UK medical students’ perceptions, attitudes, and interest toward medical leadership and clinician managers

Abstract

BackgroundWe aimed to determine UK medical students’ perceptions and attitudes and interest toward medical leadership and clinician managers.MethodsA cross-sectional study was conducted during the academic year 2015–2016. An online questionnaire was distributed to 2,349 final-year students from 10 UK medical schools. Participants were asked to complete a 5-point Likert scale on their current perceptions, attitudes, and interest toward medical leadership and clinician managers. They were also asked to self-rate their leadership competences set by the Medical Leadership Competency Framework and to rate the quality of management and leadership training they received from their medical school.ResultsIn total, we received 114 complete responses. Only 7.9% of respondents were in agreement (strongly agree or agree) when asked whether they felt they were well informed about what a managerial position in medicine entails. When asked whether clinicians should influence managerial decisions within a clinical setting, 94.7% of respondents were in agreement with the statement. About 85% of respondents were in agreement that it is important for clinicians to have managerial or leadership responsibilities, with 63.2% of students in agreement that they would have liked more management or leadership training during medical school. Over half the respondents rated their management and leadership training they received during medical school as “very poor” or “poor” (54.4%).ConclusionOur study suggests that UK medical students have an appetite for management and leadership training and appreciate its importance but feel that the training they are receiving is poor. This suggests that there is a gap between the demand for management and leadership training and the quality of training supplied by UK medical schools.

Expanding management and leadership education in medical schools

“…Furthermore, we also see the benefits of introducing a formal leadership course within the curriculum as argued by Rouhani et al 1 However, further research must be undertaken to identify, first, the optimal stage in medical school for the course to be delivered and, second, how the course can be integrated within the current curriculum.…”

“…We read with great interest the article by Rouhani et al 1 exploring the perceptions, attitudes, and interest of UK medical students toward medical leadership. As medical students who recently completed an intercalated degree in health care management at Imperial College London, we can offer a unique perspective on this important issue.…”

“…We first commend the authors for this multi-institutional study identifying current perceptions and attitudes of medical students toward “Clinician Managers” and the level of management and leadership training they have received. Rouhani et al 1 identified a significant gap between the demand for management and leadership training and that provided by UK medical schools. This was highlighted by the findings that 63% of students would have liked more management or leadership training and more than half of respondents rated their training as “very poor” or “poor.” These findings exist despite the Medical Leadership Competency Framework defining core management and leadership skills required by health professionals.…”

“…These programs contain modules that cover the five domains outlined in the Medical Leadership Competency Framework: demonstrating personal qualities, working with others, managing services, improving services, and setting direction. 1 In addition, students are able to appreciate the complexity of financial decisions in the health care environment by understanding health economic principles. 3 Singh et al 4 even proposed the idea of a mandatory health care management BSc.…”

Assessing Dental Students' Knowledge, Attitudes, and Beliefs About Medicaid and Health Care Reform: A Mixed‐Methods Study

“…5 Evidence is emerging in the medical and nursing education literature documenting the success of health policy and advocacy courses or experiences in increasing political astuteness and preparing students to be advocates for health policy. [6][7][8] To our knowledge, very little health policy and advocacy training has been purposefully built into U.S. dental school curricula beyond one program at the Indiana University School of Dentistry that provides dental students an opportunity to develop skills to advocate for oral health issues. 9 Advanced dental education programs in pediatric dentistry require advocacy training during residency.…”