Power and resistance: leading change in medical education

Sundberg, Kristina; Josephson, Anna; Reeves, Scott; Nordquist, Jonas

doi:10.1080/03075079.2015.1052735

Cited by 26 publications

(30 citation statements)

References 25 publications

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“…Partnership working can challenge accepted roles and practices and evoke feelings of vulnerability and risk (Bovill, 2014). The general reluctance to expend time and energy in such work may be related to an underlying resistance to change amongst an academic community that is adjusting to loss of autonomy, "change fatigue," and increased managerialism (Sundberg, Josephson, Reeves, & Nordquist, 2017). Disciplinary cultures and practices will impact staff perspectives of and willingness to engage with partnership working.…”

Section: Staff Perspectives Of Collaborationmentioning

confidence: 99%

“I am wary of giving too much power to students:” Addressing the “but” in the Principle of Staff-Student Partnership

Murphy

Nixon

Brooman

et al. 2017

IJSaP

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Staff and students coming together to enhance learning is a key educational challenge facing the higher education sector. Literature proposes different ways of achieving this through co-creation, partnership, and collaboration. This paper focuses solely on staff perspectives of a staff-student partnership project aimed at improving feedback strategies. Through a mixed-methods approach, staff in four disciplines in one UK university were questioned in regard to collaborating with students, asked to take part in a co-creation experience, and then invited to take part in a follow-up interview. Findings indicated that staff initially supported greater student engagement in curriculum development but were wary of substantial change in the design of curriculum content. Some doubted the experience and abilities of students in this context. The overarching response was a positive statement followed first with a "but" and then with the issues that could be caused by a partnership approach.

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Section: Staff Perspectives Of Collaborationmentioning

confidence: 99%

“I am wary of giving too much power to students:” Addressing the “but” in the Principle of Staff-Student Partnership

Murphy

Nixon

Brooman

et al. 2017

IJSaP

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“…The focus of the researcher is not solely on the phenomenon or the individual but instead on the dialogue between the individual and the context (Van der Mescht, 2004); the researcher is the actively engaged and subjective research process facilitator (Illing, 2010). The paper presents data from a Ph.D. study which explores issues related to leading change in health professions education with the starting point in the two sensitizing concepts of power and resistance (Sundberg et al, 2015;Sundberg, Josephson, Reeves, & Nordquist, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…The key to change is to be aware of how IPE is articulated and thought of (Ward et al, 2017) as well as confronting underlying assumptions about IPE (Ginsburg & Tregunno, 2005). Even though these issues of resistance to educational change are closely connected to power (Sundberg, Josephson, Reeves, & Nordquist, 2015), there has been a lack of attention on exploring issues of power within the interprofessional field (Baker, Egan-Lee, Martimianakis & Reeves, 2011;Paradise & Whitehead, 2015).…”

Section: Introductionmentioning

confidence: 99%

Framing IPE. Exploring meanings of interprofessional education within an academic health professions institution

Sundberg

Reeves

Josephson

et al. 2019

Journal of Interprofessional Care

Self Cite

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This paper reports a qualitative study that explored the meanings of interprofessional education (IPE) by comparing and contrasting educational leaders' perceptions with educational policy documents at an academic health professions education institution in Scandinavia. The study used Goffman's frame analysis to identify two frames of IPE by illuminating issues related to the definition, rationale, and presentation of IPE. A directed content analysis to identify these three aspects of IPE was conducted on semi-structured interviews with nine educational leaders who were overseeing the development of IPE, as well as on the institution's regulatory IPE documentation. Differences regarding definition, rationale, and presentation of IPE between the institutional regulatory IPE frame and the IPE frame of the educational leaders were found which implied difficulties for the educational leaders regarding the implementation of IPE. Based on the study's findings, the paper argues that creating awareness of the differences in meanings of IPE between different perspectives within an academic education institution is an important factor to consider when creating future organisational structures and faculty development programmes in connection to IPE.

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“…Sundberg and colleagues16 define leadership relevant to medical education leadership as ‘ the ability to cope with change in an organisation, setting a direction, aligning people and motivating and inspiring’ (p446). The literature describes three distinct healthcare leadership communication styles, being transactional, servant and transformational.…”

Section: Introductionmentioning

confidence: 99%

“…Teaching medical students to cope with change, prioritise, be humble, and work in and lead/inspire a team, are, at a minimum, effective strategies for working in an interprofessional health setting 16. Medical schools can begin teaching these traits to invest in the leadership growth of a student early on, with strategies to evaluate these medical leadership competencies 17 18.…”

Section: Introductionmentioning

confidence: 99%

Why we need to teach leadership skills to medical students: a call to action

Ross

Gupta

Johnson

2018

leader

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Health system reform models since the early 1990s have recommended leadership training for medical students, graduates and health workers. Clinicians often have leadership roles thrust on them early in their postgraduate career. Those who are not well trained in leadership and the knowledge that comes with leadership skills may struggle with the role, which can impact patient safety and create unhealthy working environments. While there is some literature published in this area, there appears to be little formal evaluation of the teaching of leadership, with scarcely any discussion about the need to do so in the future. There are clear gaps in the research evidence of how to teach and assess medical leadership teaching. In this paper, three leadership frameworks from Australia, Canada and the UK are compared in terms of leadership capabilities for a global view of medical leadership training opportunities. A literature review of the teaching, assessment and evaluation of leadership education in medical schools in Australia, the UK and America is also discussed and gaps are identified. This paper calls for an education shift to consider practical health system challenges, citing the mounting evidence that health system reform will require the teaching and rigorous evaluation of leadership methods. Opportunities for teaching leadership in the curricula are identified, as well as how to transform leadership education to include knowledge and practice so that students have leadership skills they can use from the time they graduate.

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Power and resistance: leading change in medical education

Cited by 26 publications

References 25 publications

“I am wary of giving too much power to students:” Addressing the “but” in the Principle of Staff-Student Partnership

“I am wary of giving too much power to students:” Addressing the “but” in the Principle of Staff-Student Partnership

Framing IPE. Exploring meanings of interprofessional education within an academic health professions institution

Why we need to teach leadership skills to medical students: a call to action

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