What are the key leadership competencies required by medical school deans in Uganda? A qualitative cross-sectional study

Background: Effective leadership is vital for organizational growth and sustainability. Globally, medical schools are faced with leadership challenges due to the pace of globalization, technological advances, reduced funding and changed funding cycles, increasing student enrolment, demands of accreditation, academic collaboration, innovations and research. This makes identification and selection for the right leadership competencies a priority.Objectives: To investigate the key leadership competencies required by deans of medical schools in Uganda.Method: A qualitative study using semi-structured interviews with the current deans and purposively selected former deans of medical schools in Uganda was conducted between March and June, 2020. We analysed the data using Grounded theory.Results: Thirteen (13) deans (9 of the 12 current deans and 4 former deans) participated in the study. We established ten (10) key roles of a dean of a medical school categorised as academic leadership, administrative leadership and professional leadership. Eleven (11) key competencies were identified as necessary for effective leadership of medical schools in Uganda, and categorized as personality-related competencies, organizational management competencies and medical/health expertise.Conclusions: A dean of a medical school in Uganda should possess a combination of personality, medical expertise, health professions training and organizational management competencies and have training in leadership, financial and resources management. Keywords: Competencies; effective leadership; medical schools; Dean.

Leadership Proficiency: Perspectives of Athletic Trainers New to Practice

Context A broad range of knowledge, skills, and abilities related to leadership has been suggested as essential for development during the athletic training education process. Though the importance of these characteristics has been established, researchers have not yet evaluated the self-perceived proficiency levels of new-to-practice athletic trainers (ATs). Objective To determine the level of self-perceived proficiency attained on key leadership competencies by new-to-practice ATs and to determine which factors relate to increased levels of self-perceived proficiency. Design Quantitative survey research. Setting Online questionnaire. Patients or Other Participants One hundred seventy-three ATs within their first 5 years of practice participated in the study. Main Outcome Measure(s) Participants completed a Web-based questionnaire developed by the researchers to determine the self-perceived level of proficiency attained by the new-to-practice AT on 5 key leadership competencies. One open-ended response item allowed participants to suggest educational experience changes that could lead to increased proficiency in the 5 key leadership competencies. Results Athletic trainers who completed their professional education at the master's level selected higher self-perceived proficiency levels for the competency knowledgeable than those who completed bachelor's degrees to complete their professional athletic training requirements. As years of practice increased, ATs perceived higher levels of proficiency in the competencies of knowledgeable, ethical practice, and credible. Level of self-perceived proficiency ratings for adaptable and resilient were significantly lower than those for other competencies, regardless of demographic variables. Conclusions Completion of professional education at the master's degree level resulted in increased self-perceived levels of knowledge in new-to-practice ATs. Self-perceived proficiency in the characteristic of adaptability and resilience lags behind other key competencies even as years of practice increase. Instructors could use pedagogical and curricular strategies from other health care professions to increase adaptability and resilience in athletic training students.