ABSTRACT
BACKGROUND: A leadership development programme (The Health Leadership School) was launched in 2018 for junior doctors and medical students in Norway. OBJECTIVE: To study participants' experiences and self-assessed learning outcomes, and if there were any differences in outcome among participants who met face-to-face versus and those who had to complete half of the programme in a virtual classroom due to the COVID-19 pandemic. METHODS: Participants who completed The Health Leadership School in 2018-2020 were invited to respond to a web-based questionnaire. RESULTS: A total of 33 (83%) out of 40 participants responded. The majority of respondents (97%) somewhat agreed or strongly agreed that they had gained knowledge and skills they did not learn in medical school. Respondents reported a high learning outcome for most competency domains, and there was no difference in outcome when comparing scores of those who met face-to-face versus and those who had to complete half of the programme in a virtual classroom. Among participants who participated in virtual classroom sessions due to the COVID-19 pandemic, the majority agreed that the programme could be run as a combination of face-to-face and virtual sessions. CONCLUSION: This brief report suggests that leadership development programmes for junior doctors and medical students can be run in-part using virtual classroom sessions, but that face-to-face sessions are important to foster relational and teamwork skills.
Subject(s)
COVID-19 , Leadership , Humans , COVID-19/epidemiology , Pandemics , Learning , Norway/epidemiologyABSTRACT
[...]they may not always have the priority they merit on every leadership agenda, both during the COVID-19 crisis and in normal times. [...]the leadership challenges of addressing the socially structured health disparities may not have received the research attention they deserve. [...]a black or Asian female leader can be judged negatively for behaviours that are acceptable or even valued in a white male leader.8 9 In response to these challenges, we will shine a light on diversity and inclusion and we will broaden and change ideas of leaders and leadership. In a recent article in BMJ Leader, Gilmartin et al focus on diversity and gender balance among leaders as an important organisational capacity, and offer tangible advice on how this capacity can be developed.10 Gender diversity in leadership can be enhanced through the combination of mentorship, talent management, training and network opportunities, improvements to advertising, interview panel diversity and succession planning.8 Talent needs to be nurtured, and organisations need policies for inclusion and talent management that embraces and promotes diversity. Leadership development programs for physicians: a systematic review.