Creating space for leadership education in undergraduate medical education in Canada
The need for effective leadership by physicians is clear, yet the design/delivery of curricula, and assessment of leadership competencies, in Undergraduate Medical Education (UGME) continues to need work. In reappraising their UGME assessment strategies, the Medical Council of Canada (MCC) invited...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Canadian Medical Education Journal
2022-06-01
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| Series: | Canadian Medical Education Journal |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/cmej/article/view/73216 |
| _version_ | 1818471002502332416 |
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| author | Ming-Ka Chan Auriele Volk Nivedh Patro Wonjae Lee Lyn K Sonnenberg Deepak Dath Diane de Camps Meschino |
| author_facet | Ming-Ka Chan Auriele Volk Nivedh Patro Wonjae Lee Lyn K Sonnenberg Deepak Dath Diane de Camps Meschino |
| author_sort | Ming-Ka Chan |
| collection | DOAJ |
| description |
The need for effective leadership by physicians is clear, yet the design/delivery of curricula, and assessment of leadership competencies, in Undergraduate Medical Education (UGME) continues to need work. In reappraising their UGME assessment strategies, the Medical Council of Canada (MCC) invited position papers across diverse lenses, including the CanMEDS Intrinsic Roles. This article is foundational work derived from the report on leadership assessment to the MCC. Using Kern’s Model of Curriculum development as a guide, we reviewed the landscape of Canadian UGME leadership education through an environmental scan of the published and grey literature, Canadian leadership frameworks and resources, and consultation with learner and faculty leadership. Leadership education across programs was highly variable and learners were often unaware of available opportunities. In response, we have suggested processes for curricular development, including strategies for key content, teaching and assessment, and program evaluation considerations. Leadership education cannot remain another checkbox on a list of UGME experiences. Such training necessitates focused attention and investment to foster ongoing identity formation toward becoming a good doctor.
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| first_indexed | 2024-04-13T21:45:11Z |
| format | Article |
| id | doaj.art-33e59ee7aadc485a8a8bb6333cbd1214 |
| institution | Directory Open Access Journal |
| issn | 1923-1202 |
| language | English |
| last_indexed | 2024-04-13T21:45:11Z |
| publishDate | 2022-06-01 |
| publisher | Canadian Medical Education Journal |
| record_format | Article |
| series | Canadian Medical Education Journal |
| spelling | doaj.art-33e59ee7aadc485a8a8bb6333cbd12142022-12-22T02:28:37ZengCanadian Medical Education JournalCanadian Medical Education Journal1923-12022022-06-0110.36834/cmej.73216Creating space for leadership education in undergraduate medical education in Canada Ming-Ka Chan0Auriele Volk1Nivedh Patro2Wonjae Lee3Lyn K Sonnenberg4Deepak Dath5Diane de Camps Meschino6University of ManitobaUniversity of AlbertaMcMaster UniversityMcMaster UniversityUniversity of AlbertaMcMaster UniversityUniversity of Toronto The need for effective leadership by physicians is clear, yet the design/delivery of curricula, and assessment of leadership competencies, in Undergraduate Medical Education (UGME) continues to need work. In reappraising their UGME assessment strategies, the Medical Council of Canada (MCC) invited position papers across diverse lenses, including the CanMEDS Intrinsic Roles. This article is foundational work derived from the report on leadership assessment to the MCC. Using Kern’s Model of Curriculum development as a guide, we reviewed the landscape of Canadian UGME leadership education through an environmental scan of the published and grey literature, Canadian leadership frameworks and resources, and consultation with learner and faculty leadership. Leadership education across programs was highly variable and learners were often unaware of available opportunities. In response, we have suggested processes for curricular development, including strategies for key content, teaching and assessment, and program evaluation considerations. Leadership education cannot remain another checkbox on a list of UGME experiences. Such training necessitates focused attention and investment to foster ongoing identity formation toward becoming a good doctor. https://journalhosting.ucalgary.ca/index.php/cmej/article/view/73216 |
| spellingShingle | Ming-Ka Chan Auriele Volk Nivedh Patro Wonjae Lee Lyn K Sonnenberg Deepak Dath Diane de Camps Meschino Creating space for leadership education in undergraduate medical education in Canada Canadian Medical Education Journal |
| title | Creating space for leadership education in undergraduate medical education in Canada |
| title_full | Creating space for leadership education in undergraduate medical education in Canada |
| title_fullStr | Creating space for leadership education in undergraduate medical education in Canada |
| title_full_unstemmed | Creating space for leadership education in undergraduate medical education in Canada |
| title_short | Creating space for leadership education in undergraduate medical education in Canada |
| title_sort | creating space for leadership education in undergraduate medical education in canada |
| url | https://journalhosting.ucalgary.ca/index.php/cmej/article/view/73216 |
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