scholarly journals Leadership curricula and assessment in Australian and New Zealand medical schools

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Simone Jacquelyn Ross ◽  
Tarun Sen Gupta ◽  
Peter Johnson
Keyword(s):  
Decision Making ◽  
New Zealand ◽  
Ethical Decision Making ◽  
Leadership Skills ◽  
Medical Schools ◽  
Leadership Competencies ◽  
Leadership Education ◽  
Free Text ◽  
Medical Council ◽  
Medical Leadership

Abstract Background The Australian Medical Council, which accredits Australian medical schools, recommends medical leadership graduate outcomes be taught, assessed and accredited. In Australia and New Zealand (Australasia) there is a significant research gap and no national consensus on how to educate, assess, and evaluate leadership skills in medical professional entry degree/programs. This study aims to investigate the current curricula, assessment and evaluation of medical leadership in Australasian medical degrees, with particular focus on the roles and responsibilities of medical leadership teachers, frameworks used and competencies taught, methods of delivery, and barriers to teaching leadership. Methods A self-administered cross-sectional survey was distributed to senior academics and/or heads or Deans of Australasian medical schools. Data for closed questions and ordinal data of each Likert scale response were described via frequency analysis. Content analysis was undertaken on free text responses and coded manually. Results Sixteen of the 22 eligible (73%) medical degrees completed the full survey and 100% of those indicate that leadership is taught in their degree. In most degrees (11, 69%) leadership is taught as a common theme integrated throughout the curricula across several subjects. There is a variety of leadership competencies taught, with strengths being communication (100%), evidence based practice (100%), critical reflective practice (94%), self-management (81%), ethical decision making (81%), critical thinking and decision making (81%). Major gaps in teaching were financial management (20%), strategic planning (31%) and workforce planning (31%). The teaching methods used to deliver medical leadership within the curricula are diverse, with many degrees providing opportunities for leadership teaching for students outside the curricula. Most degrees (10, 59%) assess the leadership education, with one-third (6, 35%) evaluating it. Conclusions Medical leadership competencies are taught in most degrees, but key leadership competencies are not being taught and there appears to be no continuous quality improvement process for leadership education. There is much more we can do as medical educators, academics and leaders to shape professional development of academics to teach medical leadership, and to agree on required leadership skills set for our students so they can proactively shape the future of the health care system.

scholarly journals Exploring New Zealand Paramedic Attitudes Towards Advance Directives: An Ethical Analysis

2016 ◽  
Vol 13 (4) ◽  
Author(s):  
Paul J Davey ◽  
Amanda B Lees ◽  
Rosemary Godbold
Keyword(s):  
Decision Making ◽  
New Zealand ◽  
End Of Life ◽  
Advance Directives ◽  
Professional Education ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Care Practice ◽  
Free Text ◽  
Advanced Directives

IntroductionAdvance directives are known to present challenging ethical issues in health care practice, however there is a paucity of research paramedic perspectives. When a cardiac arrest occurs in the community, end of life provisions have often not been considered by patients or the patients are unable to communicate their wishes and these are not usually known to the attending paramedic crew. These factors contribute to an ethically complex decision-making environment. Ethical deliberation contributes to practitioners’ critical thinking skills and helps prepare them for decision-making under uncertainty. This research aims to highlight and explore underlying values present within practice-based decisions.MethodsAn exploratory, interpretive study, using the Values Exchange, a web-based ethical decision-making tool, explored eighteen urban-based New Zealand paramedics’ deliberative perspectives on an ethically controversial end of life scenario.ResultsThematic analysis of participants’ free text responses ascertained the breadth of views on advanced directives, with the emergence of three dominant themes; legal tensions, multiple constructs of dignity and seeking solutions that support clinical practice.ConclusionFindings revealed that when considering situations involving advance directives, participants regarded the duty to uphold patient dignity as paramount. There was a desire for greater legal guidance and a call for increased professional education in law and ethics. This study provides insight into New Zealand urban-based paramedics’ views and experiences of this ethically challenging aspect of patient care.

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.

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.

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.

How to develop and assess the leadership skills of psychiatrists

2013 ◽  
Vol 19 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Nick Brown ◽  
Andy Brittlebank
Keyword(s):  
Leadership Skills ◽  
General Medical Council ◽  
Leadership Role ◽  
Medical Council ◽  
Management Skills ◽  
Leadership And Management ◽  
Personal Qualities ◽  
Medical Career ◽  
Methods Of Learning ◽  
Medical Leadership

SummaryThe General Medical Council suggests that leadership skills are a core requirement for all doctors. The NHS Institute for Innovation and Improvement goes further, stating that doctors have not only an intrinsic leadership role but also a responsibility to contribute to the effective running of healthcare organisations. The Medical Leadership Competency Framework (MLCF) outlines a structure with domains, elements and competency outcomes, all of which are clearly spelled out with examples and methods of learning for different stages of a medical career. The revised curriculum for postgraduate training in psychiatry contains many aspects of the MLCF, both complementing and supplementing its emphasis on the development of personal qualities and skills. This article highlights this approach and describes how the development of leadership and management skills fits with the current structures for training in psychiatry.

Limited gender differences in ethical decision making between demographics in the USA and New Zealand

2014 ◽  
Vol 29 (3) ◽  
pp. 126-147 ◽  
Author(s):  
Susan M. Fredricks ◽  
Elspeth Tilley ◽  
Daniela Pauknerová
Keyword(s):  
Gender Differences ◽  
Decision Making ◽  
New Zealand ◽  
Gender Difference ◽  
Undergraduate Students ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Geographic Location ◽  
Content Type ◽  
The Usa

Purpose – The literature is divided upon whether a gender difference occurs with respect to ethical decisions. Notable researchers Tannen and Gilligan demonstrated gender difference while subsequent researchers indicate that gender differences are becoming more neutralized. The paper aims to discuss these issues. Design/methodology/approach – This paper analyzes the gender demographic and intercultural influences on ethical decision-making by undergraduate students from New Zealand and the USA through four scenarios. Findings – Overall for the USA and New Zealand, this research demonstrates this split as well, since two scenarios showed significance while two did not. The two that demonstrated a significance dealt with personnel issues and a past client relationship. These two scenarios suggested that a relationship orientation and relativistic nature among women may influence their decision making. The two scenarios without significance were less relationship oriented, involving dealing with a customer (a stranger) and a subordinate (implying a professional supervisory responsibility). In addition, the neutrality exhibited in the latter two scenarios may reflect Tannen's illustration that there is a cross-gender influence on decision making. With respect to the geographic location, the USA, when compared with New Zealand, and the gender demographics, only the USA reported significant differences for two scenarios. Originality/value – Undergraduate students in the USA provided situations and discussions that resulted in the development of a number of scenarios. Additional research and evaluation of current events, led to a total of ten scenarios with four scenarios yielding business related situations.

scholarly journals Engineering Student Leaders’ Self-Assessments of Leadership Skills

2015 ◽  
Author(s):  
Robyn Paul ◽  
Lynne Cowe Falls
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Leadership Skills ◽  
Leadership Competencies ◽  
Student Leaders ◽  
Leadership Education ◽  
Male Students ◽  
Engineering Student ◽  
Self Assessment ◽  
Self Assessments

In the 21st century, graduating engineering students are required to have many skills beyond traditional technical skills. Leadership education in engineering has had an increased development over the past few decades, however there is still a lack of understanding of the effectiveness of these programs. This paper summarizes the results from a pilot study conducted with a group of undergraduate students. Engineering student leaders were given a leadership self-assessment at the beginning and end of their semester. Overall, a slight improvement was observed in the majority of the leadership competencies including character, teamwork, and technical. Male students had a decrease in their teamwork skills. Both genders ranked themselves lowest in technical abilities, however male students rated themselves significantly higher relative to female students. The findings from this study could be useful to develop and improve engineering leadership education programs based on the gaps of student competencies.

scholarly journals Concerns that Linger: Medical School Perspectives on the UKMLA and Shared Assessment

2018 ◽  
Vol 2 (1) ◽  
pp. 73
Author(s):  
Margaret MacDougall
Keyword(s):  
Medical School ◽  
Online Survey ◽  
Medical Schools ◽  
System Response ◽  
Free Text ◽  
Medical Council ◽  
Curriculum Innovation ◽  
Consultation Process ◽  
Response Data ◽  
Free Text Response

The General Medical Council have closed their formal consultation process soliciting recommendations on how to develop a UK Medical Licensing Assessment (UKMLA). The output of this consultation goes a considerable way to identifying concerns about implementation of such an assessment. However, there is scope for more attention to detail in specifying concerns held by individual UK medical schools, even where these schools have indicated acceptance or approval of the UKMLA. There is therefore a need for increased transparency in identifying stakeholder viewpoints to ensure these lingering concerns can be addressed during the current development phase. The current study contributes to addressing this need through providing an overview of UK medical school views on introducing a UKMLA and relatedly, on shared assessment as a source of uniformity in competency across medical schools. Using a secure online survey system, response data were collected during 13-30 January, 2014 from recommended assessment specialists, representing their respective medical schools. Likert scale and free text response data were collected. Based on Likert sale data, more medical schools appeared accepting of these ideas than either those who expressed disapproval or those who expressed uncertainty.  Nevertheless, concerns still lingered. Areas of concern included stifling of curriculum innovation, supporting students who fail the UKMLA and quality and administration of assessment. Eleven recommendations have emerged for addressing respondent concerns. In presenting these recommendations arising specifically from participant feedback, I invite responses from all categories of stakeholder in order to promote open discussion beyond the formal consultation period. 

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