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Original research
Pilot study exploring the presence of leadership curricula in undergraduate medical education
  1. Melanie Korndorffer1,
  2. Michael A Dewsnap2,
  3. Erin S Barry3,
  4. Neil Grunberg4,
  5. David W Musick5,
  6. Joann Farrell Quinn6
  1. 1Louisiana State University Health Sciences Center, New Orleans, Louisiana, USA
  2. 2Texas A&M University Health Sciences Center, Bryan, Texas, USA
  3. 3Anesthesiology, Uniformed Services University, Bethesda, Maryland, USA
  4. 4Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
  5. 5Virginia Tech Carilion School of Medicine, Virginia Tech, Roanoke, Virginia, USA
  6. 6University of South Florida College of Medicine, Tampa, Florida, USA
  1. Correspondence to Dr David W Musick, Virginia Tech Carilion School of Medicine, Virginia Tech, Roanoke, VA 24019, USA; dwmusick{at}vt.edu

Abstract

Introduction The physician’s role in the healthcare delivery system extends beyond patient care to include numerous critical leadership roles in healthcare. In addition to treating patients, physicians manage multidisciplinary teams and influence policies to optimise public health. Yet, leadership education is not currently emphasised as part of undergraduate medical education. The purpose of this pilot study was to survey US allopathic medical schools about their current leadership curricula for medical students, including aspects that promote or inhibit effective curricular implementation.

Methods A survey was developed and administered to representatives at US allopathic medical schools regarding the presence and nature of leadership curricula for medical students currently in place, as well as barriers to effective implementation.

Results A total of 41 of 144 medical schools (28%) responded to the survey. Of the schools that responded, 25 schools reported the presence of a leadership curriculum. Primary competencies and goals were similar among these institutions, but the structure of the curriculum and how it is being implemented varied. The study did not identify consistent methods of assessing student leadership competencies. Themes of improved communication and integration within the curriculum emerged as actions promoting successful implementation. Financial restraints and buy-in among stakeholder groups (eg, faculty, staff and students) were mentioned most frequently as barriers to the effective implementation of leadership curricula.

Conclusions Although leadership education within undergraduate medical education is emphasised by a variety of groups, including the Association of American Medical Colleges, medical schools do not appear to universally address this topic. The Liaison Committee on Medical Education, the primary accrediting body for medical schools, does not currently require leadership education as a core topic for accreditation. To provide effective education on leadership to medical students, administrative bodies could improve their support for this topic by considering the factors identified that both hinder and promote implementation.

  • curriculum
  • medical student
  • Education
  • leadership assessment

Data availability statement

Data are available upon reasonable request. Survey data may be furnished upon reasonable request.

https://doi.org/10.1136/leader-2023-000957

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Data availability statement

Data are available upon reasonable request. Survey data may be furnished upon reasonable request.

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Footnotes

  • Twitter @erinsbarry

  • Presented at This research was presented at the 2022 IAMSE Annual Meeting, held 4–7 June 2022 in Denver, Colorado, USA. Abstract presentation is available online at: https://julnet.swoogo.com/iamse2022/orals.

  • Contributors All authors are qualified for authorship. All qualified to be authors are listed as authors on the byline. All authors participated in the initial preparation and revision of the manuscript. DM is the author specified as the guarantor for the work and conduct of the study.

  • Funding Grant support received from the International Association of Medical Science Educators (IAMSE) Educational Scholarship Grant programme (no award number assigned).

  • Disclaimer The opinions and assertions contained here are the sole ones of the authors and are not to be construed as reflecting the views of the Uniformed Services University or the Department of Defense.

  • Competing interests None declared.

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