Medical leadership competences among medical students at Hashemite University in Jordan

2018 ◽  
Vol 23 (3) ◽  
pp. 315-329
Author(s):  
Aieman Ahmad Al-Omari ◽  
Kamal E. Bani-Hani
Keyword(s):  
Medical Students ◽  
Medical Leadership ◽  
Hashemite University

scholarly journals UK medical students’ perceptions, attitudes, and interest toward medical leadership and clinician managers

2018 ◽  
Vol Volume 9 ◽  
pp. 119-124 ◽  
Author(s):  
Maral J Rouhani ◽  
Eleanor J Burleigh ◽  
Chloe Hobbis ◽  
Charlotte Dunford ◽  
Nadir I Osman ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Leadership

Why we need to teach leadership skills to medical students: a call to action

BMJ Leader ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 6-10 ◽  
Author(s):  
Simone Jacquelyn Ross ◽  
Tarun Sen Gupta ◽  
Peter Johnson
Keyword(s):  
Medical Students ◽  
Health System ◽  
Leadership Training ◽  
Health Workers ◽  
Leadership Skills ◽  
Leadership Education ◽  
System Reform ◽  
Health System Reform ◽  
The Uk ◽  
Medical Leadership

Health system reform models since the early 1990s have recommended leadership training for medical students, graduates and health workers. Clinicians often have leadership roles thrust on them early in their postgraduate career. Those who are not well trained in leadership and the knowledge that comes with leadership skills may struggle with the role, which can impact patient safety and create unhealthy working environments. While there is some literature published in this area, there appears to be little formal evaluation of the teaching of leadership, with scarcely any discussion about the need to do so in the future. There are clear gaps in the research evidence of how to teach and assess medical leadership teaching. In this paper, three leadership frameworks from Australia, Canada and the UK are compared in terms of leadership capabilities for a global view of medical leadership training opportunities. A literature review of the teaching, assessment and evaluation of leadership education in medical schools in Australia, the UK and America is also discussed and gaps are identified. This paper calls for an education shift to consider practical health system challenges, citing the mounting evidence that health system reform will require the teaching and rigorous evaluation of leadership methods. Opportunities for teaching leadership in the curricula are identified, as well as how to transform leadership education to include knowledge and practice so that students have leadership skills they can use from the time they graduate.

Medical leadership is the New Black: or is it?

2015 ◽  
Vol 39 (2) ◽  
pp. 217 ◽  
Author(s):  
Christine Jorm ◽  
Malcolm Parker
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Leadership Training ◽  
Return On Investment ◽  
Collaborative Work ◽  
Development Programs ◽  
Healthcare Leadership ◽  
Leadership Development Programs ◽  
Large Numbers ◽  
Medical Leadership

Considerable resources are being invested in healthcare leadership development programs and there is a new requirement for leadership teaching for Australian medical students. The new attention to medical leadership may be a reaction to loss of medical status and power. There is little evidence for return on investment from such programs. It is simply not clear what kind of leadership training is needed for collaborative work to improve healthcare nor what kind of organisational structures enable productive exercise of medical leadership skills. Caution is recommended. What is known about the topic? Considerable resources are being invested in healthcare leadership development programs and there is a new requirement to add leadership to the curricula for Australian medical students. What does this paper add? The lack of logic in calls for mass leadership training is explored. This may not only be a poor return on investment but also potentially reinforce medical attitudes that are unhelpful for modern healthcare. What are the implications for practitioners? A cautious approach to training large numbers of doctors and students is recommended.

Clinical Elective Course and Its Effects on Medical Students and Graduates of Jordanian Medical Schools

2021 ◽  
Author(s):  
Raed Al-Taher ◽  
Ruba Al-Ani ◽  
Abdullah Al-Ani ◽  
Mohammad Rashdan ◽  
Abderrahman Manasrah ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
The Usa ◽  
Social Media Platforms ◽  
Elective Course ◽  
Unique Experience ◽  
The Uk ◽  
Hashemite University

Abstract Background: Elective course is one of 6th-year medical schools curriculum in Jordan. Students choose the specialty they wish to spend 8 weeks in and choose the place even if it is outside their universitys' affiliated hospitals. In this study, we try to understand students' choices regarding the country of elective, their specialty, type of placements (observership/ clerkship), and participants' perspectives about the elective course and its general value.Methods: Cross-sectional study. The survey distributed through social media platforms (mainly Facebook and Whatsapp) targeting 6th-year medical students and doctors who graduated from one of the 5 Jordanian medical schools (the University of Jordan, Jordan University of Science and Technology, Mutah University, Yarmouk University, Hashemite University). Results: The majority of participants had international elective (69.6%), mainly in the USA followed by the UK. Internal medicine was the field of interest for 14.8%, followed by general surgery 11.2%. 241 (62.6%) actively participated in the elective as they had a clerkship/ hands-on experience. In contrast, 142 (36.9%) were observers. The majority indicated that the elective is worth time, money, and effort. Moreover, they had adequate supervision throughout the course and could achieve their preset objectives. Conclusions: the elective course gives a unique experience to our students. The general satisfaction is an indicator of the success of the course in exposing medical students to clinical practice actively.

scholarly journals Physicians as leaders: are we trying to fit square pegs into round holes?

BMJ Leader ◽  
2018 ◽  
Vol 2 (4) ◽  
pp. 128-131 ◽  
Author(s):  
Anthony Montgomery
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Leadership Styles ◽  
Leadership Role ◽  
Exam Performance ◽  
Team Working ◽  
Competency Frameworks ◽  
Primary Basis ◽  
Medical Leadership ◽  
Job Mismatch

The purpose of medical education has changed over the last 70 years. The modern doctor is expected to be a leader who will be skilled in people management, team working and patient engagement. Moreover, the burgeoning literature on the development of medical leadership competency frameworks as a way to inform curriculum development is evidence of a desire to empower physicians to be healthcare leaders. The movement towards developing medical students as leaders has to be contrasted against the fact that high school exam performance and academic achievement continues to be the primary basis for selection to medical school. Not surprisingly, the smart kids are studying medicine. Unfortunately, there is a person–job mismatch between the initial skills that allows an individual entry to medical school and what the job will actually entail. For example, higher levels of intelligence are associated with less effective leadership styles. Thus, we seem to have a conundrum concerning input and output. In the following paper, I will examine the degree to which we are attempting to remould ‘square’ physicians to fit them into a ‘round’ medical landscape. The purpose of the paper is twofold. First, to assess the degree to which we can realistically expect the ‘average’ medical student to be moulded into a leader, and second, to identify what practical steps we can take to enable medical students to take a leadership role.

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