Lyons Oscar, Su'a Bruce, Locke Michelle, Hill Andrew
Research Fellow, South Auckland Clinical Campus, University of Auckland, Auckland; Doctoral Candidate, The Nuffield Department of Surgery, University of Oxford, United Kingdom.
Research Fellow and Doctoral Candidate, South Auckland Clinical Campus, University of Auckland, Auckland.
N Z Med J. 2018 Jan 19;131(1468):75-84.
Leadership is increasingly being recognised as an essential requirement for doctors. Many medical schools are in the process of developing formal leadership training programmes, but it remains to be elucidated what characteristics make such programmes effective, and to what extent current programmes are effective, beyond merely positive learner reactions. This review's objective was to investigate the effectiveness of undergraduate medical leadership curricula and to explore common features of effective curricula.
A systematic literature search was conducted. Articles describing and evaluating undergraduate medical leadership curricula were included. Outcomes were stratified and analysed according to a modified Kirkpatrick's model for evaluating educational outcomes.
Eleven studies met inclusion criteria. Leadership curricula evaluated were markedly heterogeneous in their duration and composition. The majority of studies utilised pre- and post- intervention questionnaires for evaluation. Two studies described randomised controlled trials with objective measures. Outcomes were broadly positive. Only one study reported neutral outcomes.
A wide range of leadership curricula have shown subjective effectiveness, including short interventions. There is limited objective evidence however, and few studies have measured effectiveness at the system and patient levels. Further research is needed investigating objective and downstream outcomes, and use of standard frameworks for evaluation will facilitate effective comparison of initiatives.
领导力日益被视为医生的一项基本要求。许多医学院校正在制定正式的领导力培训计划，但哪些特征能使这些计划有效，以及目前的计划在何种程度上有效（不仅仅是学习者的积极反馈），仍有待阐明。本综述的目的是调查本科医学领导力课程的有效性，并探索有效课程的共同特征。
进行了系统的文献检索。纳入描述和评估本科医学领导力课程的文章。根据改良的柯克帕特里克教育成果评估模型对结果进行分层和分析。
11项研究符合纳入标准。所评估的领导力课程在时长和构成上明显异质。大多数研究使用干预前后问卷进行评估。两项研究描述了采用客观指标的随机对照试验。结果总体呈阳性。只有一项研究报告了中性结果。
广泛的领导力课程已显示出主观有效性，包括短期干预。然而，客观证据有限，很少有研究在系统和患者层面衡量有效性。需要进一步研究调查客观和下游结果，使用标准评估框架将有助于对各项举措进行有效比较。
