LEADERSHIP IN MEDICAL EDUCATION

Name : M Alfan Hassan Kamal

Student id :2250141196

Introduction

Leadership abilities are required in any industry in the present period, but particularly in the health
sector. We as aspiring physicians and healthcare professionals frequently undervalue this
competency. Most people have trouble telling management and administration from leadership; the
former are terms used in Africa and Europe while the latter are terms used in the United States,
Canada, and Australia. There are numerous definitions of leadership, but there is a big difference
between a manager and a leader if the latter is someone who can inspire people, motivate them,
and align tactics to achieve goals for the people or systems he works with. While the manager is
someone who guides people and systems to accomplish the set goals, they do this by using problem-
solving techniques. Being a visionary in the field of medicine a leader in instructional midwives and
curriculum, assessment experts, community builders, public relations experts, budget analysts,
facility managers, special program administrators, and policy initiatives are all difficult tasks for those
in leadership in medical education.

Main Topic

There are three theories of leadership: servant theory, situational theory, and
transformational theory.
The ability to inspire others by role modeling and increasing awareness of idealized aims is
emphasized in the transformational theory, which believes that leaders inspire followers to pursue a
higher purpose or vision above their own self-interest.
The situational theory states that effective leadership requires selecting a leadership style
that complements the history of the followers or group. Depending on the followers' level of
readiness, flexible situational leadership displays the four characteristics of leading, instructing,
aiding, and delegating.
According to the servant leadership philosophy, a leader's ability to influence others
depends on their desire to serve them; servant leaders are known for their ability to listen,
empathize, accept responsibility, and actively develop the potential of others.

There is ongoing discussion on whether leaders are genetic or develop over time. Some
contend that effective leadership is a set of abilities that can and should be taught, while others assert
that talent for leadership comes naturally. However, there are techniques to cultivate leadership.
Numerous strategies have been accepted and put into practice for leadership development, including
coaching, one-on-one mentoring, action learning, and networking.
The first is mentoring, which is described as "a form of human development in which a
person invests personal time, energy, and knowledge in helping another person to grow and develop
to become the best that he or she can be," as well as "off-line assistance by one person to another in
making a significant transition in knowledge, work, and thinking."
Coaching is a second strategy for developing leadership and is intended to boost performance
in particular areas. It is goal-oriented and frequently a rather quick procedure.
The third approach is action learning, which is founded on the idea that people may gain
leadership knowledge, abilities, and attitudes by working together to solve issues at work, while
working on actual projects, and by observing and collaborating with others.
The fourth methodology, networking, can be as effective as coaching or even mentoring at
fostering leadership growth. By joining a national organization or being an active member of a
community, for example, or by engaging with and later cooperating with others who have similar
interests or aims, networking entails the development of interdependent, frequently mutually
advantageous relationships.
The provision of high-quality medical treatment depends on effective medical leadership, but
in the evolution of medical careers, technical and academic skills have traditionally been given more
respect than leadership. Individual standards fluctuate, which often causes differences in the grade of
care given to patients as well as disparities in the caliber of medical leadership among various
organizations. Additionally, there is a growing push for doctors to assume more important leadership
positions within the healthcare system. In order to achieve these objectives, physicians will need to
cultivate solid personal and professional values, a variety of non-technical leadership qualities, and a
grasp of the increasingly complex context in which healthcare is provided in the twenty-first century
All doctors must be able to take a macro view of healthcare provision and resource allocation
and comprehend the political, economic, social, and technological changes that will affect this view
throughout their careers if we are to reach a position where medical leadership is of a consistently
high standard. It won't be sufficient for doctors who want to take on increasingly important leadership
roles to only possess the knowledge, abilities, and information outlined above. A larger range of non-
technical abilities will be required of future medical leaders in order for them to be able to lead others
not only within medicine but also across professional borders. These abilities include developing and
communicating their vision, making clear goals, improving services and the healthcare system, and
negotiating effectively.

Conclusion
After reading the journal, I came to the conclusion that having the ability to lead is a very crucial trait
for members of the healthcare profession, including medical students, because both our ability to
deliver high-quality healthcare and our leadership skills are requirements for those of us who are now
working in healthcare or who aspire to work in it. In addition to having strong academic and clinical
backgrounds, doctors need to start early in their careers developing a set of knowledge, abilities, and
attitudes that will allow them to participate and lead in a setting that is extremely complicated and
changing quickly. This can't just happen; it needs to be the result of the combined efforts of every
doctor, their employer, and the institution as a whole.
Refrence

Burgess Anette,Roberts Chris,and Mellis Craig,Diggle van Christie.Leadership in Healthcare

education.BMC Medical Education,2020;20:456

Chen Ying Tsung.Medical Leadership: An important and required competency for medical
student.Tzu Chi Medical Journal,2018;30:66-70

Matthews H Jacob,Morley L Gabriella,Crossley Eleanor,Bhanderi Shivam.Teaching Leadership:the

Medical Student Society Model,2017;15:145-150