Exploring Learner Perceptions of Undergraduate Medical Leadership Training at the University of Ottawa
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Abstract
Objectives: “Leader” is one of the intrinsic CanMed roles. Currently, the University of Ottawa the leadership curriculum is being revised for improvement. Here, we gather medical students’ attitudes on the leadership training including formal lecture content, elective, and extra-curricular opportunities.
Methods: An optional, anonymous, internet-based, 27-item survey was administered to all students from the MD2021-2024 graduating years. This survey explored four major themes: 1) self-identified leadership competencies, 2) leadership training satisfaction, 3) opportunities to enhance leadership curriculum and 4) interest in additional leadership training.
Results: 67 students participated in this survey. Overall, the majority of participants agreed or strongly agreed that as a result of their pre-clerkship leadership education, they were confident in their “communication skills” (77%), “capacity to influence others” (64%), “manage conflict” (68%), “provide” (68%) and “utilize feedback” (84%), and “recognize their strengths” (82%) and “areas of growth” (75%). Moreover, 66% of participants were content with the access to extracurricular leadership opportunities. Regarding areas of improvement, respondents supported the incorporation of leadership workshops (78%), simulated learning (80%) and conversion of large didactic lectures to small group discussions (80%) to enhance the current curriculum. Conversely, students did not support the use of online resources (74%). Major themes identified from qualitative feedback included additional emphasis on conflict management and opportunities to practice learned leadership skills.
Conclusion: Medical trainees endorse alternative means of leadership training through experiential and small group learning. This feedback will guide decisions to optimize the leadership curriculum learning experience.
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Objectifs : Le terme « leader » représente l’une des compétences professionnelles clés décrites dans les rôles CanMEDS. Actuellement, le programme de leadership de l’enseignement médical de premier cycle de l’Université d’Ottawa est en cours de révision afin d’améliorer l’expérience des étudiants et la qualité de l’apprentissage. Ici, nous recueillons les attitudes des étudiants en médecine sur le programme, y compris le contenu des cours magistraux obligatoires, les cours facultatifs et les opportunités extrascolaires afin d’éclairer les changements futurs.
Méthodes : Un sondage en ligne facultatif, anonyme, comprenant 27 questions, a été administré aux étudiants des cohortes de doctorat en médecine diplômant entre 2021 et 2024. Ce sondage a exploré quatre thèmes principaux : 1) les compétences en leadership auto-identifiées, 2) la satisfaction de la formation en leadership et 3) les opportunités pour améliorer le curriculum de leadership.
Résultats : Sur 640 étudiants éligibles, 67 individus (taux de réponse de 10 %) ont participé à ce sondage. Dans l’ensemble, la majorité des participants étaient d’accord ou tout à fait d’accord pour dire qu’à la suite de leur formation en leadership préexternat, ils avaient confiance en leurs « compétences en communication » (n= 51, 77%), leur « capacité à influencer les autres » (n= 43, 64%), à « gérer les conflits » (n= 45, 68%), à « fournir » (n= 45, 68%) et à « utiliser la rétroaction » (n= 56, 84%), et à « reconnaître leurs forces » (n= 55, 82%) et leurs « domaines de croissance » (n= 50, 75%). Concernant les domaines d’amélioration, les répondants ont soutenu l’incorporation d’ateliers sur le leadership, l’apprentissage par simulation et la conversion de grandes conférences didactiques en discussions en petits groupes afin d’améliorer le programme actuel. En revanche, les étudiants ne sont pas favorables à l’utilisation de ressources en ligne. Les themes majeurs identifiés à partir des commentaires qualitatifs incluaient davantage d’apprentissage expérientiel par le biais de discussions en petits groupes, d’ateliers et d’opportunités de mettre en pratique les compétences de leadership acquises.
Conclusion : Les données recueillies dans le cadre de cette étude suggèrent que le programme d’études actuel fournit un enseignement significatif, mais qu’il est possible de l’optimiser davantage. En particulier, le passage à l’apprentissage en petits groupes pourrait être préféré au programme actuel. Ce retour d’information guidera les décisions visant à optimiser l’expérience d’apprentissage du programme d’études en leadership.
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