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This study aims to formulate a consensus on primary care physicians’ leadership competencies tailored to Indonesia’s rural and remote health systems using the LEADS framework. Effective physician leaders are essential in these settings; however, many physicians lack the necessary leadership qualifications due to insufficient training. From a medical education perspective, this issue is further compounded by the lack of consensus on leadership course content.

The study used a mixed-method approach with a concurrent triangulation strategy. Concurrently, a two-round Delphi study and qualitative interviews were conducted. The Delphi study involved academics, rural and remote primary care physicians, intern doctors (similar to house officers), clerks and medical students and used descriptive analysis. Semi-structured interviews, guided by an interview guide, were analysed using inductive thematic analysis.

From the initial 62 LEADS framework statements, the authors identified 52 physician leadership attributes in round 1 and 41 attributes in round 2. Qualitative interviews revealed three main themes: the significance of physician leadership, the physician leadership curriculum and its potential and impact.

The study established consensus and provided scholarly insights into the leadership development necessary for primary care physicians in rural and remote areas. This is essential for developing Indonesia’s medical leadership curriculum, with the ultimate goal of improving health outcomes in these settings.

This study aims to examine how an educational intervention, using the lens of the LEADS framework, can influence the development of primary care doctors’ leadership skills in Aceh, Indonesia. In order to persevere in the face of inadequate resources and infrastructure, particularly in rural and remote settings of low- and middle‐income countries, physicians require strong leadership skills. However, there is a lack of information on leadership development in these settings.

This study applied an educational intervention consisting of a two-day workshop. The authors evaluated the impact of the workshop on participants’ knowledge and skill by combining quantitative pre- and post-intervention questionnaires (based on Levels 1 and 2 of Kirkpatrick’s model) with qualitative post-intervention in-depth interviews, using a phenomenological approach and thematic analysis.

The workshop yielded positive results, as evidenced by participants’ increased confidence to apply and use the information and skills acquired during the workshop. Critical success factors were as follows: participants were curiosity-driven; the use of multiple learning methodologies that attracted participants; and the use of authentic scenarios as a critical feature of the program.

The intervention may offer a preliminary model for improving physician leadership skills in rural and remote settings by incorporating multiple teaching approaches and considering local cultural norms.

While prevalence and value of nonclinical hospital workers, like quality or education professionals, increase, their work engagement is understudied. Work engagement of nonclinical and clinical hospital workers is critical considering the pressure of major challenges in healthcare. The pandemic was a natural experiment for this.

We conducted an observational survey study among all nonclinical and clinical hospital workers of the Jeroen Bosch Hospital, the Netherlands. In an employee satisfaction survey, we measured work engagement under acute pressure (just after the first COVID-19 wave in July 2020) and chronic pressure (within the second COVID-19 wave in November 2020) and to what extent psychological demands and co-worker support were related to work engagement.

For all hospital staff, “average” levels of work engagement were found under acute (response rate 53.9%, mean 3.94(0.81)) and chronic pressure (response rate 34.0%, mean 3.88(0.95)). Under acute pressure, nonclinical hospital workers scored lower on the subcategory dedication than clinical workers (mean 4.28(1.05) vs mean 4.45(0.99), p < 0.001). Under chronic pressure, no differences were found. For both nonclinical and clinical hospital workers, co-worker support was positively related to overall work engagement (beta 0.309 and 0.372). Psychological demands were positively related to work engagement for nonclinical hospital workers (beta 0.130), whereas in clinical hospital workers, psychological demands were negatively related to vigor (beta −0.082).

Hospitals face times of pressure. Fostering co-worker support under pressure may be vital for hospital management.

Work engagement of nonclinical hospital workers is understudied.

During the last few years there has been an increase of interest in work-based learning (WBL), which can be understood as a process of both developing workplace skills and promoting labor force productivity. This paper aims to map the scientific landscape related to WBL research worldwide.

combined bibliometrics and network analysis techniques to analyze data of scientific publications related to WBL indexed at the Web of Science (WoS) Core Collection.

results show an increase of publications over time: Education & Educational Research as the most frequent research area to which the articles were assigned, the UK and Australia as the main countries and Monash University (Australia) and Middlesex University (England) as the main organizations producing knowledge on WBL.

By offering a global scientific landscape of WBL research published so far, the authors aimed to contribute to future academic debates and studies in this field of knowledge.