Aim Our conference aimed to address the lack of opportunity for healthcare students to develop leadership skills through the traditional curriculum. As well as the need to increase students' desire and confidence to pursue healthcare roles associated with leadership and management. Methods Pre and post-conference questionnaires were sent to conference delegates. Delegates rated their knowledge concerning health leadership and management using the scale: excellent, good, neutral, poor, very poor. Desire and confidence of delegates to pursue healthcare leadership and management roles was also assessed. A comparison of pre and post-conference questionnaires was then carried out. Results Comparison of the questionnaires show an increase in delegate knowledge of healthcare leadership and management post-conference, with an increase of 12.2% of delegates rating 'excellent' and 32.5% rating 'good'. An increase in desire and confidence in undertaking a healthcare and management role was also evident.Furthermore, 22.2% of delegates rated 'strongly agree' and 51.5% rated 'agree' in response to the statement 'Through the conference I have developed the relevant knowledge, skills and behaviours needed for a role in healthcare management and leadership'.41.4% of delegates also 'disagree' and 11.1% 'strongly disagree' with the statement 'the undergraduate curriculum includes enough guidance on management and leadership', highlighting the need for opportunities to develop such skills. Conclusion The data demonstrates that student-led, international leadership conferences are an effective way of enhancing healthcare leadership and management skills in attendees.Additionally, with more students and healthcare professionals having greater confidence to engage in leadership roles, it allows for better patient care through efficient communication, decision making and time management as shown through previous studies.Elisha Kailla -presenter

Aim Our conference aimed to address the lack of opportunity for healthcare students to develop leadership skills through the traditional curriculum. As well as the need to increase students' desire and confidence to pursue healthcare roles associated with leadership and management. Methods Pre and post-conference questionnaires were sent to conference delegates. Delegates rated their knowledge concerning health leadership and management using the scale: excellent, good, neutral, poor, very poor. Desire and confidence of delegates to pursue healthcare leadership and management roles was also assessed. A comparison of pre and post-conference questionnaires was then carried out. Results Comparison of the questionnaires show an increase in delegate knowledge of healthcare leadership and management post-conference, with an increase of 12.2% of delegates rating 'excellent' and 32.5% rating 'good'. An increase in desire and confidence in undertaking a healthcare and management role was also evident.Furthermore, 22.2% of delegates rated 'strongly agree' and 51.5% rated 'agree' in response to the statement 'Through the conference I have developed the relevant knowledge, skills and behaviours needed for a role in healthcare management and leadership'.41.4% of delegates also 'disagree' and 11.1% 'strongly disagree' with the statement 'the undergraduate curriculum includes enough guidance on management and leadership', highlighting the need for opportunities to develop such skills. Conclusion The data demonstrates that student-led, international leadership conferences are an effective way of enhancing healthcare leadership and management skills in attendees.Additionally, with more students and healthcare professionals having greater confidence to engage in leadership roles, it allows for better patient care through efficient communication, decision making and time management as shown through previous studies.Elisha Kailla -presenter