A long and winding road: non-traditional routes into medical leadership

BMJ Leader ◽  
2021 ◽  
pp. leader-2021-000528
Author(s):  
Steve Gulati ◽  
Christiane Shrimpton
Keyword(s):  
Leadership Development ◽  
Medical Profession ◽  
Leadership Education ◽  
Doctor Who ◽  
Development Activity ◽  
Leadership Practice ◽  
Clinical Leadership ◽  
Self Image ◽  
Personal Reflections ◽  
Medical Leadership

IntroductionClinicians enter the medical profession through a variety of routes. This paper explores how non-traditional routes into the medical profession can follow through into subsequent medical leadership practice, influencing issues of confidence, self-image and assumptions about leadership as a concept.MethodThe first-person reflections of a doctor who entered the profession and the National Health Service from the German system and with a non-standard background are considered. We then discuss how those involved in leadership education can use diversity as a developmental tool. The article starts and ends with personal reflections and observations from a Consultant Opthalmologist, interposed with insights from the pedagogy of leadership development by a University academic.ConclusionsWe conclude that medical leadership development can be enriched through recognising the value that non-traditional routes in clinical leadership can bring, and that educators can use the leverage of difference and diversity to create positive loops of development activity.

scholarly journals The impact of preferences for clinical and managerial leadership roles on the willingness to apply for a medical leadership position: Analysis of gender differences among a sample of German senior physicians

2021 ◽  
pp. 095148482110102
Author(s):  
Florian Liberatore ◽  
Julia Schätzle ◽  
Henrik Räwer ◽  
Kia Homayounfar ◽  
Jörg Lindenmeier
Keyword(s):  
Structural Equation ◽  
Medical Profession ◽  
Equation Modeling ◽  
Mentoring Programs ◽  
Leadership Roles ◽  
University Hospitals ◽  
Managerial Leadership ◽  
Clinical Leadership ◽  
Medical Leadership ◽  
The Impact

Background The hybrid role (clinical and managerial leadership tasks) of physicians in medical leadership positions (MLPs) is a driver of the attractiveness of these positions. The increasing feminization of the medical profession makes gender-related preferences for hybrid roles relevant. Purpose The current study uses the (EPL) career aspirations framework to analyze the (gender-related) effects that efficacy beliefs, motivations, and preferences for clinical leadership and managerial leadership have on the willingness of chief physicians to apply for an MLP. Methodology: A survey of senior physicians in German university hospitals yielded a sample size of N = 496. The resulting data were analyzed using a structural equation modeling approach. Findings The results confirm the low preference for MLPs among senior physicians, which is mainly affected by preferences for managerial leadership tasks. Female senior physicians perceive the position of an MLP to be less attractive than their male counterparts do, and female physicians’ willingness to apply for an MLP is concurrently driven by their preferences for clinical leadership and managerial leadership tasks. Practical implications: Mentoring programs could boost female senior physicians’ preparedness for MLPs. Further, flexibility in fulfilling managerial leadership tasks could be promoted to make MLPs more attractive to women.

scholarly journals Review of determinants of national medical leadership development

BMJ Leader ◽  
2017 ◽  
Vol 1 (4) ◽  
pp. 36-43 ◽  
Author(s):  
Wouter Keijser ◽  
Max Poorthuis ◽  
Judith Tweedie ◽  
Celeste Wilderom
Keyword(s):  
Leadership Development ◽  
Resistance To Change ◽  
Medical Profession ◽  
Data Extraction ◽  
National Level ◽  
National Development ◽  
National Medical ◽  
Physician Engagement ◽  
High Level ◽  
Medical Leadership

Increasingly, physician engagement in management, quality and innovation is being recognised as vital, requiring ‘medical leadership’ (ML) competencies. Besides numerous local institutional efforts and despite the high level of autonomy of the medical profession and the education of its members, in some countries, national level activities are focusing on developing ML competencies to guide physicians in more effectively engaging in these non-medical activities. Up to this date, little is known about effective strategies and tactics for developing ML on a national level. This study investigates existing literature on determinants and interventions for national ML development. We performed a scoping review and subsequent systematic literature review of published reviews, using PubMed, Scopus, Web of Science, Ovid MEDLINE and Science Direct in search for eligible papers between 2011 and 2016. Full-text versions of 43 papers were studied, and a snowballing method was deployed. Data extraction included grounded theory coding, and synthesis of data was done iteratively during data clinics. Analysis of the seven included papers resulted in five discrete categories of determinants of and 10 distinct interventions relevant to national development of ML approaches. None of the papers reported on any specific phasing of national ML development. Our data suggest that local and national level activities in ML development should consider multifaceted and multilevel approaches, taking into account resistance to change and redesign of institutionalised logics that accompany changing positions and reconstruction of professional identities of physicians.

scholarly journals Medical leadership: competencies in action

2011 ◽  
Vol 17 (3) ◽  
pp. 162-170 ◽  
Author(s):  
Shruti Garg ◽  
Jon van Niekerk ◽  
Margaret Campbell
Keyword(s):  
Leadership Development ◽  
Personal Development ◽  
Medical Training ◽  
Medical Profession ◽  
Leadership Skills ◽  
Leadership Competencies ◽  
Junior Doctors ◽  
Management Competencies ◽  
Development Plans ◽  
Medical Leadership

SummaryThe engagement of the medical profession in management and leadership activities has become a priority for the UK's National Health Service (NHS). It makes sense to develop these leadership competencies as early as possible, inculcating leadership skills in junior doctors. The recent core and specialist curriculum competencies address this and, together with the Medical Leadership Competency Framework developed by the Academy of Medical Royal Colleges and the NHS, sets out a blueprint for personal development plans for junior doctors. A culture shift is called for, such that doctors in training prioritise their leadership development alongside their medical training. This article is of particular relevance to educational supervisors, as it describes how they can support junior doctors in achieving the leadership and management competencies outlined in the 2009 core and specialty psychiatry curriculum.

scholarly journals Exploration of ‘perception of self’ as medical leader: does perception of self require a paradigm shift from clinician to clinical leader?

BMJ Leader ◽  
2018 ◽  
Vol 2 (3) ◽  
pp. 103-109
Author(s):  
Charlotte Moen ◽  
Jeremy Brown ◽  
Axel Kaehne
Keyword(s):  
Quality Improvement ◽  
Leadership Development ◽  
Paradigm Shift ◽  
Significant Shift ◽  
Clinical Leadership ◽  
Starting Point ◽  
Self Development ◽  
Before And After ◽  
Perception Of Self ◽  
Medical Leadership

BackgroundClinical leadership is key to quality improvement; however, there is limited research regarding doctors’ perceptions of clinical leadership.AimTo investigate senior trainees’ perception of self as medical leader and explore what influenced their perception.MethodsA questionnaire with open and closed questions was distributed before and after a medical leadership module. Twelve trainees were then interviewed.ResultsOne hundred and fifty-six questionnaires were completed (95.7 % response rate). A significant number of senior trainees did not consider themselves to be a leader; however, there was a statistically significant shift in their self-perception during the programme. Themes identified during the interviews included a lack of understanding of the leadership concept, a lack of clarity of the medical leader’s role and vehicles for perspective transformation.ConclusionsTo our knowledge, this is the first study to explore senior trainees’ perception of self as medical leader. Findings suggest, following a paradigm shift from clinician to clinical leader, senior trainees are a potential, valuable resource for quality improvement. To aid understanding of the leadership self-development process, a conceptual model is offered. The significance of the model is its focus on the individual’s leadership paradigm, as the starting point for self-exploration. This model could inform leadership development programmes.

Enhanced model for leadership development for trainees and early career health professionals: insights from a national survey of UK clinical scientists

BMJ Leader ◽  
2021 ◽  
pp. leader-2021-000465
Author(s):  
Sharon Buckley ◽  
Megan Smith ◽  
Jaimini Patel ◽  
Sandie Gay ◽  
Ian Davison
Keyword(s):  
Leadership Development ◽  
Health Professionals ◽  
Learning By Doing ◽  
Early Career ◽  
Leadership Education ◽  
Clinical Expertise ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Clinical Leadership ◽  
The Uk

IntroductionThe importance of shared or distributed leadership in healthcare is recognised; however, trainees, early career professionals and others for whom the exercise of leadership is a recent development report being underprepared for leadership roles. Trainee clinical scientists exemplify such groups, being both early in their career and in a profession for which clinical leadership is less well established. Their insights can inform understanding of appropriate forms of leadership development for health professionals.MethodsWe explored perceptions of leadership and its development for trainee clinical scientists on the UK preregistration Scientist Training Programme through semi-structured interviews with trainees, training officers, academic educators and lead healthcare scientists; and through an online questionnaire based on the UK multiprofessional Clinical Leadership Competency Framework (CLCF). Responses were analysed statistically or thematically as appropriate.ResultsForty interviews were undertaken and 267 valid questionnaire responses received. Stakeholders recognised clinical expertise as integral to leadership; otherwise their perceptions aligned with CLCF domains and ‘shared leadership’ philosophy. They consider learning by ‘doing’ real tasks (leadership activities) key to competency acquisition, with leadership education (eg, observation and theory) complementing these. Workplace affordances, such as quality of departmental leadership, training officer engagement and degree of patient contact affect trainees’ ability to undertake leadership activities.ConclusionsFrom our research, we have developed an enhanced model for leadership development for trainee and early career clinical scientists that may have wider applicability to other health professions and groups not traditionally associated with clinical leadership. To foster their leadership, we argue that improving workplace affordances is more important than improving leadership education.

An Approach for Humanizing Leadership Education: Building Learning Community & Stakeholder Engagement

2021 ◽  
pp. 105256292110413
Author(s):  
Shaista E. Khilji
Keyword(s):  
Leadership Development ◽  
Learning Community ◽  
Stakeholder Engagement ◽  
Common Good ◽  
Mutual Influence ◽  
Leadership Education ◽  
Leadership Studies ◽  
Leadership Development Programs ◽  
Critical Leadership ◽  
Critical Leadership Studies

In recent years, scholars have become critical of mainstream leadership development approaches. In particular, Petriglieri and Petriglieri refer to the dehumanization of leadership, whereby leadership breaks its ties to identity, community, and context. The purpose of this paper is to present an approach for humanizing leadership using the case example of George Washington University’s Organizational Leadership & Learning (OLL) program. Embedded in the critical leadership studies (CLS) approach, the humanizing principles, and the humanistic leadership paradigm, the OLL program’s leadership learning approach focuses on building a learning community and stakeholder engagement. I describe its pedagogical goals and instructional strategies that help promote a psychologically safe space where learners build trusting relationships, integrate diverse perspectives through respectful dialogues, and develop a sense of the “common good” and culture of equity through issue-centered learning. Using classrooms as “identity spaces” and “leadership learning laboratory” allows learners in the program to practice the co-construction of ideas through mutual influence and interactions. This paper makes a valuable contribution to developing future leadership development programs.

scholarly journals Learning how to lead police investigations

2018 ◽  
Vol 20 (3) ◽  
pp. 185-195 ◽  
Author(s):  
Jon-Andre Nilsen ◽  
Terje Aaserud ◽  
Cathrine Filstad
Keyword(s):  
Leadership Development ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Learning Activities ◽  
Learning Methods ◽  
Leadership Practice ◽  
Police Investigation ◽  
Police Investigations ◽  
Reflection Time ◽  
New Learning

The aim of this article was to investigate how police investigation leaders learn leadership and whether the facilitation of learning activities and learning methods might bridge the well-known gap between teaching and learning leadership. Using action research, we constructed an ‘i-leader’ learning pool consisting of police investigation leaders. The pool provided interactive and collaborative learning activities that included reflection, knowledge sharing and social support. Participants were receptive to this learning initiative, but also argued that ‘learning by doing’ is most important because it allows for communication and cooperation between colleagues in the context of their everyday leadership practice. They acknowledged the need for reflection and argued that the pool provides important reflection time, which they lack in their everyday practice. Participants also found the learning methods, particularly the ‘group support methodology’ and the new network useful for their own leadership development. However, using these new learning methods ‘back home’ was more challenging. Participants did not have time to prioritize and develop this new network. Providing learning methods and building a network takes time and must be relevant to everyday leadership practice. The significance of their leadership practice and how to accumulate experience as the basis for reflection was acknowledged, but still needs to be applied within leadership practice. Bridging the gap between teaching and learning is not just about providing learning and reflection methods, but also about learning how to apply new knowledge through experience, where reflection ensures that learning in practice is not ‘due to change’.

Sign in / Sign up

Export Citation Format

Share Document