Best Practices in Leadership Training in Undergraduate Medical Education: A Systematic Review of Studies Published Between 2017–2024
Best Practices in Leadership Training in Undergraduate Medical Education
DOI:
https://doi.org/10.54393/pjhs.v7i1.3632Keywords:
Leadership Training, Medical Students, Undergraduate Medical Education, Curriculum, Professional Development, Teaching MethodsAbstract
Leadership is increasingly recognized as a core professional competency in undergraduate medical education, yet existing training remains inconsistent in structure and depth. Recent studies show considerable variation in how leadership is taught and evaluated, making it difficult for medical schools to define effective educational strategies. Objectives: To synthesize contemporary evidence on teaching methods, curricular structures, and reported outcomes of leadership training for undergraduate medical students (2017–2024). Methods: A systematic search of PubMed, Scopus, and the Cochrane Library (2017–2024) identified original research involving undergraduate medical students. Eligible studies reported a leadership-related intervention, perceptions, or readiness. Data extraction focused on teaching approaches, duration, assessment tools, and reported learning outcomes. Study quality was appraised using MMAT and JBI checklists. Results: Fifteen studies met the inclusion criteria. Most interventions were short workshops, brief courses, or needs-assessment surveys, with only a few longitudinal or integrated curricula. Common pedagogical methods included interactive workshops, reflective activities, team-based tasks, and student-led sessions. Outcomes largely reflected self-reported improvements in communication, teamwork, and confidence, while evidence of behavioural change or objective performance was limited. Considerable inconsistency existed in outcome measures and leadership competencies assessed. Conclusion: Current evidence indicates growing attention to leadership training but highlights significant gaps in curricular structure, assessment tools, and long-term evaluation. Programs using blended, experiential, and repeated learning opportunities show promise, but more rigorous, longitudinal, and competency-based approaches are needed to establish effective leadership development in undergraduate medical education.
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