Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine
Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine
复制标题
DOI：
10.1080/10401334.2016.1237361
复制
发表时间：
2017-01-01
影响因子：
2.5
通讯作者：
Tithecott, Gary
中科院分区：
文献类型：
--
作者：
Cadieux, Dani C.;Lingard, Lorelei;Tithecott, Gary
问题：领导力越来越被认为是优质患者护理、持续系统改进和最佳医疗团队绩效所需的核心医生能力。因此，将领导力融入医学院课程正在成为当务之急。这就提出了一个问题，适当的背景下，时机和教学法，传达这种能力的医学生。干预：我们的计划介绍了一个为期一周的领导课程，以商业教育学为基础，以一年级的医学生。课程围绕四个主题：（a）理解变革，（B）有效的团队合作，（c）领导患者安全，（d）领导行动。课程后的定性学生反馈进行了分析，洞察学生的满意度和对领导课程内容的态度。内容：西方大学Schulich医学与牙科学院的本科医学教育课程在加拿大安大略的伦敦和温莎的两个校区提供了超过4年的时间。课程结构从传统的被动讲座转变为既定的商业教学法，其中包括积极参与模块，基于案例的讨论，嘉宾演讲的见解和个人反思。结果：学生主导的调查评估学生的意见，关于领导课程的内容。学生们重视职业发展阅读材料和来自医疗团队的客座演讲者的见解。学生们没有涉及到来自高级医疗保健领导职位的发言者的信息。第二学期后期的课程安排被认为是负面的。总体而言，学生的意见表明，为期一周的课程是次优的建立领导原则和翻译的商业教学法是无效的，在这种情况下。经验教训：本科医学教育中的领导力课程应立足于与学生培训阶段相关的医疗保健背景。如果领导力在整个职业生涯中被视为一种能力，学生的参与可能会得到更好的支持。考虑这种创新的学校可以从其他专业学校吸取经验教训，并利用与学生产生共鸣的材料和教师。
Problem: Leadership is increasingly recognized as a core physician competency required for quality patient care, continual system improvement, and optimal healthcare team performance. Consequently, integration of leadership into medical school curriculum is becoming a priority. This raises the question of the appropriate context, timing, and pedagogy for conveying this competency to medical students. Intervention: Our program introduced a 1-week leadership course grounded in business pedagogy to Year 1 medical students. The curriculum centred on four themes: (a) Understanding Change, (b) Effective Teamwork, (c) Leading in Patient Safety, and (d) Leadership in Action. Post-curriculum qualitative student feedback was analyzed for insight into student satisfaction and attitude towards the leadership course content. Context: The Undergraduate Medical Education program of the Schulich School of Medicine & Dentistry, Western University, is delivered over 4years across 2 campuses in London and Windsor, Ontario, Canada. Course structure moved from traditional passive lectures to established business pedagogy, which involves active engagement in modules, case-based discussions, insights from guest speakers, and personal reflection. Outcome: A student-led survey evaluated student opinion regarding the leadership course content. Students valued career development reading materials and insights from guest speakers working in healthcare teams. Students did not relate to messages from speakers in senior healthcare leadership positions. Course scheduling late in the second semester was viewed negatively. Overall student opinion suggested that the 1-week course was suboptimal for establishing leadership principles and translated business pedagogy was ineffective in this context. Lessons Learned: Leadership curriculum in Undergraduate Medical Education should be grounded in a healthcare context relevant to the student's stage of training. Student engagement may be better supported if leadership is framed as a competency throughout their career. Schools considering such innovations could draw lessons from other professional schools and utilize material and faculty that resonate with students.