Abstract
Poor leadership produces an inhibitory educational environment and fatigue among its members and subsequent risks for patient safety. Strong leadership skills result in better mentorship, clinical education, and patient safety. The current lack of leadership development among residents and faculty in medical schools fosters weak team dynamics and leadership skills in young physicians. To successfully teach leadership, a top-down approach is needed in which attending physicians and chief residents are effective leaders. With the ability to demonstrate empathy and effectively communicate with junior residents, students, and other staff, a strong leader in clinical teaching aims to foster team building and individual development with an underlying goal of strengthening each person’s ability to effectively cope with unforeseen change, inevitable miscommunication, and ethical dilemmas on and off the wards. Although it is understandable that attending doctors and senior residents might oppose taking on yet another responsibility, being a good leader in teaching hospitals needs to be recognized as essential for all clinical educators.
Published Version
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