Development, implementation &amp; evaluation of a leadership course for healthcare professionals: A pilot study in India

Suresh Chari,Shubhada Gade,Kalpana Date,Tapasya Karemore,Anne Wilkinson,Saee Deshpande

doi:10.15694/mep.2018.0000264.1

Abstract

This article was migrated. The article was not marked as recommended. Leadership training in medical education is extremely important for faculty as they are not formally trained for the same and yet they have to assume leadership roles in verious capacities in their professional life. This paper describes stages in developement and implementation of one such leadership course in a healhcare institute in India, involving faculty from diverse specialities. The short term outcomes such as participants reactions and changes in attitudes was evaluated. Overall it was well received by the participants.

Highlights

Leadership training in medical education is extremely important for faculty as they are not formally trained for the same and yet they have to assume leadership roles in verious capacities in their professional life
“The Mathis maxims: lessons in leadership” (Collins-Nakai R, 2006) Leadership in medicine has never been more important than it is today
No one receives a formal training for leadership development and still is expected to learn it on job

Summary

Introduction

Leadership training in medical education is extremely important for faculty as they are not formally trained for the same and yet they have to assume leadership roles in verious capacities in their professional life. When we look at the healthcare institute the faculties have to work in various roles of teacher, facilitator, clinician, counselor, researcher and administrators At all times it involves working with other faculties, patients, para-medical staff and students in various teams. With the increasing complexity of medical education and practice, and recognition of the fact that physicians must assume significant leadership roles, there has been an increase in faculty development activities designed to enhance leadership in medical education. These include formal training programs and fellowships; workshops and seminars; faculty internships; and mentoring programs (Steinert Y et al 2012). In India leadership development is taken as a part of faculty development programmes, there are no published reports regarding effectiveness or outcomes specific to leadership element

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Discussion

Conclusion