SEE ONE, DO ONE, LEAD ONE. TEACHING LEADERSHIP SKILLS TO MEDICAL STUDENTS
Melanie Rudnick,Children's Hospital Los Angeles, Pediatric Hospital Medicine Fellowship,Los Angeles,CA; Grant Christman,Children's Hospital Los Angeles,,; Kira Molas-Torreblanca,Children's Hospital Los Angeles,,; Margaret Trost,Children's Hospital Los Angeles,,; Fatuma Barqadle,Children's Hospital Los Angeles,,; Parul Bhatia,Children's Hospital Los Angeles,,

Rationale:

Physicians frequently face situations requiring use of leadership and conflict management skills. Such skills are integral, not only to those with “leadership” positions, but to any practicing physician. Despite this, only about half of medical students, according to a 2014 study, have formal leadership curriculum within their institution. Medical students agree that leadership and management training are an important skill set and should be included in medical school training. While the Association of American Medical Colleges has included multiple components of leadership within its entrustable professional activities that medical students entering residency are expected to perform, there is nothing explicit regarding leadership curriculum. The Academy of Medical Royal Colleges and National Health Service developed the Medical Leadership Competency Framework to better guide medical schools in providing effective teaching in the different domains of leadership. In this interactive workshop, we will demonstrate how to apply this framework to promote leadership skill building, specifically in the setting of inter-professional teams.



Objectives:

 

By the end of the session, participants will better be able to:

  1. Discuss various published frameworks for leadership curriculum
  2. Describe barriers to leadership training for medical students
  3. Use “take home tools” to improve current leadership curriculum


Methods and Content:

After an intial brain storming activity and short background discussion, participants will break into small groups, where experiential learning techniques will be used to enforce specific aspects of leadership training that can be disseminated at their institutions.

0-5 minutes: introductions; audience poll of current position, subspecialty

6-13 minutes: small group discussion of current medical student leadership experiences, previous failure/success stories

14-23 minutes: large group de-brief

24-33 minutes: explanation of NHS framework for leadership breakdown: specific focus on “working with others”

34-58 minutes: small groups: draw a “map” of all parts of a patient encounter (setting dependent on specialties of participants). Identify areas for possible miscommunication, lack of team member cohesiveness, as well as possible solutions (on individual and systems levels).

59-68 minutes: large group de-brief

69-78 minutes:background discussion of leadership styles, conflict management, and specific inventory tools

79-104 minutes: small groups: 2 participants role-play a medical student calling a consult (can adapt to be more relatable to audience specialty). Then, small groups will identify types of leadership and conflict management styles utilized in the role-play, and which styles may be most appropriate for the specific scenario.

105-115 minutes: debrief, session take home points and tools

116-120: evaluation, commitment to act