- Title Information
- Title
- Leadership in White Coats: Evaluating the Impact of Current Training on Medical Students' Perceived Growth
- Type of Resource (primo)
- text_resources
- Abstract
- Introduction: The role of a physician is defined by leadership and collaboration, yet traditional medical school curricula often prioritize clinical and academic achievements over the development of these competencies. With the recent shift to a pass/fail grading system for the United States Medical Licensing Examination (USMLE) Step 1, medical schools have begun a gradual transition to focus beyond foundational knowledge to skill development. This study aims to quantitatively and qualitatively assess the impact of current leadership training on medical students’ perceived leadership growth at the Warren Alpert Medical School of Brown University.
Methods: A mixed-methods approach was employed to analyze leadership development across student class years. Following a comprehensive literature review, a cross-sectional survey (n=86, 15% response rate) was developed to assess nine distinct leadership domains utilizing a 5-point Likert scale and five qualitative free-response questions. Quantitative data was analyzed using one-way ANOVA and trend analyses. Qualitative responses underwent thematic coding and frequency analysis.
Results: Quantitative analysis of leadership scores across different class years revealed that "Preparedness for Residency" was the only domain with a statistically significant difference (F=2.849, p=0.043). Thematic analysis revealed insights into student’s perceptions of leadership development. When building communication skills, students identified real-time feedback as the most valuable (39%), with a lack of faculty availability (30%) and delayed feedback (26%) as areas of concern. Students found the most significant teamwork development occurred during clinical rotations (30%), anatomy lab (22%), and small groups (22%). Students felt their sense of accountability developed greatest through real-time self-assessment (54%) and self-directed learning (17%). Lastly, students desired more career-focused mentorship opportunities (26%) and skills workshops (17%) to aid in leadership development.
Conclusion: This mixed-methods study provides evidence surrounding integrating structured leadership training into medical curricula. Thematic analysis reveals specific areas for increased emphasis or targeted improvement, including enhanced faculty-student communication, specialized leadership training, and increased opportunities for practical skill application. These findings offer a data-driven approach for curriculum redesign leveraging the opportunity presented by the USMLE Step 1 transition to enhance leadership competencies among future physicians.
- Name
- Name Part
- Bunch, Kaden
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- Author
- Name
- Name Part
- Corbett, Landon
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- Author
- Name
- Name Part
- Kozel, Giovanni
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- Author
- Name
- Name Part
- McCallister, Brady
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- Author
- Name
- Name Part
- Chou, Zishuai
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- Author
- Name
- Name Part
- Sivaprasad, Latha
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- Author
- Name:
Corporate
- Name Part
- Brown University. Alpert Medical School. Scholarly Concentration Program. Medical Education
- Role
- Role Term:
Text
- research program
- Subject (fast)
(authorityURI="http://id.worldcat.org/fast", valueURI="http://id.worldcat.org/fast/01014024")
- Topic
- Medical education
- Subject (fast)
(authorityURI="http://id.worldcat.org/fast", valueURI="http://id.worldcat.org/fast/01014683")
- Topic
- Medical students
- Subject (fast)
(authorityURI="http://id.worldcat.org/fast", valueURI="http://id.worldcat.org/fast/01749921")
- Topic
- Mixed methods research
- Subject (fast)
(authorityURI="http://id.worldcat.org/fast", valueURI="http://id.worldcat.org/fast/00885382")
- Topic
- Curriculum planning
- Subject (fast)
(authorityURI="http://id.worldcat.org/fast", valueURI="http://id.worldcat.org/fast/00994738")
- Topic
- Leadership--Training of
- Language
- Language Term:
Text (ISO639-2B)
- English
- Origin Information
- Date Created
(keyDate="yes", encoding="w3cdtf")
- 2024
- Note
(displayLabel="Scholarly concentration")
- Medical Education
- Access Condition:
use and reproduction
(href="http://creativecommons.org/publicdomain/zero/1.0/legalcode")
- CC0 1.0 Universal (CC0 1.0)
- Access Condition:
rights statement
(href="http://rightsstatements.org/vocab/NoC-US/1.0/")
- No Copyright - United States
- Access Condition:
restriction on access
- No Rights Reserved
- Identifier:
DOI
- 10.26300/0vjq-sr12