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Evidence-based medical leadership development: a systematic review.

Oscar Lyons1, Robynne George2, Joao R Galante3,4

  • 1Nuffield Department of Surgical Sciences, University of Oxford, Oxford, UK oscar.lyons@nds.ox.ac.uk.

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Summary

Effective medical leadership development programs utilize internal or mixed faculty, project work, and mentoring to achieve organizational outcomes. Educational methods are more crucial than specific content for success.

Keywords:
consultantdevelopmentdoctormedical leadershiptrainees

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Area of Science:

  • Healthcare Management
  • Medical Education Research
  • Organizational Psychology

Background:

  • Health systems invest heavily in leadership development for improved quality and patient safety.
  • Competent medical leadership is essential for healthcare system performance.
  • Empirical evidence on effective leadership development program factors is needed.

Purpose of the Study:

  • To systematically review empirical evidence on factors in medical leadership development programs associated with clinical and organizational outcomes.
  • To identify program characteristics that predict successful outcomes.
  • To provide evidence-based recommendations for optimizing leadership development interventions.

Main Methods:

  • Systematic review of 117 studies using Ovid MEDLINE and hand-searches.
  • Quality appraisal using Medical Education Research Study Quality Indicator (MERSQI) and Joanna Briggs Institute (JBI) Critical Appraisal Tool.
  • Meta-aggregation approach for synthesizing results.

Main Results:

  • 28 studies met higher reliability criteria; median MERSQI score was 8.5/18, median JBI score was 3/10.
  • Programs with internal or mixed faculty were more likely to report organizational outcomes (p=0.049).
  • Project work and mentoring were associated with increased likelihood of organizational outcomes; content area was not significant.

Conclusions:

  • Leadership development programs should integrate internal/mixed faculty, project work, and mentoring for organizational impact.
  • Educational methods are more influential than curriculum content for achieving organizational outcomes.
  • Improving evaluation designs is critical for understanding reliable associations between program factors and outcomes.