Table 2 Medical Leadership Teaching and Assessment Methods used in Australasian medical courses
From: Leadership curricula and assessment in Australian and New Zealand medical schools
Medical leadership teaching methods in the curricula (N = 16) | Other opportunities outside the curricula for students to learn medical leadership (N = 16) | Formal assessment of medical leadership in the curricula (N = 10) |
|---|---|---|
Small group seminars or workshops (14, 88%) | Student clubs and societies (14, 82%) | Reflective writing (10, 100%) |
Experiential learning (14, 88%) | Peer-teaching (4, 24%) | Portfolio (6, 60%) |
Lectures (11, 69%) | Scholarships (3, 18%) | Mini-CEX (6, 60%) |
Problem-based learning (7, 44%) | Sitting on school committees (2, 12%) | Structured clinical assessments (e.g. OSCE) (5, 50%) |
Student selected components (3, 19%) | Attending leadership conferences (2, 12%) | Presentations (5, 50%) |
Opportunity for a selective subject (2, 12%) | Coursework overload study (2, 12%) | Written examinations (5, 50%) |
Group project (1, 6%) | Mentoring (1, 6%) | Case-based discussions (4, 40%) |
Case-based learning (1, 6%) | Â | Â |
Student suggestions for a guest speaker (1, 6%) | Â | Â |
Attending simulation sessions (1, 6%) | Â | Â |