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Integrating leadership into the undergraduate medical curriculum in the UK: a systematic review
Zeynab Hemmati1, Susan Harris2
1Division of Medical Education, The University of Manchester Faculty of Biology, Medicine and Health, Manchester, UK zeynab.hemmati@student.manchester.ac.uk.
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.
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