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Medical leadership is the New Black: or is it?

Overview of attention for article published in Australian Health Review, November 2014
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Title
Medical leadership is the New Black: or is it?
Published in
Australian Health Review, November 2014
DOI 10.1071/ah14013
Pubmed ID
Authors

Christine Jorm, Malcolm Parker

Abstract

Considerable resources are being invested in healthcare leadership development programs and there is a new requirement for leadership teaching for Australian medical students. The new attention to medical leadership may be a reaction to loss of medical status and power. There is little evidence for return on investment from such programs. It is simply not clear what kind of leadership training is needed for collaborative work to improve healthcare nor what kind of organisational structures enable productive exercise of medical leadership skills. Caution is recommended. What is known about the topic? Considerable resources are being invested in healthcare leadership development programs and there is a new requirement to add leadership to the curricula for Australian medical students. What does this paper add? The lack of logic in calls for mass leadership training is explored. This may not only be a poor return on investment but also potentially reinforce medical attitudes that are unhelpful for modern healthcare. What are the implications for practitioners? A cautious approach to training large numbers of doctors and students is recommended.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 35 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Sweden 1 3%
Unknown 34 97%

Demographic breakdown

Readers by professional status Count As %
Student > Master 7 20%
Student > Doctoral Student 6 17%
Lecturer > Senior Lecturer 3 9%
Student > Ph. D. Student 3 9%
Researcher 2 6%
Other 6 17%
Unknown 8 23%
Readers by discipline Count As %
Medicine and Dentistry 12 34%
Social Sciences 5 14%
Nursing and Health Professions 3 9%
Psychology 2 6%
Sports and Recreations 2 6%
Other 2 6%
Unknown 9 26%