Encouraging formative assessments of leadership for foundation doctors

Hadley, Lindsay; Black, David R.; Welch, Jan; Reynolds, Peter; Penlington, Clare

doi:10.1111/tct.12289

Cited by 8 publications

(5 citation statements)

References 7 publications

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“…There is a general consensus that leadership training should be incorporated into medical training of doctors; therefore, different methods to implement this must be addressed. 25 Hadley et al 9 considered whether formative assessment is a useful approach in developing the leadership skills of junior doctors and found that over 60% of those surveyed felt their leadership skills had improved as a result of feedback received. Such an approach could be transferrable to medical students.…”

Section: Discussionmentioning

confidence: 99%

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UK medical students’ perceptions, attitudes, and interest toward medical leadership and clinician managers

Rouhani¹,

Burleigh²,

Hobbis³

et al. 2018

AMEP

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BackgroundWe aimed to determine UK medical students’ perceptions and attitudes and interest toward medical leadership and clinician managers.MethodsA cross-sectional study was conducted during the academic year 2015–2016. An online questionnaire was distributed to 2,349 final-year students from 10 UK medical schools. Participants were asked to complete a 5-point Likert scale on their current perceptions, attitudes, and interest toward medical leadership and clinician managers. They were also asked to self-rate their leadership competences set by the Medical Leadership Competency Framework and to rate the quality of management and leadership training they received from their medical school.ResultsIn total, we received 114 complete responses. Only 7.9% of respondents were in agreement (strongly agree or agree) when asked whether they felt they were well informed about what a managerial position in medicine entails. When asked whether clinicians should influence managerial decisions within a clinical setting, 94.7% of respondents were in agreement with the statement. About 85% of respondents were in agreement that it is important for clinicians to have managerial or leadership responsibilities, with 63.2% of students in agreement that they would have liked more management or leadership training during medical school. Over half the respondents rated their management and leadership training they received during medical school as “very poor” or “poor” (54.4%).ConclusionOur study suggests that UK medical students have an appetite for management and leadership training and appreciate its importance but feel that the training they are receiving is poor. This suggests that there is a gap between the demand for management and leadership training and the quality of training supplied by UK medical schools.

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Section: Discussionmentioning

confidence: 99%

“… 1 The UK is currently addressing this issue with the introduction of the MLCF and the Darzi Fellowship programmed both of which promote, train, and mentor clinicians into senior management positions. 9 …”

Section: Introductionmentioning

confidence: 99%

UK medical students’ perceptions, attitudes, and interest toward medical leadership and clinician managers

Rouhani¹,

Burleigh²,

Hobbis³

et al. 2018

AMEP

View full text Add to dashboard Cite

show abstract

“…Hadley et al’s study demonstrated that junior doctors who received formative feedback on their leadership skills felt that their skills improved as a result of said feedback. 21 Rouhani et al, as result, cited this study and suggested that this practice be transferable to medical schools. Ultimately, training must be integrated and in line with the education rather than separated and isolated from clinical instruction.…”

Section: Discussionmentioning

confidence: 77%

Leadership Curriculum in Medical Education: Exploring Student and Faculty Perceptions in a US Medical School in Qatar

Chavan¹,

Bendriss²

2022

JHL

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Purpose Leadership has long been recognized as a core competency required to excel in medical practice. This qualitative study investigates the extent to which leadership competencies are incorporated in the curriculum of a US medical college in Qatar and examines the perceptions of medical students and faculty about leadership in the medical curriculum. Methods The study uses a student survey, faculty interviews, and a student focus group to gather data. Results The study found that 79% of the survey respondents perceive leadership as a core competency while 55% feel that leadership skills are not adequately taught to students. The focus group and interviews revealed that students believe more importance should be given to leadership training whereas faculty assert that, while leadership can be beneficial, leadership training is implicit, and more research is required for further implementation. Conclusion This study shows the need for an increased emphasis on developing leadership curricula in undergraduate medical education and highlights ways to address certain obstacles to implementation. Further research on exploring medical alumni’s perceptions and optimal teaching methods to implement leadership training is needed.

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“…22 The basic concepts of leadership should be introduced to the medical students early in their foundation years as clinicians in leadership role have beneficial effects on health care system. 19,23 In this qualitative study perspective of house officers about "medical leadership" during their undergraduate medical education was explored in-depth because they are freshly graduated, having gone through all years of studentship and major stake holder of the health care system. It is a single centered study; the perspective of students may be different at different institutions so transferability should be considered while interpreting the results.…”

Section: Discussionmentioning

confidence: 99%

House Officersâ€™ Perspective of Leadership in Undergraduate Curriculum: A Qualitative Study

Sultana

Ashar²

2021

Ann Pak Inst Med Sci

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Objective: To explore the house officers’ perspective about leadership skills and their development during undergraduate training. Methodology: This qualitative study was conducted in September 2019. Two audio-recorded focus groups discussions were conducted with house officers; each comprised of six participants. Purposeful maximum variation sampling was used with equal coverage of gender including low and high scorers based on their academic records. Open-ended questions were asked with short follow-up questions. Verbatim transcription of the entire discussion was done, followed by content analysis. The findings were described using quotes, and illustrations. Member checking and triangulation with the frequency of quotes was used for validation. Results: Leadership skills identified by the study participants were the same as priori themes given in “NHS-Medical Leadership Competency Framework” namely “demonstrating personal qualities” 47 (38.84%) (Self-management, self-awareness, acting with integrity), working with others 37 (30.58%) (Communication skills, teamwork), improving services 16(13.22%) (Empathy, ensuring patient safety), management skills 12(9.92%) (Time management, resource management, managing critical situations) and setting direction 9 (7.44%) (Setting and achieving targets, decision making). The process of leadership development was explored in three dimensions i.e. contributing factors, potential obstacles, and suggested improvements to enhance leadership skills. The most common theme in all these domains was faculty-related followed by environment-related and student-related factors. Conclusion: “Faculty-related factors” was the most emerging theme in contributing factors, potential obstacles as well as in suggested improvements for leadership development.

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Encouraging formative assessments of leadership for foundation doctors

Cited by 8 publications

References 7 publications

UK medical students’ perceptions, attitudes, and interest toward medical leadership and clinician managers

UK medical students’ perceptions, attitudes, and interest toward medical leadership and clinician managers

Leadership Curriculum in Medical Education: Exploring Student and Faculty Perceptions in a US Medical School in Qatar

House Officersâ€™ Perspective of Leadership in Undergraduate Curriculum: A Qualitative Study

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Encouraging formative assessments of leadership for foundation doctors

Cited by 8 publications

References 7 publications

UK medical students&rsquo; perceptions, attitudes, and interest toward medical leadership and clinician managers

UK medical students&rsquo; perceptions, attitudes, and interest toward medical leadership and clinician managers

Leadership Curriculum in Medical Education: Exploring Student and Faculty Perceptions in a US Medical School in Qatar

House Officersâ€™ Perspective of Leadership in Undergraduate Curriculum: A Qualitative Study

Contact Info

Product

Resources

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UK medical students’ perceptions, attitudes, and interest toward medical leadership and clinician managers

UK medical students’ perceptions, attitudes, and interest toward medical leadership and clinician managers