Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada.
IWK Health, Halifax, Nova Scotia, Canada.
Med Educ. 2023 Aug;57(8):753-760. doi: 10.1111/medu.15025. Epub 2023 Feb 14.
Despite being recognised as a key physician competency, leadership development is an area of improvement especially in undergraduate medical education. We sought to explore the lived experience of leaders who served in elected, representative roles during their time in medical school.
We used a hermeneutic phenomenological approach to uncover the essence of the medical student leader experience. From late 2020 to early 2021, we interviewed 12 medical residents who served in elected leadership roles from 2015 to 2019. Each participant graduated from a different Canadian medical school. We deliberately chose a limited and historic time period in order for participants to be able to reflect on their past experiences while accounting for differences in the medical student leadership experience over time. We then engaged in a reflexive thematic analysis to generate the final themes.
We identified the following five themes: (i) living with busyness, (ii) the role of faculty mentorship and support, (iii) competing demands of leadership, (iv) medical student leadership as enriching and (v) creating better physicians. Though demanding, medical student leadership was found to be rewarding and particularly key in the development of a more well-rounded physician. Furthermore, being well supported by faculty contributed to an overall positive leadership experience.
In addition to describing the hardships and rewards that make up their experience, this study suggests that medical student leadership can enhance core physician competencies. The findings also support the notion that faculties have an important role to play in supporting medical student leaders.
尽管领导力被认为是医师的一项关键能力，但领导力的发展，尤其是在本科医学教育中，仍有很大的提升空间。我们试图探索在医学院期间担任过选举产生的代表角色的领导者的亲身经历。
我们采用了一种解释学的现象学方法，以揭示医学生领导者经历的本质。从 2020 年底到 2021 年初，我们采访了 12 名曾在 2015 年至 2019 年期间担任选举领导职务的住院医师。每位参与者都毕业于加拿大不同的医学院。我们故意选择了一个有限的历史时期，以便参与者能够反思他们的过去经历，同时考虑到随着时间的推移，医学生领导力经历的差异。然后，我们进行了反思性主题分析，以生成最终主题。
我们确定了以下五个主题：（i）忙碌的生活，（ii）教师指导和支持的作用，（iii）领导力的竞争需求，（iv）医学生领导力的丰富性，以及（v）培养更好的医生。尽管具有挑战性，但医学生领导力被发现是有回报的，特别是在培养更全面的医生方面。此外，得到教师的良好支持有助于整体积极的领导力体验。
除了描述构成他们经历的困难和回报之外，这项研究表明，医学生领导力可以增强核心医师能力。研究结果还支持这样一种观点，即教师在支持医学生领导者方面发挥着重要作用。
