Medical education leadership (original) (raw)

doctors are no exception. Internationally, doctors are being called upon to take more active engagement in the leadership and management of clinical services, which has led to an increased emphasis on ensuring that medical students ' learn leadership ' in their undergraduate programmes. This requires medical educators to be much more aware not only of the practice of leadership as it relates to their educational work, but also of planning and delivering education that includes leadership concepts and examples. In this chapter we focus specifi cally on medical educational leadership, but many articles and books on general leadership (drawn mainly from industry) and educational leadership (particularly in the schools sector) and a growing literature on clinical leadership are all highly relevant to medical education, which straddles both education/training and health services. A massive leadership literature has growing emphasis on whether (and if so, what) specifi c qualities, attributes, knowledge or skills are most effective in different organizational and professional contexts. Identifying specifi c issues, challenges and opportunities in medical education helps to strengthen capacity of organizations, improve individual leaders ' performance and enhance the experience for those who work within organizations and our clients or customers (i.e. students and the end users of medical education: patients). Medical education leadership involves: • Roles played out in a highly visible, regulated and complex environment: a ' crowded stage ' • Working across boundaries and organizations (higher [tertiary] education environments, community settings and complex health services) continually in a state of fl ux and reconfi guration • Producing highly skilled, socially accountable professionals. 42 Chapter Leadership theory Key features Indicative theorists Relational leadership Emerged from human relations movement. Leaders motivate through facilitating individual growth and achievement. Binney et al 2004 Servant leadership Leader serves to serve fi rst, then aspires to lead; concept of stewardship is important. Greenleaf 1977 Situational leadership Leadership behaviour needs to adapt to readiness or developmental stage of individuals or the group, e.g. directing, coaching, supporting, delegating. Attention equally on task, team, individual.