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Jefferies R, Sheriff IH, Matthews JH, et al. Leadership and management in UK medical school curricula. J Health Organ Manag. 2016;30(7):1081-1104doi: 10.1108/JHOM-03-2016-0042.
Jefferies, R., Sheriff, I. H., Matthews, J. H., Jagger, O., Curtis, S., Lees, P., Spurgeon, P. C., Fountain, D. M., Oldman, A., Habib, A., Saied, A., Court, J., Giannoudi, M., Sayma, M., Ward, N., Cork, N., Olatokun, O., Devine, O., O'Connell, P., Carr, P., Kotronias, R. A., Gardiner, R., Buckle, R. T., Thomson, R. J., Williams, S., Nicholson, S. J., & Goga, U. (2016). Leadership and management in UK medical school curricula. Journal of health organization and management, 30(7), 1081-1104. https://doi.org/10.1108/JHOM-03-2016-0042
Jefferies, Richard, et al. "Leadership and management in UK medical school curricula." Journal of health organization and management vol. 30,7 (2016): 1081-1104. doi: https://doi.org/10.1108/JHOM-03-2016-0042
Jefferies R, Sheriff IH, Matthews JH, Jagger O, Curtis S, Lees P, Spurgeon PC, Fountain DM, Oldman A, Habib A, Saied A, Court J, Giannoudi M, Sayma M, Ward N, Cork N, Olatokun O, Devine O, O'Connell P, Carr P, Kotronias RA, Gardiner R, Buckle RT, Thomson RJ, Williams S, Nicholson SJ, Goga U. Leadership and management in UK medical school curricula. J Health Organ Manag. 2016 Oct 10;30(7):1081-1104. doi: 10.1108/JHOM-03-2016-0042. PMID: 27700475.
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J Health Organ Manag. 2016 Oct 10;30(7):1081-1104. doi: 10.1108/JHOM-03-2016-0042.

Leadership and management in UK medical school curricula.

Journal of health organization and management

Richard Jefferies, Ibrahim H N Sheriff, Jacob H Matthews, Olivia Jagger, Sarah Curtis, Peter Lees, Peter C Spurgeon, Daniel Mark Fountain, Alex Oldman, Ali Habib, Azam Saied, Jessica Court, Marilena Giannoudi, Meelad Sayma, Nicholas Ward, Nick Cork, Olamide Olatokun, Oliver Devine, Paul O'Connell, Phoebe Carr, Rafail Angelos Kotronias, Rebecca Gardiner, Rory T Buckle, Ross J Thomson, Sarah Williams, Simon J Nicholson, Usman Goga

Affiliations

  1. Barts and the London School of Medicine and Dentistry, London, UK.
  2. GKT School of Medical Education, King's College London, London, UK.
  3. College of Medical and Dental Sciences, University of Birmingham , Birmingham, UK.
  4. Faculty of Medical Leadership and Management, London, UK.
  5. St George's Medical School, University of London , London, UK.
  6. Institute of Clinical Leadership, Warwick Medical School, Coventry, UK.
  7. School of Clinical Medicine, Cambridge University Hospitals NHS Foundation Trust , Cambridge, UK.
  8. Medical School, University of Southampton, Southampton, UK.
  9. Medical School, University of Leicester, Leicester, UK.
  10. Medical School, University of Warwick, Coventry, UK.
  11. School of Medical Education, Newcastle University, Newcastle, UK.
  12. Peninsula College of Medicine and Dentistry, Plymouth, UK.
  13. Manchester Medical School, University of Manchester, Manchester, UK.
  14. School of Clinical Medicine, University of Cambridge, Cambridge, UK.
  15. University of Nottingham Medical School, Nottingham, UK.
  16. Medical School, University College London, London, UK.
  17. College of Medicine, Swansea University, Swansea, UK.
  18. School of Medicine, University of Liverpool, Liverpool, UK.
  19. School of Medicine, Keele University, Keele, UK.
  20. Brighton and Sussex Medical School, Brighton, UK.
  21. College of Medicine and Veterinary Medicine, University of Edinburgh, Edinburgh, UK.
  22. University of Oxford Medical School, Oxford, UK.
  23. St George’s Medical School, University of London, London, UK.
  24. The University of Sheffield, Sheffield, UK.
  25. Faculty of Medicine, Imperial College London, London, UK.

PMID: 27700475 DOI: 10.1108/JHOM-03-2016-0042

Abstract

Purpose Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues. Design/methodology/approach This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement. Findings Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods. Research limitations/implications There is widespread inclusion of MLM in UK medical schools' curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students' desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these. Originality/value This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.

Keywords: Curriculum; Leadership; Management; Medical leadership and management; Medical management; Medical schools

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