Assessment of leadership development in the medical undergraduate curriculum: a UK consensus statement

Swanwick, Tim; McKimm, Judy

doi:10.1136/leader-2020-000229

Cited by 2 publications

(1 citation statement)

References 10 publications

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“…This approach is prone to bias, considering there is no standardised self-assessment tool for evaluating leadership teaching. Swanwick and McKimm recommend a longitudinal approach to assessment, which can be embedded into students’ practical exams, portfolios and feedback from clinical placements 40. The FMLM’s indicative curriculum mentioned earlier could guide this process 11.…”

Section: Discussionmentioning

confidence: 99%

Integrating leadership into the undergraduate medical curriculum in the UK: a systematic review

Hemmati

Harris

2023

leader

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BackgroundLeadership is a critical skill required of a doctor and is necessary for clinical and organisational development. Literature suggests that newly qualified doctors are not prepared for the leadership roles and responsibilities that they need to undertake in clinical practice. The opportunities to develop the necessary skillset should be available in undergraduate medical training and throughout a doctor’s professional advancement. Various frameworks and guidance for a core leadership curriculum have been designed, but data on their integration in undergraduate medical education in the UK are minimal.MethodsThis systematic review collates and qualitatively analyses studies that have implemented and evaluated a leadership teaching intervention in undergraduate medical training in the UK.ResultsThere are various approaches to teaching leadership in medical school, differing in mode of delivery and evaluation. Feedback on the interventions revealed that students gained insight into leadership and honed their skills.ConclusionsThe long-term effectiveness of the described leadership interventions in preparing newly qualified doctors cannot be conclusively determined. The implications for future research and practice are also provided in this review.

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Section: Discussionmentioning

confidence: 99%

Integrating leadership into the undergraduate medical curriculum in the UK: a systematic review

Hemmati

Harris

2023

leader

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Healthcare leaders navigating complexity: a scoping review of key trends in future roles and competencies

Spanos,

Leask,

Patel

et al. 2024

BMC Med Educ

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Background As healthcare systems rapidly become more complex, healthcare leaders are navigating expanding role scopes and increasingly varied tasks to ensure the provision of high-quality patient care. Despite a range of leadership theories, models, and training curricula to guide leadership development, the roles and competencies required by leaders in the context of emerging healthcare challenges (e.g., disruptive technologies, ageing populations, and burnt-out workforces) have not been sufficiently well conceptualized. This scoping review aimed to examine these roles and competencies through a deep dive into the contemporary academic and targeted gray literature on future trends in healthcare leadership roles and competencies. Methods Three electronic databases (Business Source Premier, Medline, and Embase) were searched from January 2018 to February 2023 for peer-reviewed literature on key future trends in leadership roles and competencies. Websites of reputable healthcare- and leadership-focused organizations were also searched. Data were analyzed using descriptive statistics and thematic analysis to explore both the range and depth of literature and the key concepts underlying leadership roles and competencies. Results From an initial 348 articles identified in the literature and screened for relevance, 39 articles were included in data synthesis. Future leadership roles and competencies were related to four key themes: innovation and adaptation (e.g., flexibility and vision setting), collaboration and communication (e.g., relationship and trust building), self-development and self-awareness (e.g., experiential learning and self-examination), and consumer and community focus (e.g., public health messaging). In each of these areas, a broad range of strategies and approaches contributed to effective leadership under conditions of growing complexity, and a diverse array of contexts and situations for which these roles and competencies are applicable. Conclusions This research highlights the inherent interdependence of leadership requirements and health system complexity. Rather than as sets of roles and competencies, effective healthcare leadership might be better conceptualized as a set of broad goals to pursue that include fostering collaboration amongst stakeholders, building cultures of capacity, and continuously innovating for improved quality of care.

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Assessment of leadership development in the medical undergraduate curriculum: a UK consensus statement

Cited by 2 publications

References 10 publications

Integrating leadership into the undergraduate medical curriculum in the UK: a systematic review

Integrating leadership into the undergraduate medical curriculum in the UK: a systematic review

Healthcare leaders navigating complexity: a scoping review of key trends in future roles and competencies

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