Can case-based discussions be used for leadership development in medical education? - an exploratory inquiry

Jamiu O Busari,Lisa N Isbouts

doi:10.15694/mep.2018.0000117.1

Abstract

This article was migrated. The article was marked as recommended. Background:The organization and funding of health care delivery are undergoing rapid change. As a result, the need for effective and context relevant educational methods to teach physicians leadership skills is growing. The case-based discussion has been proven to be effective in teaching leadership skills. Therefore, we decided to explore the potential value of its application in leadership training programs for residents.Summary:We performed a qualitative survey to investigate the views of residents and professionals on the use of case-based discussion for leadership skills development during residency training. The Results showed that there were differences in the quality and methods of teaching amongst teachers in different disciplines. More interactive educational strategies were recommended such as case-based discussion and practice-based education during protected teaching slots. Our findings reflected the challenges associated with finding the perfect moment to initiate formal leadership education in postgraduate medical education.Conclusion: The case-based discussion is a potentially helpful method to teach residents leadership skills. In addition, establishing trust between stakeholders in the health system should be a focus of any leadership course. Still, determining the perfect timing to initiate leadership training during residency remains difficult.

Highlights

The organization and funding of health care delivery are undergoing rapid change
Establishing trust between stakeholders in the health system should be a focus of any leadership course
Our study revealed that all of the residents had a good knowledge of different teaching methods, none of them had experienced a casebased discussion (CBD) teaching session before

Summary

Introduction

The organization and funding of health care delivery are undergoing rapid change. As a result, the need for effective and context relevant educational methods to teach physicians leadership skills is growing. Rather than learning to acquire knowledge and skills (educational) or to socialize training around predefined values (developmental) the focus of transformative education is to provide future physicians with the leadership attributes that would enable them to be effective change agents (Frenk et al 2010). In line with our continued goal to develop a leadership-training curriculum for residents, we decided to explore the views of stakeholders on the suitability of CBD as an instructional method to teach negotiation skills. This topic was one of 10 themes that we identified from a needs assessment study on leadership development among Dutch medical residents (Busari 2012; Brouns et al 2011; Berkenbosch et al 2014)

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