Abstract
This article was migrated. The article was not marked as recommended. Background: Undergraduate medical training in medical leadership is limited, and there is a general negative perception among medical professionals towards leadership and management. Aims: To improve perceptions of leadership training and encourage leadership activity amongst medical students. Method: A leadership student-selected component (SSC) was designed offering formal leadership education and engagement of students onto leadership and quality improvement projects. The initial cohort consisted of 8 third year medical students. Students were given questionnaires exploring their attitudes and perceptions towards leadership before and after the SSC. Results: The students had no previous formal undergraduate education in leadership. Engagement in the SSC considerably enhanced the perception of leadership and management among students. The students also reported having more confidence in engaging with leadership projects and reported feeling more likely to be involved with leadership projects in future. Conclusions: A formal leadership educational programme which engages students in real leadership and quality improvement work enhances the perception of leadership and inspires students to undertake leadership roles in future.
Highlights
The NHS is currently undergoing one of the largest and radical periods of change since its inception in 1948; with a perfect storm of issues including funding restraint, austerity and an ageing population with changing healthcare needs(Appleby, Galea, & Murray, 2014)
The students reported having more confidence in engaging with leadership projects and reported feeling more likely to be involved with leadership projects in future
A formal leadership educational programme which engages students in real leadership and quality improvement work enhances the perception of leadership and inspires students to undertake leadership roles in future
Summary
The NHS is currently undergoing one of the largest and radical periods of change since its inception in 1948; with a perfect storm of issues including funding restraint, austerity and an ageing population with changing healthcare needs(Appleby, Galea, & Murray, 2014). The importance of leadership and management is increasingly recognised within medical school curricula in the United Kingdom, the majority of doctors entering their careers have little formal education or experience in this field. This is reflected in the negative perceptions of medical students and junior doctors towards the field and the reluctance of many doctors to take on leadership roles due to a perception of leadership and management that it is ‘top-down, target-driven and harsh’ (Limb, 2014). Undergraduate medical training in medical leadership is limited, and there is a general negative perception among medical professionals towards leadership and management
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