Medical School Factors That Prepare Students to Become Leaders in Medicine

Arnold, Louise; Cuddy, Paul G.; Hathaway, Susan; Quaintance, Jennifer; Kanter, Steven L.

doi:10.1097/acm.0000000000001937

Cited by 27 publications

(44 citation statements)

References 14 publications

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“…33 Structured interviews among graduates who later became physician leaders cite participation in the 4-year longitudinal docent system during their undergraduate training as a critical factor in their future successes as leaders in medicine. 34…”

Section: Level 2b: Acquisition Of Knowledge and Skillsmentioning

confidence: 99%

Continuity in Undergraduate Medical Education: Mission Not Accomplished

et al. 2019

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Evidence is mounting that longitudinal medical student clerkships provide better educational experiences than traditional block clerkship "silos." Education studies across institutions demonstrate positive effects of continuity on medical students, including creating patientcentered learning environments, improving fidelity of evaluations and feedback, improving medical student patient-centeredness, enabling more autonomous functioning in the clinical workplace, and increased recruitment and retention of students into primary care careers. Outcome studies show potential for longitudinal students to add value to patient care. This perspective piece summarizes the current evidence basis for longitudinal clerkships broken down by Kirkpatrick level (reactions, perceptions/attitudes, knowledge, behaviors, and patient benefits). Despite this evidence, expansion of longitudinal clerkships has been slow-i.e., fewer than half of current US medical schools offer one. While more recent curricular innovations center around Entrustable Professional Activities (EPAs), there are clear opportunities for medical schools to use longitudinal clerkships as a lens through which EPAs can be effectively evaluated. This perspective highlights the synergy between longitudinal clerkships and EPAs, showing that successful implementation of the former should empower the latter. While large, complex educational interventions are daunting tasks, change is needed. Regulatory organizations should mandate continuity-focused experiences for US medical graduates.

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Section: Level 2b: Acquisition Of Knowledge and Skillsmentioning

confidence: 99%

Continuity in Undergraduate Medical Education: Mission Not Accomplished

et al. 2019

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“…For educators tasked with curricular design of medical schools, the experiences of these medical leaders endorse implementation of recent trends we detailed in our earlier article (Arnold et al, 2018). These include clinical experiences early in the curriculum, longitudinal clinical experiences, and intentionally integrated clinical, basic, and behavioral sciences (Arnold et al, 2018). The important role of longitudinal membership on docent teams in the success of the medical leaders supports the organization of the entire study body of a medical school into learning communities, such as societies or colleges, as a number of medical schools have done (Smith et al, 2014).…”

Section: Discussionmentioning

confidence: 97%

Medical Leaders Identify Personal Characteristics and Experiences that Contribute to Leadership Success in Medicine

Arnold¹,

Cuddy²,

Hathaway³

et al. 2019

MedEdPublish

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Introduction: The approach of medical educators to preparing learners for leadership reflects the emphasis leadership theories once placed on experiential learning. But, contemporary theories now also show a renewed interest in the role of personal characteristics in effective leadership. This shift raises questions explored here: What characteristics mark top medical leaders? What experiences nurture those characteristics? Method: In a 2015 qualitative study, 48 University of Missouri-Kansas City (UMKC) medical graduates who met criteria for outstanding leadership participated in semi-structured interviews. Investigators applied directed contentanalysis to their responses. Then, using iterative open-coding, investigators identified personal characteristics leaders said contributed to their leadership, clustered them into types, and counted the number of leaders who spoke to each type. Next, they coded and categorized experiences leaders discussed and counted the number of leaders who mentioned each type of experience. Finally, they identified leaders' comments about which types of experiences helped develop which types of characteristics. Results: Most leaders mentioned four types of characteristics: openness to new ideas/opportunities/astute risktaking; intense motivation/active involvement/commitment; people-orientation; and capability/competence/ intelligence. Many discussed two additional types: self-awareness and service-orientation. Leaders said these types of experiences nurtured their characteristics: family traditions, high-school co-curricular activities, participation in medical school learning communities plus interaction with role models/mentors and authentic opportunities to practice leadership, innovation, and excellence throughout their education and in the workplace. Conclusions: Medical leaders' views of the role of personal characteristics in outstanding leadership and the power of educational and workplace experiences, especially informal ones, to mold those characteristics have enriched

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“…For example, only 4 program descriptions discussed student leadership roles, although these important facets of LCs are described in the literature and worthy of further study. 38,39…”

Section: Discussionmentioning

confidence: 99%

Defining Learning Communities in Undergraduate Medical Education: A National Study

Shochet

Fleming

Wagner³

et al. 2019

Journal of Medical Education and Curricular Development

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Background:Learning communities (LCs) are intentionally designed groups that are actively engaged in learning with and from each other. While gaining prominence in US medical schools, LCs show significant variability in their characteristics across institutions, creating uncertainty about how best to measure their effects.Objective:The aim of this study is to describe the characteristics of medical school LCs by primary purpose, structures, and processes and lay the groundwork for future outcome studies and benchmarking for best practices.Methods:Medical school LC directors from programs affiliated with the Learning Communities Institute (LCI) were sent an online survey of program demographics and activities, and asked to upload a program description or summary of the LC’s purpose, goals, and how it functions. Descriptive statistics were computed for survey responses and a qualitative content analysis was performed on program descriptions by 3 authors to identify and categorize emergent themes.Results:Of 28 medical school LCs surveyed, 96% (27) responded, and 25 (89%) provided program descriptions for qualitative content analysis. All programs reported longitudinal relationships between students and faculty. Most frequently cited objectives were advising or mentoring (100%), professional development (96%), courses (96%), social activities (85%), and wellness (82%). Primary purpose themes were supporting students’ professional development, fostering a sense of community, and creating a sense of wholeness. Structures included a community framework, subdivisions into smaller units, and governance by faculty and students. Process themes included longitudinal relationships, integrating faculty roles, and connecting students across class years.Conclusions:Medical school LCs represent a collection of high-impact educational practices characterized by community and small-group structures, relational continuity, and collaborative learning as a means to guide and holistically support students in their learning and development as physicians. In describing 27 medical school LCs, this study proposes a unifying framework to facilitate future educational outcomes studies across institutions.

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Medical School Factors That Prepare Students to Become Leaders in Medicine

Cited by 27 publications

References 14 publications

Continuity in Undergraduate Medical Education: Mission Not Accomplished

Continuity in Undergraduate Medical Education: Mission Not Accomplished

Medical Leaders Identify Personal Characteristics and Experiences that Contribute to Leadership Success in Medicine

Defining Learning Communities in Undergraduate Medical Education: A National Study

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