PERSPECTIVE: Leadership in medical education: call to action

2021 ◽  
Vol 7 (2) ◽  
pp. 72-76
Author(s):  
Victor Do
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
Hidden Curriculum ◽  
Medical Training ◽  
Relevant Literature ◽  
Leadership Competencies ◽  
Modern Medicine ◽  
Further Training ◽  
Call To Action ◽  
Medical Trainees

Leadership development in medical trainees is a frequent topic of discussion as we continue to grapple with better equipping physicians for the realities of “modern medicine.” Leadership is a critical competency for physicians to foster. Ironically, medical education rarely integrates leadership development into formal curricula. The conversations and formal policies around leadership development are relegated to the “hidden curriculum” of medical education. This paper describes the experience of Canadian medical trainees who pursue leadership opportunities and further training to develop leadership competencies in the context of relevant literature on leadership development. As leadership is a crucial competency to prepare physicians for medicine in 2020 and beyond, promotion of early leadership development in medical training is urgently required.

scholarly journals Graduating With Honors in Resilience: Creating a Whole New Doctor

2020 ◽  
Vol 9 ◽  
pp. 216495612097635
Author(s):  
John Paul Mikhaiel ◽  
Jack Pollack ◽  
Emory Buck ◽  
Matt Williams ◽  
Aisha Lott ◽  
...  
Keyword(s):  
Medical Education ◽  
Emotional Intelligence ◽  
Medical Student ◽  
Leadership Development ◽  
Identity Formation ◽  
Medical Training ◽  
Student Leadership ◽  
Long Term Effects ◽  
Student Leadership Development ◽  
Executive Coaches

Background Although coaching programs have become a prominent piece of graduate medical education, they have yet to become an integral part of undergraduate medical education. A handful of medical schools have utilized longitudinal coaching experiences as a method for professional identity formation, developing emotional intelligence and leadership. Objective We developed A Whole New Doctor (AWND), a medical student leadership development and coaching program at Georgetown University, with the aim of fostering resilience, leadership, and emotional intelligence at the nascent stage of physician training. To our knowledge, ours is the only program that is largely student-managed and uses certified executive coaches in the medical student population. Methods Cohort 1 of AWND started in October 2016. For each cohort, we hold a kickoff workshop that is highly interactive, fast-paced and covers coaching, complex thinking, reflective writing, and a coaching panel for Q&A. Following the workshop, students work with coaches individually to address self-identified weaknesses, tensions, and areas of conflict. We believe the program’s student-driven nature provides a new structural approach to professional development and leadership programs, offering students a simultaneously reflective and growth-oriented opportunity to develop essential non-technical skills for physician leaders. Results Of the 132 students in the program, 107 have worked with one of our coaches (81%). Student testimonials have been uniformly positive with students remarking on an increased sense of presence, improvements in communication, and more specific direction in their careers. Conclusion Our pilot coaching program has received positive feedback from students early in their medical training. It will be important to further scale the program to reach an increasing number of students and quantitatively evaluate participants for the long-term effects of our interventions.

Creating the Modern Physician: The Architecture of American Medical Schools in the Era of Medical Education Reform

2016 ◽  
Vol 75 (1) ◽  
pp. 48-73 ◽  
Author(s):  
Katherine L. Carroll
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
American Medical ◽  
Medical Training ◽  
Clinical Work ◽  
Medical Schools ◽  
The United States ◽  
Modern Medicine ◽  
Late Nineteenth Century ◽  
Medical Education Reform

In the late nineteenth century, the American system of medical education underwent a complete transformation. Medical colleges shifted from commercial schools where instruction was based almost exclusively on classroom lectures to university-affiliated programs providing hands-on training in both laboratory and clinical work. Medical educators recognized that successfully enacting the new pedagogy required new buildings. By the 1930s, almost every medical college in the United States had rebuilt or significantly renovated its facilities. In Creating the Modern Physician: The Architecture of American Medical Schools in the Era of Medical Education Reform, Katherine L. Carroll analyzes the first wave of schools constructed to house the new medical training. She examines the three dominant types of American medical school buildings, which she argues did more than supply spaces for teaching and research—they defined specific conceptions of modern medicine and helped to shape the modern physician.

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.

Developing physician leaders: why, whether, and how good?

2021 ◽  
Vol 7 (2) ◽  
pp. 85-88
Author(s):  
James K Stoller
Keyword(s):  
Health Care ◽  
Leadership Development ◽  
Clinical Training ◽  
Medical Training ◽  
Leadership Competencies ◽  
Hospital Performance ◽  
Leadership Roles ◽  
Physician Leadership ◽  
Leadership Development Programs ◽  
Physician Leaders

The challenges of providing high-quality, seamless access, and value in health care require great leadership; these needs are compounded by crises like the coronavirus pandemic. In the context that physicians often lead both in titled and informal leadership roles and that evidence associates effective hospital performance with physician leadership, leadership skills are widely needed by doctors. Yet, leadership competencies are not traditionally taught in medical school or during graduate medical training. Furthermore, some aspects of clinical training may conspire against physicians’ developing optimal leadership traits. The tension between need and preparation highlights the imperative to develop physicians’ leadership competencies. Increasingly, physician leadership development programs are being offered, e.g., by some health care organizations, professional societies, business schools, and consulting firms. Still, many unanswered questions beyond the “why” surround such programs: what is the best way to develop physician leaders and are such programs effective? This article considers the rationale for developing physician leaders as well as some leadership handicaps that physicians face by virtue of their clinical training. Attention then turns to considering the evidence regarding the effectiveness of such programs and framing remaining questions for further study.

Leadership development in undergraduate medical education: evaluation of students’ perceptions of a student-selected leadership module

BMJ Leader ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. 141-143
Author(s):  
Ann LN Chapman ◽  
Ross Christie ◽  
Ross Lamont ◽  
Marta Lewandowska ◽  
Luan Tong ◽  
...  
Keyword(s):  
Medical Education ◽  
Leadership Development ◽  
Lived Experience ◽  
Personal Development ◽  
Core Curriculum ◽  
Medical Training ◽  
Education Evaluation ◽  
The Core ◽  
Medical Leadership ◽  
The University

BackgroundThere is increasing recognition of the importance of leadership development within undergraduate medical training. One method of doing this is through student-selected components (SSCs), optional modules that allow students to explore an area in greater depth than in the core curriculum. An SSC in medical leadership has been offered at the University of Glasgow since 2015. We evaluated students’ perceptions of this SSC.MethodsStudents are required to submit a written reflective report on the SSC. These were analysed thematically to determine students’ lived experience. Respondent validation and independent anonymised feedback to the university were used for triangulation.ResultsStudents reported that the SSC allowed them to experience aspects of healthcare not encountered elsewhere in their training. Three themes were derived from the analysis, relating to SSC structure, areas of learning and personal development/impact. Students recognised that leadership development is important within the curriculum and felt that it should be available to all medical students.ConclusionThis evaluation of students’ perceptions of a leadership SSC identified characteristics of the module that were felt by students to be valuable in leadership development and will support development of similar leadership modules at undergraduate and postgraduate levels.

scholarly journals O Ensino da Psicologia em Medicina: Contexto, Metodologias e Identidade do Médico

2016 ◽  
Vol 29 (12) ◽  
pp. 867 ◽  
Author(s):  
Silvia Ouakinin
Keyword(s):  
Medical Education ◽  
Cultural Context ◽  
Medical Training ◽  
Medical Curriculum ◽  
Relevant Literature ◽  
Medical Psychology ◽  
Negative Attitudes ◽  
Teaching Of Psychology ◽  
The Matrix ◽  
Teaching Psychology

Introduction: Teaching Psychology in medical curriculum has been the subject of numerous dissertations that focus on the relevance of this knowledge for doctors, at a general level.Methods: A non-systematic review of the relevant literature, particularly from the last decade, as well as national and international recommendations addressing the need for integration of behavioural and social sciences in medical training, was performed.Results: The literature supports the existence of preconceptions and negative attitudes towards the role of psychology in medical education, demonstrated by research in various european and american universities. The socio-cultural context, the different methodologies and barriers experienced by teachers in medical education are listed and provide the matrix for a more comprehensive discussion of the development of the doctor’s identity.Conclusion: Revisiting the experience of many years of teaching Medical Psychology, it is considered that the process of integration of this curricular area should occur horizontally and vertically throughout the course, stressing the need for the pedagogical training of teachers. Concepts that arise from personal reflection, adjusted to the reality of our education and the basic principles that guide it, are elaborated in order to integrate the teaching of Psychology in Medicine, emphasizing its importance and utility in the competencies and abilities of future doctors.

18. The future of Canadian residency education: The core competency project

2007 ◽  
Vol 30 (4) ◽  
pp. 37
Author(s):  
J. Frank ◽  
J. Nagle ◽  
R. Ramsarin ◽  
D. Danoff ◽  
P. Rainsberry
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Education Policy ◽  
Medical Training ◽  
Medical Profession ◽  
Relevant Literature ◽  
Core Competency ◽  
Primary Methods ◽  
The Core ◽  
Practicing Physicians

The Core Competency Project (CCP) is an initiative to reexamine fundamental recurring issues in Canadian medical education, including: (1) premature career decision making by medical students, (2) barriers to changing career disciplines by residents and practicing physicians, (3) lack of clarity on the role of “generalism” in medical training, and (4) the optimal structure and function of the PGME system. The CCP is a collaborative national endeavour of The Royal College of Physicians and Surgeons of Canada and the College of Family Physicians of Canada. From 2005 to 2007, the CCP employed four primary methods, including: (1) a systematic review of relevant literature, (2) a series of commentary papers by leaders in medicine and medical education, (3) a series of focus groups across Canada involving medical students, residents, and practicing physicians, and (4) a national survey of stakeholders. This was supplemented by consultations with key groups in the medical profession. We describe the findings of these studies and the implications for medical education policy in Canada and around the world. The CCP is an unprecedented national medical education policy initiative.

When Teachable Moments Become Ethically Problematic

2017 ◽  
Vol 26 (3) ◽  
pp. 491-494
Author(s):  
ELIZABETH DZENG
Keyword(s):  
Medical Education ◽  
Informed Consent ◽  
Life Support ◽  
Medical Training ◽  
Advanced Cardiac Life Support ◽  
Teachable Moments ◽  
Medical Trainees ◽  
Dying Patients ◽  
Ethical Acceptability ◽  
Teaching Cases

Abstract:There is frequently tension in medical education between teaching moments that provide skills and knowledge for medical trainees, and instrumentalizing patients for the purpose of teaching. In this commentary, I question the ethical acceptability of the practice of providing cardiopulmonary resuscitation (CPR) and advanced cardiac life support (ACLS) to dying patients who would be unlikely to survive resuscitation, as a teaching opportunity for medical trainees. This practice violates the principle of informed consent, as the patient agreed to resuscitation for the purpose of potentially prolonging life rather than to futile resuscitation as a teaching opportunity. Justifying futile resuscitation in order to practice normalizes deceptive and nonconsensual teaching cases in medical training. Condoning these behaviors as ethically acceptable trains physicians to believe that core ethical principles are relative and fluid to suit one’s purpose. I argue that these practices are antithetical to the principles espoused by both medical ethics and physician professionalism.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

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