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Systematic review
Integrating leadership into the undergraduate medical curriculum in the UK: a systematic review
  1. Zeynab Hemmati,
  2. Susan Harris
  1. Division of Medical Education, The University of Manchester Faculty of Biology, Medicine and Health, Manchester, UK
  1. Correspondence to Zeynab Hemmati, Division of Medical Education, The University of Manchester Faculty of Biology, Medicine and Health, Manchester, M13 9PL, UK; zeynab.hemmati{at}student.manchester.ac.uk

Abstract

Background Leadership is a critical skill required of a doctor and is necessary for clinical and organisational development. Literature suggests that newly qualified doctors are not prepared for the leadership roles and responsibilities that they need to undertake in clinical practice. The opportunities to develop the necessary skillset should be available in undergraduate medical training and throughout a doctor’s professional advancement. Various frameworks and guidance for a core leadership curriculum have been designed, but data on their integration in undergraduate medical education in the UK are minimal.

Methods This systematic review collates and qualitatively analyses studies that have implemented and evaluated a leadership teaching intervention in undergraduate medical training in the UK.

Results There are various approaches to teaching leadership in medical school, differing in mode of delivery and evaluation. Feedback on the interventions revealed that students gained insight into leadership and honed their skills.

Conclusions The long-term effectiveness of the described leadership interventions in preparing newly qualified doctors cannot be conclusively determined. The implications for future research and practice are also provided in this review.

  • medical student
  • medical leadership
  • integration
  • career development

Data availability statement

All data relevant to the study are included in the article or uploaded as supplementary information.

https://doi.org/10.1136/leader-2022-000714

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Data availability statement

All data relevant to the study are included in the article or uploaded as supplementary information.

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Footnotes

  • Twitter @zeynabhem

  • Contributors The research idea was suggested by ZH. ZH and SH planned the search query and methodology. The systematic search and manuscript write-up were conducted by ZH, subsequently reviewed and edited by SH. ZH is the guarantor.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Provenance and peer review Not commissioned; externally peer reviewed.