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Learning to Lead in Medical Education: Experiential Learning to Improve Leadership Skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning to Lead in Medical Education: Experiential Learning to Improve Leadership Skills./
Author:	Ahmad, Amina Syeda.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	167 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-01, Section: B.
Contained By:	Dissertations Abstracts International83-01B.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28645851
ISBN:	9798522934736

Learning to Lead in Medical Education: Experiential Learning to Improve Leadership Skills.
Ahmad, Amina Syeda.

Learning to Lead in Medical Education: Experiential Learning to Improve Leadership Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 167 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: B.

Thesis (Ed.D.)--College of Saint Mary, 2021.

This item must not be sold to any third party vendors.

Formal leadership courses and self-directed learning are not adequately addressing the leadership gap in medical education. There is a realization that learning leadership skills is beyond classroom teaching and requires leaders to engage in experiential learning, take up challenging tasks at the workplace, and participate in communities of practice (CoP). This phenomenological study aims to discover the work-based experiential learning experiences of physicians as medical education leaders, the challenging tasks that help them hone their leadership skills, the work-based opportunities enabling them to achieve results, and the contribution of communities of practice in solving leadership problems at a large private medical college. Seven physician leaders were selected based on convenience sampling for one-on-one interviews. The qualitative data was analyzed manually by using the Stevick-Colaizzi-Keen method. Four main themes emerged, namely: Work-based experiential learning opportunities, challenging tasks, achieving results as a leader, and CoP impacting leadership skills were considered to have a major influence on leaders' effectiveness in the medical education milieu. The results suggest that there is no shortcut to work-based experience and it can transform leaders by giving them hands-on training in leadership skills that can achieve results. To fill the leadership gap in medical education institutions, physician leaders should be given a variety of on-the-job leadership opportunities such as involvement in challenging tasks to prepare them for the professional problems. To prevent leaders' burnout, the institutions must create professional platforms in the form of CoP to give them identity and emotional support.

ISBN: 9798522934736Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Achieving results

Learning to Lead in Medical Education: Experiential Learning to Improve Leadership Skills.
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245 1 0 $a Learning to Lead in Medical Education: Experiential Learning to Improve Leadership Skills.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 167 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-01, Section: B.
500 $a Advisor: Preisman, Kristi.
502 $a Thesis (Ed.D.)--College of Saint Mary, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Formal leadership courses and self-directed learning are not adequately addressing the leadership gap in medical education. There is a realization that learning leadership skills is beyond classroom teaching and requires leaders to engage in experiential learning, take up challenging tasks at the workplace, and participate in communities of practice (CoP). This phenomenological study aims to discover the work-based experiential learning experiences of physicians as medical education leaders, the challenging tasks that help them hone their leadership skills, the work-based opportunities enabling them to achieve results, and the contribution of communities of practice in solving leadership problems at a large private medical college. Seven physician leaders were selected based on convenience sampling for one-on-one interviews. The qualitative data was analyzed manually by using the Stevick-Colaizzi-Keen method. Four main themes emerged, namely: Work-based experiential learning opportunities, challenging tasks, achieving results as a leader, and CoP impacting leadership skills were considered to have a major influence on leaders' effectiveness in the medical education milieu. The results suggest that there is no shortcut to work-based experience and it can transform leaders by giving them hands-on training in leadership skills that can achieve results. To fill the leadership gap in medical education institutions, physician leaders should be given a variety of on-the-job leadership opportunities such as involvement in challenging tasks to prepare them for the professional problems. To prevent leaders' burnout, the institutions must create professional platforms in the form of CoP to give them identity and emotional support.
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650 4 $a Social research. $3 2122687
650 4 $a Skills. $3 3221615
650 4 $a Innovations. $3 754112
650 4 $a Clinical competence. $3 836059
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650 4 $a Knowledge. $3 872758
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