Critical route for development of medical student leadership competencies in 35 Pan American Health Organization member states: A scoping review and thematic analysis.

Autor: Rodríguez-Feria P; Faculty of Health, Medicine and Life Sciences, Department of International Health, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands.; Facultad de Medicina, Departamento de Salud Pública, Universidad de los Andes, Bogota, Colombia., Paric M; Faculty of Health, Medicine and Life Sciences, Department of International Health, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands., Flórez LJH; Facultad de Medicina, Departamento de Salud Pública, Universidad de los Andes, Bogota, Colombia.; Program in Public Health, Schools of Medicine and Government, Universidad de Los Andes, Bogota, Colombia., Babich S; Faculty of Health, Medicine and Life Sciences, Department of International Health, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands.; Department of Community and Global Health, Indiana University Richard M. Fairbanks School of Public Health, Indianapolis, Indiana, USA., Czabanowska K; Faculty of Health, Medicine and Life Sciences, Department of International Health, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands.; Faculty of Health Sciences, Department of Health Policy and Management, Institute of Public Health, Jagiellonian University, Krakow, Poland.
Jazyk: angličtina
Zdroj: The International journal of health planning and management [Int J Health Plann Manage] 2024 May; Vol. 39 (3), pp. 844-859. Date of Electronic Publication: 2024 Mar 04.
DOI: 10.1002/hpm.3791
Abstrakt: The Pan American Health Organization has been committed to training physicians in leadership competencies since 2008. However, four reviews on teaching leadership using competency-based education in undergraduate medical education (UME) identified only two of 35 MS: Canada and the USA. Previous reviews did not use a systemic approach or qualitative methodology to explore factors influencing leadership education. Therefore, this review aims to identify facilitating and inhibiting factors in teaching leadership in UME using a scoping review and thematic analysis. Six databases containing grey and indexed literature in English, Spanish, and Portuguese were searched, including a hand search and authors' consultations. Forty-eight documents out of 7849 were selected based on eligibility criteria. Braun and Clarke's thematic analysis guide was used, identifying eight themes: curriculum, intended learning outcomes, teaching methods, assessment, addressing barriers, supporting organisational change, building networks, and developing expertise. Considering these themes, the authors propose a critical route for teaching leadership in UME in the Americas. First, institutional design should consider governance gaps, such as having national and international policies for leadership training in UME with inter-professional, trans-professional, and citizen-focused approaches. There is a pressing need to provide leadership training for physicians and other professionals from government, academia, non-governmental organisations, hospitals, and national and international organisations whose missions are related to health or education. Networking opportunities for stakeholders in leadership education and teacher training is also essential. Second, instructional design reveals knowledge-do gaps in member states (MS) when incorporating leadership into the medical curriculum. This includes using leadership frameworks, defining learning outcomes, and employing assessment and monitoring tools for leadership education. Mechanisms to reduce these gaps in MS include the Equator Network and Evidence-Informed Policy Networks fostering knowledge translation and governance.
(© 2024 The Authors. The International Journal of Health Planning and Management published by John Wiley & Sons Ltd.)
Databáze: MEDLINE
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