Andrea Bañuelos Mota1, Anna Teresa Madrigal2, Stephanie K Zia3, Jehni Robinson3. 1. Keck School of Medicine of the University of Southern California, Los Angeles, CA. University of California, Los Angeles, Los Angeles, CA. 2. Keck School of Medicine of the University of Southern California, Los Angeles, CA. San Mateo Behavioral Health and Recovery Services, San Mateo, CA. 3. Keck School of Medicine of the University of Southern California, Los Angeles, CA.
Abstract
INTRODUCTION: Experts suggest that leadership education should begin during medical school. However, little information exists on preferences of medical students on leadership development and particularly of those who want to work with underserved communities. This student-led study surveyed medical students on leadership development skills and perceptions on curricular needs. METHODS: We conducted a cross-sectional study using a 26-question survey with Likert scales, multiple choice, and open-ended questions. We anonymously surveyed 83 students (medical school years 1 through 4) at the Keck School of Medicine of University of Southern California and conducted a one-time focus group with six students to assess leadership aspirations and training needs. We compared student responses based their desire to serve in underserved communities in their careers. RESULTS: Medical student desire to practice in underserved communities was greatest among respondents in their first 2 years (62% and 67%), compared to 36% and 53% for respondents in third and fourth year, respectively. Students interested in underserved communities were statistically more likely (t test 2.07, P=.04) to indicate "My well-being may need to be sacrificed in order to serve as a leader," based on the survey. The survey showed similar top-five leader characteristics (competent, dependable, honest, inspiring, supportive) were valued among all respondents. Optional leadership modules were selected to enhance medical education by the most respondents and could potentially meet their curricular needs. CONCLUSION: Our findings show that medical students welcome leadership training opportunities and prefer optional longitudinal modules. Students who plan to practice in underserved communities have similar preferences on training but may need additional support related to maintaining their well-being.
INTRODUCTION: Experts suggest that leadership education should begin during medical school. However, little information exists on preferences of medical students on leadership development and particularly of those who want to work with underserved communities. This student-led study surveyed medical students on leadership development skills and perceptions on curricular needs. METHODS: We conducted a cross-sectional study using a 26-question survey with Likert scales, multiple choice, and open-ended questions. We anonymously surveyed 83 students (medical school years 1 through 4) at the Keck School of Medicine of University of Southern California and conducted a one-time focus group with six students to assess leadership aspirations and training needs. We compared student responses based their desire to serve in underserved communities in their careers. RESULTS: Medical student desire to practice in underserved communities was greatest among respondents in their first 2 years (62% and 67%), compared to 36% and 53% for respondents in third and fourth year, respectively. Students interested in underserved communities were statistically more likely (t test 2.07, P=.04) to indicate "My well-being may need to be sacrificed in order to serve as a leader," based on the survey. The survey showed similar top-five leader characteristics (competent, dependable, honest, inspiring, supportive) were valued among all respondents. Optional leadership modules were selected to enhance medical education by the most respondents and could potentially meet their curricular needs. CONCLUSION: Our findings show that medical students welcome leadership training opportunities and prefer optional longitudinal modules. Students who plan to practice in underserved communities have similar preferences on training but may need additional support related to maintaining their well-being.