Development of a leadership and management module for the undergraduate medical curriculum.

Background: Physicians play an important role in management and governance of healthcare systems, yet many lack formal leadership training and skills. Despite leadership training through placements in wards at a graduate level, this should take place early on (undergraduate level), to lay the foundations for future physicians to consider a career choice in leadership positions long before entering practice. The fundamentals of leadership and management should be incorporated in the medical curriculum, with input from experts in the area such that relevant concepts are appropriately adapted with a healthcare context.

Methods: We developed a pilot leadership and management module for undergraduate medical students, drawing from sources such as the UK National Health System and General Medical Council, primary literature, and undergraduate business school curricula. Students in their clinical years (4-6) of an undergraduate, six-year medical degree, were invited to participate in five 2-hour online sessions. Participants completed a questionnaire before and after module completion to assess whether individual perspectives on 22 skills relevant to leadership knowledge, and their self-rated competence in each one, changed following module attendance.

Results: Sixteen medical students participated in the study. Module attendance resulted in mean self-reported competence increase in 18 of the 22 skills, with "inspire others", "public speaking", "coding and billing", "risk management" and "conflict resolution" displaying the largest positive change. Free-text comments provided encouraging feedback regarding the module and its contents, and the teaching method of such skills (case-studies or more applied scenarios, as opposed to taught lectures).

Conclusions: The positive changes in student perceptions and self-reported competence in leadership skills that are not traditionally included in the undergraduate medical curriculum, but are part of the business curriculum, further support the importance of inter-professional learning. Our findings are expected to inform the development of a module that could be incorporated in undergraduate medical curricula as part of future research with larger sample size and objective measures of skill competence.