Leadership and management in the undergraduate medical curriculum: a qualitative study of students' attitudes and opinions at one UK medical school
Leadership and management in the undergraduate medical curriculum: a qualitative study of students' attitudes and opinions at one UK medical school
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DOI：
10.1136/bmjopen-2014-005353
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发表时间：
2014-01-01
期刊：
影响因子：
2.9
通讯作者：
Benson, John
中科院分区：
文献类型：
--
作者：
Quince, Thelma;Abbas, Mark;Benson, John
目的：探索本科医学生的态度和意见的领导和管理education.Design：在2009年和2012年之间，我们进行了一项定性研究，包括五个焦点小组讨论，每个专门的五个领域之一的医疗领导能力框架，（个人素质，与他人合作，管理服务，改善服务和设置方向）。每次讨论都探讨了应该学习什么，什么时候应该学习，应该使用什么方法，应该如何评估学习，这种教育的障碍是什么。参与者：来自所有三个临床年（4-6）的28名学生，其中10名是女性。结果：2个相互关联的主题出现：了解参与医疗保健提供的患者和其他利益相关者的广泛观点，以及在临床环境中进行相关领导和管理教育的必要性。学生建议的主题包括国家卫生服务的结构、团队工作技能、决策和谈判技能。患者安全被视为特别重要。学生更喜欢体验式学习，实习被视为提供教学机会。有人提到，对各级的错误进行有条理的观察、反思、批判性评价和分析，是将领导才能和管理教育结合起来的现有机会。学生对评估和教育时机的看法不一。学生的反馈突出的交付方法和评估手段，而医疗专业人员，学生和社会的态度一般被视为barrier.Conclusions：医学生可能会更开放的领导和管理教育比思想迄今。这些研究结果提供了学生如何看待领导力和管理教育的可能发展的见解，并强调在这种情况下发展广泛的观点和临床相关性的重要性。
Objective: To explore undergraduate medical students' attitudes towards and opinions about leadership and management education.Design: Between 2009 and 2012 we conducted a qualitative study comprising five focus group discussions, each devoted to one of the five domains in the Medical Leadership Competency Framework, (Personal Qualities, Working with Others, Managing Services, Improving Services and Setting Direction). Each discussion examined what should be learnt, when should learning occur, what methods should be used, how should learning be assessed, what are the barriers to such education.Participants: 28 students from all three clinical years (4-6) of whom 10 were women.Results: 2 inter-related themes emerged: understanding the broad perspective of patients and other stakeholders involved in healthcare provision and the need to make leadership and management education relevant in the clinical context. Topics suggested by students included structure of the National Health Service (NHS), team working skills, decision-making and negotiating skills. Patient safety was seen as particularly important. Students preferred experiential learning, with placements seen as providing teaching opportunities. Structured observation, reflection, critical appraisal and analysis of mistakes at all levels were mentioned as existing opportunities for integrating leadership and management education. Students' views about assessment and timing of such education were mixed. Student feedback figured prominently as a method of delivery and a means of assessment, while attitudes of medical professionals, students and of society in general were seen as barriers.Conclusions: Medical students may be more open to leadership and management education than thought hitherto. These findings offer insights into how students view possible developments in leadership and management education and stress the importance of developing broad perspectives and clinical relevance in this context.