Abstract from the AMEE Conference 2010

One of the Short Communications: Management and Leadership Education (AMEE 2010)

3/1 Making leadership education happen: a participatory action research approach to change

Lindsay Hadley, Clare Penlington and Alison Gisvold (Kent, Surrey and Sussex Deanery, London, UK)

Background: There is great hope with the field of medicine that focuses on developing all doctors as leaders is key to achieving improvements in patient experience, care and safety within today’s NHS.

Summary of work: Through gathering together a group of ‘leadership champions’ (managers and clinicians) from each hospital trust the KSS Deanery has begun regional and local communities of practice, which are focussed on translating national policy into change in practice, so as to raise the profile and effectiveness of leadership education for all doctors.

Summary of results: Leadership Champions have worked at a variety of levels to integrate leadership development in the enacted postgraduate medical curricula. These include:

  1. Developing infrastructure within local education providers.
  2. Managers and consultants working together to open new leadership learning opportunities for trainees.
  3. Trialing the adaptation of existing work-place based assessments to foreground leadership development.
  4. Providing education for trainers in how to integrate leadership development into the ways they already teach and assess trainees within the clinical setting.

Conclusions: Developing leadership education by simply making changes to the written post-graduate medical curricula will not work.  Bringing about this change can only occur by preparing and engaging educators who work in the local setting.

Take-home message: Ensuring that leadership development for all trainees does not remain a paper change in the official curriculum, but actually makes a difference to what goes on within the enacted curriculum only be achieved through multi-pronged approach, working for the practice of teaching and learning in clinical settings upwards.