Leadership Training in Graduate Medical Education: A Systematic Review

Abstract

GME leadership curricula are heterogeneous and limited in effectiveness. Small group teaching, project-based learning, mentoring, and coaching were more frequently used in higher-quality studies.

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…Optimal mentorship has also been reported to provide students with altruistic guidance (Abeysekera and Dawson, ), clarity (Fernandes et al, ; Gibson, ), and moral and institutional support (Kirch and Ast, ; Walker et al, ) and aided in building resilience (Kong et al, ; Nuffer et al, ; Khalil et al, ). Students across all health care disciplines also report that productive mentorship empowered their decisions (Brumpton et al, ; Yan et al, ) and strategies (Lowe et al, ; de Paiva et al, ; Sadowski et al, ), and enabled them to identify goals (Brass et al, ; Mabel and Britton, ) and establish a sense of direction in both personal (Haque et al, ; Tackett et al, ) and academic issues (Miura et al, ; Mestdagh et al, ).…”

“…These learning styles are also distinct cognitive (Mohr et al, 2011;de Paiva et al, 2017), affective (Sluka et al, 2014), and physiological indicators (Lopes et al, 2015;Tomassini et al, 2016;Brass et al, 2017) of the perceptions and responses of students to their learning environment (Gonzalo et al, 2016;Rowland and Kumagai, 2018). Typifying learning styles based on an individual's innate tendencies toward learning has been reported to augment the educational experience by directly stimulating IM (Sluka et al, 2014;Persky and McLaughlin, 2017;Amini et al, 2018), promoting self-awareness (Dornan et al, 2005), and enabling students to select the best learning approach for a given learning task from a variety of options (Jacobs et al, 2015;Sadowski et al, 2018).…”

“…This enables an educator to optimize the learning process (Lowe et al, 2016;Brass et al, 2017) by instructing students within their own zone of proficiency (Barry et al, 2016;Coyne et al, 2018). However, it needs to be noted that the terms hybrid learning and blended learning are often used interchangeably (Lowe et al, 2016;Brass et al, 2017), though blended learning combines the classroom component with online elements (Tomassini et al, 2016;Pape et al, 2018), while hybrid learning virtually incorporates remote learners into a synchronous classroom (Sadowski et al, 2018).…”

“…However, present-day students being more global (Rodriguez Zivic et al, 2013;Gauer and Jackson, 2018) and adaptable (Delany et al, 2015;Kenney et al, 2018;Si, 2018), are able to work out a fruitful arrangement with educators from previous generations (Lowe et al, 2016;Ciliberto et al, 2018). In contrast, educators being of earlier generations usually tend to have an overbearing nature (Kong et al, 2014;Alrebish, 2018), and typically hold more rigid views (Alcamo et al, 2010;Sadowski et al, 2018). Therefore, they often consider millennial students to be privileged (Ahrweiler et al, 2014;Penny, 2017) and impatient (Khalaila, 2015;Lucardie et al, 2017).…”

Leadership Training Programs in Graduate Medical Education: A Systematic Review

“…10,11 In addition, a third systematic review focused on resident and fellow physicians in North America but did not assess the methodological rigor of included studies. 12 In order to document and characterize the impacts of these programs on leadership development, as well as provide direction for how to frame medical education interventions to study leadership development in graduate medical education, we have conducted a systematic review of literature.…”