RESUMEN
The need for effective leadership by physicians is clear, yet the design/delivery of curricula, and assessment of leadership competencies, in Undergraduate Medical Education (UGME) continues to need work. In reappraising their UGME assessment strategies, the Medical Council of Canada (MCC) invited position papers across diverse lenses, including the CanMEDS Intrinsic Roles. This article is foundational work derived from the report on leadership assessment to the MCC. Using Kern's Model of Curriculum development as a guide, we reviewed the landscape of Canadian UGME leadership education through an environmental scan of the published and grey literature, Canadian leadership frameworks and resources, and consultation with learner and faculty leadership. Leadership education across programs was highly variable and learners were often unaware of available opportunities. In response, we have suggested processes for curricular development, including strategies for key content, teaching and assessment, and program evaluation considerations. Leadership education cannot remain another checkbox on a list of UGME experiences. Such training necessitates focused attention and investment to foster ongoing identity formation toward becoming a good doctor.
Même si le besoin d'un leadership médical efficace est clair, la conception et l'implantation d'un cursus et de stratégies d'évaluations sur la compétence de leadership en éducation médicale prédoctorale demeure à optimiser. Dans le cadre de l'examen de ses stratégies d'évaluation de la formation médicale prédoctorale, le Conseil médical du Canada (CMC) a sollicité des énoncés de position portant sur divers aspects, y compris sur les rôles CanMEDS intrinsèques. Cet article s'appuie sur la soumission des auteurs concernant l'évaluation du leadership faite pour le CMC. Prenant le modèle de développement de cursus de Kern comme guide, nous avons examiné le paysage de l'enseignement du leadership dans la formation prédoctorale au Canada par le biais d'une analyse environnementale de la littérature scientifique et grise, des cadres et des ressources de leadership canadiens et d'une consultation avec des leaders parmi les étudiants et le corps professoral. L'enseignement du leadership dans les programmes est très variable et bien souvent, les apprenants ne sont pas au courant des possibilités offertes. En conséquence, nous suggérons des processus d'élaboration de cursus, y compris des stratégies d'enseignement en lien avec les sujets importants, l'enseignement, l'évaluation des apprenants et l'évaluation de programme. La formation au leadership ne peut pas demeurer un élément de la liste «à faire¼ pour l'éducation médicale prédoctorale. Une telle formation nécessite une attention et un investissement ciblés afin de favoriser la construction continue de l'identité de futurs bons médecins.
RESUMEN
Purpose This paper aims to describe the evolution of Sanokondu, highlighting the rationale, achievements and lessons learnt from this initiative. Sanokondu is a multinational community of practice dedicated to fostering health-care leadership education worldwide. This platform for health-care leadership education was conceived in 2014 at the first Toronto International Summit on Leadership Education for Physicians (TISLEP) and evolved into a formal network of collaborators in 2016. Design/methodology/approach This paper is a case study of a multinational collaboration of health-care leaders, educators, learners and other stakeholders. It describes Sanokondu's development and contribution to global health-care leadership education. One of the major strategies has been establishing partnerships with other educational organizations involved in clinical leadership and health systems improvement. Findings A major flagship of Sanokondu has been its annual TISLEP meetings, which brings various health-care leaders, educators, learners and patients together. The meetings provide opportunities for dialog and knowledge exchange on leadership education. The work of Sanokondu has resulted in an open access knowledge bank for health-care leadership education, which in addition to the individual expertise of its members, is readily available for consultation. Sanokondu continues to contribute to scholarship in health-care leadership through ongoing research, education and dissemination in the scholarly literature. Originality/value Sanokondu embodies the achievements of a multinational collaboration of health-care stakeholders invested in leadership education. The interactions culminating from this platform have resulted in new insights, innovative ideas and best practices on health-care leadership education.