Developing Leadership Skills in Undergraduate Medical Education: Positioning Diverse Students for Leadership Roles

• In Event: Reimagining Leadership for Equity Across the Career Continuum: Navigating in a Time of Transformation

Abstract

At King’s College London, our medical students include a broad range of ethnicities. However, some have inherited aspirations for high status, others not. Implementing a leadership component in the undergraduate curriculum for second year students, provided an opportunity to develop understanding of leaderships concepts and constructs, with opportunities to apply these in clinical settings as they undertook leadership roles.
The literature identifies that doctors with competent leadership skills are essential to ensure high quality and safe care for patients (Omar, 2020). However, there is a lack of emphasis in leadership skills in undergraduate medical education, despite General Medical Council expectations (Chen 2018). This research addresses that need, implementing a leadership module for second year medical students at King’s College London. The research aims to examine the module's implementation, examine student experiences and perceptions of leadership skills, and how students do or do not value teaching in leadership and demonstrate leadership skills.
An instrumental case study methodology (Stake, 2005) was chosen to provide a lens to explore in depth the experience of students in the first implementation of the leadership module. The case-study included what went well, challenges, omissions and how students experienced developing leadership skills, using experiential learning techniques, including role modelling (Slavich and Zimbardo 2012) . Working in a group students developed leadership skills in communication, delegation and negotiation, though others struggled to demonstrate those skills. For students who were struggling, their challenges included poor communication skills, managing conflict and how to delegate effectively. To support students a workshop was designed to inform and engage students in experiential learning and provide additional teaching on leadership skills, including key strategies to engage students in leadership learning activities. This was attended by two hundred students, over several workshops. Findings from the case-study were used to inform curriculum and faculty development.
Key Messages:
1. Bringing leadership to life.
This involved preparing students to apply leadership in clinical contexts. An in -person interprofessional workshop, using actors to role play how to organise a team meeting, and demonstrate leadership scenarios, positive and negative, worked well.
Peer to near peer teaching (year 4 to year 2) proved useful.
2. Teaching leadership in the curriculum.
Second year students thought leadership teaching should be included but reported curriculum expectations were too high and sometimes unclear.
3. Students valued learning leadership skills in primary care and hospital placements.
4. Some students were concerned that as newly qualified doctors they may face mistakes applying their leadership skills.
Discussion .
The findings suggested the need for faculty to engage in leadership training and experiential learning techniques. A process to clarify expectations for faculty in clinical settings was needed.
Second year medical students form a cohort of 400. There were lessons to be learned as the module was implemented across primary and secondary care clinical placements. This will require collaboration with senior faculty to support and integrate leadership activities in clinical practice settings. The module is established in the curriculum and subject to continuing research and evaluation.

Authors

• Yvonne M. Batson-Wright, King's College London

• Anne C. McKee, King's College London