Leadership curriculum in undergraduate medical education: A study of student and faculty perspectives

Varkey, Prathibha; Peloquin, Joanna M.; Reed, Darcy A.; Lindor, Keith D.; Harris, Ilene B.

doi:10.1080/01421590802144278

Cited by 97 publications

(99 citation statements)

References 19 publications

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“…109 One report suggested that an EI competency inventory effectively assessed these skills in medical school applicants. 111 A survey of medical students and faculty suggested that both groups want EI to be a medical school competency, 133 and another small trial suggested that simulations are a good way of cultivating awareness of EI and leadership. 72 In a study that assembled a convenience sample of 64 medical students, Stratton et al 134 observed that EI decreased marginally during training, which could be mitigated by conducting workshops on EI for medical students.…”

Section: Ei Is Desired and Relevant Throughout Medical Education And mentioning

confidence: 99%

A Systematic Review of Physician Leadership and Emotional Intelligence

Mintz¹,

Stoller²

2014

Journal of Graduate Medical Education

118

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Objective This review evaluates the current understanding of emotional intelligence (EI) and physician leadership, exploring key themes and areas for future research. Literature Search We searched the literature using PubMed, Google Scholar, and Business Source Complete for articles published between 1990 and 2012. Search terms included physician and leadership, emotional intelligence, organizational behavior, and organizational development. All abstracts were reviewed. Full articles were evaluated if they addressed the connection between EI and physician leadership. Articles were included if they focused on physicians or physicians-in-training and discussed interventions or recommendations. Appraisal and Synthesis We assessed articles for conceptual rigor, study design, and measurement quality. A thematic analysis categorized the main themes and findings of the articles. Results The search produced 3713 abstracts, of which 437 full articles were read and 144 were included in this review. Three themes were identified: (1) EI is broadly endorsed as a leadership development strategy across providers and settings; (2) models of EI and leadership development practices vary widely; and (3) EI is considered relevant throughout medical education and practice. Limitations of the literature were that most reports were expert opinion or observational and studies used several different tools for measuring EI. Conclusions EI is widely endorsed as a component of curricula for developing physician leaders. Research comparing practice models and measurement tools will critically advance understanding about how to develop and nurture EI to enhance leadership skills in physicians throughout their careers.

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Section: Ei Is Desired and Relevant Throughout Medical Education And mentioning

confidence: 99%

A Systematic Review of Physician Leadership and Emotional Intelligence

Mintz¹,

Stoller²

2014

Journal of Graduate Medical Education

118

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“…Situational learning theory suggests that adult learners in vocational courses respond particularly well to such approaches, and this may explain the positive feedback we received. This has been observed with similar leadership and management programmes in the US and UK (Quince et al, 2014;Varkey, Peloquin, Reed, Lindor, & Harris, 2009). …”

Section: Discussionmentioning

confidence: 64%

Engaging medical students in leadership and quality improvement through a formal educational programme

Al-Talib¹,

McLernon-Billows²,

Poore³

et al. 2016

MedEdPublish

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“…This is clearly a presupposition of the numerous corporate and medical and health-care leadership development courses (McKimm and Swanwick 2011). Indeed, just as the newly discovered need for medical leadership often goes without saying, many articles describing such courses do not bother to justify the claim that leadership can be learned (Crites, Ebert, and Schuster 2008;Goldstein et al 2009;O'Connell and Pascoe 2004;Varkey et al 2009). This notion of competency is also consistent with the concept of transformational leadership, with its contingent, flexible, and situational identification of appropriate leaders for different settings.…”

Section: Types Of Medical Leadershipmentioning

confidence: 96%

Misconceiving Medical Leadership

Parker

2013

pbm

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Medical leadership and leadership education have recently emerged as subjects of an expanding though as yet uncritical literature. Considerable attention is being given to the development of courses and electives, together with some proposals for generalizing these offerings to all medical students and doctors. This article briefly sketches this development and its derivation from business and corporate leadership models and accompanying literature, and subjects its adoption by medicine to critical scrutiny. Putative motivations for these developments are discussed, and an alternative explanation is offered, tied to the loss of physician status. The nature of leadership as complex, emergent, and unpredictable has been ignored in the promotion of medical leadership and leadership training, and this is reflected in the false assumption that leadership in medicine is something that can be taught. Although the leadership literature is beginning to recognize these complex aspects of leadership, so far their implications have not been acknowledged. This article aims to stimulate further analytic discussion of this under-theorized aspect of medicine.

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Leadership curriculum in undergraduate medical education: A study of student and faculty perspectives

Abstract: Study participants identified the necessary qualities, knowledge and skills to serve as goals for an undergraduate leadership curriculum. Future studies should address optimal methods of teaching and assessing leadership skills among medical students.

Cited by 97 publications

References 19 publications

A Systematic Review of Physician Leadership and Emotional Intelligence

A Systematic Review of Physician Leadership and Emotional Intelligence

Engaging medical students in leadership and quality improvement through a formal educational programme

Misconceiving Medical Leadership

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