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Leadership curriculum in undergraduate medical education: a study of student and faculty perspectives.
Med Teach. 2009 Mar; 31(3):244-50.MT

Abstract

BACKGROUND

Leaders in medicine have called for transformative changes in healthcare to address systems challenges and improve the health of the public. The purpose of this study was to elicit the perspectives of students, faculty physicians and administrators regarding the knowledge and competencies necessary in an undergraduate leadership curriculum.

METHODS

A mixed-methods study was conducted using focus group discussions and semi-structured interviews with faculty physicians and administrative leaders, as well as a written survey of medical student leaders.

RESULTS

Twenty-two faculties participated in focus groups and interviews; 21 medical students responded to the written survey. Participants identified emotional intelligence, confidence, humility and creativity as necessary qualities of leaders; and teamwork, communication, management and quality improvement as necessary knowledge and skills. Students perceived themselves as somewhat or fully competent in communication (90%), conflict resolution (70%) and time management (65%), but reported minimal or no knowledge or competence in coding and billing (100%), writing proposals (90%), managed care (85%) and investment principles (85%). Both faculty and students believed that experiential training was the most effective for teaching leadership skills.

CONCLUSIONS

Study participants identified the necessary qualities, knowledge and skills to serve as goals for an undergraduate leadership curriculum. Future studies should address optimal methods of teaching and assessing leadership skills among medical students.

Links

Publisher Full Text

Authors+Show Affiliations

Varkey P
Division of Preventive Occupational and Aerospace Medicine, Mayo Clinic, Rochester 55905, USA. varkey.prathibha@mayo.edu
Peloquin J
No affiliation info available
Reed D
No affiliation info available
Lindor K
No affiliation info available
Harris I
No affiliation info available

MeSH

Administrative PersonnelCurriculumData CollectionEducation, Medical, UndergraduateFaculty, MedicalFocus GroupsHumansInterviews as TopicLeadershipProfessional CompetenceProgram EvaluationStudents, Medical

Pub Type(s)

Journal Article

Language

eng

PubMed ID

18825566

Citation

Varkey, Prathibha, et al. "Leadership Curriculum in Undergraduate Medical Education: a Study of Student and Faculty Perspectives." Medical Teacher, vol. 31, no. 3, 2009, pp. 244-50.
Varkey P, Peloquin J, Reed D, et al. Leadership curriculum in undergraduate medical education: a study of student and faculty perspectives. Med Teach. 2009;31(3):244-50.
Varkey, P., Peloquin, J., Reed, D., Lindor, K., & Harris, I. (2009). Leadership curriculum in undergraduate medical education: a study of student and faculty perspectives. Medical Teacher, 31(3), 244-50. https://doi.org/10.1080/01421590802144278
Varkey P, et al. Leadership Curriculum in Undergraduate Medical Education: a Study of Student and Faculty Perspectives. Med Teach. 2009;31(3):244-50. PubMed PMID: 18825566.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Leadership curriculum in undergraduate medical education: a study of student and faculty perspectives. AU - Varkey,Prathibha, AU - Peloquin,Joanna, AU - Reed,Darcy, AU - Lindor,Keith, AU - Harris,Ilene, PY - 2008/10/1/pubmed PY - 2010/2/18/medline PY - 2008/10/1/entrez SP - 244 EP - 50 JF - Medical teacher JO - Med Teach VL - 31 IS - 3 N2 - BACKGROUND: Leaders in medicine have called for transformative changes in healthcare to address systems challenges and improve the health of the public. The purpose of this study was to elicit the perspectives of students, faculty physicians and administrators regarding the knowledge and competencies necessary in an undergraduate leadership curriculum. METHODS: A mixed-methods study was conducted using focus group discussions and semi-structured interviews with faculty physicians and administrative leaders, as well as a written survey of medical student leaders. RESULTS: Twenty-two faculties participated in focus groups and interviews; 21 medical students responded to the written survey. Participants identified emotional intelligence, confidence, humility and creativity as necessary qualities of leaders; and teamwork, communication, management and quality improvement as necessary knowledge and skills. Students perceived themselves as somewhat or fully competent in communication (90%), conflict resolution (70%) and time management (65%), but reported minimal or no knowledge or competence in coding and billing (100%), writing proposals (90%), managed care (85%) and investment principles (85%). Both faculty and students believed that experiential training was the most effective for teaching leadership skills. CONCLUSIONS: Study participants identified the necessary qualities, knowledge and skills to serve as goals for an undergraduate leadership curriculum. Future studies should address optimal methods of teaching and assessing leadership skills among medical students. SN - 1466-187X UR - https://www.unboundmedicine.com/medline/citation/18825566/Leadership_curriculum_in_undergraduate_medical_education:_a_study_of_student_and_faculty_perspectives_ L2 - https://www.tandfonline.com/doi/full/10.1080/01421590802144278 DB - PRIME DP - Unbound Medicine ER -