scholarly journals 51 Perceptions of medical professionals on medical leadership training in medical school

2021 ◽  
Author(s):  
Aishah Zubaida Mughal ◽  
Jade Fellows ◽  
Haroon Ali Shah
Keyword(s):  
Medical School ◽  
Leadership Training ◽  
Medical Professionals ◽  
Medical Leadership

Incorporating medical leadership into undergraduate curricula: a proposal for a spiral curriculum

2019 ◽  
Vol 32 (3) ◽  
pp. 435-444 ◽  
Author(s):  
Ross I. Lamont ◽  
Ann L.N. Chapman
Keyword(s):  
Leadership Development ◽  
Leadership Training ◽  
Learning Opportunities ◽  
Competency Framework ◽  
Medical Council ◽  
Undergraduate Level ◽  
Content Type ◽  
Leadership Competency ◽  
Spiral Curriculum ◽  
Medical Leadership

Purpose There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General Medical Council (GMC) and supported through the development of the Undergraduate Medical Leadership Competency Framework (MLCF). However to date, few medical schools have done so in a systematic way and training/experience in medical leadership at undergraduate level is sporadic and often based on local enthusiasm. The purpose of this paper is to outline a theoretical curriculum to stimulate and support medical leadership development at undergraduate level. Design/methodology/approach This study describes a theoretical framework for incorporation of medical leadership training into undergraduate curricula using a spiral curriculum approach, linked to competences outlined in the Undergraduate Medical Leadership Competency Framework. The curriculum includes core training in medical leadership for all students within each year group with additional tiers of learning for students with a particular interest. Findings This curriculum includes theoretical and practical learning opportunities and it is designed to be deliverable within the existing teaching and National Health Service (NHS) structures. The engagement with local NHS organisations offers opportunities to broaden the university teaching faculty and also to streamline medical leadership development across undergraduate and postgraduate medical education. Originality/value This theoretical curriculum is generic and therefore adaptable to a variety of undergraduate medical courses. The combination of theoretical and practical learning opportunities within a leadership spiral curriculum is a novel and systematic approach to undergraduate medical leadership development.

View from the top: a thematic analysis of interviews with top healthcare leaders in the UK about leadership and how UK GPs should prepare for it

BMJ Leader ◽  
2018 ◽  
Vol 2 (4) ◽  
pp. 136-139
Author(s):  
Veronica Wilkie ◽  
Kay Mohanna
Keyword(s):  
Primary Care ◽  
Leadership Training ◽  
Work Force ◽  
Senior Leaders ◽  
Face To Face ◽  
New Information ◽  
Personal Qualities ◽  
The Uk ◽  
Medical Leadership ◽  
Future Work

IntroductionLeadership is often quoted as being a solution to future work force problems . This study looks at the views of leaders within the NHS to find out what they think should be done, how and when for GPs in training.MethodsA series of interviews were carried out with senior leaders within the NHS, within primary care, NHS England and Health Education England. All the participants were involved in primary care either assenior general practitioners, senior educators, or clinical and non clinical managers. The interviews were face to face or via a telephone and recorded before being transcribed and analysed. The interviews were carried out until no new information was forthcoming.ResultsAll of the participants agreed that leadership was necessary. Non clinicians tended to think that the training was best done once a GP had arrived at a senior leadership position, clinicians tended to think leadership training should happen from the start of the career. The competences identified fitted within those originally identified from the Medical Leadership Competency Framework.DiscussionLeadership training is still regarded as important and overall the senior leaders recognised the need for personal qualities, the ability to lead and work in teams, how to manage and improve services and how to set direction for change. The difficulties of organizing this and how to fit this in with the needs of service delivery and current curriculum was highlighted.

scholarly journals Motivating doctors into leadership and management: a cross-sectional survey

BMJ Leader ◽  
2020 ◽  
Vol 4 (4) ◽  
pp. 196-200
Author(s):  
Agnes Bäker ◽  
Mickael Bech ◽  
Jaason Geerts ◽  
Susanne Maigaard Axelsen ◽  
Henrik Ullum ◽  
...  
Keyword(s):  
Leadership Development ◽  
Health Systems ◽  
Leadership Training ◽  
Cross Sectional Survey ◽  
Motivation To Lead ◽  
Cross Sectional ◽  
Leadership And Management ◽  
Leadership Pipeline ◽  
Medical Leadership ◽  
Motivation To Participate

PurposeCalls for doctors to enter management are louder as the benefits of medical leadership become clearer. However, supply is not meeting demand. This study asks doctors (physicians): what might encourage you to go into leadership, and what are the disincentives? The same was asked about leadership training. First, the paper tries to understand doctors’ motivation to lead, specifically, to explore the job characteristics that act as incentives and disincentives. Second, the study points to organisational obstacles that further shrink the medical leadership pipeline.MethodDoctors were surveyed through the Organization of Danish Medical Societies. Our key variables included: (1) the incentives and disincentives for doctors of going into leadership and management and (2) the motivation to participate in leadership training. Our sample of 3534 doctors (17% response) is representative of the population of doctors in Denmark.FindingsThe main reason why doctors are motivated towards leadership is to make a difference. They are put off by fears of extra administration, longer hours, burnout, lack of resources and by organisational cultures resistant to change. However, doctors are aware of their need for leadership development prior to entering management.Practical implicationsTo improve succession planning, health systems should adapt to reflect the incentives of their potential medical leaders. Leadership training is also essential. These changes are especially important now; medical leaders are linked positively to organisational and patient outcomes and have been central in responding to COVID-19, stress and burnout among clinical staff continues to rise, and health systems face recruitment and retention challenges.

scholarly journals A Cross-Sectional Study of The Background Factors Associated With Academic Motivation Upon Admission To A Medical School in Japan

2021 ◽  
Author(s):  
Nagai Nobuhiro ◽  
Kaori Kono ◽  
Kazumichi Onigata ◽  
Takashi Watari
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Academic Motivation ◽  
Cross Sectional Study ◽  
Medical Professionals ◽  
Sectional Study ◽  
Cross Sectional ◽  
Background Factors ◽  
Sports Club ◽  
High Level

Abstract Background To become a doctor with a high level of professionalism and ethical standards, it is important to have and maintain a high level of motivation from the time of admission to medical school. However, no studies in Japan have quantitatively investigated the factors related to motivation immediately after enrollment. In this study, we identified the background factors that influence the motivation of medical students immediately after admission. Methods A cross-sectional study was conducted. First-year medical students answered our questionnaire three weeks after admission. The questionnaire comprised 16 demographic items, and the 28-item Academic Motivation Scale was used to quantify motivation. Results Our analysis showed that amotivation, representing low self-determinant motivation, was significantly higher in students whose parents were medical professionals and in students who did not talk about their problems than in those whose parents were not medical professionals and those who did talk about their problems, respectively. Intrinsic motivation, which indicates the level of self-determinant motivation, was significantly lower in students who belonged to a sports club. Conclusions No previous studies have suggested that having parents who are medical professionals might be a factor associated with their children’s decreased motivation when entering medical school in Japan. However, further research is needed to analyze this relationship.

scholarly journals Clinical international experiences during medical school: medical students’ perspective

2018 ◽  
Author(s):  
Ahmad N. Alkhaledi ◽  
Ola A. El Kebbi ◽  
Ahmed M. Saleh
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Global Health ◽  
Medical School ◽  
Health Knowledge ◽  
International Exchange ◽  
Medical Professionals ◽  
Education Experience ◽  
International Experiences

Migration and cultural interconnection has been one of the major contributors to globalization of disease. This is often a challenge physicians face as they encounter illnesses that they have not seen before while working in dissimilar environments to their training. Given this, international experiences are trending among medical professionals to be cognizant and proficient in dealing with such situations. In this paper, we will briefly reflect on our international exchange experiences as students and how such experiences can contribute to developing stronger global health knowledge and enrich our medical education experience as future physicians. We will also discuss some of the challenges medical students face while pursuing such opportunities, and how such challenges could be overcome.

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.

Addressing current and future challenges for the NHS: the role of good leadership

2016 ◽  
Vol 29 (4) ◽  
pp. 415-418 ◽  
Author(s):  
Lotte Elton
Keyword(s):  
Health Care ◽  
Standards Of Care ◽  
Medical Professionals ◽  
Leadership And Management ◽  
Content Type ◽  
Management Standards ◽  
Future Challenges ◽  
The Uk ◽  
Medical Leadership

Purpose This paper aims to describe and analyse some of the ways in which good leadership can enable those working within the National Health Service (NHS) to weather the changes and difficulties likely to arise in the coming years, and takes the format of an essay written by the prize-winner of the Faculty of Medical Leadership and Management's Student Prize. The Faculty of Medical Leadership and Management ran its inaugural Student Prize in 2015-2016, which aimed at medical students with an interest in medical leadership. In running the Prize, the Faculty hoped to foster an enthusiasm for and understanding of the importance of leadership in medicine. Design/methodology/approach The Faculty asked entrants to discuss the role of good leadership in addressing the current and future challenges faced by the NHS, making reference to the Leadership and Management Standards for Medical Professionals published by the Faculty in 2015. These standards were intended to help guide current and future leaders and were grouped into three categories, namely, self, team and corporate responsibility. Findings This paper highlights the political nature of health care in the UK and the increasing impetus on medical professionals to navigate debates on austerity measures and health-care costs, particularly given the projected deficit in NHS funding. It stresses the importance of building organisational cultures prizing transparency to prevent future breaches in standards of care and the value of patient-centred approaches in improving satisfaction for both patients and staff. Identification of opportunities for collaboration and partnership is emphasised as crucial to assuage the burden that lack of appropriate social care places on clinical services. Originality/value This paper offers a novel perspective – that of a medical student – on the complex issues faced by the NHS over the coming years and utilises a well-regarded set of standards in conceptualising the role that health professionals have to play in leading the NHS.

scholarly journals Leadership training with the Faculty of Medical Leadership and Management

2021 ◽  
Vol 103 (2) ◽  
pp. 76-80
Author(s):  
C Munro ◽  
AKC Chiu ◽  
F Cull ◽  
S Gatfield ◽  
K Kanga
Keyword(s):  
Leadership Training ◽  
Leadership And Management ◽  
Medical Leadership

Leadership development in New Zealand and Australian medical schools: needs analysis

BMJ Leader ◽  
2019 ◽  
Vol 3 (4) ◽  
pp. 123-128 ◽  
Author(s):  
Oscar Lyons ◽  
Karina McHardy ◽  
Warwick Bagg ◽  
Tim Wilkinson
Keyword(s):  
New Zealand ◽  
Leadership Development ◽  
Medical School ◽  
Learning Outcomes ◽  
Core Competency ◽  
Needs Analysis ◽  
Medical Council ◽  
Undergraduate Level ◽  
Medical Leadership ◽  
School Curricula

BackgroundLeadership is a core competency of doctors. However, specific learning outcomes for leadership are often not well defined in medical school curricula. This article uses New Zealand (NZ) and Australian medical school curricula as a case example for conducting a needs analysis of leadership learning outcomes.AimsTo identify which elements of medical leadership development are already met by Australian Medical Council (AMC) Outcomes for Graduates, which elements are missing, and which missing elements might reasonably be included in prequalification curricula in NZ and Australia.MethodsThe Medical Leadership Competency Framework (MLCF) was selected as the reference framework for a general needs analysis of leadership development in the AMC curriculum.To identify curriculum gaps, we first assessed the achievability of MLCF Domains at an undergraduate level. We then considered whether the AMC Outcomes for Graduates would satisfy each MLCF Domain. Where MLCF Domains were judged unachievable at the undergraduate level, we considered whether foundations were sufficiently laid for future development.ResultsFive of eight (63%) undergraduate MLCF Domains and 7 of 12 (58%) postgraduate domains were found to be already satisfied by the AMC Outcomes for Graduates.Some key elements of leadership as described in the MLCF are not yet encapsulated in the AMC Outcomes for Graduates. Two particularly notable absences are audit and quality improvement.ConclusionsLeadership is multidimensional. Some dimensions may be more appropriately learnt after medical school. There are, however, significant gaps in current curricula in Australia and NZ as defined by the AMC. These could be met more effectively using the MLCF.

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