Im Ji Hyun, Choi Hyoseon, Kang Wha Sun, Kim Eun Key, Lee Dong Hyeon
SLICE center for Faculty Development, College of Medicine, The Catholic University of Korea, Seoul, Korea.
Department of Medical Education, Chosun University College of Medicine, Gwangju, Korea.
Korean J Med Educ. 2025 Sep;37(3):319-330. doi: 10.3946/kjme.2025.344. Epub 2025 Aug 28.
Leadership in healthcare is vital, but it remains fragmented within medical school curricula. It is often confined to isolated courses lacking cohesive integration. Using the Medical Leadership Competency Framework (MLCF), this study examines leadership curricula and competencies in Korean medical schools, providing a foundation for educational strategies that enhance leadership development.
We conducted survey among professors responsible for leadership education in medical schools. Our questionnaire assessed leadership competencies and curriculum content. We analyzed responses from 34 medical schools using frequency and content analysis.
Leadership-related content in institutional missions, educational objectives, and graduation competencies predominantly aligned with MLCF domains 1 and 2. Leadership courses were primarily offered at the premedical and medical stages, with a strong emphasis on these domains. However, perceptions of the necessity of leadership subcompetencies varied by educational stage, with most considered essential during clinical clerkships. High priority competencies included domains 1 and 2, particularly 2.2 (building and maintaining relationships), 2.4 (working within teams) and 1.4 (acting with integrity). While 61.8% of respondents intended to develop leadership curricula, they emphasized the need to define medical leadership within the Korean context, specify leadership competencies, and design tailored curricula.
This study underscores the need for medical leadership education and the development of competency-based curricula that reflect Korea's healthcare landscape. A well-integrated leadership curriculum can better equip medical students to become future healthcare leaders.
医疗保健领域的领导力至关重要，但在医学院课程中仍较为分散。它通常局限于缺乏连贯整合的孤立课程。本研究使用医学领导力能力框架（MLCF），审视韩国医学院校的领导力课程与能力，为加强领导力发展的教育策略奠定基础。
我们对医学院负责领导力教育的教授进行了调查。我们的问卷评估了领导力能力和课程内容。我们使用频率分析和内容分析对34所医学院的回复进行了分析。
机构使命、教育目标和毕业能力中与领导力相关的内容主要与MLCF的第1和第2领域一致。领导力课程主要在医学预科和医学阶段开设，且重点强调这些领域。然而，对领导力子能力必要性的认知因教育阶段而异，大多数人认为在临床实习期间这些能力至关重要。高优先级能力包括第1和第2领域，特别是2.2（建立和维护关系）、2.4（团队协作）和1.4（正直行事）。虽然61.8%的受访者有意开发领导力课程，但他们强调需要在韩国背景下界定医学领导力、明确领导力能力并设计量身定制的课程。
本研究强调了医学领导力教育的必要性以及开发反映韩国医疗保健格局的基于能力的课程的必要性。一个整合良好的领导力课程能够更好地使医学生具备成为未来医疗保健领导者的能力。
