Abstract
The unprecedented innovations implemented in response to the COVID-19 pandemic confirmed that rapid and successful innovations to health professions education (HPE) and health care are achievable. The pandemic accelerated calls to improve the learning and working environments for all engaged in health care and HPE, where unacceptable levels of stress and burnout were evident even before the pandemic. Contemporary concepts of leadership emphasize distributed collective approaches that focus on developing others to achieve change and innovation, whilst thriving in their workplace. Leadership development is a process that requires considerable time, commitment, and planning across intrapersonal, interpersonal, organizational, and systems dimensions. Currently, educational leadership in HPE is in a position to utilize the insights and experiences of the recent past to create the much heralded, but, as yet unattained, improved future for students, trainees, faculty, clinical teachers, healthcare providers, and patients. Given the inextricable link between education and healthcare provision, investment in educational leadership development in HPE across all levels of training and practice is likely to translate into significant gains in productivity of the healthcare workforce and improved patient care. It is incumbent upon the educational leadership in HPE today to develop the educational leadership of the future. Prioritization, investment, and a renewed focus on a culture of psychological safety and purpose for those at the forefront of health care and education is urgently required from leaders now, to ensure an improved future. The dearth of research on educational leadership development in HPE, and more broadly, confirms that it is a rich area for scholarly enquiry.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Allen LM, Palermo C, Armstrong E, Hay M. Categorising the broad impacts of continuing professional development: a scoping review. Med Educ. 2019;53(11):1087–99.
Arnetz JE, Goetz CM, Arnetz BB, Arble E. Nurse reports of stressful situations during the COVID-19 pandemic: qualitative analysis of survey responses. Int J Environ Res Public Health. 2020;17(21):8126. https://doi.org/10.3390/ijerph17218126.
Bendermacher GWG, Dolmans DHJM, de Grave WS, oude Egbrink MGA. Advancing quality culture in health professions education: experiences and perspectives of educational leaders. Adv Health Sci Educ. 2021;26:467–87. https://doi.org/10.1007/s10459-020-09996-5.
Bong HE. Understanding moral distress: how to decrease turnover rates of new graduate pediatric nurses. Pediatr Nurs. 2019;45(3):109–14.
Boostel R, Felix JVC, Bortolato-Major C, Pedrolo E, Vayego SA, Mantovani MF. Stress of nursing students in clinical simulation: a randomized clinical trial. Rev Bras Enferm. 2018;71(3):967–74. https://doi.org/10.1590/0034-7167-2017-0187.
Cavanaugh JC. Who will lead? The success of succession planning. J Man Pol Pract. 2017;18(2):22–7.
Chunharas S, Davies SC. Leadership in health systems: a new agenda for interactive leadership. Health Syst Reform. 2016;2(3):176–8. https://doi.org/10.1080/23288604.2016.1222794.
Collins J. Good to great and the social sectors. Boulder: Jim Collins; 2005.
Coltart CE, Cheung R, Ardolino A, Bray B, Rocos B, Bailey A, et al. Leadership development for early career doctors. Lancet. 2012;379:1847–9.
Dalakoura A. Differentiating leader and leadership development. A collective framework for leadership development. J Manag Dev. 2010;29(5):432–41.
De Brún A, O’Donovan R, McAuliffe E. Interventions to develop collectivistic leadership in healthcare settings: a systematic review. BMC Health Serv Res. 2019;19:72. https://doi.org/10.1186/s12913-019-3883-x.
Dendle C, Baulch J, Pellicano R, Hay M, Lichtwark I, Ayoub S, et al. Medical student psychological distress and academic performance. Med Teach. 2018;40(12):1257–63. https://doi.org/10.1080/0142159X.2018.1427222.
Dirani KM, Abadi M, Alizadeh A, Barhate B, Garza RC, Gunasekara N, et al. Leadership competencies and the essential role of human resource development in times of crisis: a response to COVID-19 pandemic. Hum Resour Dev Int. 2020;23(4):380–94. https://doi.org/10.1080/13678868.2020.1780078.
Dixit SK, Sambasivan M. A review of the Australian healthcare system: a policy perspective. SAGE Open Med. 2018. https://doi.org/10.1177/2050312118769211.
Dyer JH, Gregersen HB, Christensen CM. The innovator’s DNA. Harv Bus Rev. 2009;87:12.
Edmondson AC. Psychological safety and learning behavior in work teams. Adm Sci Q. 1999;44(2):350–83. https://doi.org/10.2307/2666999.
Edmondson AC. The kinds of teams health care needs. Boston MA. Harv Bus Rev. 2015 [cited 2021 Jun 1]. Available from: https://hbr.org/2015/12/the-kinds-of-teams-health-care-needs
Edmondson AC. The fearless organization: creating psychological safety in the workplace for learning, innovation, and growth. San Francisco: Wiley; 2019.
Edmondson AC. What hospitals overwhelmed by COVID-19 can learn from startups. Boston MA. Harv Bus Rev. 2020 [cited 2021 Jul 14]. Available from: https://hbr.org/2020/05/what-hospitals-overwhelmed-by-covid-19-can-learn-from-startups
Edmondson AC, Hugander P. 4 steps to boost Psychological Safety at your workplace. Boston MA. Harv Bus Rev. 2021 [cited 2021 Jul 12]. Available from: https://hbr.org/2021/06/4-steps-to-boost-psychological-safety-at-your-workplace. Accessed July 2021.
Edmondson AC, Lei Z. Psychological safety: the history, renaissance, and future of an interpersonal construct. Annu Rev Organ Psychol Organ Behav. 2014;1(1):23–43. https://doi.org/10.1146/annurev-orgpsych-031413-091305.
Edmondson AC, Higgins M, Singer S, Weiner J. Understanding psychological safety in health care and education organisations: a comparative perspective. Res Hum Dev. 2016;13(1):65–83. https://doi.org/10.1080/15427609.2016.1141280.
Erlich D, Armstrong EG, Gooding H. Silver linings: a thematic analysis of case studies describing advances in health professions education during the COVID-19 pandemic. Med Teach. 2021;43(12):1444–9. https://doi.org/10.1080/0142159X.2021.1958174.
Eva KW, Anderson MB. An expression of gratitude to medical education adaptations reviewers. Med Educ. 2020a;54(12):1086–7. https://doi.org/10.1111/medu.14273.
Eva KW, Anderson MB. Medical education adaptations: really good stuff for educational transition during a pandemic. Med Educ. 2020b;54(6):494.
Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010;376(9756):1923–58.
Frich JC, Brewster AL, Cherlin EJ, Bradley EH. Leadership development programs for physicians: a systematic review. J Gen Intern Med. 2015;30(5):656–74. https://doi.org/10.1007/s11606-014-3141-1.
Gorman D, Hay M. Ensuring Australians’ healthcare birthright: learning from those we teach. Int Med J. 2017;47(7):725–7. https://doi.org/10.1111/imj.13472.
Green C, Atik A, Hay M. Developing leadership skills in young ophthalmologists. Ann Eye Sci. 2019;44(37):1–8. https://doi.org/10.21037/aes.2019.09.02.
Ignatius A. What is the next normal going to look like? A roundtable with five top executives. Boston MA. Harv Bus Rev. 2020; [cited 2021 Apr 20]. Available from: https://hbr.org/2020/07/what-is-the-next-normal-going-to-look-like
International Health Conference. Constitution of the World Health Organization. 1946. Bull World Health Organ. 2002;80(12):983–4.
Jackson CL, O’Halloran D. Reforming our health care system: time to rip off the band-aid? Med J Aust. 2021;215(7):301–3. https://doi.org/10.5694/mja2.51261.
Jadad AR, O’Grady L. How should health be defined? BMJ. 2008;337(7683):1363–4.
Keijser W, Poorthuis M, Tweedie J, Wilderom C. Review of determinants of national medical leadership development. BMJ Leader. 2017;1(4):36–43.
Laksov KB, Tomson T. Becoming an educational leader – exploring leadership in medical education. Int J Educ Policy Leadersh. 2017;20(4):506–16. https://doi.org/10.1080/13603124.2015.1114152.
McKimm J, O’Sullivan H. When I say … leadership. Med Educ. 2016 Sep;50(9):896–7. https://doi.org/10.1111/medu.13119.
McKimm J, Ramani S, Nadarajah VD. ‘Surviving to thriving’: leading health professions’ education through change, crisis & uncertainty. Asia Pac Scholar. 2021;6(3):32–44. https://doi.org/10.29060/TAPS.2021-6-3/OA2385.
McKinsey & Company. Psychological safety and the critical role of leadership development. McKinsey & Company. 2021 Feb 11 [cited 2021 Jul 14]. Available from: https://www.mckinsey.com/business-functions/people-and-organizational-performance/our-insights/psychological-safety-and-the-critical-role-of-leadership-development
Miles JM, Scott E. A new leadership development model for nursing education. J Prof Nurs. 2019;35(1):5–11.
Ng NBH, Chiong T, Lau PYW, Aw MM. Delivering medical education amidst COVID-19: responding to change during a time of crises. Asia Pac Scholar. 2021;6(3):111–3. https://doi.org/10.29060/TAPS.2021-6-3/PV2375.
Norman G. Lies, damned lies, and statistics. Perspect Med Educ. 2018;7:24–7. https://doi.org/10.1007/s40037-018-0425-x.
Nyenswah T, Engineer CY, Peters DH. Leadership in times of crisis: the example of Ebola virus disease in Liberia. Health Syst Reform. 2016;2(3):194–207. https://doi.org/10.1080/23288604.2016.1222793.
O’Donovan R, McAuliffe E. A systematic review of factors that enable psychological safety in healthcare teams. Int J Qual Health Care. 2020a;32(4):240–50. https://doi.org/10.1093/intqhc/mzaa025.
O’Donovan R, McAuliffe E. Exploring psychological safety in healthcare teams to inform the development of interventions: combining observational, survey and interview data. BMC Health Serv Res. 2020b;20:810. https://doi.org/10.1186/s12913-020-05646-z.
O’Donovan R, De Brún A, McAuliffe E. Healthcare professionals experience of psychological safety, voice, and salience. Front Psychol. 2021;12:626689. https://doi.org/10.3389/fpsyg.2021.626689.
Priest KL, Seemiller C. Past experiences, present beliefs, future practices: using narratives to re(present) leadership educator identity. J Leader Educ. 2018;17:93–113. https://doi.org/10.12806/v17/i1/r3.
Reich MR, Javadi D, Ghaffar A. Introduction to the special issue on “effective leadership for health systems”. Health Syst Reform. 2016;2(3):171–5. https://doi.org/10.1080/23288604.2016.1223978.
Rose S, Hartnett J, Pillai S. Healthcare worker’s emotions, perceived stressors and coping mechanisms during the COVID-19 pandemic. PLoS One. 2021;16(7):e0254252. https://doi.org/10.1371/journal.pone.0254252.
Salari N, Hosseinian-Far A, Jalali R, Vaisi-Raygani A, Rasoulpoor S, Mohammadi M, et al. Prevalence of stress, anxiety, depression among the general population during the COVID-19 pandemic: a systematic review and meta-analysis. Glob Health. 2020;16:57. https://doi.org/10.1186/s12992-020-00589-w.
Sandhu D. Healthcare educational leadership in the twenty-first century. Med Teach. 2019;41(6):614–8. https://doi.org/10.1080/0142159X.2019.1595555.
Sklar DP. Leadership in academic medicine: purpose, people, and programs. Acad Med. 2018;93(2):145–8.
Souba W, Souba M. How effective leaders harness the future. Acad Med. 2018;93(2):166–71. https://doi.org/10.1097/ACM.0000000000001955.
Stoller JK. Reflections on leadership in the time of COVID-19. BMJ Leader. 2020;4:77–9. https://doi.org/10.1136/leader-2020-000244.
Tai JHM, Canny BJ, Haines TP, Molloy EK. The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education. Adv Health Sci Educ. 2016;21:659–76. https://doi.org/10.1007/s10459-015-9659-0.
Tekian AS, Taylor DCM. Master’s degrees: meeting the standards for medical and health professions education. Med Teach. 2017;39(9):906–13. https://doi.org/10.1080/0142159X.2017.1324621.
Tekian A, Roberts T, Batty H, Cook D, Norcini J. Preparing leaders in health professions education. Med Teach. 2014;36(3):269–71. https://doi.org/10.3109/0142159X.2013.849332.
Thomas AT, Gilja S, Sikka N, Ogechukwu O, Kellner R, Schussler L, et al. Peer-to-peer COVID-19 medical curriculum development during the pandemic. Med Educ. 2021;55(11):1302–3. https://doi.org/10.1111/medu.14639.
Tucker CA. If medical education was a discipline, she would have five core competencies. Med Teach. 2017;39(7):783–4. https://doi.org/10.1080/0142159X.2016.1270435.
Tucker CA. Succession planning for academic nursing. J Prof Nurs. 2020;36(5:334–42.
Tucker AL, Edmondson AC. Why hospitals don’t learn from failures: organizational and psychological dynamics that inhibit system change. Calif Manag Rev. 2003;45(2):55–72.
van Diepen C, Fors A, Ekman I, et al. Association between person-centred care and healthcare providers’ job satisfaction and work-related health: a scoping review. BMJ Open. 2020;10:e042658. https://doi.org/10.1136/bmjopen-2020-042658.
Widjadja A, Saragih EJ. Analysis on the effect of hard skills, intrapersonal and interpersonal skills toward the performance of nurses (a case study on the alumni of husada hospital nursing academy, Jakarta, Indonesia). Res J Bus Manag. 2018;6:31–8.
Wilkinson T. How not to put the O into an OSCE. Perspect Med Educ. 2018;7(Suppl 1):28–9. https://doi.org/10.1007/s40037-018-0424-y.
William L. Humanising future leadership in healthcare. Monash Lens. 2021 Sept 23 [cited 2021 Oct 3]. Available from: https://lens.monash.edu/@medicine-health/2021/09/23/1383814/the-search-for-humanity-in-healthcare-leadership
Zhou AY, Panagioti M, Esmail A, Agius R, Van Tongeren M, Bower P. Factors associated with burnout and stress in trainee physicians: a systematic review and meta-analysis. JAMA Netw Open. 2020;3(8):e2013761. https://doi.org/10.1001/jamanetworkopen.2020.13761.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 Springer Nature Singapore Pte Ltd.
About this entry
Cite this entry
Hay, M., William, L., Green, C., Gantwerker, E., Allen, L.M. (2023). Developing Educational Leadership in Health Professions Education. In: Nestel, D., Reedy, G., McKenna, L., Gough, S. (eds) Clinical Education for the Health Professions. Springer, Singapore. https://doi.org/10.1007/978-981-15-3344-0_111
Download citation
DOI: https://doi.org/10.1007/978-981-15-3344-0_111
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-15-3343-3
Online ISBN: 978-981-15-3344-0
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education