How an online questionnaire can explore leadership teaching in an undergraduate curriculum

Powell, Sian; Verma, Anju; Booton, Paul; Bicknell, Colin

doi:10.1258/shorts.2012.012056

Cited by 2 publications

(2 citation statements)

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“…A study at Imperial College London showed curriculum compliance with leadership and management themes within Tomorrow's Doctors 2009 and incorporated all elements of the MLCF (n ¼ 54) (Powell et al 2012). This study provided evidence that at one medical school, course leads were designing the curriculum to include MLM and demonstrated a tool that could be used to map leadership teaching to outcomes outlined in Tomorrow's Doctors 2009 (TD09) (Powell et al 2012).…”

Section: Practice Pointsmentioning

confidence: 82%

“…There is evidence for the development of a survey tool based on the different domains of the MLCF which medical schools can use to map teaching of such topics (Powell et al 2012). The survey consisted of 29 questions, 17% were Likert psychometric scaling questions, 48% were simple multiplechoice questions and 35% were free text responses.…”

Section: Medical Schools' Surveymentioning

confidence: 99%

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Defining the structure of undergraduate medical leadership and management teaching and assessment in the UK

et al. 2014

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Medical leadership and management (MLM) skills are essential in preventing failings of healthcare; it is unknown how these attitudes can be developed during undergraduate medical education. This paper aims to quantify interest in MLM and recommends preferred methods of teaching and assessment at UK medical schools. Two questionnaires were developed, one sent to all UK medical school faculties, to assess executed and planned curriculum changes, and the other sent to medical students nationally to assess their preferences for teaching and assessment. Forty-eight percent of UK medical schools and 260 individual student responses were recorded. Student responses represented 60% of UK medical schools. 65% of schools valued or highly valued the importance of teaching MLM topics, compared with 93.2% of students. Students' favoured teaching methods were seminars or lectures (89.4%) and audit and quality improvement (QI) projects (77.8%). Medical schools preferred portfolio entries (55%) and presentations (35%) as assessment methods, whilst simulation exercises (76%) and audit reports (61%) were preferred by students. Preferred methods encompass experiential learning or simulation and a greater emphasis should be placed on encouraging student audit and QI projects. The curriculum changes necessary could be achieved via further integration into future editions of Tomorrow's Doctors.

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Section: Practice Pointsmentioning

confidence: 82%

Section: Medical Schools' Surveymentioning

confidence: 99%