Judy McKimm, David Rankin, Phillippa Poole, Tim Swanwick and Mark Barrow
Doctors are seen as key to embedding health improvement and patient safety initiatives and there has been much international debate over how best to engage doctors in healthcare…
Abstract
Doctors are seen as key to embedding health improvement and patient safety initiatives and there has been much international debate over how best to engage doctors in healthcare leadership and management. This paper explores the current focus on leadership development programmes for doctors through taking a comparative approach to initiatives in New Zealand and the UK. It also considers the challenges to embedding leadership development programmes at all levels of training, education and continuing professional development and highlights some of the implications arising from the two approaches.
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Louise Stoll, Tim Swanwick, Julia Foster‐Turner and Fiona Moss
An innovative programme of “Darzi” Fellowships in Clinical Leadership provides doctors in postgraduate training with a unique opportunity to engage in improving systems of health…
Abstract
Purpose
An innovative programme of “Darzi” Fellowships in Clinical Leadership provides doctors in postgraduate training with a unique opportunity to engage in improving systems of health care and develop their capability as future clinical leaders. The purpose of this paper is to report an impact evaluation of the programme, highlighting transferable design principles.
Design/methodology/approach
Qualitative and quantitative data were used iteratively and included a review of literature, analysis of background documents and internal evaluation results, face‐to‐face and telephone interviews, observation of educational events, online questionnaires and representative case studies.
Findings
Impact was found at the level of the fellows' learning, their organisations and the wider health system. Identified influencing factors included: clarity of purpose and aims, mutuality of workplace and external learning, learning for transformational change, ambitious but “do‐able” projects, a committed and learning‐oriented sponsor, a supportive organisational culture, high‐quality mentoring, a network of supportive peers, diversity of participants, ongoing monitoring and adaptation, planning for sustainability and the tracking of impact over time.
Research limitations/implications
The extent to which results are generalisable needs to be considered within the constraints of this programme evaluation.
Practical implications
The “Darzi” Fellowship programme is effective and impactful, spawning clinical leadership development throughout a wider system. Whole system engagement of trainee doctors in leadership will require more than a Fellowship programme alone, but it is a start.
Originality/value
The evaluation adds to what we know about leadership development generally and provides a rare study in the medical context generating helpful principles for the design of leadership development programmes, particularly in the clinical setting.
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Non-dominant voices have been further marginalised in the most recent national curriculum in England (DfE, 2014), and those working across the English teaching profession often…
Abstract
Purpose
Non-dominant voices have been further marginalised in the most recent national curriculum in England (DfE, 2014), and those working across the English teaching profession often find the subject framed according to narrow, assessment-driven models and prescribed skill sets. This paper aims to bring together two perspectives on the importance of literacy education that remains rooted in young people’s everyday experiences of place.
Design/methodology/approach
Chapman is a newly qualified secondary English teacher. She will share examples taken from her own classroom practice of the ways in which she has responded to stories told by young people about the places in which they live.
Findings
Jones is a tutor of initial teacher education (ITE). She suggests that Chapman’s approach provides persuasive exemplification of how engagement with alternatives to a dominant view of literacy should remain a key objective for those working with beginning teachers of English.
Originality/value
For Chapman’s students, urban legends are powerful texts which offer the means to explore what we do when we tell stories, both inside and outside the English classroom. As will be shown, such stories are telling examples of the resources young people can bring to critical literacy learning in current classrooms. In the context of the dominance of a narrow, mandated experience of English as a subject, the imperative becomes even greater to recognise stories such as those shared by Chapman’s students as opportunities for authentic, creative and critical engagement with text.
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Sandra Turner, Ming-Ka Chan, Judy McKimm, Graham Dickson and Timothy Shaw
Doctors play a central role in leading improvements to healthcare systems. Leadership knowledge and skills are not inherent, however, and need to be learned. General frameworks…
Abstract
Purpose
Doctors play a central role in leading improvements to healthcare systems. Leadership knowledge and skills are not inherent, however, and need to be learned. General frameworks for medical leadership guide curriculum development in this area. Explicit discipline-linked competency sets and programmes provide context for learning and likely enhance specialty trainees’ capability for leadership at all levels. The aim of this review was to summarise the scholarly literature available around medical specialty-specific competency-based curricula for leadership in the post-graduate training space.
Design/methodology/approach
A systematic literature search method was applied using the Medline, EMBASE and ERIC (education) online databases. Documents were reviewed for a complete match to the research question. Partial matches to the study topic were noted for comparison.
Findings
In this study, 39 articles were retrieved in full text for detailed examination, of which 32 did not comply with the full inclusion criteria. Seven articles defining discipline-linked competencies/curricula specific to medical leadership training were identified. These related to the areas of emergency medicine, general practice, maternal and child health, obstetrics and gynaecology, pathology, radiology and radiation oncology. Leadership interventions were critiqued in relation to key features of their design, development and content, with reference to modern leadership concepts.
Practical implications
There is limited discipline-specific guidance for the learning and teaching of leadership within medical specialty training programmes. The competency sets identified through this review may aid the development of learning interventions and tools for other medical disciplines.
Originality/value
The findings of this study provide a baseline for the further development, implementation and evaluation work required to embed leadership learning across all medical specialty training programmes.