active listening (hear with your eyes)
  7. networking (trust and giving)
  8. good customer service
  9. how to sell
  10. to fight against entitlement

Curriculum redesign for medical students and residents will need to include:

  1. Data literacy
  2. Interprofessional bioentrepreneurship
  3. Digital health policies and practice
  4. Care coordination between the medical team and the patient care circle
  5. Cost-effectiveness analysis
  6. The pharmaceutical value chain and drug pricing
  7. Customer service
  8. Ethics and professionalism
  9. Personal financial literacy and planning
  10. Nutrition

Here is how automation will affect economies around the world.

Here are some recommendations to Promote digital education and workforce development

“As AI applications accelerate across many sectors, it is vital that we reimagine our educational institutions for a world where AI will be ubiquitous and students need a different kind of training than they currently receive. Right now, many students do not receive instruction in the kinds of skills that will be needed in an AI-dominated landscape. For example, there currently are shortages of data scientists, computer scientists, engineers, coders, and platform developers. These are skills that are in short supply; unless our educational system generates more people with these capabilities, it will limit AI development.”

Our economy and standard of living hinges on meeting these wicked challenges. But, like medicine, government and other risk-averse and sclerotic industries, the resistance to change will be substantial. Only bottom-up pressure led by creative, courageous innovators who teach what they practice, in collaboration with non-profits and government agencies, will remove the obstacles in our path. Many of those obstacles are in the classroom next door or the corner office or the halls of government.

Image credit: Pixabay

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Advances in the Management of Worthless Meeting Syndrome

Advances the management of worthless meeting syndrome

GUEST POST from Arlen Meyers

Now that we have all been stuck inside for almost two years, many of us are suffering from an exacerbation of worthless meeting syndrome (WMS) , most recently remotely.

Of course, worthless meeting syndrome is a well-described chronic disease which has periodic exacerbations. It can be endemic or global with recovery and remissions. Here are the signs and symptoms.

One meeting expert notes that bad meetings are the bane of the corporate world — and yet despite what appears to be an overwhelming consensus that they’re often unnecessary and unproductive, many workplaces continue to struggle to avoid them. In this piece, the authors discuss the psychological pitfalls that lead us to schedule and attend too many meetings, and share strategies to help employees, managers, and organizations overcome those challenges. While there’s no way to completely eliminate the universal human biases that drive these tendencies, a greater awareness of the psychological factors at play can help us all work towards healthier communication norms, more-effective interactions, and cleaner calendars.

My recommended treatment is to refuse to attend any meetings:

  1. Where there is no agenda
  2. Where it is informational that could be communicated some other way
  3. Where we discuss what we discussed last time without taking action
  4. Where my input is required to inform a decision or take action on something
  5. Where there is no psychological safety
  6. Where a working group could have done the grunt work offline and reported their findings for approval or modification
  7. On weekends or nights unless absolutely required due to mission critical time zone issues or deadlines
  8. The meeting last longer than 45 min, if not 30
  9. No one takes minutes and there are action items for next (if necessary) meeting
  10. There are more than 7 people in the meeting
  11. Lobby your congressional delegation to make them illegal As remote work becomes more widespread, the parliament of Portugal recently passed a law banning bosses from contacting employees after working hours by phone, message or email. Violations of the new law — designed to “respect the privacy of the worker,” including rest and family time — could result in fines. Employees there have also been given the right to opt out of remote work, and to be reimbursed for expenses incurred while working from home.

Note: Ivermectin has not been shown to be clinically effective.

If your boss insists that you attend and you are accused of not being a team player, then get a note from your doctor. They are available online at www.wms.com

For the meeting junkie who has everything, we are also offering a clock at our WMS store that not only measures the length of the meeting, but also the prorated amount of money you are paying for the people to attend the meeting, similar to the US National Debt clock.

Image credit: BringTIM.com

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Myths About Physician Entrepreneurs

Myths About Physician Entrepreneurs

GUEST POST from Arlen Meyers

Physician entrepreneurship is the pursuit of opportunity by doctors and other health professionals under VUCA (volatile, uncertain, complex and ambiguous) conditions. The goal is to create user/patient/stakeholder defined value through the design, development, testing, deployment and harvesting of biomedical and clinical innovation using a VAST business model. Unfortunately, in my view, only about 1% of doctors and biomedical scientists have an entrepreneurial mindset and there are several misperceptions about those that do.

There are many myths about entrepreneurs. Here are some about physician entrepreneurs:

  1. They are egotistical, self centered and greedy. Some might be , but most are generally interested in moving forward biomedical innovation to help patients and leverage their skills. Most physician entrepreneurs practice the belief that you can do well by doing good. They try to be compassionate capitalists , resolving the ethics of medicine with the ethics of business.
  2. They are mostly 24-35 year old techies. In terms of medical education, people that age are just completing their residencies and just starting to practice independently. A few dabble in entrepreneurial ventures during undergraduate, medical school or residency, but most have their hands full with medical training and have little time, money or energy for anything else. In addition, many physicians start their entrepreneurial careers later in life as part of a portfolio career or an encore career after retirement from clinical practice. There are three main demographics.
  3. Physician entrepreneurs have an inherent conflict of interest that makes them all suspect. All physicians, particularly those in private practice billing fee for service, have a conflict of interest and always have throughout the history of medicine. The world has become more complicated, further clouding the air. The idea is to declare, manage, mitigate or eliminate conflicts of interest, not ignore them.
  4. Physician entrepreneurs have to quit the practice of medicine. In fact, there are many ways clinicians can practice entrepreneurship, adding value at a profit, by engaging in part time or transitional activities. The decision to engage in physician entrepreneurship should not be and either/or decision, but an “and” decision. There are many kinds of physician entrepreneurs and almost every doctor has the potential to create user defined value at some stage of their career. In fact, the ACGME should make practicing medicine using a viable business model a 7th competency.
  5. Most physician entrepreneurs are millionaires. Like other entrepreneurs, most will fail if they create a new venture. In fact, most doctors make mid to high six figure salaries and the opportunity cost of pursuing an entrepreneurial venture is a barrier to participation.
  6. Doctors think that the business of medicine is as important as the practice of medicine. In fact, most medical schools don’t teach it and very few medical students and postgraduate trainees learn it. Doctors learn it when they have to after graduation as a simple matter of survival
  7. Entrepreneurship is about creating businesses. No it is not. Rather, it is about creating user defined value through the deployment of innovation and there are many ways to do that, including , but not limited to creating a business. For example, there are independent professional service providers (private practitioners), social entrepreneurs, intrapreneurs-employed physicians trying to act like entrepreneurs, physician investors and physician service providers. They all are trying to get ideas to patients or help someone who is. Doctors who say, “I didn’t go into medicine to be an entrepreneur” i.e. learn medical practice entrepreneurship, are misguided, partly due to the messaging of the academic and biomedical industrial complex that medicine is just about taking care of patients.
  8. Innovation is the same as practice management. Practice management is like any other operations management function. It is done to maximize outputs/unit input. Innovation is done to create the future. For those in clinical practice, we should be emphasizing medical practice entrepreneurship and intrapreneurship.
  9. You need a certain personality to be a physician entrepreneur. Most research indicates almost anyone can be creative, imaginative or innovative with the right coaching. Innovation starts with a mindset. Unlike personality traits, a mindset is malleable.
  10. Things are staying the same. Quite the contrary. There are many in diverse educational, training, coaching and organizational ecosystems that are doing extraordinary things despite big obstacles to change how we do biomedical and health innovation and entrepreneurship.
  11. Physicians are better entrepreneurs than anyone else. I doubt it. While it is true that end users are market perceivers, very few are technopreneurs, business developers, story tellers, score keepers or money finders that are necessary skill positions on the startup team
  12. Physician entrepreneurs play nice with others. No they don’t. Here’s why.
  13. It’s a “good old boys” network. About half of medical students are women. Yes, it is still true that minorities are underrepresented. Here are the numbers about women in medicine. My experience is that women physicians are just as entrepreneurial as men. Immigrants are more entrepreneurial.
  14. Doctors make lousy business people. Here are some reasons why doctors have the potential to make great businesspeople or entrepreneurs. No, doctors are not lousy business people. Don’t be fooled by the cynics.
  15. Doctors who don’t see patients are not “real doctors” . In fact, in my experience, the vast numbers of physicians who stop seeing patients continue to do things that benefit patients. In many instances, with much bigger impact on much larger numbers of patients that they did when they were seeing 40 patients a day working for the Man.

Here are some other facts about entrepreneurs that might surprise you.

Our sickcare system of systems is sick and the prescribed treatment needs to be multimodality therapy. One treatment is biomedical, digital health, care delivery and process innovation. Physician entrepreneurs will play an increasingly important role in making sure that the patient takes their medicine. Taking care of business is an essential part of taking care of patients. If doctors don’t care of business, they have no business practicing medicine.

Image credit: Pixabay

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Should intrapreneurs really ask for forgiveness and not permission?

Should intrapreneurs really ask for forgiveness and not permission?

GUEST POST from Arlen Meyers

Intrapreneurs are employees trying to act like entrepreneurs, i.e. pursuing opportunity in their organizations with scarce resources with the goal of creating user defined value through the deployment of innovation. Many run into a brick wall.

The intrapreneur’s Ten Commandments include:

  1. Remember, it is easier to ask for forgiveness than for permission.
  2. Do any job that needs to make your project work, regardless of your job description.
  3. Come to work each day willing to be fired.
  4. Recruit a strong team.
  5. Ask for advice before resources.
  6. Forget pride of authorship, spread credit wisely
  7. When you bend the rules, keep the best interests of the company and its customers in mind.
  8. Honor your sponsors
  9. Underpromise and overdeliver
  10. Be true to your goals, but realistic about ways to achieve them.

We’ve heard #1 a lot and it has become part of the lore of intrapreneurship and organizational behavior. But, is it really a good idea? It depends, and here are some reasons why:

  1. Every organization, hospital and university has a culture of risk. Some cut you some slack. Some don’t.
  2. It depends on the risk involved. Andrew Gove of Intel advised to ask for foregiveness, but don’t drill holes below the water line.
  3. Sometimes, it ‘s better to keep what you are doing secret so as not to expose your idea too soon to the organizational immune system or people who are out to torpedo your success.
  4. It takes a while to get your idea ready for prime time and validate assumptions. Better to fail early and off the radar than flop big.
  5. Getting the resources you need will require imagination and political savvy. Sometimes that requires stealth and cunning.
  6. Most organizations have archaic systems for prioritizing innovation or a new product portfolio. Asking for permission just puts you in dysfunctional queue.
  7. Better to deliver your idea with as much value added as possible.
  8. You are not the only one with the responsibility of moving your idea forward. Think about your team members and sponsors who have their necks out too.
  9. One swallow does not a summer make. Even if you roll out a successful idea, people are going to want to know what you have done for them lately. Better to have a pipeline of products in development before launch. Platforms are more attractive than products.
  10. Building sustainability takes time and is sometimes done better off the radar. Once you have a successful internal venture, people will come to you to take credit.

Getting “escalated” is not pretty. Here are some ways to manage it.

There are two kinds of innovators. Permission seekers start with the rules, create ecosystems that conform to them, create business models that are new or different and that foster innovation. Forgiveness seekers, do the same, but in reverse. They use technologies that have reached a coherence tipping point to create business models and ecosystems and then drive to change the rules to allow them to scale.

There is a lot to recommend stealth innovation. Beware of making too much noise and make it low impact at the beginning. Don’t use words, like “center”, “institute” or “innovation” that are likely to mobilize hostiles with competing interests. Practice digipreneur guerilla tactics. Watch out for snipers.

Arming yourself with anti-radar technology is usually a smart move. However, if you get shot down over enemy territory it might be hard to find you and you will be placing your search and rescue team members in jeopardy. Think twice before flying over hostile territory without a survival plan.

Image credit: Pixabay

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Lead Innovation, Don’t Manage It

Lead Innovation, Don't Manage It

GUEST POST from Arlen Meyers

Chief Innovation Officers are growing like weeds. Some think their job is to manage innovation.

Some even go so far as to define their desirable traits.

Here is yet another article on how to manage innovation.

Here are some ideas on what it takes to be an innovation manager.

You can tell the CHINOs (Chief Healthcare Innovation Officer) in your office by the chinos and polo shirts they wear. But, just because they wear the same uniforms doesn’t mean they think and work the same. You see, there is no CHINO school.

They might as well quit since managing innovation will take them in the wrong direction. Instead, they should be leading innovators. Here’s why:

1. Everyone seems to have a different definition of innovation. Be sure you are leading people who have the same understanding and objectives.

2. Managing innovation implies that the core competence of an innovative enterprise is their system or culture. While that is important, successful innovation comes from living, breathing humans who innovate or try to repeatedly despite big obstacles.

3. Managing is about optimizing the efficacy and efficiency or resources. Entrepreneurs or intrapreneurs, some of whom are innovators, pursue opportunity with limited resources with the goal of creating user defined value through the deployment of innovation.

4. Leaderpreneurs are different than managers and have a different role. They provide vision, direction and inspiration. Unfortunately, most “leaders” provide motivation, not inspiration. Here are the differences:

  1. External vs. Internal: The first key difference is while motivation is typically accomplished through external factors, inspiration is an internal force. Wayne Dyer puts it this way: “If motivation is when you get hold of an idea and carry it through to its conclusion, inspiration is the reverse. An idea gets hold of you and carries you where you are intended to go.”
  2. Duration and Effectiveness: Since inspiration is an internal force, it lasts longer and is more effective. Motivation, particularly when connected to a system of external rewards, is only effective as long as you are able to keep the system of rewards consistent. Inspiration has deeper roots; its influence sticks with you and propels you further than mere motivation can.
  3. People’s Responses: People respond to inspirational leadership exponentially better than they do to compensation or coercion. People are always more eager to do something when it is an idea they feel connected to and invested in. While external forces can be a key motivator, people will react far better to a personal investment.

The goal is to release the innerpreneur, not use carrots and sticks.

5. Managing is about preserving or building the status quo. Innovating is about making the status quo obsolete.

6. Managers rarely assume the roles of intrapreneurial sponsors. Leaderpreneurs have to to be successful.

7. Managers get in the way by controlling. Leaderpreneurs get out of the way by inspiring.

8. Leaderpreneurs create innovation management systems that can be scaled with the goal of making themselves obsolete as quickly as possible. Managers create systems to protect their jobs.

9. Leaderpreneurs organize chaos and serendipity. Managers strive to standardize.

10. Managers think short term costs. Innovation leaderpreneurs measure things as longer term investments.

A recently released Conference Board report showed a strong link between leadership and innovation. The authors identified nine behaviors that are key to getting results:

  1. Leaders jointly created a vision with their colleagues.Some have thought leadership to be about coming up with a grand strategy, and then enticing the troops to follow you up the hill. But our data showed leaders creating a vision collaboratively, not in a directive manner.
  2. They build trust. We interviewed leaders who were in the top 1% of their organization on creativity. One quality stood out. These leaders trusted their people and in turn their colleagues had an enormous trust in them. One person noted, “To take a risk demands that you feel really safe.” “She always has our back,” said another.
  3. Innovation champions were characterized by a willingness to constantly challenge the status quo.People described innovative leaders as fearless and doing what’s right versus what may be politically correct. Some highly effective leaders of innovation were characterized as being “inverse to the environment.”
  4. Leaders who fostered innovation were noted for their deep expertise.Colleagues noted that it was this “T” quality that defined these leaders. These leaders had a wide range of intellectual curiosity on a horizontal axis, while at the same time were grounded deeply in their knowledge of the technology at the center of what their group did.
  5. They set high goals. Leaders who created innovative teams were noted for setting the bar extremely high, and giving their colleagues the challenge and opportunity to achieve what they believed would be beyond their reach.
  6. Innovative leaders gravitate toward speed. These leaders move at a quick pace. They believe things can be accomplished sooner, not later. They gravitate toward the quick prototype that is put together with duct tape and paper clips in one day over a more perfect result they could create in six months. The graph below shows 360 results for 57,113 leaders who were rated on their speed of execution and their ability to innovate. Note that leaders who move slowly are on average rated at the 12th percentile on their ability to innovate while those who are in the top 10 percent are at the 89th percentile.
  7. They crave information. Innovative leaders keep the team on the same page by flooding them with relevant facts. They excel at asking good question and then being exceedingly good listeners. The combination of “catch and pitch” helps the team to excel at innovation.
  8. They excel at teamwork. The next characteristic of the most innovative leaders was excelling at teamwork and collaboration. It was never about “me.” It was always about the team creating something of value.
  9. They value diversity and inclusion. The most innovative leaders recognize that the creative process feeds on bringing people together who possess sharply differing views and experience. It is the blending of these elements that creates highly innovative solutions.

Here are five strengths of innovative leaders.

Here are some other thoughts on what it takes to lead innovators.

In general,  successful innovators primarily focus on four areas: creating a vision, building an organization that can achieve that vision, leading and empowering their team to succeed in that, as well as ultimately adapting their approach based on what they’ve learned along the way.

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Here are 10 tips on how to create a lead successful innovation teams.

One author noted that “the first step in creating meaningful, long-term, sustainable innovation in any organization is to recognize that cultures cause outcomes.  And if this is true, bad cultures will cause bad outcomes. And if this is true, it further follows that bad leadership causes bad cultures, which in turn cause bad outcomes.”

Harvard Business School Professor Gary Pisano reminds us , though, that the innovation culture must balance easy to like behaviors with some that are less fun and designed to address the main dysfunctions of teams: an intolerance for incompetence, rigorous discipline, brutal candor, a high level of individual accountability and strong leadership.

There are many myths about organizational innovation cultures and how to create them. The truth is that cultures are the result of innovation strategy, structure, processes and people, not the cause. They are created by organizational leaders.

Another problem is that traditional approaches to leadership development no longer meet the needs of organizations or individuals and personal learning clouds are filling the gaps.

Innovation is not a nebulous concept tucked some where in a strategic plan. Like any combat team, it has a face, a heart and a soul and needs to nurtured and led, not managed. In the end, it’s the people, stupid.

Image credit: Pexels

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Being Too Focused on the Test is Dangerous

Being Too Focused on the Test is Dangerous

GUEST POST from Arlen Meyers

Like most premeds, I got into medical school, mostly, because I am good at taking standardized tests, I can memorize lots of information , I had some cultural and economic advantages and I knew what to say to interviewers who did not know how to interview. It certainly was not about my being creative or imaginative.

Fortunately, for this generation, that is gradually changing.

As more and more medical educators try to reform the structure, process , goals, learning objectives and outcomes of medical undergraduate and post-graduate education, they run into some recurring questions:

  1. How do we find the right people to teach new subjects?
  2. How do we find the time to teach all of this new information when we are already constrained by the explosive growth of new basic science and clinical information?
  3. How do we make sure that our students and residents pass the tests required to graduate and get board certified so that they can practice and so that the education and training programs get accredited? In other words, how do we practice educational ambidexterity
  4. Should we change how and who we admit?
  5. How do we bridge the now, with the next with the new?

The latest trend in management theory is what’s called organizational ambidexterity. It’s the social scientists take on being a switch hitter, and is defined as an organization’s ability to be aligned and efficient in its management of today’s business demands while simultaneously being adaptive to changes in the environment. In other words, being able to simultaneously lead the now, the new and the next. Some describe it as bimodal people management.

While some are very vocal about eliminating standardized tests, it is unlikely they will be eliminated. The rate of growth of scientific and clinical information will increase. New faculty develoment is always a challenge. So, what are some answers?

  1. Faculty development programs that are people-centric and expand their knowledge, skills, abilities and competencies about introducing and integrating new subjects into their existing subject matter expertise. Engage the champions, build innovation teams around them, set the standards and goals then get out of their way. Identify the skeptics and either convert them or just let them do what they do best now. Sabateurs should be quickly exposed and “rehabilitated”.
  2. Recruit, develop, promote and reward for skills, like innovation, entrepreneurship , data analytics and artificial intelligence
  3. Create interdisciplinary and cross functional teaching teams
  4. Encourage industry collaboration
  5. Decrease, don’t increase, lecture time and give students the flexibility to learn when and how they do it best.
  6. Focus on competencies, while at the same time making it clear to students what they will be tested on to practice medicine
  7. Reform the standardized test and maintenance of certification process
  8. In the age of search, teach students how to learn, not what to memorize. Take advantage of how students learn, not how you think they learn.
  9. Accelerate up the hierarchy of learning from recall to interpretation to problem solving to creativity
  10. Take small steps in integrating the new subjects into the traditional four year/three year curriculum
  11. Test new ideas and incorporate the results into the next iteration
  12. Encourage students to be prosumers (producer/consumers) and help you build the product
  13. Rethink how and who you admit to medical school. In one recently opened school, 75% of the first year class have engineering or computer science degrees.
  14. Integrate and continue to build medical school education with post-graduate education and training
  15. Change and define GME required competencies and accreditation standards to meet contemporary needs.

Here are themes/motifs that are becoming part and parcel of the practice of medicine and are incrementally being intergrated into the medical school curriculum:

Some new schools are leapfrogging the old ways and launching entirely new curriculum maps from the start.

We should strive for educational ambidexterity and evolve from teaching and learning to the test and forgetting about all the rest.

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