Leadership training in dermatology: a narrative review

Abstract

Effective leadership is imperative for dermatologists and clinically has been shown to improve team efficacy, patient outcomes, and staff engagement, as well as reduce physician burnout and medical errors. Dermatologists are expected to exercise leadership in a variety of contexts during their professional careers, but despite the demonstrated benefit of effective leadership on improving clinical outcomes and reducing burnout, there is a lack of formal leadership training in residency programs, especially in the field of dermatology. The purpose of this review is to elucidate the current understanding of effective leadership for dermatologists, with a focus on leadership models and select strategies that dermatologists may implement in their daily practice to become more efficacious leaders. This review also seeks to provide a summary of existing opportunities for leadership in the field of dermatology. A narrative review was performed in 2022 examining leadership models as determined by the top results in PubMed with search term "Leadership Models". These models were then related to the field of dermatology. In addition, existing leadership opportunities, as determined through PubMed and Google searches, were reviewed and summarized. There are several medical and non-medical leadership models that can be applied to the field of dermatology. There are many opportunities to gain leadership experience for dermatologists and dermatologists in training; however, there is still a demonstrated need for more opportunities. Through the application of basic leadership principles, dermatologists will experience improved satisfaction and enhanced outcomes.

Dermatology teaching for undergraduate medical students in clinical routine – a structured four-week curriculum

“…These preferences present challenges to traditional teaching models and worsen existing ones, such as the shortcoming to provide adequate training to fulfill the objectives of undergraduate dermatology education using solely lecture-based approaches [ 5 , 13 ]. Additional challenges include the absence of standardized tutor training and leadership development [ 14 ], limited number of tutors [ 15 ] and some teachers’ resistance for change [ 16 ]. A scoping review by Bernges et al [ 17 ], summarized the wide range of studies examining the impact of different dermatology teaching approaches for medical students.…”

Zertifizierung: „Führen in der Dermatologie (DDA)“

“…Die demographische Entwicklung der Ärzt:innenschaft in Deutschland mit bis zu drei Generationen in einer Organisationsstruktur mit unterschiedlichen Wertvorstellungen fordert eine nachhaltige Führungsstrategie, um Mitarbeiterzufriedenheit zu fördern, Versorgungsqualität zu sichern und dadurch junge Mitarbeiter:innen nachhaltig für die Dermatologie zu begeistern. Damit verbunden hat die Fachgesellschaft die Chance, Arbeitsethik und Entwicklungen in der Berufspolitik in Leitungspositionen mitzugestalten 5 …”